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Floyd Bell Elementary School in Kirkwood, NY
(PK-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 55
Address
 15 GOLDEN ST
Kirkwood, NY 13795
Telephone
(607) 775-2730
(make sure to verify first before calling)
Website
http://www.windsor-csd.org
City-data.com school rating
55
Students
293
Classroom Teachers (FTE)
26.0
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
130
Reduced-price lunch
eligible students
21
School district
WINDSOR CENTRAL SCHOOL DISTRICT
Charter school
No
Title I status
Title I schoolwide eligible-Title I targeted assistance program
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
C R WEEKS ELEMENTARY SCHOOL (2.2 miles):

72
SUSQUEHANNA VALLEY SENIOR HIGH SCHOOL (0.9 miles):

69
RICHARD T STANK MIDDLE SCHOOL (1.0 miles):

59
BROOKSIDE ELEMENTARY SCHOOL (5.6 miles):

57
Floyd Bell Elementary School:

55
F P DONNELLY SCHOOL (1.1 miles):

45
CALVIN COOLIDGE SCHOOL (4.4 miles):

34
BENJAMIN FRANKLIN ELEMENTARY SCHOOL (4.5 miles):

5
EAST MIDDLE SCHOOL (4.8 miles):

4
Floyd Bell Elementary School rating compared to average state, county and city schools ratings:
New York:

50
Broome County:

50
Kirkwood:

55
Floyd Bell Elementary School:

55

Students & Teachers


Total enrollment:
Enrollment in 2016: 293
Enrollment in 2015: 307
Enrollment in 2014: 286
Enrollment in 2013: 279
Enrollment in 2012: 303
Enrollment in 2011: 313
Enrollment in 2010: 298
Enrollment in 2009: 317
Enrollment in 2008: 303
Enrollment in 2007: 286
Enrollment in 2006: 285
Enrollment in 2005: 303
Enrollment in 2004: 320
Enrollment in 2003: 344
Enrollment in 2002: 344
Enrollment in 2001: 343
Enrollment in 2000: 374
Enrollment in 1999: 379

Floyd Bell Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05UGTotal
All students194044464739553293
Female students12172022222334 - 150
Male students72324242516213143
Asian students - 111 - 11 - 5
Hispanic students - 211 - - 1 - 5
Black students - - 21125 - 11
White students193639414335463262
Two or More Races students - 112312 - 10

Enrollment by grade:
Pre-Kindergarten enrollment: 19
Kindergarten enrollment: 40
1st grade enrollment: 44
2nd grade enrollment: 46
3rd grade enrollment: 47
4th grade enrollment: 39
5th grade enrollment: 55
Ungraded enrollment: 3

Floyd Bell Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 150 (51.2%)
Here:

51.2%
New York:

51.1%
Male enrollment: 143 (48.8%)
Here:

48.8%
State:

47.5%

Floyd Bell Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 5 (1.7%)
Floyd Bell Elementary School:

1.7%
State:

4.6%
Hispanic enrollment: 5 (1.7%)
Here:

1.7%
New York:

9.2%
Black enrollment: 11 (3.8%)
Floyd Bell Elementary School:

3.8%
State:

12.0%
White enrollment: 262 (89.4%)
Here:

89.4%
State:

55.1%
Two or More Races enrollment: 10 (3.4%)
Floyd Bell Elementary School:

3.4%
New York:

2.9%

Floyd Bell Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 151 (51.5%)
School:

51.5%
State:

52.7%
Free lunch eligible students: 130 (44.4%)
Here:

44.4%
New York:

45.4%
Reduced-price lunch eligible students: 21 (7.2%)
School:

7.2%
New York:

4.8%

Floyd Bell Elementary School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 16

Teachers and support:
Show data for
Classroom Teachers (FTE): 26

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 7
Number of FTE nurses: 1
Number of FTE psychologists: 0.5

Student/Teacher Ratio
Here:

11.3
State:

14.0
Number of teachers with fewer than three years of teaching experience: 4
Number of teachers with Master's Degree plus 30 hours or doctorate: 1

Total number of classes taught: 45


Number of full-time principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 2

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,705,716
  • Full-time Equivalency Count of Teachers: 29 (Salary Expenditures: $1,481,959)
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $64,552)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $177,423)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $123,116)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $18,211
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $418,833
  • Salary Expenditures for Teachers: $1,698,247
  • Full-time Equivalency Count of Instructional Aides: 8 (Salary Expenditures: $118,294)
  • Full-time Equivalency Count of Support Services Staff: 5 (Salary Expenditures: $177,423)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $123,116)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $18,436

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 8 (male: 2, female: 6)
  • Hispanic: 2 (all female)
  • Asian: 4 (male: 2, female: 2)
  • White: 2 (all female)

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: 23 (male: 13, female: 10)
  • White: 23 (male: 13, female: 10)
Students with disabilities served under Section 504: 38 (male: 28, female: 10)
  • Black: 2 (all female)
  • White: 34 (male: 26, female: 8)
  • Two or More Races: 2 (all male)

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
  • Section 504: 2

Percent of Kindergarten students retained
School:

5.0%
State:

5.4%
Total number of students retained in 1st grade: 2 (all female)
  • White: 2
  • Section 504: 2

Percent of 1st grade students retained
Here:

4.5%
State:

