Massachusetts School and District Profiles

Monomoy Regional Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Monomoy Regional Middle School

Organization Information

DISTRICT NAME
Monomoy Regional School District (07120000)

TITLE I STATUS
Title I School

SCHOOL
Monomoy Regional Middle School (07120315)

GRADES SERVED
05,06,07

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
40% - Moderate progress toward targets	67

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	50%	34%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	40%
	Moderate 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	-	1	4	-
	Mathematics achievement	1	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	1	12	67.5	3	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	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		2.2	10.3	-	3.5	7.6	-
Percentage of possible points		21%		-	46%		-
2026 Annual criterion-referenced target percentage		34%

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	2	4	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	67.5	4	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	0	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		4.1	10.3	-	4.5	7.6	-
Percentage of possible points		40%		-	59%		-
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	66%	41%
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	0	4	-
	Mathematics achievement	1	4	-
	Science achievement	3	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	4	-
	Growth total	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	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.2	10.3	-
Percentage of possible points		41%		-
2026 Annual criterion-referenced target percentage		41%

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	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	0	4	-
	Achievement total	8	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		6.8	10.3	-
Percentage of possible points		66%		-
2025 Annual criterion-referenced target percentage		66%

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	498.9	496.6	-2.3	502.3	366	0	Recovery Path: Declined
Lowest Performing	471.3	471.2	-0.1	476.5	58	1	Recovery Path: No Change
High Needs	491.1	489.3	-1.8	493.2	179	0	Recovery Path: Declined
English Learners and Former English Learners	483.4	483.8	0.4	487.1	35	2	Recovery Path: Improved Below Target
Low Income	493.2	490.7	-2.5	496.3	140	0	Recovery Path: Declined
Students with Disabilities	480.4	476.8	-3.6	482.9	64	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	17	-	-
Hispanic or Latino	491.4	490.7	-0.7	494.7	46	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	490.1	487.8	-2.3	493.1	29	0	Recovery Path: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.1	500.1	-2.0	505.3	268	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	500.0	499.6	-0.4	502.0	368	1	Recovery Path: No Change
Lowest Performing	478.1	479.9	1.8	483.1	58	2	Recovery Path: Improved Below Target
High Needs	492.7	492.5	-0.2	494.2	182	1	Recovery Path: No Change
English Learners and Former English Learners	492.6	491.1	-1.5	495.7	35	0	Recovery Path: Declined
Low Income	494.8	493.8	-1.0	497.0	143	0	Recovery Path: Declined
Students with Disabilities	481.1	481.8	0.7	484.4	66	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	496.0	493.9	-2.1	498.8	47	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	492.0	493.4	1.4	494.3	29	2	Recovery Path: Improved Below Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.5	502.7	0.2	504.6	268	2	Path Forward: 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	502.0	-1.9	506.6	122	0	Path Forward: Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	495.8	495.9	0.1	499.2	53	3	Path Forward: Met Target
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	496.9	498.0	1.1	500.3	41	3	Path Forward: Met Target
Students with Disabilities	486.7	486.4	-0.3	491.2	24	1	Path Forward: No Change
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	509.1	502.4	-6.7	512.1	93	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	48.8	352	2	Typical Growth - Low
Lowest Performing	49.9	57	2	Typical Growth - Low
High Needs	49.3	171	2	Typical Growth - Low
English Learners and Former English Learners	52.5	32	3	Typical Growth - High
Low Income	48.9	133	2	Typical Growth - Low
Students with Disabilities	46.2	62	2	Typical Growth - Low
American Indian or Alaska Native	-	1	-	-
Asian	-	5	-	-
Black or African American	-	16	-	-
Hispanic or Latino	53.0	41	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	43.6	29	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.5	260	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.4	357	3	Typical Growth - High
Lowest Performing	54.7	57	3	Typical Growth - High
High Needs	51.6	177	3	Typical Growth - High
English Learners and Former English Learners	53.7	34	3	Typical Growth - High
Low Income	50.2	139	3	Typical Growth - High
Students with Disabilities	55.8	64	3	Typical Growth - High
American Indian or Alaska Native	-	1	-	-
Asian	-	5	-	-
Black or African American	-	17	-	-
Hispanic or Latino	55.5	45	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	47.6	29	2	Typical Growth - Low
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	51.7	260	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	14.5	10.4	-4.1	13.2	383	4	Exceeded Target
Lowest Performing	8.5	6.9	-1.6	5.0	58	3	Met Target
High Needs	19.1	13.3	-5.8	16.5	188	4	Exceeded Target
English Learners and Former English Learners	17.9	13.5	-4.4	14.9	37	4	Exceeded Target
Low Income	21.1	14.6	-6.5	17.4	151	4	Exceeded Target
Students with Disabilities	13.9	12.5	-1.4	10.6	64	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	6	-	-
Black or African American	-	-	-	-	18	-	-
Hispanic or Latino	13.2	14.0	0.8	9.5	50	0	Declined
Multi-Race, Not Hispanic or Latino	15.6	6.9	-8.7	14.3	29	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	14.6	11.1	-3.5	13.2	279	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	374	370	99	Yes	1	375	372	99	Yes	1	124	123	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	185	181	185	184	54	54	424	419	99	Yes	1
English Learners and Former English Learners	37	36	37	36	8	8	82	80	98	Yes	1
Low Income	146	142	146	145	42	42	334	329	99	Yes	1
Students with Disabilities	67	64	67	66	24	24	158	154	97	Yes	1
American Indian or Alaska Native	1	1	1	1	0	0	2	-	-	-	-
Asian	6	6	6	6	5	5	17	-	-	-	-
Black or African American	18	17	18	18	3	3	39	-	-	-	-
Hispanic or Latino	49	47	49	48	13	13	111	108	97	Yes	1
Multi-Race, Not Hispanic or Latino	29	29	29	29	9	9	67	67	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	271	270	272	270	94	93	637	633	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