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GreatSchools Rating

John B. Riebli Elementary School

Charter | K-6 | 472 students

Our school is best known for rigorous academics and whole-child development.

 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 5 ratings
2013:
Based on 4 ratings
2012:
Based on 5 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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27 reviews of this school


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Posted September 4, 2014

Filthy classrooms w/ unhealthy practices, burned out teachers! We were excited for our son to start kindergarten at Riebli. A week in we were so disgusted w/ what we saw we had transfer him to another school. NOT ONCE were the children instructed/allowed to wash their hands before eating or after using the restroom, though a sink is in the room). The chairs/desks were filthy, sticky, and germy...even after an entire summer's opportunity to clean everything. The rug (where children sit many times per day) was gross. The teachers, though sweet in many ways, seem burned out and a little too excited to drop off the kids for snack and lunch (drop and run, regardless of whether a child needs something). When children ask questions--often ignored. Kids asked to retrieve their water bottles from the outside backpack shelf due to thirst, and they were simply ignored. They may have the water bottles on the outside shelf, but are not given access to them. Many parents do not want their kids sharing the germy, disease-spreading community faucet in the class....yuck. Do yourself a favor and look for yourself...volunteer in the class, look around, ask your kids. Our kids deserve better!
—Submitted by a parent


Posted June 16, 2014

The principal was not "sent down". Ms. Hansell has been an innovative and action-oriented principal. The school is in a stronger place today because of her vision and work with the staff. The garden program is amazing-- an outdoor classroom that brings together science, art and writing in an interactive way. The P.E./health and fitness program is evolving, and the students had both Zumba and a P.E. teacher last year. The sense of community is growing stronger and stronger each year. We have very active parent involvement/support in the classrooms, in school events and the PTA. Riebli is a great ft for our family. Figure out what makes a school a good fit for your child- and look far beyond this website...
—Submitted by a parent


Posted April 23, 2014

It is only slander, if untrue. She IS being sent down, as a direct result of parents, filing complaints.
—Submitted by a teacher


Posted April 23, 2014

I just found this site looking for a school in Windsor. My daughter was there for one semester, we were so disappointed. I don't care what the test scores say. She was bored, and the class was so far behind the Rincon Valley School, she had attended. That is the true litmus test. Compare apples to apples. We did. Great teachers in Rincon Valley, way behind at Riebli. My husband and myself moved her to a great school in Kenwood. Within days, she was back on track. Please do your research. One year in a poor school, is so hard to get back. I respect those who stick up for their friend/teacher there, but I really do not think they value education. NOT Zumba and vegetables! All other good schools have that AND a MUSIC teacher, a PE teacher, a SCIENCE teacher, and an ART teacher. If you are happy, with the hope your child wants to teach Zumba...good luck to you. They only have a class, because the do not have a PE teacher. Not an accolade, a criticism. Please visit Sequoia and then make a qualified decision about where your child will be best educated.
—Submitted by a parent


Posted April 11, 2014

Slandering a reputation without merit is reprehensible. Here is what I (and anyone paying attention) know to be true about our principal: She is dedicated, hard-working and challenged in unimaginable directions, every day. She works late into most evenings, attends every PTA meeting, board meeting, district meeting, school event, and even cheers kids on at basketball game. She often does so at the expense of her own family time. Anyone who doesn t notice these truths is ignorant to the fact that she's a single mother with a life of her own, yet she has tirelessly fought for the betterment of our school during her tenure. We have lost a few solid principals due to ineffective superintendent(s) that won t support their decisions, rendering them ineffective not by choice. Our principal, whom you rate poor, has continually extended her education (at her own financial expense) to be a leader who cares profoundly for the well-being of children, education, and the community at large. If this is an example of a poor principal, then I challenge you to find a better one. Great schools start with parents teaching by example, educating themselves on the facts. -Denise Olliffe
—Submitted by a parent


Posted February 17, 2014

The R.S.P. there, spent her time with my child, texting on her cell phone. It took repeated calls and visits to the principal, threatening further, to get it stopped. Still have not seen a single page of work, despite written requests. Riebli is the worst school for any Special Ed!
—Submitted by a parent


Posted September 26, 2013

Riebli is a amazing school! They have many extra curricular programs for the children. Like P.E., Garden time, and Zumba. They challenge the children to be there best and do there best academically, while making it fun to learn at a pace that's best for them. My son absolutely loves going to school everyday!
—Submitted by a parent


Posted August 18, 2013

My son has been going to Riebli for three years now. My daughter just started there this week. We are very happy with the school and feel that it is a true community.
—Submitted by a parent


