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Williams Middle
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2025
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2025 Official Accountability Report - Williams Middle
Organization Information
DISTRICT NAME
Longmeadow (01590000)		TITLE I STATUS
Non-Title I School
SCHOOL
Williams Middle (01590305)		GRADES SERVED
06,07,08
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
52% - Substantial progress toward targets72

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage55%50%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		52%
Substantial progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-44-
Mathematics achievement04-04-
Science achievement24----
Achievement total51267.54867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-24-
Growth total4822.55822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44-34-
Advanced coursework completion------
Additional indicators total4410.03410.0
Weighted total4.710.3-4.17.6-
Percentage of possible points 46%-54%-
2025 Annual criterion-referenced target percentage50%

2024 Points awarded

2024 Progress toward improvement targets
Indicator All Students
(Non-high school grades)		 Lowest Performing Students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-24-
Mathematics achievement34-24-
Science achievement04----
Achievement total61267.54867.5
GrowthEnglish language arts growth24-34-
Mathematics growth34-24-
Growth total5822.55822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total5.610.3-4.27.6-
Percentage of possible points 54%-55%-
2024 Annual criterion-referenced target percentage55%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
61

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage13%37%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		27%
Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement44-
Achievement total41267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total3.810.3-
Percentage of possible points 37%-
2025 Annual criterion-referenced target percentage37%

2024 Points awarded

2024 Progress toward improvement targets
Indicator High Needs Student Group
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total1.310.3-
Percentage of possible points 13%-
2024 Annual criterion-referenced target percentage13%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 504.7 503.6 -1.1 507.5 3293Recovery Path: Met Target
Lowest Performing 472.6 478.6 6.0 477.7 514Path Forward: Exceeded Target
High Needs 486.0 484.2 -1.8 489.7 1020Recovery Path: Declined
English Learners and Former English Learners---- 7--
Low Income 498.3 494.6 -3.7 502.1 310Recovery Path: Declined
Students with Disabilities 480.4 477.9 -2.5 484.2 760Recovery Path: Declined
American Indian or Alaska Native-------
Asian 515.8 515.1 -0.7 520.6 384Recovery Path: Exceeded Target
Black or African American---- 11--
Hispanic or Latino 486.8 491.4 4.6 489.4 254Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino---- 18--
Native Hawaiian or Other Pacific Islander-------
White 505.4 503.8 -1.6 508.3 2373Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 507.2 504.2 -3.0 509.7 3290Recovery Path: Declined
Lowest Performing 480.7 477.3 -3.4 484.9 510Recovery Path: Declined
High Needs 490.3 488.5 -1.8 492.4 1020Recovery Path: Declined
English Learners and Former English Learners---- 7--
Low Income 500.7 494.1 -6.6 503.5 310Recovery Path: Declined
Students with Disabilities 484.6 482.9 -1.7 487.0 760Recovery Path: Declined
American Indian or Alaska Native-------
Asian 522.2 519.3 -2.9 526.0 384Recovery Path: Exceeded Target
Black or African American---- 11--
Hispanic or Latino 492.5 490.2 -2.3 495.4 250Path Forward: Declined
Multi-Race, Not Hispanic or Latino---- 19--
Native Hawaiian or Other Pacific Islander-------
White 507.0 503.9 -3.1 509.6 2360Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 503.3 503.9 0.6 505.5 1032Path Forward: Improved Below Target
Lowest Performing---- 29--
High Needs 484.0 492.5 8.5 487.5 314Path Forward: Exceeded Target
English Learners and Former English Learners---- 3--
Low Income---- 9--
Students with Disabilities---- 22--
American Indian or Alaska Native-------
Asian---- 18--
Black or African American---- 3--
Hispanic or Latino---- 11--
Multi-Race, Not Hispanic or Latino---- 5--
Native Hawaiian or Other Pacific Islander-------
White 505.2 501.7 -3.5 506.8 660Recovery Path: Declined

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 44.8 3122Typical Growth - Low
Lowest Performing 52.0 513Typical Growth - High
High Needs 44.3 952Typical Growth - Low
English Learners and Former English Learners- 5--
Low Income 45.1 292Typical Growth - Low
Students with Disabilities 43.0 722Typical Growth - Low
American Indian or Alaska Native----
Asian 44.2 322Typical Growth - Low
Black or African American- 11--
Hispanic or Latino 47.2 232Typical Growth - Low
Multi-Race, Not Hispanic or Latino- 18--
Native Hawaiian or Other Pacific Islander----
White 44.3 2282Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 42.8 3142Typical Growth - Low
Lowest Performing 44.0 512Typical Growth - Low
High Needs 44.9 972Typical Growth - Low
English Learners and Former English Learners- 5--
Low Income 39.5 301Low Growth
Students with Disabilities 44.9 742Typical Growth - Low
American Indian or Alaska Native----
Asian 44.9 322Typical Growth - Low
Black or African American- 11--
Hispanic or Latino 32.2 231Low Growth
Multi-Race, Not Hispanic or Latino- 19--
Native Hawaiian or Other Pacific Islander----
White 42.8 2292Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2024 Rate (%) 2025 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 2024 Rate (%) 2025 Rate (%) Change Target N Points Reason
All Students 7.1 6.8 -0.3 6.0 3404Exceeded Target
Lowest Performing 7.8 7.8 0.0 4.5 513Met Target
High Needs 11.6 10.1 -1.5 9.5 992Improved Below Target
English Learners and Former English Learners---- 7--
Low Income 21.4 12.5 -8.9 17.1 324Exceeded Target
Students with Disabilities 7.7 8.3 0.6 5.2 723Met Target
American Indian or Alaska Native-------
Asian 0.0 2.5 2.5 1.0 404Exceeded Target
Black or African American---- 11--
Hispanic or Latino 3.8 0.0 -3.8 1.0 254Exceeded Target
Multi-Race, Not Hispanic or Latino---- 19--
Native Hawaiian or Other Pacific Islander-------
White 9.0 7.8 -1.2 7.8 2453Met Target

Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 339 33499Yes 1 339 33499Yes 1 108 10698Yes 1

Assessment participation - Student Group
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High Needs 103 103 103 103 32 32 238 238100Yes1
English Learners and Former English Learners 7 7 7 7 3 3 17----
Low Income 31 31 31 31 9 9 71 71100Yes1
Students with Disabilities 77 77 77 77 23 23 177 177100Yes1
American Indian or Alaska Native-----------
Asian 40 40 40 40 19 19 99 99100Yes1
Black or African American 11 11 11 11 3 3 25----
Hispanic or Latino 25 25 25 25 11 11 61 61100Yes1
Multi-Race, Not Hispanic or Latino 19 18 19 19 5 5 43----
Native Hawaiian or Other Pacific Islander-----------
White 244 240 244 239 70 68 558 54798Yes1


About this report

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.


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