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GreatSchools Rating

Susan La Vorgna Elementary School

Public | K-5

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 4 ratings
2012:
Based on 3 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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21 reviews of this school


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Posted March 9, 2014

LOVE this school!!! The teachers, principal and staff are all caring and nice. Every morning and afternoon the principal is out greeting everyone with her beautiful big smile. The kids all look happy and our son has had nothing but positive experiences with his teacher. Mrs. Peterson's 3rd grade brings fun back to the classroom!! She offers interactive projects, field trips and holiday fun. Parking lot loop is insane, but it's the parents that don't follow the rules. Extra kudos for the crossing guards that go above and beyond to protect our children :)
—Submitted by a parent


Posted February 14, 2014

the office staff/attendance clerk is extremely rude. The office staff could be more professional. Office staff lacks cultural sensitivity with kids regarding special medical needs.
—Submitted by a parent


Posted August 7, 2013

Horrible office staff. They do not acknowledge you when you walk in the office. Refused to let my 1st grader see the campus (we just transferred from Missouri and she's new and anxious as any 6 year old would be). Office staff doesn't check email and lost our enrollment forms. We were told no we cannot meet our teacher before school starts and that we could meet her weeks after school starts at back to school night. Also very unpleased with the kindergarten offered. You get no preference of morning or afternoon and if you do get afternoon your child has modified Wednesdays which means they will barely be in school.
—Submitted by a parent


Posted August 3, 2013

The school has gone down hill in the past few years. I had a friend that sent her children here and LOVED everything about the school. Mine went here for a year and it was a LONG year. No one was help but only rude when my son kept getting in trouble which he had NEVER not once got into trouble at his previous school. His previous school he had been going there for three years no incidents at all then he went here and kept getting into trouble nothing violent but it was not handled right. They were both taken out as soon as the school year was over. OH, and both my boys are doing great and my son that kept getting in trouble hasn't had one thing happen at his new school.
—Submitted by a parent


Posted June 16, 2013

My husband and I love this school. Both my boys had wonderful teachers that always kept in touch. My first grader had an awesome teacher that had them doing challenging work up until the day before school ended. Homework was a lot but well worth it. Coming from Texas and Kansas, I've never seen so many parent volunteer opportunities. I frequently saw parents stuffing envelopes, copy/cut paper, and setting up fundraisers or celebrations. I never had any issues with the admin staff. The front desk ladies were ready to help my kids and I whenever we needed it. I was always greeted with a friendly hi and how are you from the principal and staff. I love the fact that they don't let just anybody in when classes begin. If they don t recognize you they will ID you. In order to volunteer you must complete a background check. I agree with one of the parent reviews that there are plenty of opportunities that allow your child to shine. Every Friday there are rewards for reading, running, and behavior. This is a great school!
—Submitted by a parent


Posted March 17, 2013

My daughter attended this school for her first year and had several issues with the teachers. There were two teachers on alternating days, both missed quite a bit so there were substitutes, mainly one was there, so the count was up to three teachers. This was not what any child needed for the first year of school. The instability, along with the differences in teaching styles was a big problem. One teacher felt my child was constantly misbehaving yet the other could not believe the complaints about her. I absolutely hated the fact that we were not allowed to drop our children off past the gate at first. Once we finally were, we were not allowed near our children once the gates closed (which many times was as parents were just feet away trying to leave). I always felt so uneasy leaving my child there. Parent involvement was not so great or even welcomed. I felt the standards even for kindergarten were a joke. The office staff: RUDE! From the receptionist to the nurse to the principal. I will say that the PTA is the saving grace for this school. The parents who ran that were great at their job and very nice. I did wish more parents got involved.
—Submitted by a parent


Posted September 5, 2012

There are parents that have lower standards than others. Fortunate for my children ( not kid as refered to previous review) I dont love a school I simply like or dislike accordingly. Standards should be set high and not lowered because maybe staff and administration are having bad days. Completely unacceptable. Our standards for our children are high. Therefore, this school gets one star.


Posted August 1, 2012

I loved the school and teachers. my child had so much fun and learned so much my child came out of kinder reading at a 2nd grade level. I did hear from people about the bad teachers and office staff but I never had any problems. This is a GREAT SCHOOL, and GREAT TEACHERS!! I will be sending my child to that school again this year. it also helped that my child is a good kid and knows how to stay out of trouble and make friends with all kids boys and girls....
—Submitted by a parent


Posted May 1, 2012

I whole heartedly agree. The office staff lacks professionalism and I get an attitue EVERYTIME I step in the office. Even fory sons birthday I was scolded for bringing pencils for his classmates. I love my sons teacher now but as far as communication goes, if your not into gossip don't expect to be acknowledged. They need to rehire office staff.
—Submitted by a parent


Posted April 23, 2011

our oldest son loves it. we think it's great. but we were surprised at the level of difficulty in today's kindergarten. we are sending our younger son to a preschool in order to get him ready for kindergarten. it's called French Valley K-prep Preschool and the teacher id a former elementary school teacher who follows the tvusd standards to get kids ready for school. susan la vorgna is great but even kindergarten kids are expected to be able to read and write.
—Submitted by a parent


Posted September 20, 2010

Do yourself a favor and send your kids to another school. This school is horrible, and is classified as a Title 1 school. My daughter attended this school before it fell apart. I will NOT send my son to this school and recommend you do some research on what Title 1 means.
—Submitted by a parent


