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.
Central Primary School is the primary school for the Corbin Independent School District. We believe in providing our students with a quality, foundational education in a safe, nurturing setting. We have 25 different homeroom teachers along with a number of specialty teachers. Our school has a number of programs which target the needs of at-risk learners. These include not only academic programs, such as Reading Recovery and ESS, but also support programs through the Family Resource Center. Central has a very caring staff along with a strong parent support base. Through this partnership, our school has been able to be successful in meeting the needs of our students.
Children experience educational equity by not being denied access to all support programs that our school has to offer. Children are assigned to classrooms in a heterogeneous mix, and all children are taught by highly qualified teachers who are certified to teach primary children. All children have access to the services that the Family Resource Center offers. Discipline is administered in an equitable fashion in that teachers refer students for discipline based on accepted school-wide criteria.
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 | NA | NA | |
| 2002 | NA | NA | NA |
| 2004 | NA | NA | NA |
| 2006 | NA | NA | NA |
| 2008 | NA | NA | |
| 2020 | NA | NA | |
| 2012 | NA | NA | |
| 2014 | NA | NA | |
| Standard Error: | |||
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.
The Kentucky Core Content Test is not given to Kentucky students prior to the Fourth Grade, so the only testing component available for our school is the CTBS, the national norm referenced test that is given at the end of primary.
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 |
|---|---|---|---|
| (EOP)* | (EOP)* | (EOP)* | |
| School | NA | NA | NA |
| District | 71%tile | 68%tile | 79%tile |
| State | 58%tile | 54%tile | 65%tile |
| Nation | 50%tile | 50%tile | 50%tile |
| *End of Primary |
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 | |
|---|---|
| School | 93.2% |
| District | 94.2% |
| State | 94.3% |
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 |
If either a student or visitor is suspected of possessing either drugs or weapons on campus, then that individual is detained and questioned by school officials. The district's policy is strictly adhered to, and local law enforcement is contacted when appropriate.
| Spending per Student |
Student/Teacher Ratio |
% Computers 5 Years Old or Less |
Students per Internet Connected Computer | |
|---|---|---|---|---|
| Our School | $5504 | 20:1 | 27% | 4.5:1 |
| District | $8402 | 16:1 | 60% | 1.4:1 |
| State | $9252 | 15:1 | 3.7:1 |
There is a major emphasis in our district toward technology and its integration into instruction - not as a separate discipline but as a fully integrated tool to deliver all instruction. We currently have four classrooms with interactive Promethean boards. In addition to these classrooms, our Media Center also has a permanently mounted LCD projector. Through these modes of delivery, students are able to experience learning in a mode that is more conducive to them and their learning needs in this modern culture. Students are more engaged and teachers are more effective.
| # 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 | 550 | 79 | 10 | 520 |
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 | 12.3 | 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 |
17.6% | 83.3% | 0% | 0% | 0% | 100% |
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 | NA | NA | NA | NA | NA | NA | NA | NA |
| White | NA | NA | NA | NA | NA | NA | NA | NA |
| African American | NA | NA | NA | NA | NA | NA | NA | NA |
| Asian | NA | NA | NA | NA | NA | NA | NA | NA |
| Hispanic | NA | NA | NA | NA | NA | NA | NA | NA |
| Free/Red Lunch | NA | NA | NA | NA | NA | NA | NA | NA |
| Non-Free/Red Lunch | NA | NA | NA | NA | NA | NA | NA | NA |
| Limited English | NA | NA | NA | NA | NA | NA | NA | NA |
| Non-Limited English | NA | NA | NA | NA | NA | NA | NA | NA |
| Disability | NA | NA | NA | NA | NA | NA | NA | NA |
| No Disability | NA | NA | NA | NA | NA | NA | NA | NA |
| Male | NA | NA | NA | NA | NA | NA | NA | NA |
| Female | NA | NA | NA | NA | NA | NA | NA | NA |
| Students Excluded | NA | NA | NA | NA | NA | NA | NA | NA |
Our school participates in the network of activities that our community offers. Girl Scout troops routinely meet at our school. Recreation league sports programs use our facilities regularly to practice, and the vast majority of the participants attend our school. Our Family Resource Center and 21st Century programs also offer a number of activities after school for children who participate in the childcare program.
As a result of the CATS assessment that occurred in the spring of 2006, our K-5 unit was recognized as a Pace Setter School. This is an honor that speaks not only to the hard work of the staffs of Central Primary School and South Elementary School, but it also recognizes the support that our community has for our schools and their work.
Central is continually exploring ways to improve. Through the structure of our school and the procedures we have put into place through our family configuration and family team leaders, we have put into place a system to routinely look at what we are doing as a school to meet the needs of children. Family team meetings occur weekly under the direction of a team leader and are held in order to discuss the needs of students.
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/