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Jabish Middle School
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2025 Official Accountability Report - Jabish Middle School
Organization Information
DISTRICT NAME
Belchertown (00240000)		TITLE I STATUS
Non-Title I School
SCHOOL
Jabish Middle School (00240025)		GRADES SERVED
07,08
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low participation rate: Students with Disabilities -Hispanic or Latino
Progress toward improvement targetsAccountability percentile
45% - Moderate progress toward targets41

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage61%35%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		45%
Moderate 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)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-34-
Mathematics achievement04-04-
Science achievement04----
Achievement total41267.53867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-14-
Growth total4822.53822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total3.610.3-2.77.6-
Percentage of possible points 35%-36%-
2025 Annual criterion-referenced target percentage35%

2024 Points awarded

2024 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 achievement24-24-
Mathematics achievement34-24-
Science achievement34----
Achievement total81267.54867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
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 absenteeism44-34-
Advanced coursework completion------
Additional indicators total4410.03410.0
Weighted total6.910.3-4.17.6-
Percentage of possible points 67%-54%-
2024 Annual criterion-referenced target percentage61%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
23

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage46%24%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		33%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-
Mathematics achievement04-
Science achievement04-
Achievement total21267.5
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 total2.510.3-
Percentage of possible points 24%-
2025 Annual criterion-referenced target percentage24%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-
Mathematics achievement34-
Science achievement04-
Achievement total51267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total4.710.3-
Percentage of possible points 46%-
2024 Annual criterion-referenced target percentage46%

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 496.8 500.1 3.3 499.1 3194Path Forward: Exceeded Target
Lowest Performing 470.7 475.6 4.9 475.8 383Path Forward: Met Target
High Needs 482.8 483.6 0.8 485.7 1152Recovery Path: Improved Below Target
English Learners and Former English Learners---- 9--
Low Income 486.2 482.7 -3.5 488.8 740Recovery Path: Declined
Students with Disabilities 471.5 474.7 3.2 474.2 693Recovery Path: Met Target
American Indian or Alaska Native---- 1--
Asian---- 4--
Black or African American---- 5--
Hispanic or Latino 491.3 506.5 15.2 493.8 224Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 14--
Native Hawaiian or Other Pacific Islander-------
White 496.4 499.6 3.2 498.8 2734Path Forward: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 494.1 492.4 -1.7 495.9 3200Recovery Path: Declined
Lowest Performing 474.7 471.9 -2.8 479.8 380Path Forward: Declined
High Needs 483.5 481.5 -2.0 486.2 1170Path Forward: Declined
English Learners and Former English Learners---- 9--
Low Income 484.5 480.7 -3.8 487.3 760Path Forward: Declined
Students with Disabilities 475.6 474.3 -1.3 479.0 710Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 4--
Black or African American---- 5--
Hispanic or Latino 489.2 496.6 7.4 491.8 224Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 12--
Native Hawaiian or Other Pacific Islander-------
White 494.0 492.2 -1.8 495.6 2760Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 496.1 493.2 -2.9 497.9 1640Recovery Path: Declined
Lowest Performing---- 37--
High Needs 482.9 481.5 -1.4 486.7 580Path Forward: Declined
English Learners and Former English Learners---- 4--
Low Income 487.7 478.5 -9.2 491.7 370Path Forward: Declined
Students with Disabilities 473.2 475.4 2.2 477.0 382Path Forward: Improved Below Target
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 3--
Hispanic or Latino---- 12--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 496.8 493.1 -3.7 500.5 1390Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 49.0 3052Typical Growth - Low
Lowest Performing 47.5 382Typical Growth - Low
High Needs 45.5 1092Typical Growth - Low
English Learners and Former English Learners- 9--
Low Income 45.3 702Typical Growth - Low
Students with Disabilities 43.7 652Typical Growth - Low
American Indian or Alaska Native- 1--
Asian- 4--
Black or African American- 5--
Hispanic or Latino 62.3 204Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino- 12--
Native Hawaiian or Other Pacific Islander----
White 48.6 2632Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 40.9 3082Typical Growth - Low
Lowest Performing 38.8 381Low Growth
High Needs 40.1 1122Typical Growth - Low
English Learners and Former English Learners- 9--
Low Income 40.8 732Typical Growth - Low
Students with Disabilities 37.8 681Low Growth
American Indian or Alaska Native- 1--
Asian- 4--
Black or African American- 5--
Hispanic or Latino 56.9 203Typical Growth - High
Multi-Race, Not Hispanic or Latino- 10--
Native Hawaiian or Other Pacific Islander----
White 39.9 2681Low Growth

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 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 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 16.1 17.1 1.0 14.6 3500Declined
Lowest Performing 17.1 26.3 9.2 12.5 380Declined
High Needs 28.1 27.9 -0.2 25.7 1362Improved Below Target
English Learners and Former English Learners---- 10--
Low Income 36.0 34.8 -1.2 32.8 922Improved Below Target
Students with Disabilities 25.0 27.2 2.2 21.4 810Declined
American Indian or Alaska Native---- 1--
Asian---- 4--
Black or African American---- 5--
Hispanic or Latino 43.5 25.9 -17.6 39.3 274Exceeded Target
Multi-Race, Not Hispanic or Latino---- 15--
Native Hawaiian or Other Pacific Islander-------
White 14.1 16.8 2.7 12.3 2980Declined

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 340 32696Yes 1 343 32795Yes 1 175 16795Yes 1

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 131 119 133 121 66 60 330 30095Yes2
English Learners and Former English Learners 9 9 9 9 4 4 22----
Low Income 87 78 89 80 43 39 219 19795Yes2
Students with Disabilities 78 70 80 72 43 39 201 18194No2
American Indian or Alaska Native 1 1 1 1 0 0 2----
Asian 4 4 4 4 2 2 10----
Black or African American 5 5 5 5 3 3 13----
Hispanic or Latino 25 23 26 23 14 12 65 5892No2
Multi-Race, Not Hispanic or Latino 14 14 14 12 8 8 36----
Native Hawaiian or Other Pacific Islander-----------
White 291 279 293 282 148 142 732 70396Yes1


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.


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