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Clyde-Savannah Elementary School in Clyde, 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 14
Address
 212 E DEZENG ST
Clyde, NY 14433
Telephone
(315) 902-3100
(make sure to verify first before calling)
Website
http://www.clydesavannah.org
City-data.com school rating
14
Students
396
Classroom Teachers (FTE)
36.0
National School Lunch
Program (NSLP) Status
Yes, under Community Eligibility Option (CEO)
Free lunch eligible students
194
Reduced-price lunch
eligible students
37
School district
CLYDE-SAVANNAH 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:
NORTH ROSE-WOLCOTT ELEMENTARY SCHOOL (7.2 miles):

52
LYONS SENIOR HIGH SCHOOL (6.4 miles):

46
CLYDE-SAVANNAH HIGH SCHOOL (0.3 miles):

45
NORTH ROSE-WOLCOTT HIGH SCHOOL (7.5 miles):

29
LYONS MIDDLE SCHOOL (6.4 miles):

26
CLYDE-SAVANNAH MIDDLE SCHOOL (0.3 miles):

23
NORTH ROSE-WOLCOTT MIDDLE SCHOOL (9.4 miles):

22
Clyde-Savannah Elementary School:

14
LYONS ELEMENTARY SCHOOL (6.7 miles):

9
Clyde-Savannah Elementary School rating compared to average state, county and city schools ratings:
New York:

50
Wayne County:

43
Clyde:

27
Clyde-Savannah Elementary School:

14

Students & Teachers


Total enrollment:
Enrollment in 2016: 396
Enrollment in 2015: 391
Enrollment in 2014: 422
Enrollment in 2013: 413
Enrollment in 2012: 409
Enrollment in 2011: 324
Enrollment in 2010: 327
Enrollment in 2009: 337
Enrollment in 2008: 367
Enrollment in 2007: 372
Enrollment in 2006: 386
Enrollment in 2005: 388
Enrollment in 2004: 414
Enrollment in 2003: 386
Enrollment in 2002: 407
Enrollment in 2001: 429
Enrollment in 2000: 442
Enrollment in 1999: 459

Clyde-Savannah Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradePKKGG01G02G03G04G05UGTotal
All students285369585770601396
Female students113128233035311190
Male students17224135273529 - 206
Asian students - - - - 11 - - 2
Hispanic students1234571 - 23
Black students2231656 - 25
White students254863514456521340
Two or More Races students - 1 - 2111 - 6

Enrollment by grade:
Pre-Kindergarten enrollment: 28
Kindergarten enrollment: 53
1st grade enrollment: 69
2nd grade enrollment: 58
3rd grade enrollment: 57
4th grade enrollment: 70
5th grade enrollment: 60
Ungraded enrollment: 1

Clyde-Savannah Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 190 (48.0%)
Here:

48.0%
State:

51.1%
Male enrollment: 206 (52.0%)
Here:

52.0%
New York:

47.5%

Clyde-Savannah Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 2 (0.5%)
School:

0.5%
New York:

4.6%
Hispanic enrollment: 23 (5.8%)
Here:

5.8%
New York:

9.2%
Black enrollment: 25 (6.3%)
Here:

6.3%
New York:

12.0%
White enrollment: 340 (85.9%)
School:

85.9%
State:

55.1%
Two or More Races enrollment: 6 (1.5%)
Here:

1.5%
State:

2.9%

Clyde-Savannah Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 231 (58.3%)
Clyde-Savannah Elementary School:

58.3%
State:

52.7%
Free lunch eligible students: 194 (49.0%)
School:

49.0%
State:

45.4%
Reduced-price lunch eligible students: 37 (9.3%)
Clyde-Savannah Elementary School:

9.3%
State:

4.8%

Clyde-Savannah Elementary School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 19

Teachers and support:
Show data for
Classroom Teachers (FTE): 36

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: 11
Number of FTE sworn law enforcement officers: 1
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 1

Student/Teacher Ratio
School:

11.0
State:

14.0
Number of teachers with fewer than three years of teaching experience: 3
Number of teachers with Master's Degree plus 30 hours or doctorate: 1