Posted April 24, 2013

Riebli is a growing and getting stronger. The principal works so hard to make positive changes and move the school forward academically and as a community. Teachers definitely care about their students and work hard. The addition of the P.E. and garden programs have been fantastic and have brought a more dynamic way of learning to the school. I hope that now that Riebli has become a Charter school that they will be even more creative with their teaching approach as a whole school community- not just individual teachers. I have two children in the lower grades and am very happy with their teachers and overall education. Many parents are involved and the school welcomes volunteers readily. Of course there is always room for improvement and I think that the principal now is guiding the school in the right direction. The school has made huge positive strides this year!
—Submitted by a parent


Posted April 18, 2013

My child has attended this school since Kindergarten. Scholastically the teachers are amazing and are doing a wonderful job. I believe the educators are some of the best in the county. The current head adminstrator is a detrament to the school. My child is typically not problematic and has only been to the principals office twice in six years of attendance at the school. Those two experiences stem from this year and have been horrible. The principal has made contradictory statements with regard to what she has stated to my child versus what has been communcated to me about the interactions with my child. I am very upset at how she interacts with the children and can no longer recommend this as a wonderful place to send your children.
—Submitted by a parent


Posted November 4, 2012

had no complaints until Dr. Heller left. then the school fell to pieces, I had to pull my son out in the sixth grade cause one of the teachers lifted my son off the ground by the neck of his shirt in from of numerous witnesses and they wouldn't even switch him to another class or punish the teacher in any way. Instead they suspended my son for upsetting the teacher, that was his last day there. he had been there since K and I had to pull him in 6th he was unable to graduate with his friends, it was a horrible experience.
—Submitted by a parent


Posted October 15, 2012

Riebli now ranks a 7, API of 838, and the worst API subgroup scores in the district though it s the wealthiest school. Just shows the tailspin that occurred after Dr. Heller left. The school still feels like a rudderless ship and would probably benefit from a more experienced Principal/leader. We also liked Kindergarten. The upper grade teachers are good for the most part but a lot of the good teachers retired or left. But the education in the lower grades (1-3) was extremely disappointing. My children all struggled because English and Math concepts are poorly taught. Some teachers we ve had don t teach P.E., Science, or Social Studies. The last poster feels that the teachers adore her child. Not every parent feels that way. I volunteered a lot of hours in the classroom and every year observed only a handful of children that were adored by the teachers. I agree that the school climate is very snobby and cliquey. We also experienced issues with gossiping/excluding among the students and parents. I realized if they gossiped about other people behind their backs they were gossiping about my children and me behind my back. There are much better schools all around than Riebli.
—Submitted by a parent


Posted September 17, 2012

My daughter has been attending this school since 1st grade. She was below average when she started and has excelled greatly. She is always in love with her teachers. They adore her as well. Parent participation is very important to this school. So its pretty much has the similarities of a private school. The only reason i dont give it 5 stars, the stuck up patents/PTA. I have always been willing to help out. Ive had parents talk about me and gossip like a clique. I can tell you I know about a handful of parents in the school that have been welcoming. Its almost like I should just put my kid in an actual private school. But if your above all this, your child will be fine. As far as the bullying, I deal with that in my own way so it has never been any issue for my daughter. My younger daughter will be starting Kindergarden there next year. Otherwise, Great school!
—Submitted by a parent


Posted February 11, 2012

This School Is Great, Hands Down. I Graduated Last Yr. and I Have Some Of The Best Memories From There, It was Truly Sad To Leave:) To Be Honest, Dr. Heller Was The Best Principle.. Too Bad He Left and We Got Mr. Raines When I entered 3rd Grade. Now For A Few Of The Best Teachers There; Mrs. Aarhus, yes she left but she was my alltime fave., Mr. Crawford, he retired..me and my brother both had him, Mr. Angel, 3rd Grade, And Mrs. Hyde, So Sweet :), Also Mr. Detrick isnt bad. 1st And 6th Grade Were Such Fun Years For Me..They Also Have Great Field Tripsss(: In 4th Grade You Go to Coloma For 2nites, 3 days. Soo Much More<3 Overall, B e s t S c h o o l E v e r . :D


Posted January 1, 2012

Totally agree with last post. New Principal makes every excuse as to why she can't step up and lead. Kindergarten is great (including the K-teacher who is teaching 1st grade this year). 3rd thru 6th is fine as well. But if your kid goes thru 1st and 2nd here be prepared to pay for tutoring to catch them up. It was a rude awakening. Over last few years lots of kids left because the academics are so far behind other schools or because of bullying. Look at the test scores & stats. Very disappointing.
—Submitted by a parent


