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Henri A. Yelle
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2025 Official Accountability Report - Henri A. Yelle
Organization Information
DISTRICT NAME
Norton (02180000)		TITLE I STATUS
Title I School
SCHOOL
Henri A. Yelle (02180060)		GRADES SERVED
04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
44% - Moderate progress toward targets33

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage65%31%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		44%
Moderate 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 achievement24-24-
Mathematics achievement04-04-
Science achievement24----
Achievement total41267.52867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-14-
Growth total4822.53822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total3.610.3-2.07.6-
Percentage of possible points 35%-26%-
2025 Annual criterion-referenced target percentage31%

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 achievement24-44-
Mathematics achievement34-34-
Science achievement04----
Achievement total51267.57867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
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 absenteeism44-34-
Advanced coursework completion------
Additional indicators total4410.03410.0
Weighted total4.910.3-6.27.6-
Percentage of possible points 48%-82%-
2024 Annual criterion-referenced target percentage65%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades
22

Overall progress toward improvement targets

 20242025
Annual criterion-referenced target percentage26%33%
Weight40%60%
Cumulative Criterion-referenced target percentage
(2024 x 40%) + (2025 x 60%)		30%
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 achievement24-
Mathematics achievement04-
Science achievement24-
Achievement total41267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total3.410.3-
Percentage of possible points 33%-
2025 Annual criterion-referenced target percentage33%

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 achievement24-
Science achievement04-
Achievement total21267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total2.710.3-
Percentage of possible points 26%-
2024 Annual criterion-referenced target percentage26%

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 493.7 494.1 0.4 496.5 3642Recovery Path: Improved Below Target
Lowest Performing 473.0 476.5 3.5 478.1 412Path Forward: Improved Below Target
High Needs 483.6 484.0 0.4 486.2 1462Recovery Path: Improved Below Target
English Learners and Former English Learners---- 15--
Low Income 484.4 487.1 2.7 486.8 1033Recovery Path: Met Target
Students with Disabilities 478.6 476.4 -2.2 481.0 710Recovery Path: Declined
American Indian or Alaska Native-------
Asian---- 7--
Black or African American---- 16--
Hispanic or Latino---- 15--
Multi-Race, Not Hispanic or Latino---- 16--
Native Hawaiian or Other Pacific Islander-------
White 495.1 494.6 -0.5 497.5 3101Recovery Path: No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2024 Achievement 2025 Achievement Change 2025 Target N Points Reason
All Students 495.7 494.2 -1.5 497.9 3630Recovery Path: Declined
Lowest Performing 474.4 473.5 -0.9 479.1 410Recovery Path: Declined
High Needs 486.2 483.9 -2.3 488.9 1450Path Forward: Declined
English Learners and Former English Learners---- 15--
Low Income 485.8 485.8 0.0 487.3 1021Recovery Path: No Change
Students with Disabilities 483.1 479.4 -3.7 486.5 700Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 7--
Black or African American---- 16--
Hispanic or Latino---- 15--
Multi-Race, Not Hispanic or Latino---- 16--
Native Hawaiian or Other Pacific Islander-------
White 497.2 495.2 -2.0 498.9 3090Recovery 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 487.5 488.3 0.8 489.2 1772Recovery Path: Improved Below Target
Lowest Performing---- 41--
High Needs 478.2 479.7 1.5 482.0 762Path Forward: Improved Below Target
English Learners and Former English Learners---- 7--
Low Income 476.1 480.3 4.2 480.1 543Path Forward: Met Target
Students with Disabilities 477.7 473.9 -3.8 481.5 340Path Forward: Declined
American Indian or Alaska Native-------
Asian---- 3--
Black or African American---- 8--
Hispanic or Latino---- 8--
Multi-Race, Not Hispanic or Latino---- 8--
Native Hawaiian or Other Pacific Islander-------
White 489.7 489.7 0.0 493.4 1501Path Forward: No Change

English language arts growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 46.2 3582Typical Growth - Low
Lowest Performing 42.1 412Typical Growth - Low
High Needs 42.5 1412Typical Growth - Low
English Learners and Former English Learners- 14--
Low Income 42.4 1002Typical Growth - Low
Students with Disabilities 43.9 672Typical Growth - Low
American Indian or Alaska Native----
Asian- 7--
Black or African American- 16--
Hispanic or Latino- 12--
Multi-Race, Not Hispanic or Latino- 16--
Native Hawaiian or Other Pacific Islander----
White 46.6 3072Typical Growth - Low

Mathematics growth - Non-high school
Group 2025 Mean SGP N Points Reason
All Students 42.0 3572Typical Growth - Low
Lowest Performing 36.4 411Low Growth
High Needs 39.4 1401Low Growth
English Learners and Former English Learners- 14--
Low Income 40.1 992Typical Growth - Low
Students with Disabilities 38.3 661Low Growth
American Indian or Alaska Native----
Asian- 7--
Black or African American- 16--
Hispanic or Latino- 12--
Multi-Race, Not Hispanic or Latino- 16--
Native Hawaiian or Other Pacific Islander----
White 42.7 3062Typical 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 10.6 14.2 3.6 9.1 3730Declined
Lowest Performing 20.9 26.8 5.9 16.3 410Declined
High Needs 15.6 25.3 9.7 13.2 1540Declined
English Learners and Former English Learners---- 17--
Low Income 17.6 31.5 13.9 14.4 1110Declined
Students with Disabilities 12.0 19.4 7.4 8.4 720Declined
American Indian or Alaska Native-------
Asian---- 7--
Black or African American---- 17--
Hispanic or Latino---- 15--
Multi-Race, Not Hispanic or Latino---- 17--
Native Hawaiian or Other Pacific Islander-------
White 10.0 12.9 2.9 8.2 3170Declined

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 369 36799Yes 1 368 36699Yes 1 181 17898Yes 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 151 149 150 148 80 77 381 37498Yes1
English Learners and Former English Learners 17 17 17 17 8 8 42----
Low Income 108 106 107 105 58 55 273 26697Yes1
Students with Disabilities 72 71 71 70 35 34 178 17598Yes1
American Indian or Alaska Native-----------
Asian 7 7 7 7 3 3 17----
Black or African American 16 16 16 16 8 8 40----
Hispanic or Latino 15 15 15 15 8 8 38----
Multi-Race, Not Hispanic or Latino 16 16 16 16 8 8 40----
Native Hawaiian or Other Pacific Islander-----------
White 315 313 314 312 154 151 783 77699Yes1


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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