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T J Connor Elementary School in Scottsville, 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 30
Address
 13 BECKWITH AVE
Scottsville, NY 14546
Telephone
(585) 889-6298
(make sure to verify first before calling)
Website
http://www.wheatland.k12.ny.us
City-data.com school rating
30
Students
303
Classroom Teachers (FTE)
19.9
National School Lunch
Program (NSLP) Status
Yes, participating without using any Provision or the CEO
Free lunch eligible students
95
Reduced-price lunch
eligible students
22
School district
WHEATLAND-CHILI 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:
MONICA B LEARY ELEMENTARY SCHOOL (5.5 miles):

88
ETHEL K FYLE ELEMENTARY SCHOOL (5.6 miles):

81
HENRY V BURGER MIDDLE SCHOOL (4.0 miles):

69
CALEDONIA-MUMFORD HIGH SCHOOL (6.1 miles):

69
CHESTNUT RIDGE ELEMENTARY SCHOOL (5.1 miles):

66
PAUL ROAD SCHOOL (5.6 miles):

57
FLORENCE BRASSER SCHOOL (6.2 miles):

49
WHEATLAND-CHILI HIGH SCHOOL (0.8 miles):

47
T J Connor Elementary School:

30
T J Connor Elementary School rating compared to average state, county and city schools ratings:
New York:

50
Monroe County:

50
Scottsville:

39
T J Connor Elementary School:

30

Students & Teachers


Total enrollment:
Enrollment in 2016: 303
Enrollment in 2015: 285
Enrollment in 2014: 275
Enrollment in 2013: 295
Enrollment in 2012: 301
Enrollment in 2011: 296
Enrollment in 2010: 278
Enrollment in 2009: 310
Enrollment in 2008: 328
Enrollment in 2007: 329
Enrollment in 2006: 411
Enrollment in 2005: 430
Enrollment in 2004: 445
Enrollment in 2003: 458
Enrollment in 2002: 515
Enrollment in 2001: 510
Enrollment in 2000: 534
Enrollment in 1999: 531

T J Connor Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05Total
All students574458485739303
Female students232324263226154
Male students342134222513149
Asian students12211310
Hispanic students11133312
Black students3511691044
White students503640374323229
Two or More Races students2 - 411 - 8

Enrollment by grade:
Kindergarten enrollment: 57
1st grade enrollment: 44
2nd grade enrollment: 58
3rd grade enrollment: 48
4th grade enrollment: 57
5th grade enrollment: 39

T J Connor Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 154 (50.8%)
School:

50.8%
State:

51.1%
Male enrollment: 149 (49.2%)
Here:

49.2%
State:

47.5%

T J Connor Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
Asian enrollment: 10 (3.3%)
Here:

3.3%
State:

4.6%
Hispanic enrollment: 12 (4.0%)
T J Connor Elementary School:

4.0%
New York:

9.2%
Black enrollment: 44 (14.5%)
T J Connor Elementary School:

14.5%
State:

12.0%
White enrollment: 229 (75.6%)
T J Connor Elementary School:

75.6%
New York:

55.1%
Two or More Races enrollment: 8 (2.6%)
Here:

2.6%
State:

2.9%

T J Connor Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 117 (38.6%)
School:

38.6%
State:

52.7%
Free lunch eligible students: 95 (31.4%)
T J Connor Elementary School:

31.4%
New York:

45.4%
Reduced-price lunch eligible students: 22 (7.3%)
T J Connor Elementary School:

7.3%
State:

4.8%

T J Connor Elementary School - Lunch Program Eligibility


Average Class Size:
Show data for
Average Class Size:
  • Common Branch: 20

Teachers and support:
Show data for
Classroom Teachers (FTE): 19.9

Number of FTE teachers in their first year of teaching: 2
Number of FTE teachers who were absent more than 10 school days during the school years: 7
Number of FTE security guards: 1
Number of FTE nurses: 1
Number of FTE psychologists: 0.1
Number of FTE social workers: 1

Student/Teacher Ratio
T J Connor Elementary School:

15.2
State:

14.0
Number of individuals teaching out of certification: 1
Number of teachers with fewer than three years of teaching experience: 1
Number of teachers with Master's Degree plus 30 hours or doctorate: 2

Total number of classes taught: 34
Number of classes taught by teachers without appropriate certification: 1


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

T J Connor Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,898,744
  • Full-time Equivalency Count of Teachers: 24.4 (Salary Expenditures: $1,488,057)
  • Full-time Equivalency Count of Instructional Aides: 6.5 (Salary Expenditures: $103,820)
  • Full-time Equivalency Count of Support Services Staff: 3.5 (Salary Expenditures: $180,119)
  • Full-time Equivalency Count of School Administration Staff: 1.5 (Salary Expenditures: $126,748)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $68,636

