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GreatSchools Rating

Washington Elementary School

Public | K-5 | 402 students

Last modified
Community Rating

4 stars


Teacher quality

Principal leadership

Parent involvement

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16 reviews of this school


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Posted December 27, 2008

I have two grandsons currently enrolled in Washington. Both teachers have been extremely helpful in giving my boys the best education possible. They, along with the ELD teacher, are making sure the boys progress as much as possible for their skill level. Thank you to Ms. Shaw, Ms. Sans and the ELD instructors.
—Submitted by a parent


Posted July 27, 2008

My son just completed Kindergarten at Washington. As an educator, I fully understand the pressures and realities confronted by low performing public schools and was anxious about our decision to send our son to Washington. He ended up having a really wonderful year--he adored his teacher and always looked forward to going to school, excelled academically, and really felt comfortable in the school community and close to his diverse group of peers. I am part of a growing active parent group at the school and have enjoyed being part of a group of parents so committed to improving the school for all. We have a great new principal who is pushing the school in good directions and I believe that the school is getting better and better each year.
—Submitted by a parent


Posted September 15, 2007

Up until the first day of school, my husband and I were questioning our decision to send our daughter to Washington or to try and transfer to another school. Our concerns dissipated immediately. She had a truly talented and caring kindergarten teacher who worked well with the wide variety of students in her class. By the end of kindergarten, our daughter had a solid foundation for reading and was doing subtraction and some abstract math concepts. Her first grade teacher this year is amazing! With over 25 years of experience, she has created a calm yet enriching learning environment for kids. This year the school has before and after care for kids which is helping working families and is offering Spanish classes four days a week! The school is also adopting an environmental theme that the teachers and the students are excited about. Bottom line, we're glad we stayed.
—Submitted by Morgan Mack-Rose, a parent


Posted June 9, 2007

Overall our experience at Washington was great. The teachers are very open with parents and readily available for parent/teacher conferences. The academic programs are some what limited in that they do not flourish with tons of extra curricular tutorials; however, they do provide many multi-cultural activities, art classes, and school performances that keep the kids active and stimulated. The parent involvement was great. There were a core group of parents spending quality time for the school each step of the way and other parents volunteering for other services. Washington has a family-like atmosphere and if we had to do it again my daughter, who is graduating from the 5th and attended since the 1st would go again. Note: the student/teacher ration is high therefore, reiterating school work and extra homework was necessary. Again, great teachers!
—Submitted by James, a parent


Posted May 10, 2007

My son's experience at Washington Elementary School has been very positive. Mrs Perlman's class jumped right into thing's from the start and in a short time there was already a noticeable improvement in my son's writing,reading and mathematical abilities. He really surprised me when he was doing subtraction problems by Christmas, He expresses his newly found knowledge proudly with self confidence which I directly attribute to Mrs. Perlman's teaching style. She really has been a big player in his development of high self esteem. The overall faculty of the school really seem like they care about the students and it shows when you see them interact. One thing that really stands out are the billboards for each class, where the students work is displayed. That really helps the students feel proud of their individual accomplishments. I think Washington School is successfully building a strong scholastic foundation for their students.
—Submitted by Brent Sacrey, a parent


Posted April 24, 2007

My son is a Kindergartener at Washington Elementary. I am happy with the overall school enviroment. I was not sure upon entering, but after the first week I was content and have been since even more satisfied with my sons education and school community. I am impressed by the teacher and her ability to find time to do alot of one on one work with the students. She is always willing to listen and give and take input on how to help my son comprehend something he may be struggling with. I also like the fact that she uses artistic means of teaching to the class, being all five and six year olds this has proved to be a very effective way of keeping their interest and attention.
—Submitted by Elizabeth, a parent


Posted January 13, 2007

My son is in Kindergarten at Washington Elementary. We love that it is a small, neighborhood school that represents our diverse community. The teachers are wonderful, and it is so great to be able to walk to your local school. I only wish more families would check it out for themselves, rather than transferring to other schools or going private before giving Washington a chance.
—Submitted by Whitney Walker, a parent


Posted April 25, 2006

Washington Elementary School in San Leandro is a small school with wonderful staff. The teachers are great and really care about the children. It schows.
—Submitted by a parent


Posted February 3, 2006

Washington Elementary school is a wonderful school with great caring teachers. Although it took some time, our new 2005-2006 PTA President Alicia Sierra has set the ground work to make the meetings quicker, more effeceient, and more fun to attend. The PTA is evolving into an indispensible resource to Washington Elementary School. It could be even better with more parent involvment. I am sure next year will be even greater.
—Submitted by a parent


