Massachusetts School and District Profiles

Wire Village School
Districts Schools
Select an Org
View Previous Year
2025
print page

2025 Official Accountability Report - Wire Village School
Organization Information
DISTRICT NAME
Spencer-E Brookfield (07670000)		TITLE I STATUS
Title I School
SCHOOL
Wire Village School (07670040)		GRADES SERVED
K,01,02,03,04
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
25% - Moderate progress toward targets17

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage40%15%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		25%
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----
Mathematics achievement04----
Science achievement------
Achievement total0860.0---
GrowthEnglish language arts growth24----
Mathematics growth24----
Growth total4820.0---
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 total1410.0---
Additional indicatorsChronic absenteeism24----
Advanced coursework completion------
Additional indicators total2410.0---
Weighted total1.17.2----
Percentage of possible points 15%---
2025 Annual criterion-referenced target percentage15%

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 achievement04-14-
Mathematics achievement14-34-
Science achievement------
Achievement total1860.04867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 total4410.0---
Additional indicatorsChronic absenteeism24-44-
Advanced coursework completion------
Additional indicators total2410.04410.0
Weighted total2.07.2-4.07.6-
Percentage of possible points 28%-53%-
2024 Annual criterion-referenced target percentage40%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
14

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage21%16%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		18%
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 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 total1.27.6-
Percentage of possible points 16%-
2025 Annual criterion-referenced target percentage16%

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 achievement14-
Science achievement---
Achievement total1867.5
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 total1.67.6-
Percentage of possible points 21%-
2024 Annual criterion-referenced target percentage21%

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 483.9 482.5 -1.4 486.2 1730Recovery Path: Declined
Lowest Performing---- 19--
High Needs 480.1 478.8 -1.3 483.6 1290Path Forward: Declined
English Learners and Former English Learners---- 16--
Low Income 479.7 479.7 0.0 482.7 1061Path Forward: No Change
Students with Disabilities 471.6 466.9 -4.7 475.7 560Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 6--
Hispanic or Latino 480.9 478.3 -2.6 484.5 490Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 484.3 484.5 0.2 486.5 1142Recovery Path: 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 483.2 482.3 -0.9 485.7 1730Recovery Path: Declined
Lowest Performing---- 19--
High Needs 479.1 478.1 -1.0 482.4 1290Path Forward: Declined
English Learners and Former English Learners---- 16--
Low Income 478.0 478.7 0.7 480.8 1062Path Forward: Improved Below Target
Students with Disabilities 466.7 464.7 -2.0 470.4 560Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 2--
Black or African American---- 6--
Hispanic or Latino 476.1 475.0 -1.1 479.5 490Recovery Path: Declined
Multi-Race, Not Hispanic or Latino---- 2--
Native Hawaiian or Other Pacific Islander-------
White 484.6 485.5 0.9 486.8 1142Recovery 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-------
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-------

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 42.2 762Typical Growth - Low
Lowest Performing- 19--
High Needs 42.8 552Typical Growth - Low
English Learners and Former English Learners- 7--
Low Income 43.9 442Typical Growth - Low
Students with Disabilities 34.7 251Low Growth
American Indian or Alaska Native----
Asian- 2--
Black or African American- 2--
Hispanic or Latino 43.3 232Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 42.2 482Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 49.7 762Typical Growth - Low
Lowest Performing- 19--
High Needs 50.1 553Typical Growth - High
English Learners and Former English Learners- 7--
Low Income 50.2 443Typical Growth - High
Students with Disabilities 42.2 252Typical Growth - Low
American Indian or Alaska Native----
Asian- 2--
Black or African American- 2--
Hispanic or Latino 49.1 232Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 1--
Native Hawaiian or Other Pacific Islander----
White 51.6 483Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 60.0 58.3 -1.7 64.0 241No Change
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 12.1 11.8 -0.3 9.9 3642Improved Below Target
Lowest Performing---- 19--
High Needs 15.6 16.0 0.4 13.1 2631No Change
English Learners and Former English Learners---- 39--
Low Income 17.2 17.3 0.1 14.5 2201No Change
Students with Disabilities 20.4 13.9 -6.5 16.1 1084Exceeded Target
American Indian or Alaska Native---- 3--
Asian---- 8--
Black or African American---- 11--
Hispanic or Latino 22.7 17.6 -5.1 18.9 1024Exceeded Target
Multi-Race, Not Hispanic or Latino---- 9--
Native Hawaiian or Other Pacific Islander-------
White 9.0 10.0 1.0 6.1 2310Declined

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 187 18599Yes 1 187 18599Yes 1 0----

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 139 138 139 138 0 0 278 27699Yes1
English Learners and Former English Learners 22 22 22 22 0 0 44 44100Yes1
Low Income 115 114 115 114 0 0 230 22899Yes1
Students with Disabilities 60 59 60 59 0 0 120 11898Yes1
American Indian or Alaska Native-----------
Asian 2 2 2 2 0 0 4----
Black or African American 6 6 6 6 0 0 12----
Hispanic or Latino 58 58 58 58 0 0 116 116100Yes1
Multi-Race, Not Hispanic or Latino 2 2 2 2 0 0 4----
Native Hawaiian or Other Pacific Islander-----------
White 119 117 119 117 0 0 238 23498Yes1


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