Massachusetts School and District Profiles

Woodland

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Woodland

Organization Information

DISTRICT NAME
Milford (01850000)

TITLE I STATUS
Title I School

SCHOOL
Woodland (01850090)

GRADES SERVED
03,04,05

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
67% - Substantial progress toward targets	44

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	83%	56%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	67%
	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	0	4	-	4	4	-
	Mathematics achievement	0	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	8	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	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	2	4	-	3	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	2	4	10.0	3	4	10.0
Weighted total		1.7	9.6	-	7.1	7.6	-
Percentage of possible points		18%		-	93%		-
2026 Annual criterion-referenced target percentage		56%

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	-	4	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	8	12	60.0	8	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	3	4	-	4	4	-
	Growth total	7	8	20.0	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	3	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	2	4	10.0
Weighted total		6.9	9.6	-	7.2	7.6	-
Percentage of possible points		72%		-	95%		-
2025 Annual criterion-referenced target percentage		83%

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	58%	16%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	33%
	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	0	4	-
	Achievement total	0	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		1.6	10.3	-
Percentage of possible points		16%		-
2026 Annual criterion-referenced target percentage		16%

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	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	4	4	-
	Achievement total	6	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	3	4	-
	Growth total	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	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		6.0	10.3	-
Percentage of possible points		58%		-
2025 Annual criterion-referenced target percentage		58%

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	487.8	484.7	-3.1	490.8	943	0	Recovery Path: Declined
Lowest Performing	458.1	466.1	8.0	463.2	132	4	Path Forward: Exceeded Target
High Needs	482.8	478.7	-4.1	485.8	699	0	Recovery Path: Declined
English Learners and Former English Learners	480.1	475.7	-4.4	483.5	472	0	Recovery Path: Declined
Low Income	482.4	478.3	-4.1	485.0	571	0	Recovery Path: Declined
Students with Disabilities	475.0	471.0	-4.0	477.4	255	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	8	-	-
Asian	-	-	-	-	14	-	-
Black or African American	485.8	486.6	0.8	488.2	38	2	Recovery Path: Improved Below Target
Hispanic or Latino	481.6	479.0	-2.6	484.8	373	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	492.6	488.0	-4.6	494.9	24	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	491.3	488.2	-3.1	493.7	486	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	489.7	489.0	-0.7	491.9	941	0	Recovery Path: Declined
Lowest Performing	461.0	471.6	10.6	465.7	132	4	Recovery Path: Exceeded Target
High Needs	484.8	483.2	-1.6	487.2	697	0	Recovery Path: Declined
English Learners and Former English Learners	483.0	480.6	-2.4	485.9	473	0	Recovery Path: Declined
Low Income	484.6	482.9	-1.7	487.1	569	0	Recovery Path: Declined
Students with Disabilities	475.2	473.6	-1.6	478.6	251	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	8	-	-
Asian	-	-	-	-	14	-	-
Black or African American	486.6	486.3	-0.3	489.1	37	1	Recovery Path: No Change
Hispanic or Latino	484.9	483.6	-1.3	488.4	373	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	496.4	491.2	-5.2	498.9	24	0	Path Forward: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	492.2	492.8	0.6	494.2	485	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	493.0	489.9	-3.1	494.9	312	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	57	-	-
High Needs	487.3	484.3	-3.0	489.4	234	0	Recovery Path: Declined
English Learners and Former English Learners	485.9	478.4	-7.5	489.4	147	0	Recovery Path: Declined
Low Income	486.8	483.2	-3.6	489.1	191	0	Recovery Path: Declined
Students with Disabilities	476.7	474.5	-2.2	480.5	90	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	3	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	484.2	483.8	-0.4	486.8	116	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.1	494.5	-2.6	500.8	170	0	Path Forward: Declined

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.9	605	3	Typical Growth - High
Lowest Performing	52.2	132	3	Typical Growth - High
High Needs	52.2	445	3	Typical Growth - High
English Learners and Former English Learners	51.8	283	3	Typical Growth - High
Low Income	51.3	360	3	Typical Growth - High
Students with Disabilities	47.1	169	2	Typical Growth - Low
American Indian or Alaska Native	-	6	-	-
Asian	-	5	-	-
Black or African American	-	19	-	-
Hispanic or Latino	53.4	222	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.5	337	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	54.5	608	3	Typical Growth - High
Lowest Performing	59.3	132	3	Typical Growth - High
High Needs	55.1	447	3	Typical Growth - High
English Learners and Former English Learners	53.2	288	3	Typical Growth - High
Low Income	54.9	364	3	Typical Growth - High
Students with Disabilities	53.0	165	3	Typical Growth - High
American Indian or Alaska Native	-	7	-	-
Asian	-	5	-	-
Black or African American	-	19	-	-
Hispanic or Latino	56.5	224	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	17	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	54.8	336	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	65.1	70.3	5.2	69.1	273	3	Met Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	65.1	70.3	5.2	69.1	273	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	12.1	11.8	-0.3	10.6	1,051	2	Improved Below Target
Lowest Performing	13.5	9.0	-4.5	8.9	133	3	Met Target
High Needs	14.5	14.1	-0.4	12.1	792	2	Improved Below Target
English Learners and Former English Learners	15.3	12.4	-2.9	11.8	541	2	Improved Below Target
Low Income	15.0	13.7	-1.3	11.8	648	2	Improved Below Target
Students with Disabilities	14.0	14.7	0.7	10.4	252	0	Declined
American Indian or Alaska Native	-	-	-	-	9	-	-
Asian	-	-	-	-	14	-	-
Black or African American	14.6	20.0	5.4	11.0	50	0	Declined
Hispanic or Latino	14.5	12.6	-1.9	10.3	427	2	Improved Below Target
Multi-Race, Not Hispanic or Latino	0.0	8.0	8.0	1.0	25	0	Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	11.1	10.6	-0.5	9.3	526	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	996	991	99	Yes	1	992	989	100	Yes	1	334	334	100	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	746	742	743	740	254	254	1,743	1,736	100	Yes	1
English Learners and Former English Learners	503	501	502	502	162	162	1,167	1,165	100	Yes	1
Low Income	607	604	605	602	207	207	1,419	1,413	100	Yes	1
Students with Disabilities	266	264	263	260	94	94	623	618	99	Yes	1
American Indian or Alaska Native	8	8	8	8	3	3	19	-	-	-	-
Asian	14	14	14	14	4	4	32	-	-	-	-
Black or African American	45	44	45	43	14	14	104	101	97	Yes	1
Hispanic or Latino	401	400	400	400	128	128	929	928	100	Yes	1
Multi-Race, Not Hispanic or Latino	24	24	24	24	8	8	56	56	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	504	501	501	500	177	177	1,182	1,178	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