Posted December 16, 2011

My children have had a different principal in the four years that they ve attended this school. The leadership is an absolute joke. I was unimpressed with the Superintendent and disgusted by the Principal, both of whom are new. If your child has special needs, disabled, and an out of district student or if your child struggles, good luck getting support from this leadership. They will find a way to remove your child from the school. Instead of addressing the problem let s just get rid of it great model when dealing with children. The parents and teachers are the heart and soul of this school. I hope they can open their eyes to their leadership and demand changes. Reibli has recently made some great additions to their campus. The onsite Extended Child Care is really amazing. I can t say enough great things about their program and staff - 5 stars!
—Submitted by a parent


Posted October 13, 2010

It's a cool school. Kids love to learn ,parents get involved.
—Submitted by a parent


Posted May 20, 2010

We love this school, the teachers are great as are the principals, and the support staff. we also love the Extended Care program.
—Submitted by a parent


Posted January 25, 2010

My kid is a fourth grader there and has been there since Kindergarten, my other kid went through Mark West. If anything, both schools have consistently improved and when they've made mistakes, they have been quick to fix them.
—Submitted by a parent


Posted September 3, 2009

I have one child who graduated from Riebli & another in 5th grade. Regardless of the principal situation, the teachers are the heart of the school & I could not have asked for more caring, knowledgeable, & involved educators. My older son is now at a private school and the comparison between the Riebli teachers vs. the private school teachers is profound. The private school is very respected but the teachers cannot hold a candle to the professionalism, education, or the caring that the Riebli teachers put forth. These teachers work together, fight for what they know is best for the children, & will go over and beyond for each of their students. Both of my boys were lucky enough to start from kindergarten & go through at Riebli. I will greatly miss the school when my last boy graduates.
—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 2013.

This school's
API score

827

Change from
2012 to 2013

-9

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

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 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

827

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

-9

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)

6 / 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)

2 / 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.

93 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
76%

2011

 
 
56%

2010

 
 
68%
Math

The state average for Math was 65% in 2013.

93 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
71%

2011

 
 
70%

2010

 
 
77%
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.

48 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
44%

2011

 
 
54%

2010

 
 
43%
Math

The state average for Math was 66% in 2013.

48 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
72%

2011

 
 
70%

2010

 
 
68%
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.

74 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
82%

2011

 
 
70%

2010

 
 
81%
Math

The state average for Math was 72% in 2013.

74 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
74%

2011

 
 
72%

2010

 
 
76%
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.

64 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
67%

2011

 
 
86%

2010

 
 
74%
Math

The state average for Math was 65% in 2013.

64 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
61%

2011

 
 
73%

2010

 
 
78%
Science

The state average for Science was 57% in 2013.

65 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
67%

2011

 
 
81%

2010

 
 
72%
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.

42 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
71%

2011

 
 
76%

2010

 
 
72%
Math

The state average for Math was 55% in 2013.

42 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
66%

2011

 
 
70%

2010

 
 
72%
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 Students62%
Females62%
Males61%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged39%
Not economically disadvantaged66%
Students with disability9%
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)54%
Parent education - college graduate70%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Math

All Students69%
Females69%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged50%
Not economically disadvantaged73%
Students with disability27%
Students with no reported disability74%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)70%
Parent education - college graduate74%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a
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 Students44%
Females37%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)42%
Economically disadvantagedn/a
Not economically disadvantaged47%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)33%
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students63%
Females50%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantagedn/a
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability63%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)57%
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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 Students59%
Females61%
Males58%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged31%
Not economically disadvantaged66%
Students with disabilityn/a
Students with no reported disability61%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)62%
Parent education - college graduate65%
Parent education - graduate school/post graduate67%
Parent education - declined to staten/a

Math

All Students63%
Females64%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged38%
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability65%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)62%
Parent education - college graduate71%
Parent education - graduate school/post graduate73%
Parent education - declined to staten/a
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 Students75%
Females76%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)78%
Economically disadvantagedn/a
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)80%
Parent education - college graduate70%
Parent education - graduate school/post graduate91%
Parent education - declined to state71%

Math

All Students69%
Females66%
Males72%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantagedn/a
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)73%
Parent education - college graduate58%
Parent education - graduate school/post graduate91%
Parent education - declined to state73%

