Massachusetts School and District Profiles

Silver Lake Regional Middle School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Silver Lake Regional Middle School

Organization Information

DISTRICT NAME
Silver Lake (07600000)

TITLE I STATUS
Title I School

SCHOOL
Silver Lake Regional Middle School (07600405)

GRADES SERVED
07,08

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
46% - Moderate 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	64%	35%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	46%
	Moderate 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	-	0	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	3	4	-	-	-	-
	Achievement total	5	12	67.5	2	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	22.5	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	0	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	0	4	10.0
Weighted total		4.5	10.3	-	2.0	7.6	-
Percentage of possible points		44%		-	26%		-
2026 Annual criterion-referenced target percentage		35%

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	-	2	4	-
	Mathematics achievement	4	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	10	12	67.5	4	8	67.5
Growth	English language arts growth	2	4	-	1	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	5	8	22.5	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	3	4	-	0	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	0	4	10.0
Weighted total		8.2	10.3	-	3.6	7.6	-
Percentage of possible points		80%		-	47%		-
2025 Annual criterion-referenced target percentage		64%

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	59%	58%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	59%
	Substantial 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	3	4	-
	Science achievement	4	4	-
	Achievement total	7	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	1	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	1	4	10.0
Weighted total		6.0	10.3	-
Percentage of possible points		58%		-
2026 Annual criterion-referenced target percentage		58%

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	3	4	-
	Science achievement	0	4	-
	Achievement total	7	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		6.1	10.3	-
Percentage of possible points		59%		-
2025 Annual criterion-referenced target percentage		59%

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	497.1	494.4	-2.7	500.3	504	0	Recovery Path: Declined
Lowest Performing	471.0	467.0	-4.0	476.1	58	0	Path Forward: Declined
High Needs	483.3	481.4	-1.9	485.8	186	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	488.4	487.7	-0.7	489.6	109	0	Recovery Path: Declined
Students with Disabilities	472.7	472.4	-0.3	475.5	100	1	Recovery Path: No Change
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	490.9	492.2	1.3	492.8	27	2	Path Forward: Improved Below Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	497.6	494.7	-2.9	500.8	452	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	498.8	499.2	0.4	501.5	507	2	Recovery Path: Improved Below Target
Lowest Performing	473.7	476.6	2.9	479.4	58	2	Recovery Path: Improved Below Target
High Needs	486.4	488.5	2.1	488.4	188	3	Recovery Path: Met Target
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	491.5	493.7	2.2	493.9	112	3	Path Forward: Met Target
Students with Disabilities	475.5	479.6	4.1	477.6	99	4	Recovery Path: Exceeded Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	10	-	-
Hispanic or Latino	494.0	498.5	4.5	496.8	28	4	Path Forward: Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	499.2	499.3	0.1	501.8	454	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	490.1	492.4	2.3	492.5	257	3	Recovery Path: Met Target
Lowest Performing	-	-	-	-	58	-	-
High Needs	477.4	483.4	6.0	479.4	94	4	Recovery Path: Exceeded Target
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	479.8	487.3	7.5	483.2	62	4	Path Forward: Exceeded Target
Students with Disabilities	469.6	475.3	5.7	474.1	44	4	Path Forward: Exceeded Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	18	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	490.9	491.9	1.0	493.3	222	2	Recovery Path: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	40.7	490	2	Typical Growth - Low
Lowest Performing	38.1	58	1	Low Growth
High Needs	42.1	181	2	Typical Growth - Low
English Learners and Former English Learners	-	14	-	-
Low Income	43.2	105	2	Typical Growth - Low
Students with Disabilities	43.1	97	2	Typical Growth - Low
American Indian or Alaska Native	-	2	-	-
Asian	-	4	-	-
Black or African American	-	10	-	-
Hispanic or Latino	39.1	26	1	Low Growth
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	40.8	439	2	Typical Growth - Low

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	52.6	497	3	Typical Growth - High
Lowest Performing	48.7	58	2	Typical Growth - Low
High Needs	53.9	183	3	Typical Growth - High
English Learners and Former English Learners	-	14	-	-
Low Income	53.3	109	3	Typical Growth - High
Students with Disabilities	53.6	96	3	Typical Growth - High
American Indian or Alaska Native	-	2	-	-
Asian	-	4	-	-
Black or African American	-	10	-	-
Hispanic or Latino	54.9	27	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	52.1	445	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	14.9	15.9	1.0	13.6	521	0	Declined
Lowest Performing	14.1	19.0	4.9	10.6	58	0	Declined
High Needs	23.0	23.5	0.5	20.4	196	1	No Change
English Learners and Former English Learners	-	-	-	-	15	-	-
Low Income	27.7	31.9	4.2	24.0	119	0	Declined
Students with Disabilities	19.1	16.7	-2.4	15.8	102	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	2	-	-
Asian	-	-	-	-	4	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	20.0	33.3	13.3	16.3	30	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	10	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	14.5	14.9	0.4	13.1	464	1	No Change

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	510	508	100	Yes	1	512	510	100	Yes	1	259	259	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	189	188	190	189	95	95	474	472	100	Yes	1
English Learners and Former English Learners	15	15	15	15	5	5	35	-	-	-	-
Low Income	112	111	114	113	63	63	289	287	99	Yes	1
Students with Disabilities	101	100	100	99	44	44	245	243	99	Yes	1
American Indian or Alaska Native	2	2	2	2	1	1	5	-	-	-	-
Asian	4	4	4	4	4	4	12	-	-	-	-
Black or African American	10	10	10	10	7	7	27	-	-	-	-
Hispanic or Latino	27	27	28	28	18	18	73	73	100	Yes	1
Multi-Race, Not Hispanic or Latino	10	10	10	10	6	6	26	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	457	455	458	456	223	223	1,138	1,134	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