Massachusetts School and District Profiles

Silvio O Conte Community

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Silvio O Conte Community

Organization Information

DISTRICT NAME
Pittsfield (02360000)

TITLE I STATUS
Title I School

SCHOOL
Silvio O Conte Community (02360105)

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

REGION
West/Central

FEDERAL DESIGNATION
Targeted Support and Improvement (TSI), Additional Targeted Support and Improvement (ATSI)

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Low student group performance: White -Low Income -Hispanic or Latino -High Needs

Progress toward improvement targets	Accountability percentile
24% - Limited or no progress toward targets	3

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	42%	13%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	24%
	Limited or no 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	-	-	-	-
	Mathematics achievement	0	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	-	-	-
Growth	English language arts growth	1	4	-	-	-	-
	Mathematics growth	1	4	-	-	-	-
	Growth total	2	8	20.0	-	-	-
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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-
Weighted total		1.2	9.6	-	-	-	-
Percentage of possible points		13%		-	-		-
2026 Annual criterion-referenced target percentage		13%

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	-	-	-	-
	Mathematics achievement	2	4	-	-	-	-
	Science achievement	0	4	-	-	-	-
	Achievement total	4	12	60.0	-	-	-
Growth	English language arts growth	2	4	-	-	-	-
	Mathematics growth	2	4	-	-	-	-
	Growth total	4	8	20.0	-	-	-
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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	-	-	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	-	-	-
Weighted total		4.0	9.6	-	-	-	-
Percentage of possible points		42%		-	-		-
2025 Annual criterion-referenced target percentage		42%

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	39%	10%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	21%
	Limited or no 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	1	4	-
	Mathematics growth	2	4	-
	Growth total	3	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		1.0	10.3	-
Percentage of possible points		10%		-
2026 Annual criterion-referenced target percentage		10%

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	2	4	-
	Science achievement	0	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	4	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		4.0	10.3	-
Percentage of possible points		39%		-
2025 Annual criterion-referenced target percentage		39%

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	479.8	475.9	-3.9	482.5	159	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	18	-	-
High Needs	478.5	474.9	-3.6	481.0	142	0	Recovery Path: Declined
English Learners and Former English Learners	469.0	466.8	-2.2	472.7	27	0	Path Forward: Declined
Low Income	478.4	475.0	-3.4	481.0	139	0	Recovery Path: Declined
Students with Disabilities	470.5	469.4	-1.1	472.7	36	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	475.7	469.8	-5.9	478.7	24	0	Recovery Path: Declined
Hispanic or Latino	475.3	471.8	-3.5	478.4	49	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	486.4	481.8	-4.6	489.5	64	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	477.7	474.4	-3.3	480.7	157	0	Recovery Path: Declined
Lowest Performing	-	-	-	-	18	-	-
High Needs	476.9	473.6	-3.3	479.6	140	0	Recovery Path: Declined
English Learners and Former English Learners	478.4	476.4	-2.0	481.9	27	0	Path Forward: Declined
Low Income	477.0	473.6	-3.4	479.9	137	0	Recovery Path: Declined
Students with Disabilities	463.8	467.2	3.4	467.5	35	3	Path Forward: Met Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	474.8	473.8	-1.0	477.8	24	0	Recovery Path: Declined
Hispanic or Latino	475.7	470.8	-4.9	478.8	47	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	21	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	484.0	479.3	-4.7	487.2	64	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	473.4	468.9	-4.5	477.7	55	0	Path Forward: Declined
Lowest Performing	-	-	-	-	10	-	-
High Needs	472.3	467.8	-4.5	476.6	49	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	472.2	468.1	-4.1	476.3	47	0	Path Forward: Declined
Students with Disabilities	-	-	-	-	13	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	-	-	-	-	15	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	22	-	-

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	34.4	89	1	Low Growth
Lowest Performing	-	18	-	-
High Needs	35.1	77	1	Low Growth
English Learners and Former English Learners	-	10	-	-
Low Income	34.3	75	1	Low Growth
Students with Disabilities	30.5	21	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	0	-	-
Black or African American	-	15	-	-
Hispanic or Latino	39.9	25	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	33.6	37	1	Low Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	39.2	92	1	Low Growth
Lowest Performing	-	18	-	-
High Needs	40.4	80	2	Typical Growth - Low
English Learners and Former English Learners	-	15	-	-
Low Income	40.1	78	2	Typical Growth - Low
Students with Disabilities	53.4	20	3	Typical Growth - High
American Indian or Alaska Native	-	-	-	-
Asian	-	0	-	-
Black or African American	-	16	-	-
Hispanic or Latino	34.1	27	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	12	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.3	37	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	50.0	57.1	7.1	52.2	42	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	50.0	57.1	7.1	52.2	42	4	Exceeded 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	45.5	42.2	-3.3	43.3	287	4	Exceeded Target
Lowest Performing	-	-	-	-	18	-	-
High Needs	45.9	43.7	-2.2	43.4	261	3	Met Target
English Learners and Former English Learners	36.4	24.5	-11.9	33.1	49	4	Exceeded Target
Low Income	46.2	43.8	-2.4	43.5	256	3	Met Target
Students with Disabilities	53.2	52.5	-0.7	48.9	59	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	3	-	-
Black or African American	45.3	45.6	0.3	41.7	57	1	No Change
Hispanic or Latino	48.6	42.5	-6.1	44.8	87	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	38	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	43.0	44.6	1.6	40.1	101	0	Declined

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	165	165	100	Yes	1	163	163	100	Yes	1	58	58	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	148	148	146	146	52	52	346	346	100	Yes	1
English Learners and Former English Learners	29	29	29	29	13	13	71	71	100	Yes	1
Low Income	144	144	142	142	50	50	336	336	100	Yes	1
Students with Disabilities	36	36	35	35	13	13	84	84	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	1	1	1	1	0	0	2	-	-	-	-
Black or African American	27	27	27	27	12	12	66	66	100	Yes	1
Hispanic or Latino	52	52	50	50	16	16	118	118	100	Yes	1
Multi-Race, Not Hispanic or Latino	21	21	21	21	8	8	50	50	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	64	64	64	64	22	22	150	150	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