Massachusetts School and District Profiles

Triton Regional Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Triton Regional Middle School

Organization Information

DISTRICT NAME
Triton (07730000)

TITLE I STATUS
Non-Title I School

SCHOOL
Triton Regional Middle School (07730405)

GRADES SERVED
07,08

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
49% - Moderate progress toward targets	54

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	45%	51%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	49%
	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	2	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	6	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	1	4	-	2	4	-
	Growth total	3	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	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		5.1	10.3	-	4.0	7.6	-
Percentage of possible points		50%		-	53%		-
2026 Annual criterion-referenced target percentage		51%

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	1	4	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	3	12	67.5	4	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		3.6	10.3	-	4.2	7.6	-
Percentage of possible points		35%		-	55%		-
2025 Annual criterion-referenced target percentage		45%

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	54%	23%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	36%
	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	0	4	-
	Science achievement	2	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	1	4	-
	Growth total	3	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%		-
2026 Annual criterion-referenced target percentage		23%

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	4	4	-
	Science achievement	2	4	-
	Achievement total	6	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		5.6	10.3	-
Percentage of possible points		54%		-
2025 Annual criterion-referenced target percentage		54%

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	496.7	497.8	1.1	499.6	284	2	Recovery Path: Improved Below Target
Lowest Performing	472.9	474.6	1.7	478.0	34	2	Path Forward: Improved Below Target
High Needs	483.5	482.8	-0.7	486.4	123	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	483.6	483.3	-0.3	486.3	89	1	Recovery Path: No Change
Students with Disabilities	476.7	475.2	-1.5	478.5	67	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.5	498.5	1.0	500.3	247	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	498.9	497.1	-1.8	501.0	282	0	Recovery Path: Declined
Lowest Performing	476.6	477.5	0.9	482.8	34	2	Recovery Path: Improved Below Target
High Needs	489.6	485.2	-4.4	492.3	123	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	7	-	-
Low Income	491.3	486.5	-4.8	493.4	89	0	Recovery Path: Declined
Students with Disabilities	482.6	478.7	-3.9	486.0	66	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.3	497.8	-1.5	501.3	245	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	496.4	500.8	4.4	500.0	140	4	Path Forward: Exceeded Target
Lowest Performing	-	-	-	-	33	-	-
High Needs	488.5	489.8	1.3	492.3	53	2	Path Forward: Improved Below Target
English Learners and Former English Learners	-	-	-	-	1	-	-
Low Income	488.5	490.1	1.6	490.8	39	2	Recovery Path: Improved Below Target
Students with Disabilities	484.7	481.8	-2.9	488.5	29	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.4	501.8	4.4	501.1	122	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.1	271	2	Typical Growth - Low
Lowest Performing	54.7	34	3	Typical Growth - High
High Needs	45.5	116	2	Typical Growth - Low
English Learners and Former English Learners	-	6	-	-
Low Income	43.9	84	2	Typical Growth - Low
Students with Disabilities	45.3	63	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	3	-	-
Black or African American	-	9	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	47.6	235	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	39.2	269	1	Low Growth
Lowest Performing	47.8	34	2	Typical Growth - Low
High Needs	38.5	115	1	Low Growth
English Learners and Former English Learners	-	7	-	-
Low Income	37.0	82	1	Low Growth
Students with Disabilities	39.7	61	1	Low Growth
American Indian or Alaska Native	-	2	-	-
Asian	-	4	-	-
Black or African American	-	9	-	-
Hispanic or Latino	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	39.8	232	1	Low Growth

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	13.6	11.4	-2.2	12.1	299	4	Exceeded Target
Lowest Performing	11.4	8.8	-2.6	6.8	34	2	Improved Below Target
High Needs	24.8	18.5	-6.3	22.4	135	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	10	-	-
Low Income	29.8	22.0	-7.8	26.6	100	4	Exceeded Target
Students with Disabilities	21.6	16.9	-4.7	18.0	71	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	5	-	-
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	16	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	11.9	11.2	-0.7	10.1	259	2	Improved Below 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	293	287	98	Yes	1	293	285	97	Yes	1	148	142	96	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	131	126	131	126	59	55	321	307	96	Yes	1
English Learners and Former English Learners	8	8	8	8	1	1	17	-	-	-	-
Low Income	96	92	96	92	43	41	235	225	96	Yes	1
Students with Disabilities	70	67	70	66	32	29	172	162	95	Yes	2
American Indian or Alaska Native	2	2	2	2	1	1	5	-	-	-	-
Asian	4	4	4	4	3	3	11	-	-	-	-
Black or African American	9	9	9	9	4	4	22	-	-	-	-
Hispanic or Latino	15	15	15	15	5	5	35	-	-	-	-
Multi-Race, Not Hispanic or Latino	8	8	8	8	5	5	21	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	255	249	255	247	130	124	640	620	97	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