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GreatSchools Rating

Phelan Elementary School

Public | K-5 | 610 students

Positive Behavioral Interventions and Supports (PBIS)

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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School Official Point of View

Posted June 15, 2012

I want to thank the parent who recently addressed his or her concern about bullying. I want to assure you that bullying is an issue that we take very seriously, and we have a system in place that deals with problems, administers appropriate consequences, and corrects the behavior. However, in order for us to be affective, we need to know that there is a problem. Our PBIS program is proactive when it comes to informing our students about bullying and teaching them strategies on how to handle those kinds of situations both independently and by seeking help. I encourage any of our families to notify our office when there is a problem.

17 reviews of this school


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Posted September 26, 2013

I have only observed the lower grades but found the teachers well prepared and involved with all students. They seemed to welcome the help of parents and extra hands with little ones in the room. The students are all at varying levels of learning and individual help is needed. The teachers keep things moving and at their general level. The administration and office seem to be a good support for teachers and children and check those entering and leaving the campus. I feel lucky to have the teachers I have observed in the classroom with our children. I trust it will continue through all the grades. They could use more parental hands-on and moral support . Small children working at varying levels need a lot of individual help that parents could provide. Think about volunteering in your child's classroom.
—Submitted by a parent


Posted June 14, 2012

This is my first year working at Phelan Elementary School. What a great place to work! The teachers are excellent. It is obvious how deeply they care about both the academic and social well-being of our students. We have an extremely professional and friendly support staff (front office, custodial, cafeteria, instructional associates, library, etc.). Everyone is committed to "putting kids first" and making Phelan Elementary the very best school it can be. We have a big job, but look forward to continuously improving how we educate children and serve our families.
—Submitted by a teacher


Posted May 16, 2012

This school fails to acknowledge the HUGE problem it has with students being bullied; and apparently the school does not know how to fix this. The way they handle students needs to be re-evaluated, before it's too late. These problems are causing many impressionable children to start bullying as a result from them being harassed, tormented, and emotionally and physically hurt. This has been an ongoing issue since my son began to attend Phelan Elementary. He's now in the 4th grade. A year ago we moved back from out of state, and the change in my son's behavior & grades, from his prior schools, is obvious. I refuse to continue to let this be swept under the rug. Im very unpleased with my son's school. But I must admit, I am even more disappointed with the other students parents. What kind of things are you exposing these young minds to?! My son has been called names & things he has never heard of. If only there was a way to make parents realize how harmful and tramatic this kind of interaction is between our students. I don't feel my son is safe or protected at this school. More importantly, my son doesn't feel secure among his fellow classmates or confident in the school staff
—Submitted by a parent


Posted October 4, 2009

Phelan Elementary is a fabulous school where the students feel safe, it is a wonderful learning environment, and the teachers are always coming up with new methods for student success. I can't say enough great things about this school! Phelan Falcons Rock!
—Submitted by a teacher


Posted August 17, 2009

I believe that Phelan Elementary is a great school. A lot of people underestimate its capabiities. The teachers are really great, keep you informed and involved. My daughter went to Balsy Mesa and they were great but class sizes were bigger. Phelan Elementary is a great school for children.
—Submitted by a parent


Posted March 17, 2009

Initially, we did not want my son to attend Phelan Elementary because the facility looks old, dumpy and rundown. We thought that the appearance of the school might reflect the quality of the educational experience and opportunities offered to the students. Instead, we got an interdistrict transfer to Baldy Mesa Elementary, a newer facility and California Distiguished School. My son has a severe speech problem and a resulting difficulty with learning, especially reading. Baldy Mesa became a nightmare of one problem after another with frequent calls home, disciplinary actions, etc., that made us feel like the parents of a certified criminal. My son did not improve much in his time at Baldy Mesa and began to dislike school. Phelan Elementary has been awesome! We now see huge improvements in my son. We also have a daughter there and she is succeeding. Everone there cares about each child. Thank you Phelan!
—Submitted by a parent


Posted September 2, 2008

Phelan School is a caring school. I worked as an Instructional Associate for 20 years and just retired last year. All the staff works hard to give the best education they can. Plus we all cared about the students themselves. When they need a pat on the back or an encouraging word, we were there. Phelan School will always be #1 in my heart. Sharon Newman Metzmeier Instructional Associate/Retired
—Submitted by a parent


Posted June 23, 2008

What can I say about Phelan Elementary School? From my experience, and believe me it has has been years..... we are a great school! I attended Phelan Elementary back in the early 60's and my children both attended Phelan Elementary. There have been many changes in the years, principals, teachers and staff have come and gone.....but we have always had overall the greatest staff of educators......the enthusiasm and love for children is amazing! We have an exciting school with much to offer both parent and student alike......