Science

All Students68%
Females52%
Males84%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantagedn/a
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)87%
Parent education - college graduate50%
Parent education - graduate school/post graduate91%
Parent education - declined to state67%
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 Students67%
Females83%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)68%
Economically disadvantagedn/a
Not economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate63%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students55%
Females67%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)52%
Economically disadvantagedn/a
Not economically disadvantaged58%
Students with disabilityn/a
Students with no reported disability56%
English learnern/a
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 graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate56%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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
White 70%
Hispanic 18%
Two or more races 7%
Asian 3%
American Indian/Alaska Native 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 22%N/AN/A
English language learners 10%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 Computer specialist(s)
Cooking/Nutrition teacher(s)
Dance teacher(s)
Gardening teacher(s)
Gifted specialist(s)
Instructional aide(s)/coach(es)
Librarian/media specialist(s)
Music teacher(s)
PE instructor(s)
Nurse(s)
Reading specialist(s)
Robotics/Technology specialist(s)
School psychologist
Speech and language therapist(s)
Foreign languages spoken by school staff American sign language
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
Specialized programs for specific types of special education students
  • Specific learning disabilities
  • Speech and language impairments
Extra learning resources offered
  • Differentiated learning programs
Staff resources available to students
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Engineering
  • Mathematics
  • Science
  • Technology
Staff resources available to students
  • Computer specialist(s)
  • Gardening teacher(s)
  • Robotics/Technology specialist(s)
School facilities
  • Computer lab
  • Garden/Greenhouse
  • Science lab
Clubs
  • Math club
  • Robotics club
  • Science club

Arts & music

Specific academic themes or areas of focus
  • Arts (all)
  • Music
Staff resources available to students
  • Dance teacher(s)
  • Music teacher(s)
School facilities
  • Art room
  • Music room
  • Performance stage
Visual arts
  • Ceramics
  • Drawing / sketching
  • Painting
  • Sculpture
Music
  • Choir / Chorus
  • Instrumental music lessons
Performing and written arts
  • Dance
Media arts
  • Computer animation

Language learning

Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • American sign language
  • Spanish

Health & athletics

Staff resources available to students
  • Cooking/Nutrition teacher(s)
  • Dance teacher(s)
  • Gardening teacher(s)
  • Instructional aide(s)/coach(es)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Access to sports fields
  • Garden/Greenhouse
  • Kitchen
  • Multi-purpose room ("cafegymatorium")
Clubs
  • Cooking club

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
Extra learning resources offered
  • Acceleration
Staff resources available to students
  • Gifted specialist(s)
School leaders can update this information here.

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School basics

School start time
  • 8:20 am
School end time
  • 2:45 am
Before school or after school care / program onsite
  • Before school: starts at 7:00 a.m.
School Leader's name
  • Frances Hansell
Best ways for parents to contact the school
  • Phone
Gender
  • Coed
Special schedule
  • Block scheduling
Is there an application process?
  • Yes
Fax number
  • (707) 524-2986

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Core knowledge
  • Direct instruction
  • Gifted / high performing
  • Project-based
  • STEM
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • Arts (all)
  • Engineering
  • Environmental
  • Mathematics
  • Music
  • Science
  • Service learning
  • Technology
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
Specialized programs for specific types of special education students
  • Specific learning disabilities
  • Speech and language impairments
Foreign languages taught
  • None
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • Computer specialist(s)
  • Cooking/Nutrition teacher(s)
  • Dance teacher(s)
  • Gardening teacher(s)
  • Gifted specialist(s)
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • Reading specialist(s)
  • Robotics/Technology specialist(s)
  • School psychologist
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • American sign language
  • Spanish
Extra learning resources offered
  • Acceleration
  • Counseling
  • Differentiated learning programs
  • Mentoring
  • Remediation
Transportation options
  • None
School facilities
  • Access to sports fields
  • Art room
  • Audiovisual aids
  • Auditorium
  • Computer lab
  • Garden/Greenhouse
  • Internet access
  • Kitchen
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Music room
  • Performance stage
  • Playground
  • Science lab
Partnerships with local resources and organizations
School leaders can update this information here.

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by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Golf
Girls sports
  • Basketball
  • Golf
  • Volleyball

Arts & music

Visual arts
  • Ceramics
  • Drawing / sketching
  • Painting
  • Sculpture
Music
  • Choir / Chorus
  • Instrumental music lessons
Performing arts
  • Dance
Media arts
  • Computer animation

Student clubs

Clubs (distinct from courses)
  • Chess club
  • Community service
  • Cooking club
  • Math club
  • Robotics club
  • Science club
  • Student council/government
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Neither uniforms nor 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
  • Monitor the playground
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Serve on school improvement team or governance council
  • Volunteer in the classroom
  • Volunteer time after school
More from this school
  • Riebli Rocks the 3-R's! We place relationships, relevance and rigor as our three prioritites. We follow the BEST (Building Effective Schools Together) school-wide discipline program. The focus is on Safety, respect and responsibility.
School leaders can update this information here.

Apply

 

This school accepts applications on a

rolling basis

 
Apply now
 

What are your chances?


9 out of 10students were accepted for the 2012-2013 school year.


Students accepted for the 2012-2013 school year
100
Applications received for the 2012-2013 school year
110

Planning ahead

Students typically attend these schools after graduating
Mark West Charter School
Rincin Valley Middle School
Notice an inaccuracy? Let us know!

315 Mark West Springs Road
Santa Rosa, CA 95404
Website: Click here
Phone: (707) 524-2980

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