Massachusetts School and District Profiles

Williams Intermediate School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Williams Intermediate School

Organization Information

DISTRICT NAME
Bridgewater-Raynham (06250000)

TITLE I STATUS
Title I School

SCHOOL
Williams Intermediate School (06250300)

GRADES SERVED
03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
42% - Moderate progress toward targets	39

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	43%	41%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	42%
	Moderate 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	0	4	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	1	4	-	-	-	-
	Achievement total	3	12	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	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	1	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	2	4	10.0
Weighted total		3.0	9.6	-	3.8	7.6	-
Percentage of possible points		31%		-	50%		-
2026 Annual criterion-referenced target percentage		41%

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	0	4	-	2	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	6	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	2	4	10.0
Weighted total		1.4	9.6	-	5.4	7.6	-
Percentage of possible points		15%		-	71%		-
2025 Annual criterion-referenced target percentage		43%

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	18%	23%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	21%
	Limited or no 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	0	4	-
	Science achievement	2	4	-
	Achievement total	2	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		2.4	10.3	-
Percentage of possible points		23%		-
2026 Annual criterion-referenced target percentage		23%

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	0	4	-
	Mathematics achievement	1	4	-
	Science achievement	0	4	-
	Achievement total	1	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		1.8	10.3	-
Percentage of possible points		18%		-
2025 Annual criterion-referenced target percentage		18%

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	489.3	487.7	-1.6	492.9	800	0	Recovery Path: Declined
Lowest Performing	465.7	469.3	3.6	470.8	126	2	Path Forward: Improved Below Target
High Needs	479.6	478.3	-1.3	482.2	365	0	Recovery Path: Declined
English Learners and Former English Learners	479.4	477.2	-2.2	482.9	69	0	Recovery Path: Declined
Low Income	481.9	481.5	-0.4	484.3	222	1	Recovery Path: No Change
Students with Disabilities	471.3	471.3	0.0	473.7	206	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	21	-	-
Black or African American	486.7	482.0	-4.7	489.9	103	0	Recovery Path: Declined
Hispanic or Latino	485.9	484.1	-1.8	487.8	81	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	489.9	487.0	-2.9	491.9	55	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	490.2	489.3	-0.9	492.6	538	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	494.5	494.6	0.1	497.0	799	2	Recovery Path: Improved Below Target
Lowest Performing	471.1	473.2	2.1	476.2	126	2	Path Forward: Improved Below Target
High Needs	484.2	483.4	-0.8	485.5	363	0	Recovery Path: Declined
English Learners and Former English Learners	484.9	484.1	-0.8	487.7	69	0	Recovery Path: Declined
Low Income	485.2	485.2	0.0	487.6	221	1	Path Forward: No Change
Students with Disabilities	477.7	476.1	-1.6	481.0	205	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	21	-	-
Black or African American	490.7	487.8	-2.9	493.7	103	0	Recovery Path: Declined
Hispanic or Latino	487.9	489.5	1.6	490.7	81	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	490.9	489.3	-1.6	493.0	55	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	496.6	497.2	0.6	499.0	537	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	488.7	488.5	-0.2	490.5	266	1	Recovery Path: No Change
Lowest Performing	-	-	-	-	66	-	-
High Needs	474.9	476.4	1.5	478.3	116	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	475.6	480.4	4.8	479.0	72	4	Path Forward: Exceeded Target
Students with Disabilities	469.2	466.0	-3.2	471.7	67	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	480.2	487.5	7.3	482.8	32	4	Path Forward: Exceeded Target
Hispanic or Latino	479.9	485.5	5.6	485.0	26	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	491.8	489.3	-2.5	494.8	184	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	42.8	519	2	Typical Growth - Low
Lowest Performing	48.1	126	2	Typical Growth - Low
High Needs	42.8	226	2	Typical Growth - Low
English Learners and Former English Learners	43.0	43	2	Typical Growth - Low
Low Income	42.2	139	2	Typical Growth - Low
Students with Disabilities	44.9	120	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	-	12	-	-
Black or African American	40.2	64	2	Typical Growth - Low
Hispanic or Latino	44.2	46	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	39.6	37	1	Low Growth
Native Hawaiian or Other Pacific Islander	-	0	-	-
White	43.6	360	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	49.9	519	2	Typical Growth - Low
Lowest Performing	45.4	126	2	Typical Growth - Low
High Needs	46.4	228	2	Typical Growth - Low
English Learners and Former English Learners	46.2	45	2	Typical Growth - Low
Low Income	47.0	141	2	Typical Growth - Low
Students with Disabilities	43.8	120	2	Typical Growth - Low
American Indian or Alaska Native	-	0	-	-
Asian	-	13	-	-
Black or African American	49.1	64	2	Typical Growth - Low
Hispanic or Latino	43.4	47	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	51.0	37	3	Typical Growth - High
Native Hawaiian or Other Pacific Islander	-	0	-	-
White	50.7	358	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	75.0	72.7	-2.3	80.4	33	1	No Change
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	75.0	72.7	-2.3	80.4	33	1	No Change
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	12.6	11.7	-0.9	11.3	836	3	Met Target
Lowest Performing	15.3	12.7	-2.6	11.8	126	2	Improved Below Target
High Needs	17.3	17.4	0.1	14.7	396	1	No Change
English Learners and Former English Learners	11.3	5.1	-6.2	8.3	79	4	Exceeded Target
Low Income	20.6	22.5	1.9	16.9	249	0	Declined
Students with Disabilities	16.0	15.7	-0.3	12.7	216	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	22	-	-
Black or African American	10.1	10.7	0.6	6.6	112	0	Declined
Hispanic or Latino	15.9	21.1	5.2	12.2	95	0	Declined
Multi-Race, Not Hispanic or Latino	14.8	16.1	1.3	13.5	56	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	12.1	9.8	-2.3	10.7	549	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	817	816	100	Yes	1	818	817	100	Yes	1	274	274	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	378	378	379	378	123	123	880	879	100	Yes	1
English Learners and Former English Learners	75	75	75	75	21	21	171	171	100	Yes	1
Low Income	234	234	235	235	79	79	548	548	100	Yes	1
Students with Disabilities	209	209	209	208	69	69	487	486	100	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	22	22	22	22	7	7	51	51	100	Yes	1
Black or African American	107	107	107	107	34	34	248	248	100	Yes	1
Hispanic or Latino	91	91	92	92	31	31	214	214	100	Yes	1
Multi-Race, Not Hispanic or Latino	55	55	55	55	17	17	127	127	100	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	540	539	540	539	185	185	1,265	1,263	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