Posted May 20, 2008

This school rocks! The teachers are simply amazing! They are the most caring and loving educators my children have ever had. I especially love the 3rd grade teachers...they are creative and fun! My child in 3rd grade loves Mr. Wiley while my neighbors kid adores Mr. Bearnstein. Great community school!
—Submitted by a parent


Posted January 10, 2008

I have two children in Phelan Elementary, one in 5th grade and one in 2nd. I love this school and so do they! The teachers I would recomend are Mrs. Blevins- 1st grade, she is the most gentle, caring and giving teacher I have ever known. Ms. B. Taylor is excellent for 2nd, Ms. Chrismon is loved by everyone for her dramatic flair for living history, Ms. Martell for 4th because she is very patient, and the entire 5th grade staff!(Especially Ms. Kershen, and Mr. Charland). I feel my children have been very well educated at this school, and their grades and test scores are proof of that. One suggestion I might have for the district is to stop interdistrict transfer students as we are getting crowded up here...
—Submitted by a parent


Posted October 25, 2007

This is an excellent school. Mrs. Herrera, Mrs. Chrisman, Mr. Bearenstien, and Mrs. Taylor are all superb teachers who will leave students with a long lasting joy for learning and an unforgettable grade school experience. The principal Mrs. Stuart is an outstanding administrator, and is on campus actively working with the teachers and students to make the school an even better place to recieve an education.
—Submitted by a parent


Posted November 1, 2006

I think this is a very poor school. In my experience, some of the teachers just don't care.
—Submitted by a parent


Posted February 1, 2006

Sadly, Dr. Holman, the principal is leaving next year. Don't know what will happen to the school from there.
—Submitted by a parent


Posted January 11, 2006

I love this school. I have 2 children who has graduated from phelan elementary and 2 still attending, the academic programs have taken a level all by themselves with the wonderfull help from all teachers and of course ryan hollman. The standards have done nothing but get better since he came aboard and transformed this orginal overflow elementary school to one that is doing wonderfull with state standards.I would suggest that as parents if you become more involved with the teachers and school you would see a complete different side to those who stand aside.The teachers do above and beyond what they are paid to do,i believe that this school is the most healthy stable and positive enviroment school that you can have your child attend and know they are getting the best. Thankyou to all staff at phelan elementary.
—Submitted by a parent


Posted January 1, 2006

There is much support from the principle, teachers, staff, and volunteers. Open for ideas and volunteer services. Principle knows every child's first name and who's parent they belong. Info reports monthly. Small town atmosphere.
—Submitted by a parent


Posted July 11, 2005

My child got a whole grade level behind at this school, the teachers pay special attenting to the non-english speaking students and the english speaking students are getting behind. My child is now having to repeat the second grade in her new school because she stuggled the whole year to catch up, mainly on her reading. It is really sad that some of our schools are doing this to our kids.
—Submitted by a parent


Posted July 8, 2003

I have 2 children currently attending Phelan Elementary and I have 1 child that has graduated from Phelan Elementary. All 3 of my children have benefited from attending this school. Each in their own way of course. My child that has graduated has many learning disabilities that have been treated successfully and he not only is learning now, but he likes school. My two children still attending look forward to school and all the great things that the Principal, Ryan Holman, has done for the school. If there is anything to complain about, it must be that the principal and the teachers are too involved with their students and don't have a life of their own. If there is a problem, it is usually handled in 24 if possible and usually before the end of the day. There is great communication between the principal and the parents and also between the principal and the teachers, who in turn communicate with the parents. I can not say enough great things about this school. I love it and my children love it. So it really is a 'Great School' :`)


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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

740

Change from
2012 to 2013

+6

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

3 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

740

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

+6

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

2 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

3 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

86 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
40%

2011

 
 
32%

2010

 
 
37%
Math

The state average for Math was 65% in 2013.

86 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
62%

2011

 
 
38%

2010

 
 
50%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

92 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
20%

2011

 
 
28%

2010

 
 
23%
Math

The state average for Math was 66% in 2013.

92 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
33%

2011

 
 
66%

2010

 
 
48%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

78 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
41%

2011

 
 
46%

2010

 
 
45%
Math

The state average for Math was 72% in 2013.

80 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
45%

2011

 
 
54%

2010

 
 
54%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

87 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
46%

2011

 
 
49%

2010

 
 
58%
Math

The state average for Math was 65% in 2013.