Total number of classes taught: 72
Number of classes taught by teachers without appropriate certification: 3


Number of full-time principals: 1
Number of full-time professional staff other than teachers, principals, and asst principals: 5

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


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,228,252
  • Full-time Equivalency Count of Teachers: 36 (Salary Expenditures: $1,824,570)
  • Full-time Equivalency Count of Instructional Aides: 19 (Salary Expenditures: $282,016)
  • Full-time Equivalency Count of Support Services Staff: 9 (Salary Expenditures: $233,169)
  • Full-time Equivalency Count of School Administration Staff: 1.3 (Salary Expenditures: $102,114)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $147,925
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,818,133
  • Salary Expenditures for Teachers: $2,035,435
  • Full-time Equivalency Count of Instructional Aides: 20 (Salary Expenditures: $336,353)
  • Full-time Equivalency Count of Support Services Staff: 11 (Salary Expenditures: $344,231)
  • Full-time Equivalency Count of School Administration Staff: 1.3 (Salary Expenditures: $102,114)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $274,578

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 4 (male: 2, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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: 44 (male: 28, female: 16)
  • White: 44 (male: 28, female: 16)
Students with disabilities served under Section 504: 10 (male: 8, female: 2)
  • Black: 2 (all female)
  • White: 8 (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

Percent of Kindergarten students retained
Clyde-Savannah Elementary School:

3.8%
State:

5.4%

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
  • Males291
  • Females304
  • IDEA276
ELA students tested with valid scores: 55
Computed mean of student ELA scores: 296

ELA Students scoring proficient and above:

26%
State:

43%

Students scoring at Level 1: 45%
Students scoring at Level 2: 29%
Students scoring at Level 3: 24%
Students scoring at Level 4: 2%

45%
29%
24%
2%

    MATH Mean Score (3rd Grade)

  • All290
  • Males284
  • Females301
  • IDEA261
Math students tested with valid scores: 55
Computed mean of student Math scores: 290

Math Students scoring proficient and above:

23%
State:

49%

Students scoring at Level 1: 38%
Students scoring at Level 2: 38%
Students scoring at Level 3: 18%
Students scoring at Level 4: 5%

38%
38%
18%
5%
4th Grade:

    ELA Mean Score (4th Grade)

  • All281
  • Males273
  • Females288
  • Black271
  • White289
  • IDEA244
ELA students tested with valid scores: 47
Computed mean of student ELA scores: 281

ELA Students scoring proficient and above:

21%
New York:

41%

Students scoring at Level 1: 51%
Students scoring at Level 2: 28%
Students scoring at Level 3: 21%
Students scoring at Level 4: 0%

51%
28%
21%

    MATH Mean Score (4th Grade)

  • All284
  • Males282
  • Females285
  • Black277
  • White292
  • IDEA252
Math students tested with valid scores: 47
Computed mean of student Math scores: 284

Math Students scoring proficient and above:

25%
State:

43%

Students scoring at Level 1: 40%
Students scoring at Level 2: 34%
Students scoring at Level 3: 23%
Students scoring at Level 4: 2%

40%
34%
23%
2%

    SCI Mean Score (4th Grade)

  • All80
  • Males80
  • Females80
  • Black78
  • White85
  • IDEA67
Science students tested with valid scores: 46
Computed mean of student Science scores: 80

Science Students scoring proficient and above:

85%
State:

87%

Students scoring at Level 1: 4%
Students scoring at Level 2: 11%
Students scoring at Level 3: 28%
Students scoring at Level 4: 57%

4%
11%
28%
57%
5th Grade:

    ELA Mean Score (5th Grade)

  • All285
  • Males272
  • Females300
  • Black300
  • White283
  • IDEA251
ELA students tested with valid scores: 61
Computed mean of student ELA scores: 285

ELA Students scoring proficient and above:

21%
New York:

35%

Students scoring at Level 1: 59%
Students scoring at Level 2: 20%
Students scoring at Level 3: 16%
Students scoring at Level 4: 5%

59%
20%
16%
5%

    MATH Mean Score (5th Grade)

