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Granite Valley School
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2025 Official Accountability Report - Granite Valley School
Organization Information
DISTRICT NAME
Monson (01910000)		TITLE I STATUS
Title I School
SCHOOL
Granite Valley School (01910030)		GRADES SERVED
01,02,03,04,05,06
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
47% - Moderate progress toward targets38

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage48%46%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		47%
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 achievement04-04-
Mathematics achievement44-44-
Science achievement04----
Achievement total41267.54867.5
GrowthEnglish language arts growth24-24-
Mathematics growth44-34-
Growth total6822.55822.5
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 absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total4.310.3-3.87.6-
Percentage of possible points 42%-50%-
2025 Annual criterion-referenced target percentage46%

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 achievement24-24-
Science achievement04----
Achievement total41267.54867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-24-
Growth total6822.54822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total4.510.3-4.07.6-
Percentage of possible points 44%-53%-
2024 Annual criterion-referenced target percentage48%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
37

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage26%38%
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 achievement04-
Mathematics achievement44-
Science achievement04-
Achievement total41267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total3.910.3-
Percentage of possible points 38%-
2025 Annual criterion-referenced target percentage38%

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 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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total2.710.3-
Percentage of possible points 26%-
2024 Annual criterion-referenced target percentage26%

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 492.4 490.3 -2.1 494.7 2650Path Forward: Declined
Lowest Performing 467.1 464.9 -2.2 472.2 510Path Forward: Declined
High Needs 484.7 484.0 -0.7 487.6 1440Path Forward: Declined
English Learners and Former English Learners---- 9--
Low Income 485.4 485.8 0.4 487.8 1072Path Forward: Improved Below Target
Students with Disabilities 475.8 473.4 -2.4 479.1 730Path Forward: Declined
American Indian or Alaska Native---- 2--
Asian---- 5--
Black or African American---- 2--
Hispanic or Latino 489.2 483.9 -5.3 491.7 240Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 492.7 490.8 -1.9 495.1 2280Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 486.4 489.8 3.4 488.9 2644Path Forward: Exceeded Target
Lowest Performing 460.5 470.0 9.5 465.6 514Path Forward: Exceeded Target
High Needs 480.0 483.9 3.9 482.7 1444Path Forward: Exceeded Target
English Learners and Former English Learners---- 9--
Low Income 479.7 483.7 4.0 482.5 1074Path Forward: Exceeded Target
Students with Disabilities 475.9 476.5 0.6 479.3 732Path Forward: Improved Below Target
American Indian or Alaska Native---- 2--
Asian---- 5--
Black or African American---- 2--
Hispanic or Latino 485.9 483.6 -2.3 488.5 240Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 486.6 490.3 3.7 489.4 2274Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 492.0 487.5 -4.5 495.6 660Path Forward: Declined
Lowest Performing---- 14--
High Needs 487.4 477.0 -10.4 491.2 380Path Forward: Declined
English Learners and Former English Learners---- 1--
Low Income 490.2 473.6 -16.6 494.2 300Path Forward: Declined
Students with Disabilities 476.9 471.6 -5.3 480.7 210Path Forward: Declined
American Indian or Alaska Native---- 1--
Asian-------
Black or African American-------
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 1--
Native Hawaiian or Other Pacific Islander-------
White 493.3 488.4 -4.9 497.0 590Path Forward: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 49.3 2012Typical Growth - Low
Lowest Performing 43.1 512Typical Growth - Low
High Needs 46.4 1112Typical Growth - Low
English Learners and Former English Learners- 5--
Low Income 45.2 792Typical Growth - Low
Students with Disabilities 44.1 572Typical Growth - Low
American Indian or Alaska Native----
Asian- 3--
Black or African American----
Hispanic or Latino- 18--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 49.3 1782Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 61.5 2014Exceeded Typical Growth
Lowest Performing 58.9 513Typical Growth - High
High Needs 57.8 1123Typical Growth - High
English Learners and Former English Learners- 6--
Low Income 57.6 793Typical Growth - High
Students with Disabilities 52.3 573Typical Growth - High
American Indian or Alaska Native----
Asian- 4--
Black or African American----
Hispanic or Latino- 18--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 61.8 1774Exceeded Typical 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 11.0 10.2 -0.8 9.5 4122Improved Below Target
Lowest Performing 15.7 21.6 5.9 11.1 510Declined
High Needs 14.2 14.3 0.1 11.8 2171No Change
English Learners and Former English Learners---- 11--
Low Income 16.7 16.0 -0.7 13.5 1622Improved Below Target
Students with Disabilities 11.6 13.6 2.0 8.0 1100Declined
American Indian or Alaska Native---- 2--
Asian---- 5--
Black or African American---- 4--
Hispanic or Latino 15.8 21.2 5.4 11.6 330Declined
Multi-Race, Not Hispanic or Latino---- 6--
Native Hawaiian or Other Pacific Islander-------
White 10.5 9.4 -1.1 8.7 3622Improved Below Target

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 279 26996Yes 1 279 26896Yes 1 72 6696Yes 2

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 149 145 149 145 40 38 338 32897Yes1
English Learners and Former English Learners 9 9 9 9 1 1 19----
Low Income 112 108 112 108 32 30 256 24696Yes1
Students with Disabilities 75 73 75 73 22 21 172 16797Yes1
American Indian or Alaska Native 2 2 2 2 1 1 5----
Asian 5 5 5 5 0 0 10----
Black or African American 2 2 2 2 0 0 4----
Hispanic or Latino 24 24 24 24 6 5 54 5398Yes1
Multi-Race, Not Hispanic or Latino 4 4 4 4 1 1 9----
Native Hawaiian or Other Pacific Islander-----------
White 242 232 242 231 64 59 548 52295Yes1


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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