Massachusetts School and District Profiles

William P. Sapelli Elementary

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - William P. Sapelli Elementary

Organization Information

DISTRICT NAME
Agawam (00050000)

TITLE I STATUS
Title I School

SCHOOL
William P. Sapelli Elementary (00050025)

GRADES SERVED
K,01,02,03,04

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

School of Recognition

Progress toward improvement targets	Accountability percentile
53% - Substantial progress toward targets	47

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	35%	66%
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	3	4	-	2	4	-
	Mathematics achievement	2	4	-	3	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	5	8	60.0	5	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	20.0	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	3	4	10.0	-	-	-
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	7.2	-	5.0	7.6	-
Percentage of possible points		65%		-	66%		-
2026 Annual criterion-referenced target percentage		66%

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	0	4	-	2	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	-	-	-	-	-	-
	Achievement total	0	8	60.0	4	8	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	4	8	20.0	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	1	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	1	4	10.0	4	4	10.0
Weighted total		1.2	7.2	-	4.0	7.6	-
Percentage of possible points		17%		-	53%		-
2025 Annual criterion-referenced target percentage		35%

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	13%	79%
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		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	4	4	-
	Mathematics achievement	3	4	-
	Science achievement	-	-	-
	Achievement total	7	8	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	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		6.0	7.6	-
Percentage of possible points		79%		-
2026 Annual criterion-referenced target percentage		79%

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	-	-	-
	Achievement total	0	8	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		1.0	7.6	-
Percentage of possible points		13%		-
2025 Annual criterion-referenced target percentage		13%

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	489.5	492.6	3.1	492.6	105	3	Recovery Path: Met Target
Lowest Performing	476.8	478.7	1.9	481.9	20	2	Path Forward: Improved Below Target
High Needs	482.9	487.8	4.9	485.3	74	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	479.3	484.6	5.3	481.8	28	4	Path Forward: Exceeded Target
Low Income	483.5	486.8	3.3	487.1	61	3	Recovery Path: Met Target
Students with Disabilities	474.7	473.4	-1.3	478.0	26	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.9	493.4	0.5	495.9	80	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	492.2	495.4	3.2	496.3	104	2	Recovery Path: Improved Below Target
Lowest Performing	476.5	481.4	4.9	481.2	20	3	Recovery Path: Met Target
High Needs	486.6	490.4	3.8	490.4	74	3	Recovery Path: Met Target
English Learners and Former English Learners	485.6	493.6	8.0	489.1	28	4	Path Forward: Exceeded Target
Low Income	486.6	489.9	3.3	491.3	61	2	Recovery Path: Improved Below Target
Students with Disabilities	478.5	470.9	-7.6	481.9	26	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	14	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	3	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	495.3	498.1	2.8	499.2	79	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	-	-	-	-	-	-	-
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	-	-	-	-	-	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	47.8	48	2	Typical Growth - Low
Lowest Performing	51.3	20	3	Typical Growth - High
High Needs	44.9	32	2	Typical Growth - Low
English Learners and Former English Learners	-	15	-	-
Low Income	38.5	26	1	Low Growth
Students with Disabilities	-	11	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	0	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	48.5	38	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.3	48	3	Typical Growth - High
Lowest Performing	55.6	20	3	Typical Growth - High
High Needs	48.8	32	2	Typical Growth - Low
English Learners and Former English Learners	-	15	-	-
Low Income	45.7	26	2	Typical Growth - Low
Students with Disabilities	-	11	-	-
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	-	0	-	-
Hispanic or Latino	-	7	-	-
Multi-Race, Not Hispanic or Latino	-	2	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.6	38	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	63.5	66.1	2.6	65.7	59	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	63.5	66.1	2.6	65.7	59	3	Met Target
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	18.9	8.6	-10.3	17.4	232	4	Exceeded Target
Lowest Performing	20.0	15.0	-5.0	15.4	20	3	Met Target
High Needs	25.4	10.6	-14.8	23.0	161	4	Exceeded Target
English Learners and Former English Learners	27.3	5.6	-21.7	23.8	71	4	Exceeded Target
Low Income	30.4	11.0	-19.4	27.2	136	4	Exceeded Target
Students with Disabilities	19.1	17.8	-1.3	15.5	45	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	9	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	33	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	19.4	8.9	-10.5	17.6	169	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	108	108	100	Yes	1	107	107	100	Yes	1	0	-	-	-	-

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	77	77	77	77	0	0	154	154	100	Yes	1
English Learners and Former English Learners	30	30	30	30	0	0	60	60	100	Yes	1
Low Income	64	64	64	64	0	0	128	128	100	Yes	1
Students with Disabilities	26	26	26	26	0	0	52	52	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	4	4	4	4	0	0	8	-	-	-	-
Black or African American	4	4	4	4	0	0	8	-	-	-	-
Hispanic or Latino	14	14	14	14	0	0	28	-	-	-	-
Multi-Race, Not Hispanic or Latino	4	4	4	4	0	0	8	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	82	82	81	81	0	0	163	163	100	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