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Chippewa Elementary School in Holtsville, NY
(KG-05 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in New York) from 0 (worst) to 100 (best) is 53
Address
 1 DAVID MELLO DR
Holtsville, NY 11742
Telephone
(631) 696-8640
(make sure to verify first before calling)
Website
http://www.sachem.edu
City-data.com school rating
53
Students
452
Classroom Teachers (FTE)
30.1
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
87
Reduced-price lunch
eligible students
13
School district
SACHEM CENTRAL SCHOOL DISTRICT
Charter school
No
Title I status
Title I targeted assistance school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
TAMARAC ELEMENTARY SCHOOL (2.0 miles):

84
SAGAMORE MIDDLE SCHOOL (0.3 miles):

75
HOLBROOK ROAD SCHOOL (1.7 miles):

72
NOKOMIS SCHOOL (1.3 miles):

65
SENECA MIDDLE SCHOOL (2.1 miles):

62
WAVERLY AVENUE SCHOOL (0.9 miles):

56
Chippewa Elementary School:

53
JERICHO ELEMENTARY SCHOOL (2.2 miles):

46
LYNWOOD AVENUE SCHOOL (1.4 miles):

43
Chippewa Elementary School rating compared to average state, county and city schools ratings:
New York:

50
Suffolk County:

59
Holtsville:

67
Chippewa Elementary School:

53

Students & Teachers


Total enrollment:
Enrollment in 2016: 452
Enrollment in 2015: 463
Enrollment in 2014: 474
Enrollment in 2013: 473
Enrollment in 2012: 498
Enrollment in 2011: 512
Enrollment in 2010: 536
Enrollment in 2009: 580
Enrollment in 2008: 564
Enrollment in 2007: 575
Enrollment in 2006: 594
Enrollment in 2005: 601
Enrollment in 2004: 683
Enrollment in 2003: 684
Enrollment in 2002: 687
Enrollment in 2001: 682
Enrollment in 2000: 705
Enrollment in 1999: 716

Chippewa Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)

GradeKGG01G02G03G04G05UGTotal
All students8270726280824452
Female students3130342239461203
Male students5140384041363249
Asian students532385 - 26
Hispanic students1315111088 - 65
Black students2 - 1521112
White students6152544360663339
Two or More Races students1 - 4122 - 10

Enrollment by grade:
Kindergarten enrollment: 82
1st grade enrollment: 70
2nd grade enrollment: 72
3rd grade enrollment: 62
4th grade enrollment: 80
5th grade enrollment: 82
Ungraded enrollment: 4

Chippewa Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)

Female enrollment: 203 (44.9%)
School:

44.9%
New York:

51.1%
Male enrollment: 249 (55.1%)
School:

55.1%
State:

47.5%

Chippewa Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)

Asian enrollment: 26 (5.8%)
Chippewa Elementary School:

5.8%
State:

4.6%
Hispanic enrollment: 65 (14.4%)
Here:

14.4%
New York:

9.2%
Black enrollment: 12 (2.7%)
Here:

2.7%
State:

12.0%
White enrollment: 339 (75.0%)
Here:

75.0%
State:

55.1%
Two or More Races enrollment: 10 (2.2%)
Here:

2.2%
New York:

2.9%

Chippewa Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)

Free/reduced-price lunch eligible students: 100 (22.1%)
School:

22.1%
New York:

52.7%
Free lunch eligible students: 87 (19.2%)
Chippewa Elementary School:

19.2%
New York:

45.4%
Reduced-price lunch eligible students: 13 (2.9%)
Here:

2.9%
New York:

4.8%

Chippewa Elementary School - Lunch Program Eligibility


Average Class Size:
Average Class Size:
  • Common Branch: 24

Teachers and support:
Classroom Teachers (FTE): 30.1

Number of FTE teachers who were absent more than 10 school days during the school years: 16
Number of FTE security guards: 1
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 1

Student/Teacher Ratio
School:

15.0
New York:

14.0
Number of teachers with Master's Degree plus 30 hours or doctorate: 28

Total number of classes taught: 59


Number of full-time principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 3

