Massachusetts School and District Profiles

West Tisbury Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - West Tisbury Elementary

Organization Information

DISTRICT NAME
Up-Island Regional (07740000)

TITLE I STATUS
Title I School

SCHOOL
West Tisbury Elementary (07740020)

GRADES SERVED
PK,K,01,02,03,04,05,06,07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
65% - Substantial progress toward targets	71

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	65%	65%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	65%
	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	-	3	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	67.5	7	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	22.5	7	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		4.5	10.3	-	6.5	7.6	-
Percentage of possible points		44%		-	86%		-
2026 Annual criterion-referenced target percentage		65%

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	0	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	6	12	67.5	6	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	6	8	22.5	7	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		5.7	10.3	-	5.6	7.6	-
Percentage of possible points		55%		-	74%		-
2025 Annual criterion-referenced target percentage		65%

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	36%	37%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	37%
	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	2	4	-
	Mathematics achievement	1	4	-
	Science achievement	0	4	-
	Achievement total	3	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		3.8	10.3	-
Percentage of possible points		37%		-
2026 Annual criterion-referenced target percentage		37%

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	3	4	-
	Achievement total	3	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		3.7	10.3	-
Percentage of possible points		36%		-
2025 Annual criterion-referenced target percentage		36%

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	498.6	500.2	1.6	501.8	238	2	Recovery Path: Improved Below Target
Lowest Performing	467.6	472.5	4.9	472.3	45	3	Recovery Path: Met Target
High Needs	488.0	488.9	0.9	490.4	116	2	Recovery Path: Improved Below Target
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	490.2	492.8	2.6	493.6	67	2	Recovery Path: Improved Below Target
Students with Disabilities	479.9	481.7	1.8	482.8	65	2	Recovery Path: Improved Below Target
American Indian or Alaska Native	-	-	-	-	9	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	485.8	488.8	3.0	487.7	31	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	501.0	502.4	1.4	503.7	176	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	500.7	501.8	1.1	502.5	238	2	Recovery Path: Improved Below Target
Lowest Performing	475.3	482.2	6.9	479.3	45	4	Recovery Path: Exceeded Target
High Needs	493.0	493.0	0.0	495.6	116	1	Path Forward: No Change
English Learners and Former English Learners	-	-	-	-	13	-	-
Low Income	494.7	494.6	-0.1	497.1	67	1	Path Forward: No Change
Students with Disabilities	486.8	488.5	1.7	490.1	65	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	9	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	492.1	492.2	0.1	494.9	31	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.6	504.1	1.5	504.5	176	3	Recovery Path: Met Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	502.8	499.3	-3.5	505.0	79	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	22	-	-
High Needs	498.0	493.8	-4.2	501.4	42	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	-	-	-	-	24	-	-
Students with Disabilities	-	-	-	-	26	-	-
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	3	-	-
Hispanic or Latino	-	-	-	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	505.3	501.6	-3.7	507.1	57	0	Recovery Path: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.7	203	3	Typical Growth - High
Lowest Performing	59.0	45	3	Typical Growth - High
High Needs	54.8	97	3	Typical Growth - High
English Learners and Former English Learners	-	10	-	-
Low Income	59.3	57	3	Typical Growth - High
Students with Disabilities	52.8	54	3	Typical Growth - High
American Indian or Alaska Native	-	7	-	-
Asian	-	-	-	-
Black or African American	-	6	-	-
Hispanic or Latino	60.2	25	4	Exceeded Typical Growth
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.3	151	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	58.8	204	3	Typical Growth - High
Lowest Performing	63.7	45	4	Exceeded Typical Growth
High Needs	57.2	97	3	Typical Growth - High
English Learners and Former English Learners	-	10	-	-
Low Income	60.2	57	4	Exceeded Typical Growth
Students with Disabilities	55.6	54	3	Typical Growth - High
American Indian or Alaska Native	-	7	-	-
Asian	-	-	-	-
Black or African American	-	6	-	-
Hispanic or Latino	57.9	25	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	59.4	152	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	24.5	19.4	-5.1	23.2	299	4	Exceeded Target
Lowest Performing	25.5	24.4	-1.1	22.0	45	2	Improved Below Target
High Needs	29.8	20.5	-9.3	27.2	146	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	23	-	-
Low Income	36.8	26.4	-10.4	33.1	87	4	Exceeded Target
Students with Disabilities	25.4	15.4	-10.0	22.1	78	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	10	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	32.6	29.4	-3.2	28.9	51	3	Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	22.0	16.0	-6.0	20.6	212	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	245	243	99	Yes	1	245	243	99	Yes	1	85	81	95	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	123	121	123	121	47	44	293	286	98	Yes	1
English Learners and Former English Learners	15	15	15	15	6	6	36	-	-	-	-
Low Income	73	72	73	72	28	26	174	170	98	Yes	1
Students with Disabilities	69	68	69	68	28	27	166	163	98	Yes	1
American Indian or Alaska Native	11	11	11	11	3	3	25	-	-	-	-
Asian	-	-	-	-	-	-	-	-	-	-	-
Black or African American	7	7	7	7	3	3	17	-	-	-	-
Hispanic or Latino	33	33	33	33	12	12	78	78	100	Yes	1
Multi-Race, Not Hispanic or Latino	15	15	15	15	5	5	35	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	179	177	179	177	62	58	420	412	98	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