Massachusetts School and District Profiles

Johnny Appleseed

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Johnny Appleseed

Organization Information

DISTRICT NAME
Leominster (01530000)

TITLE I STATUS
Title I School

SCHOOL
Johnny Appleseed (01530025)

GRADES SERVED
K,01,02,03,04,05

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
62% - Substantial progress toward targets	59

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	46%	73%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	62%
	Substantial progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	4	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	6	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	6	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		5.4	9.6	-	6.8	7.6	-
Percentage of possible points		56%		-	90%		-
2026 Annual criterion-referenced target percentage		73%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	2	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	5	8	20.0	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		1.7	9.6	-	5.6	7.6	-
Percentage of possible points		18%		-	74%		-
2025 Annual criterion-referenced target percentage		46%

Student group percentile

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

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	18%	74%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	51%
	Substantial progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	3	4	-
	Mathematics achievement	2	4	-
	Science achievement	4	4	-
	Achievement total	9	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		7.6	10.3	-
Percentage of possible points		74%		-
2026 Annual criterion-referenced target percentage		74%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		1.8	10.3	-
Percentage of possible points		18%		-
2025 Annual criterion-referenced target percentage		18%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	494.8	496.0	1.2	497.7	343	2	Recovery Path: Improved Below Target
Lowest Performing	467.1	472.9	5.8	471.8	51	4	Recovery Path: Exceeded Target
High Needs	488.7	491.0	2.3	490.8	220	3	Recovery Path: Met Target
English Learners and Former English Learners	483.5	487.9	4.4	486.5	71	4	Recovery Path: Exceeded Target
Low Income	488.5	490.9	2.4	491.9	184	2	Recovery Path: Improved Below Target
Students with Disabilities	477.6	479.2	1.6	480.4	77	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	495.9	494.3	-1.6	499.1	38	0	Recovery Path: Declined
Hispanic or Latino	487.4	488.9	1.5	490.1	140	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.3	501.8	1.5	502.4	138	2	Recovery Path: Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	495.2	496.4	1.2	497.6	343	2	Recovery Path: Improved Below Target
Lowest Performing	466.5	473.3	6.8	470.4	51	4	Recovery Path: Exceeded Target
High Needs	489.8	490.4	0.6	491.6	219	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	486.2	487.5	1.3	488.9	71	2	Recovery Path: Improved Below Target
Low Income	489.0	489.2	0.2	491.2	184	2	Recovery Path: Improved Below Target
Students with Disabilities	478.9	478.6	-0.3	481.0	76	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	13	-	-
Black or African American	496.7	492.4	-4.3	499.7	37	0	Path Forward: Declined
Hispanic or Latino	487.1	487.8	0.7	489.6	140	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.7	504.3	4.6	501.8	139	4	Path Forward: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	497.6	499.0	1.4	500.3	108	2	Path Forward: Improved Below Target
Lowest Performing	-	-	-	-	18	-	-
High Needs	490.3	494.6	4.3	492.5	69	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	487.2	493.1	5.9	489.2	22	4	Recovery Path: Exceeded Target
Low Income	489.0	494.4	5.4	491.1	60	4	Recovery Path: Exceeded Target
Students with Disabilities	486.0	478.2	-7.8	490.5	22	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	490.7	490.2	-0.5	495.8	45	1	Path Forward: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.2	504.1	3.9	503.2	42	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.7	219	3	Typical Growth - High
Lowest Performing	51.5	51	3	Typical Growth - High
High Needs	53.6	137	3	Typical Growth - High
English Learners and Former English Learners	57.1	48	3	Typical Growth - High
Low Income	53.0	112	3	Typical Growth - High
Students with Disabilities	46.8	44	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	50.7	23	3	Typical Growth - High
Hispanic or Latino	51.3	92	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.8	86	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.3	220	3	Typical Growth - High
Lowest Performing	52.7	51	3	Typical Growth - High
High Needs	52.7	137	3	Typical Growth - High
English Learners and Former English Learners	54.0	49	3	Typical Growth - High
Low Income	50.5	113	3	Typical Growth - High
Students with Disabilities	49.0	43	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	8	-	-
Black or African American	45.1	22	2	Typical Growth - Low
Hispanic or Latino	53.0	92	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	11	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	56.3	87	3	Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	61.6	64.1	2.5	63.8	78	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	61.6	64.1	2.5	63.8	78	3	Met Target
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	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	12.3	10.6	-1.7	11.0	593	3	Met Target
Lowest Performing	14.8	15.7	0.9	11.3	51	0	Declined
High Needs	15.9	14.0	-1.9	13.3	392	2	Improved Below Target
English Learners and Former English Learners	17.4	12.6	-4.8	14.4	127	4	Exceeded Target
Low Income	17.9	16.4	-1.5	14.2	330	2	Improved Below Target
Students with Disabilities	22.4	19.3	-3.1	19.1	140	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	20	-	-
Black or African American	1.3	1.4	0.1	1.0	74	4	Exceeded Target
Hispanic or Latino	19.2	18.3	-0.9	15.5	229	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	27	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	9.1	7.4	-1.7	7.7	243	3	Met Target

Assessment participation - All students
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	351	349	99	Yes	1	350	349	100	Yes	1	110	110	100	Yes	1

Assessment participation - Student Group
Group	English language arts		Mathematics		Science		Overall
Group	Enrolled	Assessed	Enrolled	Assessed	Enrolled	Assessed	Total Enrolled	Total Assessed	%	Met Target?	Years in Rate
High Needs	227	226	226	225	71	71	524	522	100	Yes	1
English Learners and Former English Learners	75	75	75	75	23	23	173	173	100	Yes	1
Low Income	190	190	190	190	62	62	442	442	100	Yes	1
Students with Disabilities	80	79	79	78	23	23	182	180	99	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	13	13	13	13	5	5	31	-	-	-	-
Black or African American	40	40	39	39	8	8	87	87	100	Yes	1
Hispanic or Latino	143	143	143	143	47	47	333	333	100	Yes	1
Multi-Race, Not Hispanic or Latino	15	15	15	15	8	8	38	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	140	138	140	139	42	42	322	319	99	Yes	1

About this report

About the Data

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

Glossary of Accountability Terms