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Geller House School in Staten Island, NY
(03-11 • Public • Special Education School)

Address
 77 CHICAGO AVE
Staten Island, NY 10305
Telephone
(718) 442-7828
(make sure to verify first before calling)
Students
22
Classroom Teachers (FTE)
1.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
19
School district
HAWTHORNE-CEDAR KNOLLS UNION FREE SCHOOL DISTRICT
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 22
Enrollment in 2015: 25
Enrollment in 2014: 36
Enrollment in 2013: 22
Enrollment in 2012: 25
Enrollment in 2011: 23
Enrollment in 2010: 26
Enrollment in 2009: 19
Enrollment in 2008: 23
Enrollment in 2007: 23
Enrollment in 2006: 25
Enrollment in 2005: 23
Enrollment in 2004: 25
Enrollment in 2003: 23
Enrollment in 2002: 23
Enrollment in 2001: 24
Enrollment in 2000: 25
Enrollment in 1999: 25

Geller House School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08G09G10G11Total
All students42375122
Female students - - 244 - 10
Male students42131112
Hispanic students1 - - 22 - 5
Black students32233114
White students - - 12 - - 3

Enrollment by grade:
6th grade enrollment: 4
7th grade enrollment: 2
8th grade enrollment: 3
9th grade enrollment: 7
10th grade enrollment: 5
11th grade enrollment: 1

Geller House School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 10 (45.5%)
Geller House School:

45.5%
New York:

51.1%
Male enrollment: 12 (54.5%)
Here:

54.5%
New York:

47.5%

Geller House School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Hispanic enrollment: 5 (22.7%)
Geller House School:

22.7%
New York:

9.2%
Black enrollment: 14 (63.6%)
School:

63.6%
New York:

12.0%
White enrollment: 3 (13.6%)
Geller House School:

13.6%
State:

55.1%

Geller House School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 19 (86.4%)
School:

86.4%
New York:

52.7%
Free lunch eligible students: 19 (86.4%)
Geller House School:

86.4%
State:

45.4%
Reduced-price lunch eligible students: 0 (0.0%)
Geller House School:

0.0%
State:

4.8%

Geller House School - Lunch Program Eligibility


Teachers and support:
Show data for
Classroom Teachers (FTE): 1

Number of FTE teachers in their second year of teaching: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 2
Number of FTE security guards: 3
Number of FTE psychologists: 1

Student/Teacher Ratio
Geller House School:

22.9
State:

14.0
Number of individuals teaching out of certification: 1
Number of teachers with fewer than three years of teaching experience: 1

Total number of classes taught: 12
Number of classes taught by teachers without appropriate certification: 4


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

Geller House School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $543,552
  • Full-time Equivalency Count of Teachers: 2.7 (Salary Expenditures: $207,851)
  • Full-time Equivalency Count of Instructional Aides: 4.8 (Salary Expenditures: $106,813)
  • Full-time Equivalency Count of Support Services Staff: 0.9 (Salary Expenditures: $91,847)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $137,042)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $10,474
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $335,702
  • Salary Expenditures for Teachers: $207,850
  • Full-time Equivalency Count of Instructional Aides: 4 (Salary Expenditures: $106,813)
  • Full-time Equivalency Count of Support Services Staff: 0.9 (Salary Expenditures: $91,847)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $137,042)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $10,474

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 served under IDEA: 7 (all male)
  • Black: 7

Retention:
Show data for

(State average from 373 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 7th grade: 2 (all male)
  • Black: 2

Percent of 7th grade students retained
Geller House School:

100.0%
New York:

5.1%
Total number of students retained in 8th grade: 2 (all female)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 8th grade students retained
Here:

66.7%
New York:

4.2%
Total number of students retained in 9th grade: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Percent of 9th grade students retained
Geller House School:

57.1%
State:

11.4%
Total number of students retained in 10th grade: 2 (all female)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 10th grade students retained
Geller House School:

40.0%
State:

8.8%
Total number of students retained in 11th grade: 2 (all female)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 11th grade students retained
School:

200.0%
New York:

11.0%

Statewide Student Assessments


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

(State average from 1,428 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.
8th Grade:
ELA students tested with valid scores: 6
Computed mean of student ELA scores: 276

ELA Students scoring proficient and above:

17%
New York:

43%

Students scoring at Level 1: 50%
Students scoring at Level 2: 33%
Students scoring at Level 3: 17%
Students scoring at Level 4: 0%

50%
33%
17%
Math students tested with valid scores: 5
Computed mean of student Math scores: 262


Students scoring at Level 1: 80%
Students scoring at Level 2: 20%
Students scoring at Level 3: 0%
Students scoring at Level 4: 0%

80%
20%
Science students tested with valid scores: 5
Computed mean of student Science scores: 49


Students scoring at Level 1: 40%
Students scoring at Level 2: 60%
Students scoring at Level 3: 0%
Students scoring at Level 4: 0%

40%
60%

Accountability


Adequate Yearly Progress:
Show data for
High School Math:


High School ELA:


Elementary/Middle-Level Math:


Elementary/Middle-Level ELA:



SAT/ACT:
Show data for
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.

    SAT or ACT Test Participation

  • Hispanic7
  • Asian4
  • Black13
  • White4
  • IDEA8
SAT or ACT Test Participation: 28 (male: 14, female: 14)
  • Hispanic: 7 (male: 5, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 13 (male: 5, female: 8)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 8 (male: 4, female: 4)

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.
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: 33


Total incidents per 1,000 students
School:

1,500.0
New York:

55.5

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: 2 (all female)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Chronic Student Absenteeism per 1,000 students
School:

90.9
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.
Total Number of Non-IDEA students subjected to physical restraint: 9 (male: 4, female: 5)
  • Hispanic: 2 (all male)
  • Black: 7 (male: 2, female: 5)

Non-IDEA students subjected to physical restraint per 1,000 students
Geller House School:

409.1
State:

5.0
Total Number of students with disabilities (IDEA) subjected to physical restraint: 7 (male: 5, female: 2)
  • Black: 7 (male: 5, female: 2)

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

318.2
State:

23.1

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).
School days missed due to out-of-school suspension: 15 (male: 5, female: 10)
  • Hispanic: 2 (all male)
  • Black: 13 (male: 3, female: 10)
  • Individuals With Disabilities Education Act (IDEA): 3 (male: 2, female: 1)
Instances of out-of-school suspension (Students without disabilities): 12

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

545.5
State:

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

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

136.4
State:

29.4
Students with disabilities receiving only one out-of-school suspension: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)

Classes & Courses


Algebra I:
Show data for

(State average from 748 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
Number of Algebra I classes: 1

    9-10th grade student enrollment in Algebra I

  • Hispanic4
  • Black4
  • White4
  • LEP2
  • IDEA4
9-10th grade student enrollment in Algebra I: 12 (male: 6, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Percent of 9-10th grade students who passed
Geller House School:

0.0%
State:

76.1%

Comments

1
laquever fryar
Report this comment as inappropriate
Feb 28, 2012 @ 4:16 pm
back in 1990 i was living at geller house its not what they tell u it was a nightmare i had to fight all the time !there was only a handful of staff memebers i trusted karen and kitty, flo who no longer works there she was fired for stealing money from the box that money was used to take us out to movies and dinner she was a staff member the wrost thing was when i 1st came there someone stole my $500.00 coat my boots !! its a group home not a school i stay for 2 yrs there and was releasd the ppl in the area use to throw rocks and call us nigers they alsoset the place on fire with us in it!no i don't know if it changed but from the site i see alot of the old staff members there still so to me that says a lot

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