Chippewa Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $4,004,029
  • Full-time Equivalency Count of Teachers: 21.5 (Salary Expenditures: $2,205,224)
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $179,613)
  • Full-time Equivalency Count of Support Services Staff: 22.4 (Salary Expenditures: $1,450,033)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $169,158)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $12,396
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $4,014,077
  • Salary Expenditures for Teachers: $2,245,272
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $179,613)
  • Full-time Equivalency Count of Support Services Staff: 22.4 (Salary Expenditures: $1,450,033)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $169,158)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $12,396

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic2
  • Asian4
  • White4
  • IDEA4
Students Enrolled in LEP Programs: 10 (male: 6, female: 4)
  • Hispanic: 2 (all male)
  • Asian: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Students with disabilities:
Show data for

Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.

    Students with disabilities served under IDEA

  • Hispanic4
  • Black4
  • White50
  • Multirace4
  • LEP4
Students with disabilities served under IDEA: 62 (male: 46, female: 16)
  • Hispanic: 4 (all male)
  • Black: 4 (all male)
  • White: 50 (male: 34, female: 16)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 4 (all male)

Students with disabilities served under Section 504: 6 (male: 4, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 836 schools)

A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in Kindergarten: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of Kindergarten students retained
Chippewa Elementary School:

2.4%
New York:

5.4%

Statewide Student Assessments


Grades 3-8 New York State Testing Program Assessments:
(State average from 2,439 schools)

The grades 3-8 English Language Arts (ELA) and mathematics assessments measure the higher learning standards that were adopted by the State Board of Regents in 2010, which more accurately reflect students' progress toward college and career readiness.
3rd Grade:

    ELA Mean Score (3rd Grade)

  • All309
  • Males298
  • Females318
  • Hispanic282
  • White325
  • IDEA281
ELA students tested with valid scores: 36
Computed mean of student ELA scores: 309

ELA Students scoring proficient and above:

53%
New York:

43%

Students scoring at Level 1: 22%
Students scoring at Level 2: 25%
Students scoring at Level 3: 53%
Students scoring at Level 4: 0%

22%
25%
53%

    MATH Mean Score (3rd Grade)

  • All310
  • Males300
  • Females319
  • Hispanic290
  • White326
  • IDEA278
Math students tested with valid scores: 33
Computed mean of student Math scores: 310

Math Students scoring proficient and above:

48%
State:

49%

Students scoring at Level 1: 18%
Students scoring at Level 2: 33%
Students scoring at Level 3: 18%
Students scoring at Level 4: 30%

18%
33%
18%
30%

4th Grade:

    ELA Mean Score (4th Grade)

  • All284
  • Males280
  • Females289
  • Hispanic283
  • White283
  • IDEA250
ELA students tested with valid scores: 28
Computed mean of student ELA scores: 284

ELA Students scoring proficient and above:

21%
New York:

41%

Students scoring at Level 1: 50%
Students scoring at Level 2: 29%
Students scoring at Level 3: 21%
Students scoring at Level 4: 0%

50%
29%
21%

    MATH Mean Score (4th Grade)

  • All269
  • Males277
  • Females253
  • Hispanic262
  • White269
  • IDEA228
Math students tested with valid scores: 31
Computed mean of student Math scores: 269

Math Students scoring proficient and above:

16%
State:

43%

Students scoring at Level 1: 58%
Students scoring at Level 2: 26%
Students scoring at Level 3: 13%
Students scoring at Level 4: 3%

58%
26%
13%
3%

    SCI Mean Score (4th Grade)

  • All72
  • Males75
  • Females66
  • Hispanic72
  • White73
  • IDEA52
Science students tested with valid scores: 30
Computed mean of student Science scores: 72

Science Students scoring proficient and above:

67%
New York:

87%

Students scoring at Level 1: 17%
Students scoring at Level 2: 17%
Students scoring at Level 3: 27%
Students scoring at Level 4: 40%

17%
17%
27%
40%

5th Grade:

    ELA Mean Score (5th Grade)

