Massachusetts School and District Profiles

Florence Sawyer School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Florence Sawyer School

Organization Information

DISTRICT NAME
Nashoba (07250000)

TITLE I STATUS
Non-Title I School

SCHOOL
Florence Sawyer School (07250025)

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

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
65% - Substantial progress toward targets	81

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	71%	60%
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	3	4	-	0	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	10	12	67.5	2	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		8.5	10.3	-	2.9	7.6	-
Percentage of possible points		83%		-	38%		-
2026 Annual criterion-referenced target percentage		60%

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	4	4	-	4	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	7	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	4	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	7	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		6.5	10.3	-	6.0	7.6	-
Percentage of possible points		63%		-	79%		-
2025 Annual criterion-referenced target percentage		71%

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

	2025	2026
Annual criterion-referenced target percentage	70%	44%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	54%
	Substantial 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	0	4	-
	Mathematics achievement	1	4	-
	Science achievement	4	4	-
	Achievement total	5	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	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		4.5	10.3	-
Percentage of possible points		44%		-
2026 Annual criterion-referenced target percentage		44%

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	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	0	4	-
	Achievement total	8	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		7.2	10.3	-
Percentage of possible points		70%		-
2025 Annual criterion-referenced target percentage		70%

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	506.3	503.5	-2.8	509.3	485	3	Recovery Path: Met Target
Lowest Performing	484.7	482.5	-2.2	490.1	101	0	Recovery Path: Declined
High Needs	493.2	491.4	-1.8	495.2	132	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	489.6	492.5	2.9	492.5	39	3	Recovery Path: Met Target
Students with Disabilities	489.7	488.1	-1.6	492.2	100	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	514.9	516.9	2.0	517.0	23	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	493.7	499.0	5.3	496.3	28	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	510.6	511.8	1.2	512.0	23	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	506.3	502.6	-3.7	509.0	409	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	506.4	505.5	-0.9	509.1	488	3	Recovery Path: Met Target
Lowest Performing	483.5	486.8	3.3	487.9	101	2	Recovery Path: Improved Below Target
High Needs	493.8	493.3	-0.5	495.9	134	1	Recovery Path: No Change
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	492.7	495.7	3.0	495.1	41	4	Path Forward: Exceeded Target
Students with Disabilities	490.2	490.0	-0.2	492.2	101	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	519.5	519.5	0.0	522.5	23	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	495.9	498.4	2.5	498.8	28	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	515.7	517.0	1.3	517.2	23	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.9	504.6	-1.3	508.3	412	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	502.1	506.0	3.9	504.3	172	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	45	-	-
High Needs	489.4	494.1	4.7	492.9	45	4	Path Forward: Exceeded Target
English Learners and Former English Learners	-	-	-	-	3	-	-
Low Income	-	-	-	-	14	-	-
Students with Disabilities	483.5	492.4	8.9	487.7	36	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	9	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.3	505.6	2.3	505.5	147	3	Path Forward: Met Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.9	401	3	Typical Growth - High
Lowest Performing	48.0	101	2	Typical Growth - Low
High Needs	49.5	114	2	Typical Growth - Low
English Learners and Former English Learners	-	9	-	-
Low Income	53.3	36	3	Typical Growth - High
Students with Disabilities	47.7	88	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	19	-	-
Black or African American	-	2	-	-
Hispanic or Latino	52.4	22	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	50.9	340	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	50.5	405	3	Typical Growth - High
Lowest Performing	53.7	101	3	Typical Growth - High
High Needs	52.1	116	3	Typical Growth - High
English Learners and Former English Learners	-	9	-	-
Low Income	55.6	38	3	Typical Growth - High
Students with Disabilities	50.2	89	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	19	-	-
Black or African American	-	2	-	-
Hispanic or Latino	51.1	22	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.8	344	2	Typical Growth - Low

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	5.0	5.2	0.2	3.9	638	4	Exceeded Target
Lowest Performing	5.8	4.9	-0.9	2.5	103	4	Exceeded Target
High Needs	6.3	9.1	2.8	4.2	187	0	Declined
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	9.1	8.1	-1.0	4.8	62	3	Met Target
Students with Disabilities	6.7	11.0	4.3	4.2	136	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	11.1	7.1	-4.0	9.0	28	4	Exceeded Target
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	7.7	7.3	-0.4	3.5	41	3	Met Target
Multi-Race, Not Hispanic or Latino	0.0	0.0	0.0	1.0	33	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	4.9	5.3	0.4	3.7	532	4	Exceeded 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	493	490	99	Yes	1	493	493	100	Yes	1	174	174	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	138	136	138	138	46	46	322	320	99	Yes	1
English Learners and Former English Learners	12	12	12	12	3	3	27	-	-	-	-
Low Income	43	41	43	43	14	14	100	98	98	Yes	1
Students with Disabilities	104	103	104	104	37	37	245	244	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	24	24	24	24	5	5	53	53	100	Yes	1
Black or African American	2	2	2	2	2	2	6	-	-	-	-
Hispanic or Latino	29	29	29	29	9	9	67	67	100	Yes	1
Multi-Race, Not Hispanic or Latino	23	23	23	23	9	9	55	55	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	415	412	415	415	149	149	979	976	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