Massachusetts School and District Profiles

Fisher

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Fisher

Organization Information

DISTRICT NAME
Walpole (03070000)

TITLE I STATUS
Non-Title I School

SCHOOL
Fisher (03070015)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
84% - Meeting or exceeding targets	95

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	80%	86%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	84%
	Meeting or exceeding 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	4	4	-	4	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	67.5	6	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	7	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		10.1	10.3	-	5.6	7.6	-
Percentage of possible points		98%		-	74%		-
2026 Annual criterion-referenced target percentage		86%

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	-	3	4	-
	Mathematics achievement	4	4	-	3	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	10	12	67.5	6	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	7	8	22.5	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		8.7	10.3	-	5.8	7.6	-
Percentage of possible points		85%		-	76%		-
2025 Annual criterion-referenced target percentage		80%

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	23%	83%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	59%
	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	4	4	-
	Mathematics achievement	2	4	-
	Science achievement	4	4	-
	Achievement total	10	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	2	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		8.5	10.3	-
Percentage of possible points		83%		-
2026 Annual criterion-referenced target percentage		83%

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	1	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	1	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		2.4	10.3	-
Percentage of possible points		23%		-
2025 Annual criterion-referenced target percentage		23%

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	505.4	508.2	2.8	508.1	240	4	Recovery Path: Exceeded Target
Lowest Performing	482.1	488.1	6.0	486.8	41	4	Recovery Path: Exceeded Target
High Needs	486.4	493.9	7.5	489.2	71	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	488.9	498.6	9.7	491.4	31	4	Recovery Path: Exceeded Target
Students with Disabilities	480.9	483.7	2.8	483.4	43	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	517.4	512.3	-5.1	520.5	38	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	492.0	502.9	10.9	494.6	20	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.7	508.4	2.7	508.9	167	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	512.9	512.4	-0.5	514.4	240	4	Path Forward: Exceeded Target
Lowest Performing	486.2	487.7	1.5	490.1	41	2	Recovery Path: Improved Below Target
High Needs	496.2	497.8	1.6	498.7	71	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	19	-	-
Low Income	493.4	496.6	3.2	495.8	31	4	Path Forward: Exceeded Target
Students with Disabilities	491.2	488.3	-2.9	494.4	43	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	533.7	523.1	-10.6	536.7	38	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	5	-	-
Hispanic or Latino	495.0	506.1	11.1	497.9	20	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	512.5	511.3	-1.2	514.2	167	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	507.6	511.4	3.8	509.6	102	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	26	-	-
High Needs	485.4	494.5	9.1	487.6	36	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	9	-	-
Low Income	-	-	-	-	15	-	-
Students with Disabilities	483.8	487.8	4.0	488.0	23	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	21	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	6	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	507.4	510.6	3.2	508.9	66	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	66.8	158	4	Exceeded Typical Growth
Lowest Performing	57.4	41	3	Typical Growth - High
High Needs	62.4	52	4	Exceeded Typical Growth
English Learners and Former English Learners	-	15	-	-
Low Income	69.0	23	4	Exceeded Typical Growth
Students with Disabilities	55.9	31	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	74.1	25	4	Exceeded Typical Growth
Black or African American	-	4	-	-
Hispanic or Latino	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	65.5	107	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	55.8	158	3	Typical Growth - High
Lowest Performing	48.2	41	2	Typical Growth - Low
High Needs	48.7	52	2	Typical Growth - Low
English Learners and Former English Learners	-	15	-	-
Low Income	53.7	23	3	Typical Growth - High
Students with Disabilities	42.3	31	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	60.8	25	4	Exceeded Typical Growth
Black or African American	-	4	-	-
Hispanic or Latino	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.6	107	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	-	-	-	-	-	-	-
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	4.0	4.2	0.2	2.9	381	4	Exceeded Target
Lowest Performing	2.4	0.0	-2.4	1.0	41	4	Exceeded Target
High Needs	6.1	3.4	-2.7	4.0	119	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	34	-	-
Low Income	8.3	5.5	-2.8	4.0	55	3	Met Target
Students with Disabilities	5.6	4.0	-1.6	3.1	75	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	5.5	8.2	2.7	3.4	61	0	Declined
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	8.1	0.0	-8.1	3.9	31	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	1.7	3.8	2.1	1.0	264	4	Exceeded 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	242	241	100	Yes	1	242	241	100	Yes	1	103	102	99	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	72	71	72	71	37	36	181	178	98	Yes	1
English Learners and Former English Learners	19	19	19	19	9	9	47	-	-	-	-
Low Income	31	31	31	31	15	15	77	77	100	Yes	1
Students with Disabilities	44	43	44	43	24	23	112	109	97	Yes	1
American Indian or Alaska Native	1	1	1	1	1	1	3	-	-	-	-
Asian	38	38	38	38	21	21	97	97	100	Yes	1
Black or African American	5	5	5	5	3	3	13	-	-	-	-
Hispanic or Latino	20	20	20	20	6	6	46	46	100	Yes	1
Multi-Race, Not Hispanic or Latino	9	9	9	9	5	5	23	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	169	168	169	168	67	66	405	402	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