Massachusetts School and District Profiles

Indian Orchard Elementary

Districts
Schools

2025

2025 Official Accountability Report - Indian Orchard Elementary

Organization Information

DISTRICT NAME
Springfield (02810000)

TITLE I STATUS
Title I School

SCHOOL
Indian Orchard Elementary (02810100)

GRADES SERVED
PK,K,01,02,03,04,05

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
67% - Substantial progress toward targets	26

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	52%	76%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	67%
	Substantial progress toward targets

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	3	4	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	7	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	6	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		6.2	9.6	-	6.7	7.6	-
Percentage of possible points		65%		-	88%		-
2025 Annual criterion-referenced target percentage		76%

2024 Points awarded

2024 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	0	4	-	4	4	-
	Mathematics achievement	0	4	-	3	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	2	12	60.0	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	20.0	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	3	4	10.0
Weighted total		2.2	9.6	-	6.2	7.6	-
Percentage of possible points		23%		-	82%		-
2024 Annual criterion-referenced target percentage		52%

Student group percentile

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

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	24%	63%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	48%
	Moderate progress toward targets

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	3	4	-
	Mathematics achievement	4	4	-
	Science achievement	0	4	-
	Achievement total	7	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	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	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		6.5	10.3	-
Percentage of possible points		63%		-
2025 Annual criterion-referenced target percentage		63%

2024 Points awarded

2024 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	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	2	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		2.5	10.3	-
Percentage of possible points		24%		-
2024 Annual criterion-referenced target percentage		24%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	482.8	485.7	2.9	485.5	210	3	Recovery Path: Met Target
Lowest Performing	463.1	471.4	8.3	468.2	25	4	Path Forward: Exceeded Target
High Needs	482.0	485.1	3.1	485.5	201	3	Path Forward: Met Target
English Learners and Former English Learners	479.1	482.9	3.8	482.8	43	3	Path Forward: Met Target
Low Income	482.0	484.9	2.9	484.1	192	4	Recovery Path: Exceeded Target
Students with Disabilities	472.1	476.3	4.2	476.2	77	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	-	-	-
Black or African American	479.4	489.8	10.4	482.7	39	4	Path Forward: Exceeded Target
Hispanic or Latino	482.4	484.1	1.7	485.7	141	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	19	-	-

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	480.5	486.0	5.5	483.7	209	4	Path Forward: Exceeded Target
Lowest Performing	456.8	466.0	9.2	462.3	25	4	Recovery Path: Exceeded Target
High Needs	479.0	485.7	6.7	482.3	200	4	Path Forward: Exceeded Target
English Learners and Former English Learners	480.6	486.4	5.8	484.1	43	4	Path Forward: Exceeded Target
Low Income	479.0	485.5	6.5	481.8	191	4	Path Forward: Exceeded Target
Students with Disabilities	468.0	475.9	7.9	471.7	77	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	-	-	-
Black or African American	475.4	488.1	12.7	478.9	39	4	Path Forward: Exceeded Target
Hispanic or Latino	480.1	484.7	4.6	483.2	140	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	19	-	-

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	486.1	482.3	-3.8	490.4	74	0	Path Forward: Declined
Lowest Performing	-	-	-	-	12	-	-
High Needs	483.8	481.3	-2.5	488.1	68	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	18	-	-
Low Income	484.2	480.4	-3.8	488.3	65	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	26	-	-
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	13	-	-
Hispanic or Latino	487.0	480.7	-6.3	490.9	44	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	13	-	-

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	54.3	132	3	Typical Growth - High
Lowest Performing	52.9	24	3	Typical Growth - High
High Needs	54.2	125	3	Typical Growth - High
English Learners and Former English Learners	58.0	27	3	Typical Growth - High
Low Income	53.5	118	3	Typical Growth - High
Students with Disabilities	49.6	52	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	-	-	-
Black or African American	52.3	27	3	Typical Growth - High
Hispanic or Latino	54.4	81	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	17	-	-

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	54.2	131	3	Typical Growth - High
Lowest Performing	46.8	24	2	Typical Growth - Low
High Needs	55.3	124	3	Typical Growth - High
English Learners and Former English Learners	57.1	27	3	Typical Growth - High
Low Income	54.9	117	3	Typical Growth - High
Students with Disabilities	51.9	52	3	Typical Growth - High
American Indian or Alaska Native	-	2	-	-
Asian	-	-	-	-
Black or African American	51.7	27	3	Typical Growth - High
Hispanic or Latino	54.5	80	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	-	17	-	-

Progress toward attaining English language proficiency - Non-high school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	65.1	84.2	19.1	70.5	38	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	65.1	84.2	19.1	70.5	38	4	Exceeded Target
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	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	37.8	32.4	-5.4	35.6	413	4	Exceeded Target
Lowest Performing	41.4	40.0	-1.4	36.5	25	2	Improved Below Target
High Needs	39.3	33.2	-6.1	36.8	392	4	Exceeded Target
English Learners and Former English Learners	36.5	27.9	-8.6	33.2	86	4	Exceeded Target
Low Income	40.1	33.7	-6.4	37.4	374	4	Exceeded Target
Students with Disabilities	39.1	36.5	-2.6	34.8	137	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	3	-	-
Black or African American	23.0	14.7	-8.3	19.4	75	4	Exceeded Target
Hispanic or Latino	43.6	38.5	-5.1	39.8	275	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	24	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	34	-	-

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	227	227	100	Yes	1	227	227	100	Yes	1	81	81	100	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	218	218	218	218	75	75	511	511	100	Yes	1
English Learners and Former English Learners	52	52	52	52	20	20	124	124	100	Yes	1
Low Income	209	209	209	209	72	72	490	490	100	Yes	1
Students with Disabilities	82	82	82	82	28	28	192	192	100	Yes	1
American Indian or Alaska Native	2	2	2	2	2	2	6	-	-	-	-
Asian	1	1	1	1	1	1	3	-	-	-	-
Black or African American	41	41	41	41	13	13	95	95	100	Yes	1
Hispanic or Latino	153	153	152	152	48	48	353	353	100	Yes	1
Multi-Race, Not Hispanic or Latino	9	9	9	9	2	2	20	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	21	21	22	22	15	15	58	58	100	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