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GreatSchools Rating

Bishop Elementary School

Public | K-5 | 650 students

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 5 ratings
2011:
No new ratings

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27 reviews of this school


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Posted May 15, 2013

We left this school after 2010/2011, taking both children out. Should have left sooner. Most of the teachers were very good, some were truly amazing, dedicated, loving, nurturing, and so on: all you would want for your child. The PTO had some very dedicated parents who go out of their way to build a community, volunteer supervision during recess and lunch, etc. However, the principal at the time was awful. Having coffee meetings with parents does not equate to managing the school to be a safe environment were children can learn without fear of being attacked on the playground. When I complained that my 3rd grader was assaulted by a boy who tried to choke her, his response was that I should take pity the child because his life is not easy. My very bright and active 1st grader cried every day because she was afraid to go to school and wanted to stay in at recess. I understand that the school has a new principal this year, and cannot comment on how the school has changed. However, it is still over-full, under-supervised, and has very limited after-school care options. If your child is bully-proof and would thrive in any environment, I would still look for better options.
—Submitted by a parent


Posted December 11, 2012

We have been pleasantly surprised with our kids' experience at Bishop. The low API scores gave us serious pause when considering it, but after speaking with other parents, we decided to give it a try. The teaching staff ir remarkable and quite dedicated. Both of our kids have advanced to higher reading levels than their current grades and are able to visit other classes for more challenging material. Both have adjusted well and enjoy going to school each morning. I would strongly recommend that any parent considering the school attend one of the open houses or PTO meetings to learn more. If you are actively involved in your child's education, s/he will probably do quite well here.
—Submitted by a parent


Posted October 17, 2012

Very impressed with the teachers here. The atmosphere is one of a caring and dedicated staff and that to be is one of the most important factors in the success of the students and therefore the school.
—Submitted by a parent


Posted October 7, 2012

I have two children attending Bishop Elementary. We are so pleased with the education our children are receiving. Bishop has an amazing teaching staff. My children have had the most wonderful and dedicated teachers who truly care for my kids, communicate well with families, and work to challenge every student in their class. To really get to know Bishop, talk to parents who actually have a child at the school, come visit, and get involved in the PTO.
—Submitted by a parent


Posted August 14, 2012

We were very hesitant to send our son to Bishop for kindergarten last fall (2011), but we are so happy we did. After meeting with the principal and attending open house I was excited about the school. I'm so glad I formed my own opinion rather than only going off what I read and heard from people who really didn't have first hand knowledge about Bishop. His education is off to a great start thanks to a wonderful teacher, staff and school community. He's excited to start 1st grade! My best advice, form your own opinion! Be involved with your childs school.
—Submitted by a parent


Posted January 17, 2012

I love this school. I totally disagree with the comment about the principal/child not being challenged. The principal is very involved and approachable. He hosts a monthly coffee hour for the parents just to chat and give parents a change to ask questions, etc. My daughter is only English speaking and she is absolutely thriving at Bishop. She is challenged, only in the 1st grade but at a 2nd grade reading level, loves school, has lots of friends, etc. The teachers are also fantastic!! Bishop has more Nationally Board Certified teachers than any other in the district. They got a new playground this year and computer lab. All of the 2nd and 1st graders have ipads for learning, google volunteers to come in to do a robotics lab with the older students....so many great programs, even in this economy. Don't worry about the test scores, they are consistently going up each year and if you know how to read scores correctly there is nothing to worry about, it's not about the final score. Love, love Bishop!!!
—Submitted by a parent


Posted October 13, 2010

My child goes here and only speaks English. I found my child to be ignored and neglected socially, academically, and emotionally with the mindset that he already knows the English language. I have over heard that the Principal goes on his phone and text teachers during school hours. I have never seen the Principal around the school he is not really involved. This school did not meet my expectations.
—Submitted by a parent


Posted August 19, 2010

My son is entering 3rd grade and has language processing disorder - global. It is a type of learning disability which gives him significant challenges across all areas at school. I meet with his pediatrician every trimester, I volunteer in the classroom, I support the teacher at home, I am involved at the school level thru the PTO, and I check-in with his resource specialist and tutor regularly both in person and thru emails. After 2 years of intervention services led by Ms. Swantje Agape, I must say that Bishop s resource specialty staff, teachers, principal, and staff are TOP NOTCH. They are respectful, patient and caring to my son, his siblings, and our family. I can't imagine my son being educated anywhere else. Parental involvement is so important - whether your child struggles educationally as mine does - or is performing well at school as his brother does. Be involved regardless.
—Submitted by a parent


Posted August 18, 2010

I read some of the comments here and was really worried about staring our kindergartener. I met with the principal in April and felt much more reassured. He spent over an hour answering our questions. We just met with the teacher this week in a welcome meeting and are SO excited about the new year. I know everyone has different experiences, but before you react to any of the comments here, take some time to visit the school first. I'm certainly glad we did.
—Submitted by a parent


