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Teacher quality
Principal leadership
Parent involvement
my daughter is very happy to came in this school every single day, the front office is really good, nice and helper! we love it!
—Submitted by a parent
Most teachers here are excellent. Of course every school has a few that are notorious yellers or are apathetic, but given the union protections out there, I don't think you can fault the school or principal for that. We have had 4 teachers and every one of them has been great. To address other reviewers concerns...the parking lot is run as organized as one can expect given the various drop off and pick up times at the school. Again, I don't think I have heard of a local school that doesn't have parking lot issues. As for the principal's commitment to timeliness, yes she is, but would one expect any less? Should we not be wanting to teach our kids the value of being on time? The assembly doors are held ONLY to show respect for the pledge of allegiance and reopened for latecomers. There is a new office manager this year who goes out of her way to help parents. I have seen office staff at restaurant nights supporting the school. It is unfortunate that the bad experiences of a few taint the conceptions of many and scare off good families that could bring so much to the school. This is a school with an innovative approach to teaching state standards through real life applications!
—Submitted by a parent
The staff is so bad here. The front office is an unhappy bunch and my child has been going here for 2 years. Now, my child education is great here. But the staff, teachers included should practice what they teach.
—Submitted by a parent
My Son is in Kindergarten. He has a teacher that means well and has plenty of experience. Her practices are old school and she has a bland personality. The Principle also clearly means well but she is completely and utterly overwhelmed. The kids are missing out on so much. I look forward to not being at this school next year.
—Submitted by a parent
My son is a special needs student at this school and his new teacher in RSP is terrific. I disagree with the other parent that says no one cares about special needs students. At least that's not true with his teacher. She comes to his after school activities, listens to his social problems and finds way to make his day great everyday. Without her my son would not be able to be mainstreamed. I appreciate her every day. She was named Teacher of the Year this year. I am not sure how this is voted on but she would get my vote too! I'm not sure if I can name her on this website but everyone who goes to the school would know who she is. I want to say thank you to her for helping special students find a place in her heart and school.
—Submitted by a parent
My 1st son goes to this preschool and we love Mrs. Scinico, the teacher, so much. My son is really a hard one to handle but she and her assistant sure have A LOT of patience with him and the other handful kids. He know how to read, write his name and manners in his very early age. We are so thankful with this school, their teachers and staff.
—Submitted by a parent
This school is very hostile towards parents of special need children. The staff are rude and do not care for the kids. They just care about squeezing kids into a 1 size fit all approach, not about individual needs of children. We have had really bad experience and would never send my children there again.
—Submitted by a parent
We moved to the midwest, in large part to get away from this school. A large portion of the school day is devoted to drop-off and pick-up procedures, none of which are well managed. Our child began kindergarten and attended 1.5 years of preschool on the grounds, and every single communique from teachers included basic grammatical errors. The "ladies" in the office are horrible bureaucrats with no respect for whom they truly work; they act as if the county/state government is the word of god and they can't take any information directly from parents, and I personally witnessed them berate a small child for missing the bus to an after school activity.
—Submitted by a parent
This is my daughters first year at Wood Canyon and I was a little apprehensive to have her go here initially since they score so low but because of where we live I didn't have a choice. I know it's early in the year but so far I am unhappy with this school and would not recommend it. Firstly, they haven't given us any information as to what to expect yet expect everyone to just automatically just know what to do. Secondly, the principal runs the school like a boot camp. If the children are 1 minute late they get locked out of assemblies. It turns out the schools clocks were wrong but it still left about 50 kids sitting alone in the hallway not knowing what to do or what was going on. When the principal was confronted about this, she was closed minded and unfriendly.
—Submitted by a parent
My kids love this school. All of the teachers are dedicated to the chiildren. There is a real sense of community here. There is a lot of positive recognition for students. We have been very happy here! Go Comets- We give this school a 10!
—Submitted by a parent
A solid 6? Not sure why my kids should be stuck at a C rated school being that we are surrounded by schools that are rated 8, 9 & 10.
—Submitted by a parent
Wood Canyon is an excellent school!! The teachers are great at what they do and truly care about the children. The school has an excellent music program and does not neglect the arts even thought state cuts have limited their budget.
