Camillus middle school guidance

“Common Branch” refers to self-contained classes in Grades 1-6 that are taught by teachers certified to teach all subjects typically included in elementary school. Additional student and educator data is available in the Student and Educator Report.

School Climate

SCHOOL CLIMATE

A positive school climate promotes school safety, student self-esteem, emotional well-being, mental health, and lower incidences of substance abuse, student absenteeism, and suspensions. The New York State Education Department (NYSED) continues to promote initiatives to foster student engagement and thereby increase student achievement, safety, and wellness.

Our Social Emotional Learning materials support the state's ESSA plan priorities and promote a positive school climate. The resources outline benchmarks and frameworks for educators to implement Social Emotional Learning practices in their schools and classrooms.

Mental health education can assist young people and their families and result in positive decision-making and life-long success.

School Safety indicates the safety of the school’s environment based on reported incidents.

ADDITIONAL DATA RELATED TO SCHOOL CLIMATE
Student Attendance Rate

What percentage of students attended school on the days the school was open?

93%

Student Suspension Rate

What percentage of students were suspended from school at least one full day during the school year?

10%

Chronic Absenteeism Rate

What percentage of students were absent 10 percent or more of the days they were enrolled in school?

21.3%

ACCOUNTABILITY SUPPORT MODELS

Local Support and Improvement

Accountability Support Models

The Every Student Succeeds Act, or ESSA, the main federal law for K-12 public education, requires that states hold public schools accountable for how students achieve. New York State established a set of indicators to measure school and district performance to determine appropriate school and district support. All schools in New York State are identified for a support model based on the accountability measures intended for schools and districts to consider when setting goals for continuous improvement.

The school accountability support models are:
Support Model Definition
Schools identified for Comprehensive Support and Improvement, or CSI A minimum of 5% of the lowest performing elementary/middle schools in the state receiving Title I, Part A funds plus any non-Title I elementary/middle schools meeting the criteria for identification AND a minimum of 5% of the lowest performing high schools receiving Title I, Part A funds plus any non-Title I high schools meeting the criteria for identification. CSI schools are identified once every three years based on the performance of the All Students accountability group.
Schools identified for Additional Targeted Support and Improvement, or ATSI Schools are identified for ATSI if the TSI subgroup does not exit its TSI status in the number of years outlined in regulation.
Schools identified for Targeted Support and Improvement, or TSI Schools are identified for TSI based on the low performance of accountability subgroups other than the All Students group for two consecutive years. These accountability subgroups are: American Indian or Alaska Native, Asian or Native Hawaiian/Other Pacific Islander, Black or African American, Hispanic or Latino, Multiracial, White, Economically Disadvantaged, English Language Learner, and Students with Disabilities. In the first year of low performance, the subgroup will be identified Potential TSI.
Schools identified for Local Support and Improvement, or LSI A school that is not identified for CSI, ATSI, or TSI is a school identified for LSI. A school identified for LSI will continue to use the systems and processes established at the local level for continuous improvement efforts. There is no change in regulatory requirements for this group of schools.
The district accountability support models are: