Massachusetts School and District Profiles

Sunita L. Williams Elementary

Districts
Schools

2025

2025 Official Accountability Report - Sunita L. Williams Elementary

Organization Information

DISTRICT NAME
Needham (01990000)

TITLE I STATUS
Non-Title I School

SCHOOL
Sunita L. Williams Elementary (01990035)

GRADES SERVED
K,01,02,03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Meeting or exceeding targets

Progress toward improvement targets	Accountability percentile
96% - Meeting or exceeding targets	93

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	93%	98%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	96%
	Meeting or exceeding targets

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	4	4	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	12	12	67.5	8	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	8	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		10.2	10.3	-	7.4	7.6	-
Percentage of possible points		99%		-	97%		-
2025 Annual criterion-referenced target percentage		98%

2024 Points awarded

2024 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	-	4	4	-
	Mathematics achievement	4	4	-	4	4	-
	Science achievement	4	4	-	-	-	-
	Achievement total	11	12	60.0	8	8	67.5
Growth	English language arts growth	4	4	-	3	4	-
	Mathematics growth	4	4	-	4	4	-
	Growth total	8	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	0	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	4	4	10.0
Weighted total		8.5	9.6	-	7.4	7.6	-
Percentage of possible points		89%		-	97%		-
2024 Annual criterion-referenced target percentage		93%

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

	2024	2025
Annual criterion-referenced target percentage	90%	74%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	80%
	Meeting or exceeding targets

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	4	4	-
	Mathematics achievement	4	4	-
	Science achievement	0	4	-
	Achievement total	8	12	67.5
Growth	English language arts growth	4	4	-
	Mathematics growth	4	4	-
	Growth total	8	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		7.6	10.3	-
Percentage of possible points		74%		-
2025 Annual criterion-referenced target percentage		74%

2024 Points awarded

2024 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	3	4	-
	Mathematics achievement	4	4	-
	Science achievement	4	4	-
	Achievement total	11	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	4	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	3	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	3	4	10.0
Weighted total		9.3	10.3	-
Percentage of possible points		90%		-
2024 Annual criterion-referenced target percentage		90%

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	504.2	509.2	5.0	506.7	268	4	Recovery Path: Exceeded Target
Lowest Performing	480.0	486.5	6.5	484.8	41	4	Recovery Path: Exceeded Target
High Needs	491.3	494.7	3.4	493.6	89	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	497.9	503.3	5.4	501.0	28	4	Recovery Path: Exceeded Target
Low Income	485.8	489.4	3.6	487.9	24	4	Path Forward: Exceeded Target
Students with Disabilities	484.3	487.1	2.8	487.2	55	3	Recovery Path: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	512.0	518.3	6.3	514.7	30	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	23	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	504.3	509.2	4.9	506.9	186	4	Recovery Path: Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	507.0	509.8	2.8	509.0	270	4	Recovery Path: Exceeded Target
Lowest Performing	477.9	489.0	11.1	482.2	41	4	Recovery Path: Exceeded Target
High Needs	493.7	495.9	2.2	495.3	91	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	508.9	509.1	0.2	511.9	28	3	Path Forward: Met Target
Low Income	482.2	486.8	4.6	484.6	25	4	Path Forward: Exceeded Target
Students with Disabilities	484.1	487.7	3.6	486.5	57	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	521.9	523.8	1.9	524.5	30	4	Recovery Path: Exceeded Target
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	23	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	506.7	509.9	3.2	508.7	187	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	511.1	512.4	1.3	512.9	86	4	Recovery Path: Exceeded Target
Lowest Performing	-	-	-	-	16	-	-
High Needs	503.7	491.7	-12.0	505.8	25	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	4	-	-
Low Income	-	-	-	-	8	-	-
Students with Disabilities	-	-	-	-	20	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	7	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	5	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	512.3	514.0	1.7	514.2	61	4	Recovery Path: Exceeded Target

English language arts growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	71.2	175	4	Exceeded Typical Growth
Lowest Performing	56.5	41	3	Typical Growth - High
High Needs	60.9	57	4	Exceeded Typical Growth
English Learners and Former English Learners	-	17	-	-
Low Income	-	15	-	-
Students with Disabilities	54.3	35	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	77.2	22	4	Exceeded Typical Growth
Black or African American	-	6	-	-
Hispanic or Latino	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	73.3	122	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2025 Mean SGP	N	Points	Reason
All Students	67.2	178	4	Exceeded Typical Growth
Lowest Performing	65.7	41	4	Exceeded Typical Growth
High Needs	63.2	60	4	Exceeded Typical Growth
English Learners and Former English Learners	-	19	-	-
Low Income	-	17	-	-
Students with Disabilities	61.4	36	4	Exceeded Typical Growth
American Indian or Alaska Native	-	-	-	-
Asian	61.3	22	4	Exceeded Typical Growth
Black or African American	-	7	-	-
Hispanic or Latino	-	11	-	-
Multi-Race, Not Hispanic or Latino	-	14	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	69.4	124	4	Exceeded Typical Growth

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	7.6	6.0	-1.6	6.5	450	3	Met Target
Lowest Performing	4.5	4.9	0.4	1.2	41	4	Exceeded Target
High Needs	12.8	9.5	-3.3	10.7	147	4	Exceeded Target
English Learners and Former English Learners	19.2	14.3	-4.9	16.2	42	4	Exceeded Target
Low Income	12.5	9.8	-2.7	8.2	41	2	Improved Below Target
Students with Disabilities	11.1	8.6	-2.5	8.6	93	3	Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	15.3	6.3	-9.0	13.2	48	4	Exceeded Target
Black or African American	-	-	-	-	20	-	-
Hispanic or Latino	-	-	-	-	29	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	36	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	1	-	-
White	6.0	5.1	-0.9	4.8	316	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	273	270	99	Yes	1	273	272	100	Yes	1	86	86	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	94	91	94	93	25	25	213	209	98	Yes	1
English Learners and Former English Learners	30	29	30	29	4	4	64	62	97	Yes	1
Low Income	28	26	28	27	8	8	64	61	95	Yes	1
Students with Disabilities	58	55	58	57	20	20	136	132	97	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	30	30	30	30	7	7	67	67	100	Yes	1
Black or African American	10	9	10	10	6	6	26	-	-	-	-
Hispanic or Latino	21	20	21	20	5	5	47	45	96	Yes	1
Multi-Race, Not Hispanic or Latino	23	23	23	23	7	7	53	53	100	Yes	1
Native Hawaiian or Other Pacific Islander	1	1	1	1	0	0	2	-	-	-	-
White	188	187	188	188	61	61	437	436	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