—Submitted by a parent
Wood Canyon school have great teachers, a New principal that have made fabulous changes. The administration is helpful and I would like them to be more involve. The volunteers parents are great. This school offer a Perfoming Art program and a Music program. I hope the rating goes up as I see how hard the teachers work with the children.
—Submitted by a parent
Wood Canyon School is like the hidden treasure of the city of Aliso Viejo. This school have great teachers, a fabulous principal and staff and a incredible dedicated volunteers parents like PTA and Wood Canyon Foundation. This school offer a Perfoming Art program and Technology (recently a brand new computer room has been added for the 4th and 5th graders) in addition to their regular computer room that they have for the rest of the school grade levels use. Their Music program is fantastic. Wood Canyon School provide a great education for all children and support student learning. This school also offer friendly family functions and programs that brings everybody together as a team. For the last five years our family has been very please with this amazing school.
—Submitted by a parent
This school can boast the fact that they have a music program, an outdoor amphiteater, a great performance stage with professional lighting and sound equipment due to the dedication and service given by the PTA and Foundation parents. There are many activities hosted by the PTA throughout the year that the kids love. The teachers are great communicators with the parents and provide lots of creative atmospheres for learning in their classrooms. During the last three years, however,the school has gone through many changes which have included budget cuts and a slow but constant loss of the most innovative teachers that started this school. The administration isn't visible to parents. This has led to a serious change in the morale of the school atmosphere. The teachers who are left and the PTA hold this school together.
—Submitted by a parent
Our family helped open this 'Performing Arts/Technology' themed school in 1994 and have been extremely pleased with the results. It is an amazing place as there are quality teachers across all grade levels who truly care about each child's needs. Academics are the key to success at Wood Canyon and they are supported by a comprehensive music program, fine arts instruction, programs from artists (including the full range of disciplines like dance, music, storytelling, etc), PE instruction and many opportunities for students to perform on stage. This site has an awesome Performing Arts Center where students learn to be 'shining stars'. Parents are very active here - the PTA is very strong supporting the staff and various programs. Also, there is a Foundation to supplement and support in areas where extra funding is needed. There are so many opportunities for children to grow both academically and socially. We love it!
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
88 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
75 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
81 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
81 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
78 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
78 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 75% |
| Females | 79% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 53% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 69% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 36% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | 47% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 46% |
| Females | 57% |
| Males | 38% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 20% |
| Non-economically disadvantaged | 52% |
| Students with disability | n/a |
| Students with no reported disability | 48% |
| English learner | 0% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 25% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 47% |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 64% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | 25% |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 76% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 72% |
| Females | 76% |
| Males | 68% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 71% |
| English learner | 9% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 92% |
| All Students | 53% |
| Females | 62% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 59% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 54% |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 18% |
| Fluent-English proficient and English only | 59% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 47% |
| Parent education - graduate school/post graduate | 69% |
| Parent education - declined to state | 50% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 66% |
| Females | 71% |
| Males | 58% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 40% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 43% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 71% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 48% |
| Females | 50% |
| Males | 47% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 11% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 56% |
| Students with disability | n/a |
| Students with no reported disability | 51% |
| English learner | n/a |
| Fluent-English proficient and English only | 51% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 29% |
| Parent education - college graduate | 54% |
| Parent education - graduate school/post graduate | 80% |
| Parent education - declined to state | n/a |
| All Students | 60% |
| Females | 56% |
| Males | 67% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 62% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 43% |
| Parent education - college graduate | 62% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 52% | 28% | ||
| Hispanic or Latino | 21% | 49% | ||
| Multiple or No Response | 11% | 3% | ||
| Asian | 7% | 8% | ||
| African American | 5% | 7% | ||
| Filipino | 3% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 18% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 23% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 61% | 85% | ||
| Farsi (Persian) | 15% | 0% | ||
| Korean | 7% | 1% | ||
| All other non-English languages | 3% | 1% | ||
| Arabic | 2% | 1% | ||
| Polish | 2% | 0% | ||
| Russian | 2% | 0% | ||
| Armenian | 1% | 1% | ||
| Hindi | 1% | 0% | ||
| Hungarian | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Turkish | 1% | 0% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 27% | N/A | 2% |
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23431 Knollwood
Aliso Viejo,
CA 92656
Phone: (949) 448-0012
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