Posted January 25, 2006

We transferred from a private school to Washington when our daughter entered third grade. (The private school was one that runs from preschool through second.) We're happy that we did so. The small school size, the friendly families,the diversity, the dedication of the teaching staff and the principal are all gratifying. No, this is not Head Royce, but my feeling is I want my kids to live in a world of diversity of all kinds, not only among families just like ours. The payoff is knowing we are participating in, battering our neighborhood school. It's a great feeling! Transfering out or staying private would have felt like an abandonment of our own neighborhood and friends. I look around and see so much talent and energy in our area, so many kinds of families. Our local elementary school should reflect our neighborhood! Think how great Washington can be with *everyone* here!
—Submitted by Patricia Bidar, a parent


Posted July 27, 2005

My Son atteneded esculita Cri-cri at Washington and it was a wonderful experience for him. Maestra Martinez is amazing. The class was mainly in Spanish.
—Submitted by a parent


Posted May 16, 2005

With regards to Washington's 1st grade program and teachers At the beginning of the year my child's teacher held a meeting for parents to informed them that her goal was to teach every child in her class to read by the end of the school year. Parent/family participation was encouraged and every resource was utilized to meet that goal. The teachers understood this was the year children would be setting a foundation for the education that would follow and reading was that foundation. My child's teacher often spent her own time and money to meet that goal. She made you feel like your child was special to her and nothing was more important to her than helping your child learn. It's such a relief to find a teacher that believed in what she was doing and really loved her work.
—Submitted by Maria Salas-Ontiveros, a parent


Posted March 30, 2005

I'm just considering this school because we moved to San Leandro a year ago and we have a 2 year old son. It seems to me that there is a lot of parents wanting to get involved, but I am not sure the school is ready to accept help. The PTA seems to be struggling.
—Submitted by a parent


Posted March 24, 2005

My child currently is enrolled in the Cri cri class for Spanish speaking preschool children. I like the idea that it is 3 times a week and it ends at noon. It is more set up as a parent coop teaching environment. The idea is that parents/caretakers take turns helping the teacher facilitate activities for the children once a week. However, not all parents contribute which leaves the teacher on some days without sufficent help which tends to beat the purpose. Overall, the program is a great stepping stone for introducing and preparing toddlers into kindergarten.
—Submitted by a parent


Posted November 22, 2004

Washington has good teachers, diverse staff and students with a bilingual program. The bilingual program is strong, althgough the school is suffering from state takeover issues for not raising test scores for English language learners as a subcategory. As a result, they are going to be forced to implement unpopular reforms, standardized curriculum , officially excluding science and social studies. Many teachers are upset and parents too. The principal is new, and probably trying to tow the line, to save her job and show improvements, becuase as you may now, if you test drill everyday and focus on certain things you can raise test scores, but the students are not always better off. The yard and site itself is large and underused. with 400 or so kids, its small in numbers but large in sq. feet, with two parks and a huge grass field.
—Submitted by a teacher


Posted January 20, 2004

Washington Elementary is a wonderfully exciting school. The teachers make you feel at home. Not a day goes by that I don't see a teachers face with a smile or a hello even if they don't know you. You could be walking down the halls and teachers will be waving to parents and children they don't know. The school is very calm, not rowdy at all. There is a lot of teacher, prncipal, parent involvement when it comes to a child at this school. My daughter had a speech problem and learning disability before she attended this school. I was worried that I would have a lot of problems with the school telling me she was a special child or that something was extremely wrong with her. The school on their own called a conference with the principal, speech therapist, psychologist, myself and her own teacher. They address to me that something definately was wrong with her speech, but that was all. They asured me everything else was okay with her and that all she needed was alittle help in speech. One year and a half later, my daughter (now in first grade)has learned how to read and her speech has improved dramatically. I'm very happy that all the teachers took time out to help everyday in helping her to improve. The patience, hard work, involvement and faith that this school has in the children is unbelieveable.I'm very happy and I'm glad I made a good decision in picking this school out for my child.
—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.

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 2012.

This school's
API score

752

Change from
2011 to 2012

-11

API Statewide Rank
(2011)

3 / 10

API Similar Schools Rank (2011)

2 / 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 did not meet its schoolwide API target for 2012.
  • 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 2012

This school's
API score

752

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
2011 to 2012

-11

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. 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
(2011)

3 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

2 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

82 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
51%

2010

 
 
22%

2009

 
 
27%
Math

The state average for Math was 64% in 2012.

82 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
56%

2010

 
 
42%

2009

 
 
51%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

56 students were tested at this school in 2012.

2012

 
 
31%

2011

 
 
26%

2010

 
 
25%

2009

 
 
12%
Math

The state average for Math was 69% in 2012.

