Massachusetts School and District Profiles

Williams Middle

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Williams Middle

Organization Information

DISTRICT NAME
Longmeadow (01590000)

TITLE I STATUS
Non-Title I School

SCHOOL
Williams Middle (01590305)

GRADES SERVED
06,07,08

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
53% - Substantial progress toward targets	72

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	50%	55%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	53%
	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	0	4	-	2	4	-
	Mathematics achievement	2	4	-	3	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	6	12	67.5	5	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	22.5	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	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		5.3	10.3	-	4.5	7.6	-
Percentage of possible points		52%		-	59%		-
2026 Annual criterion-referenced target percentage		55%

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	3	4	-	4	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	5	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	22.5	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	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	3	4	10.0
Weighted total		4.7	10.3	-	4.1	7.6	-
Percentage of possible points		46%		-	54%		-
2025 Annual criterion-referenced target percentage		50%

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	37%	22%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	28%
	Moderate 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	0	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		2.3	10.3	-
Percentage of possible points		22%		-
2026 Annual criterion-referenced target percentage		22%

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	4	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	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		3.8	10.3	-
Percentage of possible points		37%		-
2025 Annual criterion-referenced target percentage		37%

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	503.6	501.1	-2.5	506.4	328	0	Recovery Path: Declined
Lowest Performing	471.3	473.9	2.6	476.4	53	2	Path Forward: Improved Below Target
High Needs	484.2	480.9	-3.3	487.9	95	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	494.6	487.7	-6.9	498.4	37	0	Recovery Path: Declined
Students with Disabilities	477.9	474.7	-3.2	481.7	70	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	515.1	510.7	-4.4	519.9	30	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	491.4	487.7	-3.7	494.0	23	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.8	501.8	-2.0	506.7	248	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	504.2	505.3	1.1	506.7	330	2	Recovery Path: Improved Below Target
Lowest Performing	478.5	483.0	4.5	482.7	53	3	Recovery Path: Met Target
High Needs	488.5	489.1	0.6	490.6	94	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	494.1	492.6	-1.5	496.9	37	0	Recovery Path: Declined
Students with Disabilities	482.9	484.9	2.0	485.3	69	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	519.3	525.6	6.3	523.1	29	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	490.2	490.7	0.5	493.1	23	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.9	504.8	0.9	506.5	251	2	Recovery Path: Improved Below Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	503.9	509.5	5.6	506.1	106	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	22	-	-
High Needs	492.5	490.0	-2.5	496.0	29	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	2	-	-
Low Income	-	-	-	-	8	-	-
Students with Disabilities	486.8	486.7	-0.1	491.0	23	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	8	-	-
Black or African American	-	-	-	-	2	-	-
Hispanic or Latino	-	-	-	-	10	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.7	510.8	9.1	503.3	79	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.0	310	2	Typical Growth - Low
Lowest Performing	49.7	53	2	Typical Growth - Low
High Needs	47.2	90	2	Typical Growth - Low
English Learners and Former English Learners	-	5	-	-
Low Income	45.4	37	2	Typical Growth - Low
Students with Disabilities	46.5	65	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	49.5	28	2	Typical Growth - Low
Black or African American	-	9	-	-
Hispanic or Latino	41.1	22	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.8	234	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.5	314	2	Typical Growth - Low
Lowest Performing	57.1	53	3	Typical Growth - High
High Needs	46.0	89	2	Typical Growth - Low
English Learners and Former English Learners	-	5	-	-
Low Income	35.3	37	1	Low Growth
Students with Disabilities	51.6	64	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	51.6	27	3	Typical Growth - High
Black or African American	-	9	-	-
Hispanic or Latino	41.0	22	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.4	238	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 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	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	6.8	6.6	-0.2	5.7	346	3	Met Target
Lowest Performing	8.9	11.3	2.4	5.6	53	0	Declined
High Needs	10.1	13.7	3.6	8.0	102	0	Declined
English Learners and Former English Learners	-	-	-	-	6	-	-
Low Income	12.5	14.3	1.8	8.2	42	0	Declined
Students with Disabilities	8.3	15.3	7.0	5.8	72	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	2.5	3.1	0.6	1.0	32	4	Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	0.0	0.0	0.0	1.0	23	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	20	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	7.8	7.3	-0.5	6.6	262	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	342	333	97	Yes	1	342	335	98	Yes	1	116	106	95	Yes	2

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	99	97	99	96	31	29	229	222	97	Yes	1
English Learners and Former English Learners	6	6	6	6	2	2	14	-	-	-	-
Low Income	39	38	39	38	9	8	87	84	97	Yes	1
Students with Disabilities	72	71	72	70	24	23	168	164	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	30	30	30	29	9	8	69	67	97	Yes	1
Black or African American	9	9	9	9	2	2	20	-	-	-	-
Hispanic or Latino	23	23	23	23	10	10	56	56	100	Yes	1
Multi-Race, Not Hispanic or Latino	20	20	20	20	9	7	49	47	96	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	260	251	260	254	86	79	606	584	96	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