Massachusetts School and District Profiles

Josiah Haynes

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2018 Official Accountability Report - Josiah Haynes

Organization Information
DISTRICT NAME
Sudbury (02880000)
TITLE I STATUS
Non-Title I School
SCHOOL
Josiah Haynes (02880010)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
School of Recognition: High Achievement - High Growth - Exceeding Targets
Progress toward improvement targetsAccountability percentile
97% - Meeting targets98

Overall results

Progress toward improvement targets
Indicator All students
(Non-high school grades)
Lowest performing students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-44-
Mathematics achievement44-44-
Science achievement34----
Achievement total111267.58867.5
GrowthEnglish language arts growth44-44-
Mathematics growth44-44-
Growth total8822.58822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total9.610.3-7.67.6-
Percentage of possible points 93%-100%-
Criterion-referenced target percentage97%
Meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement44-
Science achievement34-
Achievement total111267.5
GrowthEnglish language arts growth44-
Mathematics growth44-
Growth total8822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total9.210.3-
Percentage of possible points 89%-
Criterion-referenced target percentage89%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 97

Detailed data for each indicator

English language arts achievement - Next-Generation MCAS average composite scaled score - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 511.5 514.6 3.1 513.2 2134Exceeded Target
Lowest Performing 489.2 503.4 14.2 493.1 344Exceeded Target
High needs 489.5 501.1 11.6 491.1 464Exceeded Target
Econ. Disadvantaged---- 10--
EL and Former EL---- 9--
Students w/ disabilities 487.8 497.5 9.7 489.1 314Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 19--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 511.8 514.9 3.1 513.4 1684Exceeded Target

Mathematics achievement - Next-Generation MCAS average composite scaled score - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 512.3 517.1 4.8 513.5 2134Exceeded Target
Lowest Performing 494.4 502.6 8.2 497.2 344Exceeded Target
High needs 491.9 503.4 11.5 493.3 464Exceeded Target
Econ. Disadvantaged---- 10--
EL and Former EL---- 9--
Students w/ disabilities 489.9 498.8 8.9 491.7 314Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 19--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 512.4 516.5 4.1 513.7 1684Exceeded Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 88.6 88.9 0.3 90.8 883Met Target
Lowest Performing-------
High needs 71.6 75.0 3.4 74.8 203Met Target
Econ. Disadvantaged---- 3--
EL and Former EL---- 2--
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 89.1 89.2 0.1 91.2 744Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 63.2 50.0 1374Exceeded Target
Lowest Performing 68.6 50.0 344Exceeded Target
High needs 70.0 50.0 284Exceeded Target
Econ. Disadvantaged-- 6--
EL and Former EL-- 6--
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-----
Asian-- 11--
Afr. Amer./Black-- 4--
Hispanic/Latino-- 2--
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-----
White 63.3 50.0 1124Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 63.2 50.0 1374Exceeded Target
Lowest Performing 73.9 50.0 344Exceeded Target
High needs 70.7 50.0 284Exceeded Target
Econ. Disadvantaged-- 6--
EL and Former EL-- 6--
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-----
Asian-- 11--
Afr. Amer./Black-- 4--
Hispanic/Latino-- 2--
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-----
White 63.9 50.0 1124Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students-------
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL-------
Students w/ disabilities-------
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White-------

Chronic absenteeism - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 1.1 2.1 -1.0 0.1 3324Exceeded Target
Lowest Performing 0.0 0.0 0.0 0.0 344Exceeded Target
High needs 3.5 4.2 -0.7 1.5 710Declined
Econ. Disadvantaged---- 12--
EL and Former EL---- 11--
Students w/ disabilities 3.0 5.7 -2.7 0.3 530Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 28--
Afr. Amer./Black---- 9--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 24--
Nat. Haw. or Pacif. Isl.-------
White 1.1 2.6 -1.5 0.0 2664Exceeded Target

Assessment participation
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 219 218100Yes 1 219 218100Yes 1 91 9099Yes 1
Lowest Performing---------------
High needs 49 4898Yes 1 49 4898Yes 1 22 2195Yes 1
Econ. Disadvantaged 10---- 10---- 3----
EL and Former EL 9---- 9---- 2----
Students w/ disabilities 34 3397Yes 1 34 3397Yes 1 18----
Amer. Ind. or Alaska Nat.---------------
Asian 19---- 19---- 6----
Afr. Amer./Black 6---- 6---- 2----
Hispanic/Latino 3---- 3---- 1----
Multi-race, Non-Hisp./Lat. 17---- 17---- 5----
Nat. Haw. or Pacif. Isl.---------------
White 174 17399Yes 1 174 17399Yes 1 77 7699Yes 1


About this Report

Overall classification: All Massachusetts districts and schools with sufficient data are classified into one of two accountability categories: districts and schools requiring assistance or intervention, and districts and schools without required assistance or intervention. The reason(s) for the district or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines information about achievement, growth, high school completion, English learner progress, advanced coursework completion, and chronic absenteeism into a single number between 0 and 100. For a group to be considered to be meeting targets it must have a criterion-referenced target percentage of 75% or higher.

The criterion-referenced target percentage is calculated by dividing the weighted total points earned by the weighted total possible points. The calculation for each is displayed below.

Weighted total of points earned = (Total achievement points earned x Achievement weight) + (Total growth points earned x Growth weight) + (Total high school completion points earned x high school completion weight) + (EL progress points earned x EL progress weight) + (Total additional indicator points earned x Additional indicator weight)

Weighted total of possible points = (Total achievement possible points x Achievement weight) + (Total growth possible points x Growth weight) + (Total high school completion possible points x high school completion weight) + (EL progress possible points x EL progress weight) + (Total additional indicator possible points x Additional indicator weight)

Accountability percentile: An accountability percentile between 1 and 99 is reported for most schools. This number is an indication of the school's overall performance relative to other schools that serve similar grades, and is calculated using data for all accountability indicators. School percentiles are not calculated for districts.

Determination of need for special education technical assistance or intervention: The U.S. Department of Education requires Massachusetts to determine which districts (including single school districts) have specific needs for technical assistance or intervention in the area of special education. A district's determination is based on four categories: Meets Requirements (MR); Needs Assistance (NA); Needs Intervention (NI); and Needs Substantial Intervention (NSI). In most cases these categories correspond to the district's results, except when the district has specific compliance needs. This designation helps signal whether outcomes for all students in the district indicate progress, including that of students with disabilities, or whether technical assistance and/or intervention is needed to improve outcomes for all children, especially students with disabilities.


Resources
Interpretive Materials
Glossary of 2018 Accountability Terms

School and District Profiles