Posted June 16, 2010

If you suspect your child has a learning disability GET HIM/HER OUTTA THERE! After 6 miserable years (K-5) of failing due to "laziness" with requests for testing on perpetual back burners, we left the district. Testing commenced immediately in the new school. Results: several severe learning disabilities and significant emotional issues (some of which are certainly the outcome of being a "lazy failure" throughout childhood). From our experience, the teachers are predominantly in their first salaried teaching position (a few are seasoned vets). Most are competent, concerned, and welcome parent involvement; a little number have no business being teachers. But even the good ones are limited by the apathetic administration. One shining star at Bishop is the PTO--particularly a couple of families who go far above and beyond to bring joy and a sense of being accepted into the lives of kids who are otherwise stomped through the cracks.
—Submitted by a parent


Posted January 8, 2010

My daughter is now attending Kindergarten here. With so many great private schools in our area we debated for a long time about where to send her. I can tell you I'm extremely pleased with Bishop. They have fabulous teachers, a great office staff, and a really involved PTO. Yes, a majority of the kids come from low income homes, and are ESL. This doesn't mean that they aren't great kids. It's all about how much time you're willing to invest as a parent in making your child's education great. Get to know the teachers, get to know the kids, and be involved. The fact that Bishop encourages heavy parent participation is what makes this school shine in my opinion.
—Submitted by a parent


Posted November 2, 2009

I'm tired that this school always blames English Learners for the low performance. Many students speak more than one languaje, and basically just because of that they are consider English Learners. That's not fair. The Principal and the office staff performance is something to question, A new principal will be the beggining of a good change.
—Submitted by a parent


Posted September 20, 2009

I have two kids at this school. It is a great school. I agree to the previous post...get involved and you'll see results.
—Submitted by a parent


Posted March 30, 2009

My son is in 1st grade and I'll admit after reading some negative comments about Bishop I wasn't to thrilled about sending him there. I got involved with the PTO talked to his teachers everyday. I have to tell you Bishop is a great school my son is reading at a 3rd grade level top in his class for math. I couldn't be happier.I'll tell you something the school your child attends is what you want into be. Get involved see what's going on at your school. I'm proud to say I have a 5mo.old and looking forward to another 5yrs. at Bishop.
—Submitted by a parent


Posted March 24, 2009

My oldest is in Second grade, my youngest will start Kinder next fall, and only have positive things to say about Bishop! The principal and staff have been wonderful. The teachers truely love their students and do everything they can help them. My daughter is taught at her level, above her grade in some areas.
—Submitted by a parent


Posted March 24, 2009

I have two English only speakers at Bishop and I have nothing but postive comments regarding the staff. There is a large English learner population, but that has never hendered my children from being challenged or helped as needed. I am very impressed with how the staff works with the children at every level. I like the diversity and the acceptance of people from all walks of life.
—Submitted by a parent


Posted September 26, 2007

This school is not at all good regarding teaching level.They teach the preschool level things which our kids already have learnt.Other activities are good but they have to really improve their teaching levels and syllabus and the homework pattern.
—Submitted by a parent


Posted September 6, 2007

I would not send my child to this school.This school leaves children with higher or lower learning needs to the side of the road.Why should children have to wait for the rest of the class to catch up when they are ahead of the class already? Scores have dropped dramaticaly and continue to fall.How long before the State of California reconizes that this school is failing fast.
—Submitted by a parent


Posted August 28, 2007

In all honesty, the school is not up to par and having a child that tests above average this school is way below average and does not offer any challenge for him and so he suffers in learning so that the others can 'Catch Up' and that is not fair to those that don't need to 'Catch Up'. This school needs to be looked at more closely
—Submitted by a parent


Posted August 16, 2006

The school needs to do more in teacher training to assure parental involvement and student centered classrooms rather than athoritarian teacher centered setting. I am sure there are good teachers at Bishop, but after our experience, I hesitate to put my child through another traumatic year and take a chance on another teacher.
—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

780

Change from
2012 to 2013

-14

API Statewide Rank
(2012)

4 / 10

API Similar Schools Rank (2012)

6 / 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 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

780

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

-14

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 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
(2012)

4 / 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)

6 / 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.

127 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
65%

2011

 
 
50%

2010

 
 
46%
Math

The state average for Math was 65% in 2013.

127 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
64%

2011

 
 
51%

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.

91 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
37%

2011

 
 
36%

2010

 
 
34%
Math

The state average for Math was 66% in 2013.

92 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
78%

2011

 
 
66%

2010

 
 
63%
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.

84 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
52%

2011

 
 
51%

2010

 
 
40%
Math

The state average for Math was 72% in 2013.

84 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
63%

2011

 
 
58%

2010

 
 
52%
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.

89 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
49%

2011

 
 
38%

2010

 
 
40%
Math

The state average for Math was 65% in 2013.

89 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
47%

2011

 
 
41%

2010

 
 
38%
Science

The state average for Science was 57% in 2013.

