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Bourne Intermediate School
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2025 Official Accountability Report - Bourne Intermediate School
Organization Information
DISTRICT NAME
Bourne (00360000)		TITLE I STATUS
Title I School
SCHOOL
Bourne Intermediate School (00360030)		GRADES SERVED
03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
64% - Substantial progress toward targets37

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage67%62%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		64%
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)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-44-
Mathematics achievement04-44-
Science achievement14----
Achievement total31267.58867.5
GrowthEnglish language arts growth34-44-
Mathematics growth24-34-
Growth total5822.57822.5
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 total3.210.3-7.07.6-
Percentage of possible points 31%-92%-
2025 Annual criterion-referenced target percentage62%

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 achievement04-24-
Mathematics achievement44-44-
Science achievement34----
Achievement total71267.56867.5
GrowthEnglish language arts growth24-34-
Mathematics growth34-34-
Growth total5822.56822.5
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 absenteeism24-24-
Advanced coursework completion------
Additional indicators total2410.02410.0
Weighted total6.110.3-5.67.6-
Percentage of possible points 59%-74%-
2024 Annual criterion-referenced target percentage67%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
41

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage78%24%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		46%
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 growth34-
Mathematics growth24-
Growth total5822.5
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-
Advanced coursework completion---
Additional indicators total0410.0
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 achievement44-
Science achievement44-
Achievement total101267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total8.010.3-
Percentage of possible points 78%-
2024 Annual criterion-referenced target percentage78%

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 490.5 491.0 0.5 492.8 3532Path Forward: Improved Below Target
Lowest Performing 463.7 476.8 13.1 468.8 524Path Forward: Exceeded Target
High Needs 484.5 485.7 1.2 487.4 1822Path Forward: Improved Below Target
English Learners and Former English Learners---- 14--
Low Income 486.1 486.6 0.5 488.5 1352Path Forward: Improved Below Target
Students with Disabilities 475.2 478.8 3.6 478.5 783Path Forward: Met Target
American Indian or Alaska Native---- 1--
Asian---- 6--
Black or African American---- 4--
Hispanic or Latino 493.9 490.5 -3.4 496.4 250Path Forward: Declined
Multi-Race, Not Hispanic or Latino 483.6 486.6 3.0 485.9 374Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander---- 1--
White 490.7 491.7 1.0 493.1 2792Path Forward: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 492.0 490.1 -1.9 494.5 3510Path Forward: Declined
Lowest Performing 466.4 472.3 5.9 471.5 524Path Forward: Exceeded Target
High Needs 485.4 483.7 -1.7 488.1 1810Path Forward: Declined
English Learners and Former English Learners---- 14--
Low Income 487.2 485.2 -2.0 490.0 1350Path Forward: Declined
Students with Disabilities 476.9 474.4 -2.5 480.3 780Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 6--
Black or African American---- 4--
Hispanic or Latino 490.8 490.1 -0.7 493.4 250Path Forward: Declined
Multi-Race, Not Hispanic or Latino 483.9 481.9 -2.0 486.4 370Path Forward: Declined
Native Hawaiian or Other Pacific Islander---- 1--
White 492.5 490.8 -1.7 495.3 2770Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 493.8 493.6 -0.2 497.4 1241Path Forward: No Change
Lowest Performing---- 24--
High Needs 487.8 484.6 -3.2 491.6 610Path Forward: Declined
English Learners and Former English Learners---- 3--
Low Income 488.6 488.5 -0.1 492.6 461Path Forward: No Change
Students with Disabilities 477.7 474.7 -3.0 481.5 250Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian---- 1--
Black or African American---- 2--
Hispanic or Latino---- 10--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 495.3 495.5 0.2 499.0 1012Path Forward: Improved Below Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 54.4 2233Typical Growth - High
Lowest Performing 66.1 524Exceeded Typical Growth
High Needs 53.3 1113Typical Growth - High
English Learners and Former English Learners- 10--
Low Income 56.0 803Typical Growth - High
Students with Disabilities 53.5 473Typical Growth - High
American Indian or Alaska Native- 1--
Asian- 4--
Black or African American- 4--
Hispanic or Latino- 16--
Multi-Race, Not Hispanic or Latino- 19--
Native Hawaiian or Other Pacific Islander- 1--
White 55.7 1783Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 49.6 2212Typical Growth - Low
Lowest Performing 52.8 523Typical Growth - High
High Needs 48.3 1092Typical Growth - Low
English Learners and Former English Learners- 10--
Low Income 48.3 792Typical Growth - Low
Students with Disabilities 45.9 462Typical Growth - Low
American Indian or Alaska Native- 1--
Asian- 4--
Black or African American- 4--
Hispanic or Latino- 16--
Multi-Race, Not Hispanic or Latino- 19--
Native Hawaiian or Other Pacific Islander- 1--
White 50.2 1763Typical Growth - High

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 16.7 20.7 4.0 15.2 3670Declined
Lowest Performing 15.4 19.2 3.8 10.8 520Declined
High Needs 19.7 25.8 6.1 17.3 1900Declined
English Learners and Former English Learners---- 15--
Low Income 21.7 29.2 7.5 18.5 1440Declined
Students with Disabilities 17.9 22.8 4.9 14.3 790Declined
American Indian or Alaska Native---- 1--
Asian---- 7--
Black or African American---- 8--
Hispanic or Latino 25.0 19.2 -5.8 20.8 264Exceeded Target
Multi-Race, Not Hispanic or Latino 17.2 18.4 1.2 15.7 380Declined
Native Hawaiian or Other Pacific Islander---- 1--
White 16.1 19.9 3.8 14.3 2860Declined

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 361 360100Yes 1 361 35999Yes 1 128 128100Yes 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 189 188 188 187 64 64 441 439100Yes1
English Learners and Former English Learners 15 15 15 15 4 4 34----
Low Income 142 141 142 141 49 49 333 33199Yes1
Students with Disabilities 80 79 79 79 26 26 185 18499Yes1
American Indian or Alaska Native 1 1 1 1 1 1 3----
Asian 7 7 7 7 2 2 16----
Black or African American 6 6 6 6 4 4 16----
Hispanic or Latino 26 26 26 26 10 10 62 62100Yes1
Multi-Race, Not Hispanic or Latino 38 38 38 38 10 10 86 86100Yes1
Native Hawaiian or Other Pacific Islander 1 1 1 1 0 0 2----
White 282 281 282 280 101 101 665 662100Yes1


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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