This report card for the 2005 - 2006 school year contains important information about our school, including details about our academic performance, teacher qualifications, learning environment, and more. For a more detailed look at our school, please contact us to see our Expanded Report Card.
Corbin Middle School is home to sixth, seventh, and eighth grade students in the Corbin Independent School District. We strive to provide the most comprehensive middle school program possible. We offer all basic core classes as well as a variety of related arts classes including, vocal/instrumental music, band, choir, computer technology, careers, drama, health and physical education, consumer mathematics, and vocational education. We have an Advisory Program where all students are assigned an adult advisor. This advisor becomes an advocate for the student and enages them in guidance activities. These activities include goal setting, anti-bullying, tolerance lessons, and self-esteem building. The CMS teaching staff is dedicated to providing the best instrucion possible while doing it in a caring and safe environment. We encourage our parents to be involved with their school and understand that the entire community is responsible for the education of our students.
Corbin Middle School addresses education equity through a variety of initiatives. Teachers are provided with test scores from several different sources. They use this information to differentiate classroom instruction. Teachers have attended professional development on differentiation to train them to meet the educational needs of each student. Test scores are analyzed to look for gaps in several different subpopulations. If disparities are noted, our school improvement plan is modified to address these needs. Grade level teachers have common planning time to discuss and plan for the best interest of each individual student. Classes are balanced with an equal number of males and females. Teachers are observed for balanced questioning techniques.
This chart starts with our school’s baseline CATS score from 2000. It shows a goal line from that starting point to our goal of 100 by 2014. Every two years a new point will be added to the chart to show whether we are on track to meet our goal.
| Year | Goal Line | Assistance Line |
School Index Score |
|---|---|---|---|
| 2000 | 73.8 | 74.5 | |
| 2002 | 77.4 | 73.8 | 78.4 |
| 2004 | 81.1 | 74.7 | 88.8 |
| 2006 | 84.7 | 75.6 | 95.2 |
| 2008 | 88.4 | 76.6 | |
| 2020 | 92.0 | 77.5 | |
| 2012 | 95.7 | 78.4 | |
| 2014 | 99.3 | 79.3 | |
| Standard Error: 0.7 | |||
Kentucky uses the Commonwealth Accountability Testing System (CATS) to hold schools accountable for student progress. CATS has three parts: the Kentucky Core Content Tests, the national Comprehensive Test of Basic Skills (CTBS), and other measures, including attendance, retention and dropout rates. These elements make up a school’s CATS Performance Score for every two-year period. The goal is that by 2014 nearly all students will score proficient or distinguished.
Kentucky’s tests rate student performance as either Novice, Apprentice, Proficient, or Distinguished. These categories translate into a scale of 0-140, with 100 being considered proficient. This chart compares our school’s performance with the schools in our district and throughout Kentucky.
| KCCT Test |
2005 Reading |
2006 Reading |
2005 Mathematics |
2006 Mathematics |
2006 Science |
2006 Social Studies |
2006 Writing |
2006 Arts & Humanities |
2006 PL/VS | |
|---|---|---|---|---|---|---|---|---|---|---|
| 7th | 7th | 8th | 8th | 7th | 8th | 7th | 8th | 8th | ||
| School | 7% | 3% | 17% | 12% | 9% | 5% | 3% | 8% | 7% | |
| District | 7% | 3% | 17% | 13% | 10% | 5% | 4% | 9% | 7% | |
| State | 8% | 7% | 23% | 24% | 22% | 17% | 19% | 24% | 18% | |
| School | 20% | 21% | 30% | 37% | 30% | 13% | 40% | 11% | 24% | |
| District | 20% | 21% | 30% | 36% | 30% | 14% | 40% | 11% | 24% | |
| State | 30% | 30% | 41% | 42% | 35% | 42% | 54% | 28% | 43% | |
| School | 73% | 76% | 53% | 51% | 60% | 81% | 57% | 81% | 69% | |
| District | 73% | 76% | 53% | 51% | 60% | 81% | 57% | 80% | 69% | |
| State | 62% | 63% | 36% | 34% | 43% | 41% | 27% | 48% | 39% | |
| School | 96.5 | 96.3 | 85.2 | 85.5 | 90.8 | 115.4 | 88.6 | 110.9 | 98.1 | |
| District | 96.5 | 96.1 | 85.2 | 85.1 | 90.4 | 115 | 88.5 | 110.3 | 98.2 | |
| State | 87 | 87.2 | 71 | 69.5 | 76.6 | 75.4 | 63.4 | 72.8 | 71.6 | |
The national norm referenced test used in Kentucky, the CTBS, allows us to compare the basic skills of our students with national benchmarks established in 1996. These scores are reported in percentiles, or the percentage of students who fell below a particular score on the test. For example, “60%ile” indicates that the average student in our school scored equal to or better than 60 percent of all students across the nation who took the test.
