Massachusetts School and District Profiles

Buckland-Shelburne Regional
Districts Schools
Select an Org
View Previous Year
2025
print page

2025 Official Accountability Report - Buckland-Shelburne Regional
Organization Information
DISTRICT NAME
Mohawk Trail (07170000)		TITLE I STATUS
Title I School
SCHOOL
Buckland-Shelburne Regional (07170005)		GRADES SERVED
PK,K,01,02,03,04,05,06
REGION
West/Central		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage52%47%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		49%
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 achievement24-24-
Mathematics achievement24-34-
Science achievement04----
Achievement total41267.55867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
Growth total5822.54822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total3.810.3-4.37.6-
Percentage of possible points 37%-57%-
2025 Annual criterion-referenced target percentage47%

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 achievement04-34-
Science achievement44----
Achievement total41267.55867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-24-
Growth total4822.55822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total4.010.3-4.97.6-
Percentage of possible points 39%-65%-
2024 Annual criterion-referenced target percentage52%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
25

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage17%12%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		14%
Limited or no 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 achievement04-
Science achievement---
Achievement total0867.5
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 total0.97.6-
Percentage of possible points 12%-
2025 Annual criterion-referenced target percentage12%

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 achievement04-
Mathematics achievement04-
Science achievement---
Achievement total0867.5
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 total1.37.6-
Percentage of possible points 17%-
2024 Annual criterion-referenced target percentage17%

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 492.1 494.5 2.4 495.2 1312Recovery Path: Improved Below Target
Lowest Performing 465.8 465.9 0.1 472.0 212Recovery Path: Improved Below Target
High Needs 484.1 483.1 -1.0 486.6 630Recovery Path: Declined
English Learners and Former English Learners---- 3--
Low Income 487.4 485.9 -1.5 490.1 520Recovery Path: Declined
Students with Disabilities 467.9 470.5 2.6 472.3 302Recovery Path: Improved Below Target
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 1--
Hispanic or Latino---- 8--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 494.1 497.1 3.0 497.1 1143Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 485.6 486.9 1.3 488.9 1332Recovery Path: Improved Below Target
Lowest Performing 455.8 461.8 6.0 461.9 213Recovery Path: Met Target
High Needs 478.2 477.6 -0.6 481.9 650Recovery Path: Declined
English Learners and Former English Learners---- 3--
Low Income 480.6 479.8 -0.8 484.8 540Recovery Path: Declined
Students with Disabilities 463.1 464.1 1.0 468.8 312Recovery Path: Improved Below Target
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 1--
Hispanic or Latino---- 8--
Multi-Race, Not Hispanic or Latino---- 7--
Native Hawaiian or Other Pacific Islander-------
White 487.3 489.0 1.7 490.6 1162Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 497.0 491.8 -5.2 500.4 320Recovery Path: Declined
Lowest Performing---- 3--
High Needs---- 16--
English Learners and Former English Learners---- 1--
Low Income---- 15--
Students with Disabilities---- 5--
American Indian or Alaska Native-------
Asian-------
Black or African American---- 1--
Hispanic or Latino---- 3--
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 497.7 493.7 -4.0 501.1 260Recovery Path: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 50.9 903Typical Growth - High
Lowest Performing 44.0 212Typical Growth - Low
High Needs 46.2 482Typical Growth - Low
English Learners and Former English Learners- 2--
Low Income 45.3 402Typical Growth - Low
Students with Disabilities 48.4 232Typical Growth - Low
American Indian or Alaska Native----
Asian----
Black or African American- 1--
Hispanic or Latino- 8--
Multi-Race, Not Hispanic or Latino- 6--
Native Hawaiian or Other Pacific Islander----
White 53.6 753Typical Growth - High

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 44.8 922Typical Growth - Low
Lowest Performing 42.1 212Typical Growth - Low
High Needs 42.5 492Typical Growth - Low
English Learners and Former English Learners- 2--
Low Income 44.9 412Typical Growth - Low
Students with Disabilities 39.4 241Low Growth
American Indian or Alaska Native----
Asian----
Black or African American- 1--
Hispanic or Latino- 8--
Multi-Race, Not Hispanic or Latino- 6--
Native Hawaiian or Other Pacific Islander----
White 46.8 772Typical 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 8.3 11.4 3.1 7.0 2010Declined
Lowest Performing 4.2 9.5 5.3 1.0 210Declined
High Needs 12.5 14.2 1.7 9.9 1060Declined
English Learners and Former English Learners---- 4--
Low Income 11.0 17.1 6.1 7.3 820Declined
Students with Disabilities 9.6 7.8 -1.8 6.3 512Improved Below Target
American Indian or Alaska Native-------
Asian---- 1--
Black or African American---- 2--
Hispanic or Latino---- 12--
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 6.3 10.2 3.9 4.9 1770Declined

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 138 13195Yes 1 138 13497Yes 1 36 3392No 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 70 63 70 66 19 17 159 14694No2
English Learners and Former English Learners 3 3 3 3 1 1 7----
Low Income 58 52 58 55 17 16 133 12394No2
Students with Disabilities 33 30 33 31 6 5 72 6694No2
American Indian or Alaska Native-----------
Asian 1 1 1 1 0 0 2----
Black or African American 1 1 1 1 1 1 3----
Hispanic or Latino 10 8 10 9 6 4 26----
Multi-Race, Not Hispanic or Latino 8 7 8 7 2 2 18----
Native Hawaiian or Other Pacific Islander-----------
White 118 114 118 116 27 26 263 25697Yes1


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.


Resources
Interpretive Materials Interpretive Materials
Accountability Terms Glossary of Accountability Terms

School and District Profiles