  • All283
  • Males272
  • Females292
  • Black282
  • White284
  • IDEA259
Math students tested with valid scores: 58
Computed mean of student Math scores: 283

Math Students scoring proficient and above:

17%
New York:

43%

Students scoring at Level 1: 59%
Students scoring at Level 2: 24%
Students scoring at Level 3: 14%
Students scoring at Level 4: 3%

59%
24%
14%
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: 52
Percent of enrolled students with valid test scores: 88%

Performance Index (PI):

180
State:

174
Effective Annual Measurable Objective (EAMO): 175
Elementary/Middle-Level Math:

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

  • All79
  • Males70
  • Females89
  • White87
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 361
Percent of enrolled students with valid test scores: 85%

Performance Index (PI):

79
New York:

114
Effective Annual Measurable Objective (EAMO): 101
Safe harbor target: 90
Elementary/Middle-Level ELA:

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

  • All73
  • Males54
  • Females96
  • White77
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 360
Percent of enrolled students with valid test scores: 87%

Performance Index (PI):

73
New York:

113
Effective Annual Measurable Objective (EAMO): 103
Safe harbor target: 94

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.

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 physical attack or fight without a weapon: 34

Incidents of threats of physical attack without a weapon: 17


Total incidents per 1,000 students
Clyde-Savannah Elementary School:

128.8
New York:

55.5

Harassment & Bullying:
Show data for

(State average from 1,117 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of sex: 9
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

22.7
New York:

3.8
Students reported as harassed or bullied on the basis of sex: 9 (male: 4, female: 5)
  • Black: 2 (all male)
  • White: 7 (male: 2, female: 5)
Students disciplined for bullying or harassment on the basis of sex: 10 (all male)
  • Black: 2
  • White: 8

Allegations of harassment or bullying on the basis of race, color, or national origin: 5
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Here:

12.6
New York:

3.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (all female)
  • Black: 2
  • White: 2

    Students disciplined for bullying or harassment on the basis of race, color, or national origin

  • Hispanic2
  • Black2
  • White4
  • LEP2
  • IDEA2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 8 (male: 4, female: 4)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
Clyde-Savannah Elementary School:

2.5
State:

1.4
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • White: 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2
  • Section 504: 2


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

  • Hispanic4
  • Black4
  • White67
  • Multirace2
  • IDEA7
  • 5042
Chronic Student Absenteeism: 77 (male: 41, female: 36)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 67 (male: 35, female: 32)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Here:

194.4
State:

179.4

Restraint and Seclusion:
Show data for

(State average from 355 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.

Seclusion refers to the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. It does not include a timeout, which is a behavior management technique that is part of an approved program, involves the monitored separation of the student in a non-locked setting, and is implemented for the purpose of calming.
Total Number of Non-IDEA students subjected to physical restraint: 2 (all male)
  • White: 2
  • Section 504: 2

Non-IDEA students subjected to physical restraint per 1,000 students
Here:

5.1
New York:

5.0

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

  • Hispanic3
  • Black8
  • White68
  • LEP3
  • IDEA20
  • 5045
School days missed due to out-of-school suspension: 79 (male: 76, female: 3)
  • Hispanic: 3 (all male)
  • Black: 8 (all male)
  • White: 68 (male: 65, female: 3)
  • Limited English Proficiency (LEP): 3 (all male)
  • Individuals With Disabilities Education Act (IDEA): 20 (male: 18, female: 2)
  • Section 504: 5 (all male)
Instances of out-of-school suspension (Students without disabilities): 12

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
School:

30.3
State:

50.9
Students without disabilities receiving one or more in-school suspension: 13 (male: 9, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 5 (all male)
Students without disabilities receiving only one out-of-school suspension: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
Students without disabilities receiving more than one out-of-school suspension: 4 (all male)
  • Black: 2
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 3

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

7.6
State:

29.4
Instances of out-of-school suspension (Section 504 only): 1

Instances of out-of-school suspension per 1,000 students (Section 504 only)
Here:

2.5
State:

2.9

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • White4
  • LEP2
  • 5042
Students with disabilities receiving one or more in-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic2
  • White4
  • LEP2
  • 5042
Students with disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 2 (all male)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

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