| National Norm Reference Test (CTBS) |
Reading | Language Arts | Mathematics |
|---|---|---|---|
| 6th | 6th | 6th | |
| School | 71%tile | 61%tile | 74%tile |
| District | 71%tile | 61%tile | 74%tile |
| State | 61%tile | 53%tile | 63%tile |
| Nation | 50%tile | 50%tile | 50%tile |
The third component of CATS is our
school’s performance in attendance, retention*, dropout rate and, for successful
transition to adult life. Data in these tables reflect our performance during
the 2004 - 2005 school year.
* The percent of students who had to repeat
the grade.
| Attendance Rate |
Retention Rate |
Dropout Rate | |
|---|---|---|---|
| School | 94.4% | 1.5% | 0% |
| District | 94.2% | 1.4% | 0.2% |
| State | 94.3% | 3.3% | 2.3% |
Here’s what we are doing to make our school safe for our students.
| Visitors are Required to Sign In |
All Parents Received the District Discipline Code |
% of Classrooms with Outside Phone Line |
|---|---|---|
| Yes | Yes | 100% |
| Violation | # of Reported Incidents |
# of Students Suspended |
# of Students Expelled |
|---|---|---|---|
| 1st Degree Assault | 0 | 0 | 0 |
| Drug Violation | 0 | 0 | 0 |
| Weapons Violations | 0 | 0 | 0 |
Corbin Middle School has a dress code that only allows students to carry clear or mesh backpacks. All bookbags and purses must be placed in lockers until the end of each day. Gym bags for sporting events must be placed in locked bins in the morning when arriving to school. Cameras are located at entrances, hallways and cafeteria and are monitored in the office. Exterior doors are locked each morning after schools begins. One door is left unlocked for visitors and students traveling to and from gymnasium. This door is monitored with cameras. All visitors must sign in the office and are issued a visitors badge. CMS distributes information about the Safe School Helpline to all students.
| Spending per Student |
Student/Teacher Ratio |
% Computers 5 Years Old or Less |
Students per Internet Connected Computer | |
|---|---|---|---|---|
| Our School | $4829 | 16:1 | 100% | 2.5:1 |
| District | $8402 | 16:1 | 60% | 1.4:1 |
| State | $9252 | 15:1 | 3.7:1 |
Technology is integrated into every content area. Accelerated Reader is used school-wide and is accessed by computer testing. CMS has three computer labs, two of which may be reserved by teachers for research and/or presentation preparations. CMS has mobile laptop carts that are wireless internet accessible. These are used to prepare language portfolios. CMS has Promethean Active Boards in many of our classrooms with plans to have a projector in every classroom by the end of 2006-2007. Two classrooms have voice amplification systems.
| # of Students Whose Parent/Guardian Had at Least One Teacher Conference |
# of Parents/ Guardians Voting in School Council (SBDM) Elections |
# of Parents/Guardians Serving on the School Council (SBDM) or its Committees |
# of Volunteer Hours | |
|---|---|---|---|---|
| Our School | 140 | 27 | 10 | 1250 |
The preparation and experience of our teachers also is important to our success. These numbers do not include administrators, guidance counselors, or library media specialists. Upon request, our district will provide information about the qualifications of your child’s teachers and teachers’ aides.
