Massachusetts School and District Profiles

Hill View Montessori Charter Public (District)

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Hill View Montessori Charter Public (District)

Organization Information

DISTRICT NAME
Hill View Montessori Charter Public (District) (04550000)

TITLE I STATUS
Title I District

REGION
Coastal

GRADES SERVED
K,01,02,03,04,05,06,07,08

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
65% - Substantial progress toward targets	-

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR
SCHOOLS IN THIS DISTRICT

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	57%	71%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	65%
	Substantial progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	4	4	-
	Mathematics achievement	2	4	-	3	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	6	12	67.5	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	6	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		5.8	10.3	-	6.5	7.6	-
Percentage of possible points		56%		-	86%		-
2026 Annual criterion-referenced target percentage		71%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	2	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		4.1	10.3	-	5.6	7.6	-
Percentage of possible points		40%		-	74%		-
2025 Annual criterion-referenced target percentage		57%

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	35%	27%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	30%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		2.8	10.3	-
Percentage of possible points		27%		-
2026 Annual criterion-referenced target percentage		27%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	1	4	-
	Mathematics achievement	1	4	-
	Science achievement	2	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		3.6	10.3	-
Percentage of possible points		35%		-
2025 Annual criterion-referenced target percentage		35%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	487.5	488.3	0.8	490.3	194	2	Recovery Path: Improved Below Target
Lowest Performing	458.5	464.5	6.0	463.6	36	4	Path Forward: Exceeded Target
High Needs	480.9	483.0	2.1	483.7	114	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	467.9	473.2	5.3	471.6	26	4	Path Forward: Exceeded Target
Low Income	485.4	485.1	-0.3	488.4	85	1	Recovery Path: No Change
Students with Disabilities	470.5	474.5	4.0	474.4	45	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	482.7	482.8	0.1	486.8	86	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.4	493.5	1.1	495.3	85	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	480.1	480.9	0.8	482.8	196	2	Recovery Path: Improved Below Target
Lowest Performing	459.9	464.5	4.6	464.1	36	3	Recovery Path: Met Target
High Needs	476.0	475.4	-0.6	478.4	114	0	Recovery Path: Declined
English Learners and Former English Learners	464.6	470.7	6.1	468.1	26	4	Path Forward: Exceeded Target
Low Income	479.2	476.6	-2.6	482.0	85	0	Path Forward: Declined
Students with Disabilities	468.7	467.4	-1.3	471.1	45	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	475.1	476.1	1.0	477.8	87	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	484.8	484.9	0.1	487.7	86	2	Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	489.0	489.5	0.5	493.3	62	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	9	-	-
High Needs	484.3	481.6	-2.7	488.6	34	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	486.3	484.1	-2.2	490.4	26	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	484.2	482.0	-2.2	488.1	26	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.3	497.8	5.5	497.2	28	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.3	155	3	Typical Growth - High
Lowest Performing	51.1	36	3	Typical Growth - High
High Needs	53.0	89	3	Typical Growth - High
English Learners and Former English Learners	-	18	-	-
Low Income	52.2	65	3	Typical Growth - High
Students with Disabilities	47.8	35	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	9	-	-
Hispanic or Latino	53.6	72	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	58.6	67	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.1	156	3	Typical Growth - High
Lowest Performing	51.8	36	3	Typical Growth - High
High Needs	49.8	90	2	Typical Growth - Low
English Learners and Former English Learners	-	18	-	-
Low Income	48.1	66	2	Typical Growth - Low
Students with Disabilities	45.6	36	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	9	-	-
Hispanic or Latino	47.9	72	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.2	67	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	-	-	-
Students with Disabilities	-	-	-	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Chronic absenteeism - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	16.2	13.2	-3.0	14.0	273	4	Exceeded Target
Lowest Performing	27.0	8.3	-18.7	22.1	36	4	Exceeded Target
High Needs	19.5	16.9	-2.6	17.0	154	3	Met Target
English Learners and Former English Learners	22.9	14.6	-8.3	19.6	41	4	Exceeded Target
Low Income	17.6	22.1	4.5	14.9	113	0	Declined
Students with Disabilities	16.9	3.6	-13.3	12.6	56	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	15.3	12.0	-3.3	11.5	125	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	14.9	14.0	-0.9	12.0	114	2	Improved Below Target

Assessment participation - All students
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	199	194	97	Yes	1	200	196	98	Yes	1	65	62	95	Yes	1

Assessment participation - Student Group
Group	English language arts		Mathematics		Science		Overall
Group	Enrolled	Assessed	Enrolled	Assessed	Enrolled	Assessed	Total Enrolled	Total Assessed	%	Met Target?	Years in Rate
High Needs	115	114	115	114	35	34	265	262	99	Yes	1
English Learners and Former English Learners	26	26	26	26	7	6	59	58	98	Yes	1
Low Income	85	85	85	85	27	26	197	196	99	Yes	1
Students with Disabilities	46	45	46	45	13	13	105	103	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	1	1	1	1	0	0	2	-	-	-	-
Black or African American	11	11	11	11	3	3	25	-	-	-	-
Hispanic or Latino	88	86	88	87	27	26	203	199	98	Yes	1
Multi-Race, Not Hispanic or Latino	11	11	11	11	5	5	27	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	88	85	89	86	30	28	207	199	96	Yes	1

About this report

About the Data

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

Glossary of Accountability Terms