Massachusetts School and District Profiles

Claypit Hill School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Claypit Hill School

Organization Information

DISTRICT NAME
Wayland (03150000)

TITLE I STATUS
Non-Title I School

SCHOOL
Claypit Hill School (03150005)

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

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Substantial progress toward targets

Progress toward improvement targets	Accountability percentile
72% - Substantial progress toward targets	92

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	68%	74%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	72%
	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	-	4	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	9	12	67.5	6	8	67.5
Growth	English language arts growth	4	4	-	4	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	7	8	22.5	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	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		8.0	10.3	-	5.4	7.6	-
Percentage of possible points		78%		-	71%		-
2026 Annual criterion-referenced target percentage		74%

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	3	4	-	2	4	-
	Mathematics achievement	3	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	9	12	67.5	4	8	67.5
Growth	English language arts growth	3	4	-	3	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	22.5	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	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		7.8	10.3	-	4.5	7.6	-
Percentage of possible points		76%		-	59%		-
2025 Annual criterion-referenced target percentage		68%

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	41%	54%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	49%
	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	4	4	-
	Mathematics achievement	2	4	-
	Science achievement	0	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	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		5.6	10.3	-
Percentage of possible points		54%		-
2026 Annual criterion-referenced target percentage		54%

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	1	4	-
	Mathematics achievement	1	4	-
	Science achievement	2	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	4	-
	Growth total	5	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		4.2	10.3	-
Percentage of possible points		41%		-
2025 Annual criterion-referenced target percentage		41%

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	503.9	505.7	1.8	506.9	271	3	Recovery Path: Met Target
Lowest Performing	481.3	488.3	7.0	486.4	45	4	Path Forward: Exceeded Target
High Needs	489.0	494.3	5.3	491.8	97	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	493.2	499.4	6.2	495.6	27	4	Path Forward: Exceeded Target
Low Income	483.0	485.3	2.3	485.1	22	3	Path Forward: Met Target
Students with Disabilities	486.5	490.5	4.0	488.7	74	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	508.7	511.7	3.0	510.8	35	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	24	-	-
Multi-Race, Not Hispanic or Latino	511.8	509.3	-2.5	513.2	26	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	503.0	505.8	2.8	505.4	177	3	Recovery Path: Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	510.2	509.7	-0.5	511.5	271	3	Recovery Path: Met Target
Lowest Performing	483.2	484.8	1.6	488.3	45	2	Path Forward: Improved Below Target
High Needs	495.1	496.3	1.2	497.6	97	2	Path Forward: Improved Below Target
English Learners and Former English Learners	503.5	505.0	1.5	506.5	27	3	Path Forward: Met Target
Low Income	485.2	486.2	1.0	487.6	22	2	Path Forward: Improved Below Target
Students with Disabilities	490.0	491.4	1.4	493.2	74	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	523.8	518.5	-5.3	526.8	35	4	Path Forward: Exceeded Target
Black or African American	-	-	-	-	9	-	-
Hispanic or Latino	-	-	-	-	24	-	-
Multi-Race, Not Hispanic or Latino	518.0	512.3	-5.7	519.5	26	4	Path Forward: Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	508.0	510.1	2.1	509.1	177	4	Recovery Path: Exceeded Target

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	510.1	508.9	-1.2	512.3	97	3	Path Forward: Met Target
Lowest Performing	-	-	-	-	25	-	-
High Needs	496.9	494.8	-2.1	500.4	39	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	-	-	-	-	11	-	-
Students with Disabilities	497.3	491.9	-5.4	501.5	28	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	4	-	-
Hispanic or Latino	-	-	-	-	13	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	511.8	511.2	-0.6	514.0	61	4	Path Forward: Exceeded Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	62.3	189	4	Exceeded Typical Growth
Lowest Performing	63.4	45	4	Exceeded Typical Growth
High Needs	60.0	66	4	Exceeded Typical Growth
English Learners and Former English Learners	61.3	23	4	Exceeded Typical Growth
Low Income	-	15	-	-
Students with Disabilities	59.3	46	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	66.8	26	4	Exceeded Typical Growth
Black or African American	-	6	-	-
Hispanic or Latino	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	61.5	122	4	Exceeded Typical Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	56.8	190	3	Typical Growth - High
Lowest Performing	48.6	45	2	Typical Growth - Low
High Needs	51.3	67	3	Typical Growth - High
English Learners and Former English Learners	61.8	23	4	Exceeded Typical Growth
Low Income	-	15	-	-
Students with Disabilities	47.1	47	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	61.6	26	4	Exceeded Typical Growth
Black or African American	-	6	-	-
Hispanic or Latino	-	17	-	-
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	55.9	123	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	-	-	-	-	-	-	-
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	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	3.7	4.6	0.9	2.6	431	3	Met Target
Lowest Performing	2.2	6.7	4.5	1.0	45	0	Declined
High Needs	6.7	8.8	2.1	4.6	147	0	Declined
English Learners and Former English Learners	10.0	15.6	5.6	7.0	45	0	Declined
Low Income	15.6	21.1	5.5	11.3	38	0	Declined
Students with Disabilities	3.7	3.9	0.2	1.2	103	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	6.1	7.4	1.3	4.0	54	0	Declined
Black or African American	-	-	-	-	14	-	-
Hispanic or Latino	-	-	-	-	35	-	-
Multi-Race, Not Hispanic or Latino	2.7	5.1	2.4	1.6	39	3	Met Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	2.6	2.8	0.2	1.4	289	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	281	281	100	Yes	1	282	282	100	Yes	1	99	99	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	105	105	106	106	41	41	252	252	100	Yes	1
English Learners and Former English Learners	31	31	31	31	12	12	74	74	100	Yes	1
Low Income	23	23	24	24	12	12	59	59	100	Yes	1
Students with Disabilities	78	78	78	78	29	29	185	185	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	36	36	36	36	11	11	83	83	100	Yes	1
Black or African American	9	9	10	10	5	5	24	-	-	-	-
Hispanic or Latino	26	26	26	26	13	13	65	65	100	Yes	1
Multi-Race, Not Hispanic or Latino	26	26	26	26	8	8	60	60	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	184	184	184	184	62	62	430	430	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