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 4 (all female)
  • Asian: 2
  • Black: 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: 14 (male: 10, female: 4)
  • White: 14 (male: 10, female: 4)
Students with disabilities served under Section 504: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

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)

  • All286
  • Males274
  • Females302
  • Black260
  • White290
  • IDEA258
ELA students tested with valid scores: 57
Computed mean of student ELA scores: 286

ELA Students scoring proficient and above:

23%
State:

43%

Students scoring at Level 1: 47%
Students scoring at Level 2: 30%
Students scoring at Level 3: 23%
Students scoring at Level 4: 0%

47%
30%
23%

    MATH Mean Score (3rd Grade)

  • All288
  • Males283
  • Females295
  • Black269
  • White292
  • IDEA272
Math students tested with valid scores: 53
Computed mean of student Math scores: 288

Math Students scoring proficient and above:

36%
New York:

49%

Students scoring at Level 1: 40%
Students scoring at Level 2: 25%
Students scoring at Level 3: 32%
Students scoring at Level 4: 4%

40%
25%
32%
4%
4th Grade:

    ELA Mean Score (4th Grade)

  • All303
  • Males300
  • Females305
  • White310
ELA students tested with valid scores: 39
Computed mean of student ELA scores: 303

ELA Students scoring proficient and above:

31%
New York:

41%

Students scoring at Level 1: 23%
Students scoring at Level 2: 46%
Students scoring at Level 3: 21%
Students scoring at Level 4: 10%

23%
46%
21%
10%

    MATH Mean Score (4th Grade)

  • All297
  • Males301
  • Females294
  • Hispanic278
  • White307
Math students tested with valid scores: 43
Computed mean of student Math scores: 297

Math Students scoring proficient and above:

28%
State:

43%

Students scoring at Level 1: 30%
Students scoring at Level 2: 42%
Students scoring at Level 3: 19%
Students scoring at Level 4: 9%

30%
42%
19%
9%

    SCI Mean Score (4th Grade)

  • All79
  • Males80
  • Females78
  • Hispanic70
  • White84
  • IDEA70
Science students tested with valid scores: 52
Computed mean of student Science scores: 79

Science Students scoring proficient and above:

81%
New York:

87%

Students scoring at Level 1: 8%
Students scoring at Level 2: 12%
Students scoring at Level 3: 31%
Students scoring at Level 4: 50%

8%
12%
31%
50%
5th Grade:

    ELA Mean Score (5th Grade)

  • All294
  • Males286
  • Females300
  • Hispanic267
  • White301
  • IDEA241
ELA students tested with valid scores: 52
Computed mean of student ELA scores: 294

ELA Students scoring proficient and above:

27%
New York:

35%

Students scoring at Level 1: 35%
Students scoring at Level 2: 38%
Students scoring at Level 3: 25%
Students scoring at Level 4: 2%

35%
38%
25%
2%

    MATH Mean Score (5th Grade)

  • All304
  • Males304
  • Females305
  • Black301
  • White307
  • IDEA278
Math students tested with valid scores: 52
Computed mean of student Math scores: 304

Math Students scoring proficient and above:

42%
New York:

43%

Students scoring at Level 1: 35%
Students scoring at Level 2: 23%
Students scoring at Level 3: 38%
Students scoring at Level 4: 4%

35%
23%
38%
4%

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: 56
Percent of enrolled students with valid test scores: 93%

Performance Index (PI):

178
State:

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

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

  • All102
  • Males97
  • Females107
  • White118
Made AYP: No
Met the participation criterion: No
Met the performance criterion: Yes

Students enrolled during the test administration period: 327
Percent of enrolled students with valid test scores: 83%

Performance Index (PI):

102
New York:

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

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

  • All90
  • Males67
  • Females112
  • White104
Made AYP: No
Met the participation criterion: No
Met the performance criterion: No

Students enrolled during the test administration period: 325
Percent of enrolled students with valid test scores: 86%

Performance Index (PI):

90
State:

113
Effective Annual Measurable Objective (EAMO): 102
Safe harbor target: 102

Health & Safety


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 religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. 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 religion constitutes religious harassment.
Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
T J Connor Elementary School:

3.3
State:

1.7


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
  • Native Hawaiian2
  • Black4
  • White31
  • Multirace2
  • IDEA5
  • 5042
Chronic Student Absenteeism: 41 (male: 25, female: 16)
  • Hispanic: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 31 (male: 17, female: 14)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 5 (all male)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Here:

135.3
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: 17 (all male)
  • Hispanic: 16
  • Black: 1
Instances of out-of-school suspension (Students without disabilities): 1

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

3.3
New York:

50.9
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 2
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • Black: 2
Students without disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Hispanic: 2

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