5.0%

Statewide Student Assessments


Grades 3-8 New York State Testing Program Assessments:
Show data for

(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)

  • All296
  • Males295
  • Females297
  • White297
  • IDEA265
ELA students tested with valid scores: 44
Computed mean of student ELA scores: 296

ELA Students scoring proficient and above:

27%
New York:

43%

Students scoring at Level 1: 39%
Students scoring at Level 2: 34%
Students scoring at Level 3: 27%
Students scoring at Level 4: 0%

39%
34%
27%

    MATH Mean Score (3rd Grade)

  • All302
  • Males302
  • Females302
  • White303
  • IDEA271
Math students tested with valid scores: 44
Computed mean of student Math scores: 302

Math Students scoring proficient and above:

41%
State:

49%

Students scoring at Level 1: 25%
Students scoring at Level 2: 34%
Students scoring at Level 3: 34%
Students scoring at Level 4: 7%

25%
34%
34%
7%
4th Grade:

    ELA Mean Score (4th Grade)

  • All312
  • Males312
  • Females311
  • White313
ELA students tested with valid scores: 47
Computed mean of student ELA scores: 312

ELA Students scoring proficient and above:

41%
State:

41%

Students scoring at Level 1: 6%
Students scoring at Level 2: 53%
Students scoring at Level 3: 32%
Students scoring at Level 4: 9%

6%
53%
32%
9%

    MATH Mean Score (4th Grade)

  • All323
  • Males326
  • Females321
  • White327
Math students tested with valid scores: 47
Computed mean of student Math scores: 323

Math Students scoring proficient and above:

62%
State:

43%

Students scoring at Level 1: 13%
Students scoring at Level 2: 26%
Students scoring at Level 3: 26%
Students scoring at Level 4: 36%

13%
26%
26%
36%

    SCI Mean Score (4th Grade)

  • All89
  • Males91
  • Females87
  • White91
Science students tested with valid scores: 45
Computed mean of student Science scores: 89

Science Students scoring proficient and above:

98%
New York:

87%

Students scoring at Level 1: 0%
Students scoring at Level 2: 2%
Students scoring at Level 3: 16%
Students scoring at Level 4: 82%

2%
16%
82%
5th Grade:

    ELA Mean Score (5th Grade)

  • All305
  • Males295
  • Females313
  • White306
  • IDEA275
ELA students tested with valid scores: 39
Computed mean of student ELA scores: 305

ELA Students scoring proficient and above:

33%
New York:

35%

Students scoring at Level 1: 26%
Students scoring at Level 2: 41%
Students scoring at Level 3: 23%
Students scoring at Level 4: 10%

26%
41%
23%
10%

    MATH Mean Score (5th Grade)

  • All306
  • Males306
  • Females307
  • White308
  • IDEA281
Math students tested with valid scores: 39
Computed mean of student Math scores: 306

Math Students scoring proficient and above:

44%
State:

43%

Students scoring at Level 1: 31%
Students scoring at Level 2: 26%
Students scoring at Level 3: 41%
Students scoring at Level 4: 3%

31%
26%
41%
3%

Accountability


Adequate Yearly Progress:
Show data for

(State average from 3,754 schools)
Elementary/Middle-Level Science:
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 48
Percent of enrolled students with valid test scores: 94%

Performance Index (PI):

198
New York:

174
Effective Annual Measurable Objective (EAMO): 174
Elementary/Middle-Level Math:

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

  • All131
  • Males133
  • Females129
  • White135
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 134
Percent of enrolled students with valid test scores: 99%

Performance Index (PI):

131
State:

114
Effective Annual Measurable Objective (EAMO): 100
Elementary/Middle-Level ELA:

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

  • All111
  • Males100
  • Females123
  • White114
Made AYP: Yes
Met the participation criterion: Yes
Met the performance criterion: Yes

Students enrolled during the test administration period: 134
Percent of enrolled students with valid test scores: 99%

Performance Index (PI):

111
State:

113
Effective Annual Measurable Objective (EAMO): 102

Health & Safety


Offenses:
(State average from 1,445 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of robbery without a weapon: 1

Incidents of physical attack or fight without a weapon: 21

Incidents of threats of physical attack without a weapon: 1


Total incidents per 1,000 students
School:

78.5
State:

55.5

Referrals and Arrests:
Show data for

(State average from 410 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • White: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Floyd Bell Elementary School:

6.8
New York:

5.7

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

  • Hispanic2
  • White19
  • Multirace4
  • LEP2
  • IDEA4
  • 5042
Chronic Student Absenteeism: 25 (male: 7, female: 18)
  • Hispanic: 2 (all female)
  • White: 19 (male: 5, female: 14)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 2 (all female)
Chronic Student Absenteeism per 1,000 students
Here:

85.3
State:

179.4

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.
School days missed due to out-of-school suspension: 5 (all male)
  • White: 5
  • Individuals With Disabilities Education Act (IDEA): 5
Students without disabilities receiving one or more in-school suspension: 24 (male: 15, female: 9)
  • Black: 4 (male: 2, female: 2)
  • White: 16 (male: 11, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
Instances of out-of-school suspension (Students with disabilities): 2

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Here:

6.8
State:

29.4
Students with disabilities receiving one or more in-school suspension: 10 (male: 8, female: 2)
  • White: 10 (male: 8, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • White: 2

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