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Grafton Street

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2019 Official Accountability Report - Grafton Street

Organization Information
DISTRICT NAME
Worcester (03480000)
TITLE I STATUS
Title I School
SCHOOL
Grafton Street (03480115)
GRADES SERVED
K,01,02,03,04,05,06
REGION
West/Central
FEDERAL DESIGNATION
Targeted Support and Improvement (TSI)

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low subgroup performance: White -Students w/disabilities
Progress toward improvement targetsAccountability percentile
70% - Substantial progress toward targets7

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage63%75%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
70%
Substantial progress toward targets

2019 Points awarded

2019 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 achievement34-34-
Mathematics achievement44-44-
Science achievement34----
Achievement total101260.07867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5820.05822.5
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 total0410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total7.09.6-5.97.6-
Percentage of possible points 73%-78%-
Criterion-referenced target percentage75%

2018 Points awarded

2018 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 achievement04-24-
Science achievement44----
Achievement total81260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-14-
Growth total4820.03822.5
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 total2410.0---
Additional indicatorsChronic absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total6.19.6-4.77.6-
Percentage of possible points 64%-62%-
Criterion-referenced target percentage63%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage78%70%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
73%
Substantial progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-
Mathematics achievement44-
Science achievement34-
Achievement total91267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
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 total7.210.3-
Percentage of possible points 70%-
2019 Annual criterion-referenced target percentage70%

2018 Points awarded

2018 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement24-
Science achievement44-
Achievement total101267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total8.010.3-
Percentage of possible points 78%-
2018 Annual criterion-referenced target percentage78%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
9

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 481.9 483.3 1.4 483.8 1943Met Target
Lowest Performing 461.4 466.0 4.6 466.5 263Met Target
High needs 481.7 482.8 1.1 483.6 1812Improved Below Target
Econ. Disadvantaged 481.0 483.0 2.0 482.1 1554Exceeded Target
EL and Former EL 479.0 481.3 2.3 480.7 1174Exceeded Target
Students w/ disabilities 465.9 468.7 2.8 468.0 324Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black 480.8 481.4 0.6 482.5 322Improved Below Target
Hispanic/Latino 480.0 480.4 0.4 481.4 962Improved Below Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 482.3 486.2 3.9 483.8 464Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 473.7 479.4 5.7 475.3 1924Exceeded Target
Lowest Performing 450.7 462.8 12.1 454.4 254Exceeded Target
High needs 473.9 479.2 5.3 475.9 1794Exceeded Target
Econ. Disadvantaged 472.5 479.1 6.6 474.3 1534Exceeded Target
EL and Former EL 472.7 478.3 5.6 474.6 1164Exceeded Target
Students w/ disabilities 458.3 462.4 4.1 460.6 324Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black 472.1 476.9 4.8 474.1 324Exceeded Target
Hispanic/Latino 473.5 476.9 3.4 474.9 954Exceeded Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 472.3 480.7 8.4 474.1 454Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 50.0 52.2 2.2 53.1 583Met Target
Lowest Performing-------
High needs 48.6 52.3 3.7 51.9 543Met Target
Econ. Disadvantaged 49.2 51.7 2.5 52.3 443Met Target
EL and Former EL---- 31--
Students w/ disabilities---- 10--
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 16--
Hispanic/Latino 53.8 55.2 1.4 56.8 242Improved Below Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 13--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 44.9 1412Typical Growth - Low
Lowest Performing 48.1 262Typical Growth - Low
High needs 44.1 1302Typical Growth - Low
Econ. Disadvantaged 43.8 1132Typical Growth - Low
EL and Former EL 44.9 772Typical Growth - Low
Students w/ disabilities 40.9 262Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 8--
Afr. Amer./Black 46.9 232Typical Growth - Low
Hispanic/Latino 41.5 682Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 7--
Nat. Haw. or Pacif. Isl.----
White 46.4 352Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 57.7 1403Typical Growth - High
Lowest Performing 53.7 253Typical Growth - High
High needs 56.8 1293Typical Growth - High
Econ. Disadvantaged 55.0 1123Typical Growth - High
EL and Former EL 56.3 763Typical Growth - High
Students w/ disabilities 44.1 262Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 8--
Afr. Amer./Black 59.7 233Typical Growth - High
Hispanic/Latino 54.0 683Typical Growth - High
Multi-race, Non-Hisp./Lat.- 7--
Nat. Haw. or Pacif. Isl.----
White 57.1 343Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 51.5 40.6 -10.9 56.9 1280Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 51.5 40.6 -10.9 56.9 1280Declined
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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 11.1 14.3 3.2 8.9 3350Declined
Lowest Performing 7.7 23.1 15.4 2.8 260Declined
High needs 11.3 14.6 3.3 8.8 3150Declined
Econ. Disadvantaged 11.1 16.1 5.0 8.4 2480Declined
EL and Former EL 10.9 12.1 1.2 7.6 1980Declined
Students w/ disabilities 10.5 18.2 7.7 6.2 550Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 18--
Afr. Amer./Black 7.8 5.8 -2.0 4.2 522Improved Below Target
Hispanic/Latino 15.4 17.3 1.9 11.6 1730Declined
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 9.6 16.5 6.9 6.7 790Declined

Assessment participation - All students
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 216 21499Yes 1 215 214100Yes 1 65 65100Yes 1

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 203 201 202 201 61 61 466 46399Yes1
Econ. Disadvantaged 174 172 173 172 50 50 397 39499Yes1
EL and Former EL 132 130 132 131 36 36 300 29799Yes1
Students w/ disabilities 36 36 36 36 11 11 83 83100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 11 11 11 11 3 3 25----
Afr. Amer./Black 38 37 38 38 18 18 94 9399Yes1
Hispanic/Latino 109 108 109 108 28 28 246 24499Yes1
Multi-race, Non-Hisp./Lat. 9 9 9 9 2 2 20----
Nat. Haw. or Pacif. Isl.-----------
White 49 49 48 48 14 14 111 111100Yes1


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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


Resources
Interpretive Materials Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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