Posted May 13, 2010

Overall I am satisfied with the school and it's teaching staff. My son is in Kindergarten and has a great and committed teacher. I will agree with a previous review that the administrative staff are far from friendly or outgoing. Neither the principal, V.P or front office staff make the parents feel remotely warm or welcome. I am also more than disappointed with the way the principal has handled a bullying issue I have had with my son. She is far from communicative and it seems very hands-off when dealing with this very serious issue. We are looking to change schools in part because we want to retain our son and I have found a school that meets our families needs, but I'm not sure how happy I would be knowing he was still going to a school where the principal seemed less than concerned for his safety in the classroom.
—Submitted by a parent


Posted September 5, 2009

My kids like going to this school and have liked their teachers, however, do not expect to be acknowledged by the front office staff as well as the vice principal and principal.
—Submitted by a parent


Posted June 14, 2009

I have three kids that went to this school and im very happy with the education that they all received!
—Submitted by a parent


Posted July 14, 2008

My son had a wonderful experience at this school. His teacher was careful to give every child and parent their equal time. The principal offers opportunities for EVERY child to shine. Children are rewarded not only for their achievements in academics, but are awarded for accomplishments in behavior, character, miles walked and pride awards. A very positive tone to the school. It was really refreshing to have teachers that want to be with the children.
—Submitted by a parent


Posted September 26, 2007

The teachers and principal at this school is wonderful! This is our second year here and there is so much that the school has to offer. The PTA is great with promoting many of the activities that are happening - movie night, fundraising, etc. We moved from Escondido and the difference, education wise, is so much more rewarding!
—Submitted by a parent


Posted August 2, 2007

This is the third elementary school we have been in in 5 years, and by far the best of the three. Awesome principal, caring wonderful teachers and more programs after school & for the family each year. GO Lions!
—Submitted by a parent


Posted May 1, 2007

I came here from Escondido and even as far as Texas and find this school superior to any I've ever seen. It's safe, the teachers and principals are wonderful, caring, and involved... it's even nicer (drive-through and decorating) than French Valley... however, that's just my opinion. :)
—Submitted by a parent


Posted November 9, 2006

Compared to other local schools, we are disappointed in this one. This school opened last year, so this is our family's second year here. We have three kids in this school, and we are only happy with one of their teachers. Communication seems to be a constant problem we've had. It seems there is a lack of school spirit, no family activities, and a general lack of enthusiasm. If things don't improve we may consider other schools next
—Submitted by a parent


Posted October 5, 2006

This is our first year at La Vorgna Elementary and the school's second year. I have been very impressed with the principal and my kids' teachers. They really care about the kids. Mrs. Hazlett really puts a lot of time and effort into matching kids with the right teachers. The academic programs seem to be well planned and appropriate. There aren't many extra curricular activities or arts courses. It's my understanding that these will be added over time. I've also seen a great deal of parent involvement. Those who want to be involved definitely have the opportunity - they just have to offer and teachers and PTA are happy to use them. Apparently PTA got off to a rocky start last year, but they seem to be doing better, and considering this is only their second year, they're doing very well. To the school's benefit, parent participation increased exponentially this year.
—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

872

Change from
2012 to 2013

-27

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

9 / 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 met all student subgroup API targets for 2013

This school's
API score

872

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

-27

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)

9 / 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)

9 / 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

 
 
69%

2012

 
 
77%

2011

 
 
68%

2010

 
 
61%
Math

The state average for Math was 65% in 2013.

127 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
80%

2011

 
 
64%

2010

 
 
57%
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.

111 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
59%

2011

 
 
53%

2010

 
 
60%
Math

The state average for Math was 66% in 2013.

111 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
78%

2011

 
 
63%

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.

94 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
88%

2011

 
 
90%

2010

 
 
89%
Math

The state average for Math was 72% in 2013.

94 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
86%

2011

 
 
88%

2010

 
 
89%
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.

99 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
92%

2011

 
 
89%

2010

 
 
82%
Math

The state average for Math was 65% in 2013.

98 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
87%

2011

 
 
76%

2010

 
 
81%
Science

The state average for Science was 57% in 2013.

99 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
85%

2011

 
 
82%

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

All Students69%
Females71%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged59%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability72%
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 graduate56%
Parent education - some college (includes AA degree)70%
Parent education - college graduate65%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

Math

All Students66%
Females63%
Males68%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino53%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged56%
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability68%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate61%
Parent education - some college (includes AA degree)64%
Parent education - college graduate65%
Parent education - graduate school/post graduate72%
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 Students60%
Females66%
Males55%
African Americann/a
Asiann/a
Filipino62%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged33%
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability62%
English learnern/a
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)46%
Parent education - college graduate68%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a

Math

All Students78%
Females70%
Males84%
African Americann/a
Asiann/a
Filipino77%
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged70%
Not economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduate62%
Parent education - some college (includes AA degree)77%
Parent education - college graduate85%
Parent education - graduate school/post graduate81%
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 Students84%
Females88%
Males80%
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)93%
Economically disadvantaged76%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)89%
Parent education - college graduate85%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students84%
Females85%
Males83%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged76%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)91%
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 Students79%
Females79%
Males80%
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)82%
Economically disadvantaged73%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only80%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate79%
Parent education - some college (includes AA degree)78%
Parent education - college graduate81%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students77%
Females72%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged62%
Not economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate64%
Parent education - some college (includes AA degree)69%
Parent education - college graduate86%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students67%
Females60%
Males73%
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)79%
Economically disadvantaged62%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability69%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented90%
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)73%
Parent education - college graduate69%
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 45%
Hispanic 33%
Two or more races 7%
Black 5%
Asian 3%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 26%N/AN/A
English language learners 5%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

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School basics

School Leader's name
  • Jennifer Hammerton
Fax number
  • (951) 294-6388

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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31777 Algarve Avenue
Winchester, CA 92596
Phone: (951) 294-6385

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