89 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
46%

2011

 
 
41%

2010

 
 
34%
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 Students50%
Females60%
Males39%
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)73%
Economically disadvantaged42%
Non-economically disadvantaged73%
Students with disabilityn/a
Students with no reported disability50%
English learner44%
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate37%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)57%
Parent education - college graduate65%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students50%
Females52%
Males48%
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)64%
Economically disadvantaged45%
Non-economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability52%
English learner47%
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate44%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)35%
Parent education - college graduate65%
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 Students51%
Females48%
Males53%
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)n/a
Economically disadvantaged47%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability51%
English learner28%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate40%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)47%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students71%
Females67%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged70%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability71%
English learner59%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate69%
Parent education - high school graduate63%
Parent education - some college (includes AA degree)65%
Parent education - college graduate88%
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 Students52%
Females52%
Males52%
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)n/a
Economically disadvantaged43%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability51%
English learner17%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate39%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)60%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students60%
Females57%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged54%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability59%
English learner28%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)67%
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 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 Students38%
Females37%
Males40%
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)n/a
Economically disadvantaged33%
Non-economically disadvantaged64%
Students with disabilityn/a
Students with no reported disability40%
English learner12%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate28%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)39%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students53%
Females46%
Males63%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged49%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability56%
English learner24%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate45%
Parent education - high school graduate61%
Parent education - some college (includes AA degree)52%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students32%
Females24%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino29%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability33%
English learner12%
Fluent-English proficient and English only39%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate25%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)22%
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 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 State average
Hispanic 74% 51%
Asian 13% 11%
White 9% 27%
Black 2% 7%
Hawaiian Native/Pacific Islander 1% 1%
Two or more races 1% 3%
American Indian/Alaska Native 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 80%N/A54%
Source: NCES, 2010-2011

Teacher resources

Special staff resources available to students Dance teacher(s)
ELL/ESL Coordinator
Gardening teacher(s)
Librarian/media specialist(s)
Music teacher(s)
PE instructor(s)
School psychologist
Speech and language therapist(s)
Teacher aid/assistant teacher
Foreign languages spoken by school staff Chinese (Mandarin)
Japanese
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
  • Intensive - the school offers a full program for many needs and/or offers at least one very comprehensive program for very challenging needs such as autism or complete visual impairment
Extra learning resources offered
  • Differentiated learning programs
Staff resources available to students
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Gardening teacher(s)
School facilities
  • Computer lab
  • Garden/Greenhouse

Arts & music

Staff resources available to students
  • Dance teacher(s)
  • Music teacher(s)
School facilities
  • Performance stage

Language learning

Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs
Staff resources available to students
  • ELL/ESL Coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Chinese (Mandarin)
  • Japanese
  • Spanish

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Gardening teacher(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Access to sports fields
  • Garden/Greenhouse
School leaders can update this information here.

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School basics

School start time
  • 8:00 am
School end time
  • 2:15 pm
Before school or after school care / program onsite
  • Before school
  • After school
School Leader's name
  • Suzanne Cicala
Best ways for parents to contact the school
  • Phone
Gender
  • Coed
Is there an application process?
  • Yes
Fax number
  • (408) 522-8238

Programs

Level of special education programming offered
  • Intensive - the school offers a full program for many needs and/or offers at least one very comprehensive program for very challenging needs such as autism or complete visual impairment
Foreign languages taught
  • None
Level of ESL/ELL programming offered
  • Moderate - the school consistently offers a full program for particular ESL/ELL needs

Resources

Staff resources available to students
  • Dance teacher(s)
  • ELL/ESL Coordinator
  • Gardening teacher(s)
  • Librarian/media specialist(s)
  • Music teacher(s)
  • PE instructor(s)
  • School psychologist
  • Speech and language therapist(s)
  • Teacher aid/assistant teacher
Foreign languages spoken by staff
  • Chinese (Mandarin)
  • Japanese
  • Spanish
Extra learning resources offered
  • Counseling
  • Differentiated learning programs
  • Title I Schoolwide program (SWP)
Transportation options
  • None
School facilities
  • Access to sports fields
  • Auditorium
  • Cafeteria
  • Computer lab
  • Garden/Greenhouse
  • Internet access
  • Library
  • Performance stage
  • Playground
Partnerships with local resources and organizations
  • Playworks
  • Starting Arts
  • Rotary Club
  • GENERATIONS Community Wellness
  • Reach Potential Movement
School leaders can update this information here.

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Sports

Boys sports
  • Soccer
Girls sports
  • Soccer

Arts & music

Visual arts
  • None
Music
  • None
Performing arts
  • None
Media arts
  • None

Student clubs

Clubs (distinct from courses)
  • Kids Learning After School
  • Student council/government
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
  • Join PTO/PTA
  • Organize fundraising events (school auction, bake sales, etc.)
  • Serve on school improvement team or governance council
  • Volunteer in the classroom
School leaders can update this information here.
Notice an inaccuracy? Let us know!

450 North Sunnyvale Avenue
Sunnyvale, CA 94085
Website: Click here
Phone: (408) 522-8229

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