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Wilmington Middle School

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2018 Official Accountability Report - Wilmington Middle School

Organization Information
DISTRICT NAME
Wilmington (03420000)
TITLE I STATUS
Non-Title I School
SCHOOL
Wilmington Middle School (03420330)
GRADES SERVED
06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
33% - Partially meeting targets52

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 achievement04-04-
Mathematics achievement34-24-
Science achievement04----
Achievement total31267.52867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5822.55822.5
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 absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total3.410.3-2.57.6-
Percentage of possible points 33%-33%-
Criterion-referenced target percentage33%
Partially 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 achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total1.110.3-
Percentage of possible points 11%-
Criterion-referenced target percentage11%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 17

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 505.3 502.3 -3.0 506.8 8250Declined
Lowest Performing 481.7 479.9 -1.8 486.4 1350Declined
High needs 490.6 485.9 -4.7 492.2 2360Declined
Econ. Disadvantaged 495.5 492.3 -3.2 496.9 870Declined
EL and Former EL---- 15--
Students w/ disabilities 486.7 480.4 -6.3 488.4 1740Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian 515.8 509.9 -5.9 517.9 263Met Target
Afr. Amer./Black---- 13--
Hispanic/Latino 497.3 497.5 0.2 498.4 332Improved Below Target
Multi-race, Non-Hisp./Lat. 511.4 504.9 -6.5 513.0 280Declined
Nat. Haw. or Pacif. Isl.-------
White 505.2 502.5 -2.7 506.8 7230Declined

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 504.6 505.7 1.1 506.0 8233Met Target
Lowest Performing 482.3 483.9 1.6 485.9 1342Improved Below Target
High needs 489.6 488.6 -1.0 491.3 2360Declined
Econ. Disadvantaged 493.6 494.3 0.7 494.7 873Met Target
EL and Former EL---- 15--
Students w/ disabilities 485.9 483.2 -2.7 488.0 1740Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian 515.2 521.8 6.6 517.7 264Exceeded Target
Afr. Amer./Black---- 13--
Hispanic/Latino 497.1 497.3 0.2 498.7 332Improved Below Target
Multi-race, Non-Hisp./Lat. 508.3 508.5 0.2 509.8 283Met Target
Nat. Haw. or Pacif. Isl.-------
White 504.4 505.6 1.2 505.9 7213Met 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 76.7 70.8 -5.9 79.1 3050Declined
Lowest Performing-------
High needs 60.6 53.4 -7.2 63.4 950Declined
Econ. Disadvantaged 61.8 62.5 0.7 64.7 342Improved Below Target
EL and Former EL---- 4--
Students w/ disabilities 55.4 47.5 -7.9 58.5 710Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 10--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 76.8 70.7 -6.1 79.2 2640Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.0 50.0 8072Below Target
Lowest Performing 46.6 50.0 1332Below Target
High needs 41.0 50.0 2212Below Target
Econ. Disadvantaged 41.0 50.0 812Below Target
EL and Former EL-- 15--
Students w/ disabilities 40.0 50.0 1602Below Target
Amer. Ind. or Alaska Nat.-- 2--
Asian 44.0 50.0 262Below Target
Afr. Amer./Black-- 13--
Hispanic/Latino 52.9 50.0 323Met Target
Multi-race, Non-Hisp./Lat. 46.3 50.0 282Below Target
Nat. Haw. or Pacif. Isl.-----
White 46.1 50.0 7062Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 53.2 50.0 8053Met Target
Lowest Performing 50.8 50.0 1323Met Target
High needs 48.2 50.0 2212Below Target
Econ. Disadvantaged 50.4 50.0 813Met Target
EL and Former EL-- 15--
Students w/ disabilities 46.7 50.0 1602Below Target
Amer. Ind. or Alaska Nat.-- 2--
Asian 60.0 50.0 264Exceeded Target
Afr. Amer./Black-- 13--
Hispanic/Latino 51.9 50.0 323Met Target
Multi-race, Non-Hisp./Lat. 50.8 50.0 283Met Target
Nat. Haw. or Pacif. Isl.-----
White 53.1 50.0 7043Met 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 5.6 5.2 0.4 4.5 8452Improved Below Target
Lowest Performing 4.4 6.7 -2.3 0.8 1350Declined
High needs 13.5 13.0 0.5 11.1 2462Improved Below Target
Econ. Disadvantaged 17.7 24.7 -7.0 14.2 730Declined
EL and Former EL---- 18--
Students w/ disabilities 13.1 12.7 0.4 9.8 1812Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian 0.0 11.5 -11.5 0.0 260Declined
Afr. Amer./Black---- 16--
Hispanic/Latino 5.4 12.8 -7.4 1.8 390Declined
Multi-race, Non-Hisp./Lat. 7.1 10.0 -2.9 6.0 300Declined
Nat. Haw. or Pacif. Isl.-------
White 5.8 4.4 1.4 4.5 7323Met 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 839 83399Yes 1 839 83199Yes 1 315 30998Yes 1
Lowest Performing---------------
High needs 246 24198Yes 1 246 24198Yes 1 101 9796Yes 1
Econ. Disadvantaged 93 9299Yes 1 93 9299Yes 1 37 3697Yes 1
EL and Former EL 15---- 15---- 4----
Students w/ disabilities 182 17898Yes 1 182 17898Yes 1 75 7296Yes 1
Amer. Ind. or Alaska Nat. 2---- 2---- 1----
Asian 26 26100Yes 1 26 26100Yes 1 10----
Afr. Amer./Black 14---- 14---- 5----
Hispanic/Latino 38 3695Yes 1 38 3695Yes 1 20 20100Yes 1
Multi-race, Non-Hisp./Lat. 30 30100Yes 1 30 30100Yes 1 8----
Nat. Haw. or Pacif. Isl.---------------
White 729 72599Yes 1 729 72399Yes 1 271 26598Yes 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 Interpretive Materials
Glossary of 2018 Accountability Terms Glossary of 2018 Accountability Terms

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