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J Warren Killam
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2025 Official Accountability Report - J Warren Killam
Organization Information
DISTRICT NAME
Reading (02460000)		TITLE I STATUS
Title I School
SCHOOL
J Warren Killam (02460017)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
61% - Substantial progress toward targets80

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage35%78%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		61%
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 achievement34-44-
Mathematics achievement44-34-
Science achievement24----
Achievement total91267.57867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total7.710.3-6.17.6-
Percentage of possible points 75%-80%-
2025 Annual criterion-referenced target percentage78%

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 achievement14-24-
Science achievement04----
Achievement total11267.54867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total1.910.3-3.97.6-
Percentage of possible points 18%-51%-
2024 Annual criterion-referenced target percentage35%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
71

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage57%61%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		59%
Substantial 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 achievement44-
Mathematics achievement34-
Science achievement04-
Achievement total71267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 total6.310.3-
Percentage of possible points 61%-
2025 Annual criterion-referenced target percentage61%

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 achievement---
Achievement total5867.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total4.37.6-
Percentage of possible points 57%-
2024 Annual criterion-referenced target percentage57%

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 502.2 506.3 4.1 505.8 2053Recovery Path: Met Target
Lowest Performing 474.1 479.8 5.7 479.1 314Recovery Path: Exceeded Target
High Needs 487.8 490.9 3.1 490.2 604Recovery Path: Exceeded Target
English Learners and Former English Learners---- 13--
Low Income 490.9 491.3 0.4 493.3 312Recovery Path: Improved Below Target
Students with Disabilities 480.1 485.1 5.0 482.7 374Recovery Path: Exceeded Target
American Indian or Alaska Native-------
Asian---- 18--
Black or African American---- 10--
Hispanic or Latino---- 11--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 502.6 506.7 4.1 505.1 1624Recovery Path: 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 504.7 507.4 2.7 506.8 2054Path Forward: Exceeded Target
Lowest Performing 475.0 480.1 5.1 480.1 313Path Forward: Met Target
High Needs 489.8 492.1 2.3 492.4 603Path Forward: Met Target
English Learners and Former English Learners---- 13--
Low Income 492.4 492.3 -0.1 494.8 311Path Forward: No Change
Students with Disabilities 480.7 486.1 5.4 484.0 374Path Forward: Exceeded Target
American Indian or Alaska Native-------
Asian---- 18--
Black or African American---- 10--
Hispanic or Latino---- 11--
Multi-Race, Not Hispanic or Latino---- 4--
Native Hawaiian or Other Pacific Islander-------
White 504.8 507.2 2.4 506.7 1623Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 503.5 504.0 0.5 506.2 792Path Forward: Improved Below Target
Lowest Performing---- 25--
High Needs 490.1 484.8 -5.3 493.5 250Path Forward: Declined
English Learners and Former English Learners---- 6--
Low Income---- 14--
Students with Disabilities---- 18--
American Indian or Alaska Native-------
Asian---- 6--
Black or African American---- 5--
Hispanic or Latino---- 5--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 503.3 503.5 0.2 506.3 612Path Forward: Improved Below Target

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 58.4 1293Typical Growth - High
Lowest Performing 52.5 313Typical Growth - High
High Needs 56.6 383Typical Growth - High
English Learners and Former English Learners- 7--
Low Income 58.1 223Typical Growth - High
Students with Disabilities 54.0 243Typical Growth - High
American Indian or Alaska Native----
Asian- 12--
Black or African American- 6--
Hispanic or Latino- 7--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 58.9 1023Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 50.0 1293Typical Growth - High
Lowest Performing 56.9 313Typical Growth - High
High Needs 56.1 383Typical Growth - High
English Learners and Former English Learners- 7--
Low Income 60.6 224Exceeded Typical Growth
Students with Disabilities 56.9 243Typical Growth - High
American Indian or Alaska Native----
Asian- 12--
Black or African American- 6--
Hispanic or Latino- 7--
Multi-Race, Not Hispanic or Latino- 2--
Native Hawaiian or Other Pacific Islander----
White 49.3 1022Typical Growth - Low

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 6.1 6.4 0.3 4.8 3603Met Target
Lowest Performing 9.4 19.4 10.0 5.9 310Declined
High Needs 12.9 12.5 -0.4 10.3 1122Improved Below Target
English Learners and Former English Learners---- 29--
Low Income 16.7 19.3 2.6 13.0 570Declined
Students with Disabilities 9.2 9.5 0.3 5.9 631No Change
American Indian or Alaska Native-------
Asian---- 33--
Black or African American---- 19--
Hispanic or Latino---- 23--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 6.4 4.3 -2.1 5.0 2804Exceeded 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 209 209100Yes 1 209 209100Yes 1 80 80100Yes 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 62 62 62 62 26 26 150 150100Yes1
English Learners and Former English Learners 15 15 15 15 7 7 37----
Low Income 31 31 31 31 14 14 76 76100Yes1
Students with Disabilities 37 37 37 37 18 18 92 92100Yes1
American Indian or Alaska Native-----------
Asian 21 21 21 21 7 7 49 49100Yes1
Black or African American 10 10 10 10 5 5 25----
Hispanic or Latino 11 11 11 11 5 5 27----
Multi-Race, Not Hispanic or Latino 4 4 4 4 2 2 10----
Native Hawaiian or Other Pacific Islander-----------
White 163 163 163 163 61 61 387 387100Yes1


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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