87 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
64%

2011

 
 
80%

2010

 
 
88%
Science

The state average for Science was 57% in 2013.

87 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
58%

2011

 
 
62%

2010

 
 
54%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students26%
Females35%
Males18%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino14%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged21%
Not economically disadvantaged40%
Students with disabilityn/a
Students with no reported disability26%
English learner15%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state34%

Math

All Students45%
Females54%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged39%
Not economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability46%
English learner30%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state48%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students22%
Females26%
Males16%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino21%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)24%
Economically disadvantaged22%
Not economically disadvantaged23%
Students with disabilityn/a
Students with no reported disability24%
English learner28%
Fluent-English proficient and English only20%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate8%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state19%

Math

All Students54%
Females63%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)56%
Economically disadvantaged51%
Not economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability57%
English learner60%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate55%
Parent education - high school graduate46%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state52%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students41%
Females39%
Males43%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)51%
Economically disadvantaged35%
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability41%
English learner27%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate41%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state40%

Math

All Students54%
Females59%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)60%
Economically disadvantaged51%
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability55%
English learner45%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate49%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state70%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students57%
Females57%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged60%
Not economically disadvantaged48%
Students with disabilityn/a
Students with no reported disability57%
English learner55%
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate49%
Parent education - some college (includes AA degree)75%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state62%

Math

All Students73%
Females79%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged72%
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability73%
English learner70%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate78%
Parent education - some college (includes AA degree)75%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state62%

Science

All Students61%
Females60%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)63%
Economically disadvantaged63%
Not economically disadvantaged55%
Students with disabilityn/a
Students with no reported disability61%
English learner50%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)70%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state46%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 48%
White 36%
American Indian/Alaska Native 1%
Asian 1%
Black 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 75%N/AN/A
English language learners 29%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Instructional aide(s)/coach(es)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

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Special education / special needs

Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs

Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
  • Garden/Greenhouse
Clubs
  • Gardening

Arts & music

School facilities
  • Music room
  • Performance stage
Music
  • Band
  • Choir / Chorus
Clubs
  • Sewing/knitting club

Language learning

Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Languages supported by ESL/ELL programs
  • Spanish
Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
School facilities
  • Access to sports fields
  • Garden/Greenhouse
  • Multi-purpose room ("cafegymatorium")
Clubs
  • Gardening

Gifted & talented

Extra learning resources offered
  • Acceleration
School leaders can update this information here.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School start time
  • 8:05 am
School end time
  • 2:50 am
School Leader's name
  • Allan Miller
Best ways for parents to contact the school
  • Email
  • Phone
Age at which early childhood or Pre-K program begins
  • 4 years old
Gender
  • Coed
Is there an application process?
  • Yes
Fax number
  • (760) 868-1044

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Direct instruction
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • None
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Foreign languages taught
  • None
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Languages supported by ESL/ELL programs
  • Spanish

Resources

Staff resources available to students
  • Instructional aide(s)/coach(es)
Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Acceleration
  • Counseling
  • Mentoring
  • Remediation
  • Title I Schoolwide program (SWP)
Transportation options
  • Optional paid transportation
School facilities
  • Access to sports fields
  • Audiovisual aids
  • Auditorium
  • Cafeteria
  • Computer lab
  • Garden/Greenhouse
  • Internet access
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Music room
  • Performance stage
  • Playground
Partnerships with local resources and organizations
School leaders can update this information here.

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Sports

Boys sports
  • Basketball
  • Flag football
  • Soccer
Girls sports
  • Basketball
  • Flag football
  • Soccer

Arts & music

Music
  • Band
  • Choir / Chorus
Performing arts
  • None
Media arts
  • None

Student clubs

Clubs (distinct from courses)
  • Gardening
  • Sewing/knitting club
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Join PTO/PTA
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Paid Parent Liaison
  • Present special topics during curricular units
  • Serve on school improvement team or governance council
  • Tutor
  • Volunteer in the classroom
  • Volunteer time after school
More from this school
  • For nearly a century, Phelan Elementary School has had a proud tradition of educating students in our community. Although we have come a long way from the one room school house of yester year, the same culture of pride and professionalism still exists when it comes to teaching children today. Our teachers and staff are passionate about what they do and always put students first. Children who attend our school not only get a quality education, but learn valuable social skills as well.
School leaders can update this information here.

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Planning ahead

Students typically attend these schools after graduating
Pinon Mesa Middle School
Notice an inaccuracy? Let us know!

4167 Phelan Road
Phelan, CA 92371
Website: Click here
Phone: (760) 868-3252

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