| School | District | State | |
|---|---|---|---|
| % of Teachers with Emergency or Provisional Certification |
0% | 1% | 2% |
| % of Classes Taught by Teachers who Participated in Content-Focused Professional Development |
100% | 100% | NA |
| % of Core Academic Subject Classes NOT Taught by Highly Qualified Teachers |
0% | 0% | 3% |
| Average Years of Teaching Experience | 15.2 | 13.0 | 11.7 |
| % of Classes Taught by Teachers with a Major, Minor or Equivalent in the Subject Being Taught |
100% | 100% | NA |
| B.A. | M.A. | Rank I | Specialist | Ph.D. | Total % of Teachers | |
|---|---|---|---|---|---|---|
| Professional Qualification of All Teachers in the School |
13.0% | 88.0% | 0% | 0% | 0% | 101% |
This chart shows the average test scores for student sub-populations in our school. In cases where there are fewer than 10 students in a group “NA” appears for not applicable.
| Student Sub-Population |
Reading | Mathematics | ||||||
|---|---|---|---|---|---|---|---|---|
| 2005 | 2006 | 2005 | 2006 | |||||
| Students | Index | Students | Index | Students | Index | Students | Index | |
| All Students | 188 | 96.47 | 164 | 96.29 | 186 | 85.21 | 178 | 85.45 |
| White | 183 | 97.16 | 161 | 96.09 | 182 | 85.65 | 174 | 86.08 |
| African American | 2 | NA | NA | NA | NA | NA | 2 | NA |
| Asian | 2 | NA | 1 | NA | 1 | NA | 1 | NA |
| Hispanic | NA | NA | 1 | NA | NA | NA | NA | NA |
| Free/Red Lunch | 87 | 85.98 | 70 | 89.77 | 80 | 68.93 | 73 | 77.51 |
| Non-Free/Red Lunch | 101 | 105.46 | 94 | 101.13 | 106 | 97.50 | 105 | 90.98 |
| Limited English | NA | NA | NA | NA | NA | NA | NA | NA |
| Non-Limited English | 188 | 96.47 | 164 | 96.29 | 186 | 85.21 | 178 | 85.45 |
| Disability | 20 | 50.45 | 14 | 52.72 | 21 | 28.52 | 17 | 40.82 |
| No Disability | 168 | 101.93 | 150 | 100.35 | 165 | 92.42 | 161 | 90.17 |
| Male | 93 | 91.71 | 76 | 91.90 | 96 | 85.66 | 91 | 88.19 |
| Female | 94 | 101.10 | 88 | 100.06 | 87 | 85.34 | 87 | 82.60 |
| Students Excluded | NA | NA | NA | NA | NA | NA | NA | NA |
CMS was a Top 10 Middle School based on CATS. CATS rankings include 1st in Social Studies, 3rd in Practical Living, Arts and Humanities, and 5th for Writing. Science Olympiad was 1st in state and competed in Nationals. Community Problem Solving was 1st in state and 3rd in world. CMS Academic Team placed in the Sweet Sixteen at State Governor's Cup. Four students qualified and participated in KY Children's Choir. Jennifer Phipps won the 2005 Ashland Achievement Award.
Corbin Middle School offers a variety of clubs, sporting and academic teams. A guide to these activities is given to our students at the beginning of the year. Clubs include; First Priority, Chess Club, PRIDE Club, Girls in Science and Speech Club. Academic teams include; Science Olympiad Team, Academic Team, MathCounts, and Governor's Cup. Sporting opportunities include; baseball, softball, basketball, football, soccer, cheerleading, dance team and archery.
Jennifer Phipps, 8th grade teacher,was the 2005 Corbin Area Chamber of Commerce Educator of the Year. The Corbin Middle School Academic Team placed first in the Lake Cumberland Academic League and second in the District Governor's Cup. They also placed second in the Regional Governor's Cup. MathCounts student, Jeff Dzugan, placed first in regional competition. The CMS Science Olypmiad Teams placed first and third in district competition.
Measuring Academic Progress, MAP, testing is utilized to differentiate instruction including placement in accelerated math courses. An additional Algebra I class has been added for high school credit. An effort to add more Promethean Boards has been made. Plans are to add projectors for every room. Advisory has added character education curriculum. A peer mentoring class will be added to aid with portfolio development.
Contact our Principal or your School Council Members using the school phone number , or visit our school office to see the Expanded School Report Card. More testing information and No Child Left Behind data is available at http://www.education.ky.gov/