  • All309
  • Males313
  • Females306
  • Hispanic294
  • White318
ELA students tested with valid scores: 24
Computed mean of student ELA scores: 309

ELA Students scoring proficient and above:

38%
State:

35%

Students scoring at Level 1: 17%
Students scoring at Level 2: 46%
Students scoring at Level 3: 21%
Students scoring at Level 4: 17%

17%
46%
21%
17%

    MATH Mean Score (5th Grade)

  • All322
  • Males318
  • Females325
  • Hispanic305
  • White325
Math students tested with valid scores: 22
Computed mean of student Math scores: 322

Math Students scoring proficient and above:

55%
New York:

43%

Students scoring at Level 1: 9%
Students scoring at Level 2: 36%
Students scoring at Level 3: 41%
Students scoring at Level 4: 14%

9%
36%
41%
14%


The New York State English as a Second Language Achievement Test:
Show data for

(State average from 1,216 schools)

The New York State English as a Second Language Achievement Test (NYSESLAT) is designed to annually assess the English proficiency of all English language learners enrolled in Grades K-12 in New York State schools. The exam gives the State and schools important information about the English language development of English language learners (ELLs), and is part of the State's compliance with federal laws that mandate the annual assessing and tracking of English proficiency of English language learners.
1st Grade:
Students tested with valid scores: 5

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 40%
Students scoring at Transitioning Level: 60%
Students scoring at Expanding Level: 0%
Students scoring at Commanding Level: 0%

40%
60%

2nd Grade:
Students tested with valid scores: 5
Scoring at Expanding Level or above:

40%
State:

63%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 0%
Students scoring at Transitioning Level: 60%
Students scoring at Expanding Level: 40%
Students scoring at Commanding Level: 0%

60%
40%

3rd Grade:
Students tested with valid scores: 6
Scoring at Expanding Level or above:

17%
New York:

57%

Students scoring at Entering Level: 0%
Students scoring at Emerging Level: 17%
Students scoring at Transitioning Level: 67%
Students scoring at Expanding Level: 17%
Students scoring at Commanding Level: 0%

17%
67%
17%

Accountability


Adequate Yearly Progress:
(State average from 3,754 schools)

Elementary/Middle-Level Science:
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 184
Percent of enrolled students with valid test scores: 29%

Performance Index (PI):

177
State:

174
Effective Annual Measurable Objective (EAMO): 175

Elementary/Middle-Level Math:

    Elementary/Middle-Level Math - Performance Index (PI)

  • All120
  • Males107
  • Females133
  • Hispanic81
  • White135
  • IDEA64
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 530
Percent of enrolled students with valid test scores: 28%

Performance Index (PI):

120
State:

114
Effective Annual Measurable Objective (EAMO): 98

Elementary/Middle-Level ELA:

    Elementary/Middle-Level ELA - Performance Index (PI)

  • All118
  • Males102
  • Females137
  • Hispanic71
  • White136
  • IDEA58
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 529
Percent of enrolled students with valid test scores: 30%

Performance Index (PI):

118
State:

113
Effective Annual Measurable Objective (EAMO): 100

Health & Safety


Chronic Student Absenteeismt:
Show data for

(State average from 3,050 schools)

A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic16
  • Asian4
  • Black2
  • White37
  • Multirace2
  • LEP2
  • IDEA10
  • 5042
Chronic Student Absenteeism: 61 (male: 37, female: 24)
  • Hispanic: 16 (male: 11, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 37 (male: 20, female: 17)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Here:

135.0
New York:

179.4

Restraint and Seclusion:
Show data for

(State average from 355 schools)

Mechanical restraint refers to the use of any device or equipment to restrict a student's freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by a student that have been prescribed by an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:
  • Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
  • Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
  • Restraints for medical immobilization; or Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.
Total Number of students with disabilities (IDEA) subjected to mechanical restraint: 2 (all male)
  • White: 2

Students with disabilities (IDEA) subjected to mechanical restraint per 1,000 students
School:

4.4
State:

0.1


Suspensions:
Show data for

(State average from 569 schools)

Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.
Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Black: 2

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