56 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
43%

2010

 
 
31%

2009

 
 
28%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

54 students were tested at this school in 2012.

2012

 
 
54%

2011

 
 
54%

2010

 
 
44%

2009

 
 
59%
Math

The state average for Math was 71% in 2012.

54 students were tested at this school in 2012.

2012

 
 
53%

2011

 
 
53%

2010

 
 
57%

2009

 
 
67%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

54 students were tested at this school in 2012.

2012

 
 
43%

2011

 
 
43%

2010

 
 
47%

2009

 
 
41%
Math

The state average for Math was 65% in 2012.

55 students were tested at this school in 2012.

2012

 
 
40%

2011

 
 
51%

2010

 
 
59%

2009

 
 
46%
Science

The state average for Science was 60% in 2012.

54 students were tested at this school in 2012.

2012

 
 
48%

2011

 
 
34%

2010

 
 
38%

2009

 
 
29%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students39%
Females51%
Males24%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Non-economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability42%
English learner30%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate8%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)40%
Parent education - college graduate73%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students39%
Females47%
Males30%
African American17%
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged31%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability40%
English learner41%
Fluent-English proficient and English only37%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate42%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)36%
Parent education - college graduate40%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students31%
Females33%
Males28%
African American36%
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged14%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability29%
English learner0%
Fluent-English proficient and English only41%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate5%
Parent education - some college (includes AA degree)44%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students53%
Females52%
Males55%
African American64%
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged45%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability53%
English learner20%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate26%
Parent education - some college (includes AA degree)72%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students54%
Females50%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged41%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability55%
English learner38%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)47%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students53%
Females50%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged41%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability55%
English learner29%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)53%
Parent education - college graduate71%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students43%
Females64%
Males28%
African American36%
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged36%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability40%
English learner0%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate53%
Parent education - some college (includes AA degree)47%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students40%
Females35%
Males44%
African American42%
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged40%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability38%
English learner38%
Fluent-English proficient and English only40%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate33%
Parent education - some college (includes AA degree)31%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students48%
Females50%
Males47%
African American36%
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability47%
English learner23%
Fluent-English proficient and English only56%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)33%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
Hispanic or Latino 58% 49%
African American 15% 7%
White 10% 28%
Multiple or No Response 9% 3%
Asian 5% 8%
Filipino 2% 3%
Pacific Islander 1% 1%
American Indian or Alaska Native 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 151%N/A24%
Students eligible for free or reduced-price lunch program 263%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 87% 85%
All other non-English languages 3% 1%
Cantonese 3% 2%
Filipino (Pilipino or Tagalog) 2% 1%
Vietnamese 2% 2%
Khmer (Cambodian) 1% 0%
Russian 1% 0%
Samoan 1% 0%
Serbo-Croatian (Bosnian, Croatian, Serbian) 1% 0%
Tongan 1% 0%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 7N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 100%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

Special education / special needs

Specialized programs for specific types of special education students
  • Speech and language impairments

Arts & music

Music
  • Choir / Chorus

Language learning

Bi-lingual or language immersion programs offered
  • Spanish
School leaders can update this information here.

School basics

School start time
  • 4:20
Before school or after school care / program onsite
  • After school
School Leader's name
  • Tracey Lantz
Fax number
  • (510) 895-4112

Programs

Bi-lingual or language immersion programs offered

Don't understand these terms?
  • Spanish
Specialized programs for specific types of special education students
  • Speech and language impairments

Resources

Transportation provided for students by the school / district
  • None
School leaders can update this information here.

Arts & music

Music
  • Choir / Chorus
School leaders can update this information here.

School culture

Parent involvement
  • Parent in the lower grades volunteer their time in the classroom. the parents of english leaners attend monthly elac meetings. parents are encouraged to join pta and or dad's club. a vital role for parents at school is to coordinate fundraising, and field trips and cultural assemblies. our school is seeking braoder partnerships with local business and community associations.
More from this school
  • Welcome to Washington School. “Community” is a word that comes to mind when students, parents and staff think about our school. We are a caring community of learners, who are dedicated to the academic, social and emotional growth of our students. We serve a diverse student body with both a mainstream and a Spanish bilingual program of instruction. The SAIT (School Assistance and Intervention Team) Program,allowed us to survey our current practices to develop a plan of action to meet the specific needs of each student. Our goal is to support students in reaching high academic standards, without ever losing sight of the particular needs of each developing child. We truly believe in the greatness of each child and strive to live out this motto each day.
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Students typically attend these schools after graduating
Bancroft Middle School
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250 Dutton Avenue
San Leandro, CA 94577
Website: Click here
Phone: (510) 618-4360

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