P.S. 085 Great Expectations
- 2400 MARION AVENUE, Bronx
- Grades K-5
- Sara Medina, Principal
- 718-584-5275
- ps85bronx.org
About
P.S. 085 Great Expectations serves students in grades K-5 in the Bronx. The school has an enrollment of 635 students, which is above the citywide median for schools. A high percentage of students, 96.0%, are eligible for free or reduced-price lunch, which is above the 75th percentile citywide. Additionally, 29.0% of students are English Language Learners, also above the 75th percentile. In Grade 3-8 state tests, 43.0% of students demonstrated proficiency in ELA and 44.0% in Math, both above the 25th percentile but below the citywide median. The school maintains a 0.0% suspension rate. In the 2025-26 DOE School Survey, parents reported high satisfaction, with 97.0% stating they are satisfied with their child's education and 97.0% feeling their child is safe. Parents also reported strong communication, with 94.0% saying school staff regularly communicate about learning. The school offers both general education Kindergarten and Pre-K programs, as well as Spanish Dual Language programs for Pre-K and Kindergarten. The school's instruction and performance received a "Fair" rating, while relationships with families were rated "Good".
Sources (5)
- NYC DOE Location Code Generating and Management System (LCGMS) · 2026-27 (export of 2026-08-22)
- NYC DOE School Quality Reports and Snapshot, 2024-25 · 2024-25
- New York State Education Department School Report Card · 2024-25
- NYC School Survey (parent and student responses) · 2025-26
- MySchools admissions directory, 2025-26 cycle · 2025-26 admissions cycle
Academics
State test proficiency rates and acceleration.
ELA proficiency
43%
Math proficiency
44%
Proficiency rates are from the Grade 3–8 NYS state test (school-level).
Attendance rate
96%
Avg class size (general ed)
19.65
Avg class size (ICT)
20.2
Average class size by classroom setting: general education vs. ICT (Integrated Co-Teaching, where general- and special-education students learn together with two teachers). NYC DOE Class Size Report, 2021–22.
Community & climate
Demographics, attendance, school survey results, and DOE quality ratings.
Quality signals
DOE quality-rating labels are skewed across the system; read them relative to the citywide distribution in our methodology.
NYC School Survey, 2025-26
Parent survey · overall positive
94%61% response rate
Teacher survey · overall positive
79%73% response rate
Survey topics, 2025-26
Safety78%city 93%
- Teachers · My students are safe…outside around this school. [Elementary only].63%
- Teachers · My students are safe…traveling between home and this school. [Elementary only].58%
- Teachers · My students are safe…in the hallways, bathrooms, locker rooms, and cafeteria of this school. [Elementary only].92%
- Teachers · My students are safe…in my class(es). [Elementary only].100%
Each question’s favorable response rate; the topic score (78%) is their average, vs 93% citywide.
Bullying prevention50%city 65%
- Teachers · At this school students harass, bully, or intimidate other students.50%
Each question’s favorable response rate; the topic score (50%) is their average, vs 65% citywide.
Emotional support76%city 84%
- Teachers · How many adults at this school…help students develop the skills they need to complete challenging coursework despite obstacles?77%
- Teachers · How many adults at this school…tell their students they believe they can achieve high academic standards?86%
- Teachers · How many adults at this school…teach students how to advocate for themselves?74%
- Teachers · How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities?76%
- Teachers · How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations?67%
Each question’s favorable response rate; the topic score (76%) is their average, vs 84% citywide.
Academic expectations90%city 89%
- Teachers · In this school, the staff believes that all students can learn, including Multilingual Learners/English language learners (MLs/ELLs), Emergent Multilingual Learners (EMLLs), and students with disabilities.96%
- Teachers · This school has well-defined learning expectations for all students.90%
- Teachers · How many students in your classes…have to work hard to do well?83%
Each question’s favorable response rate; the topic score (90%) is their average, vs 89% citywide.
College & career guidance88%city 90%
- Teachers · It’s a priority at this school that adults…provide students with opportunities to learn about different career paths. [Elementary/Middle Only].88%
Each question’s favorable response rate; the topic score (88%) is their average, vs 90% citywide.
Family outreach93%city 95%
- Teachers · At this school…teachers understand families' challenges and concerns.92%
- Teachers · At this school…teachers work closely with families to meet students' needs.92%
- Teachers · At this school…staff regularly communicate with families about how they can help students learn.90%
- Teachers · At this school…school staff value families' race, ethnicity, culture, family structure, and background.92%
- Parents · School staff regularly communicate with me about how I can help my child learn.94%
- Parents · Teachers work closely with me to meet my child's needs.94%
- Parents · My child's school communicates with me in a language that I can understand.97%
- Parents · I am greeted warmly when I contact or visit the school.95%
- Parents · My child's school will make me aware if there are any concerns about my child’s social or emotional well-being.96%
- Parents · If I suspect my child needs additional learning supports and services, I know the next steps to get support at my school.92%
Each question’s favorable response rate; the topic score (93%) is their average, vs 95% citywide.
Parent–teacher trust96%city 96%
- Parents · I feel respected by my child's teachers.97%
- Parents · Staff at this school work hard to build trusting relationships with parents/guardians like me.96%
- Parents · My child's teachers treat me as a partner in educating my child.96%
Each question’s favorable response rate; the topic score (96%) is their average, vs 96% citywide.
Show all survey topicsShow fewer
Instruction and Performance
IEP Service Satisfaction95%city 91%
- Parents · I am satisfied with the educational planning and Individualized Education Program (IEP) development process at this school. [Families of students with IEPs].95%
- Parents · At this school, my child receives what they need to achieve their Individualized Education Program (IEP) goal(s). [Families of students with IEPs].97%
- Parents · This school offers a wide enough variety of activities and services (including specialized programs, related services and assistive and adaptive technologies where appropriate) to help improve outcomes for my child. [Families of students with IEPs].94%
Each question’s favorable response rate; the topic score (95%) is their average, vs 91% citywide.
Family Satisfaction with Child's Education94%city 94%
- Parents · My child is progressing in reading the way I would expect.89%
- Parents · My child is progressing in math the way I would expect.93%
- Parents · My child's school helps me understand what grade-level schoolwork looks like.94%
- Parents · How satisfied are you with the following? The education my child has received this year.97%
- Parents · How satisfied are you with the following? The overall quality of my child's teachers this year.98%
Each question’s favorable response rate; the topic score (94%) is their average, vs 94% citywide.
Cultural Awareness and Inclusive Classroom Instruction91%city 92%
- Teachers · I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.94%
- Teachers · I am able to...appropriately modify instructional activities and materials to meet the developmental needs and learning interests of all my students.94%
- Teachers · I am able to...ensure instruction represents multiple perspectives, cultures, and backgrounds.96%
- Teachers · I am able to…ensure instruction represents multiple races and ethnicities.98%
- Teachers · I am able to…ensure instruction represents multiple genders, gender identities and expressions and sexual orientations.90%
- Teachers · I am able to...design instruction that is responsive to students’ needs (e.g. Multilingual Learners/English language learners (MLs/ELLs) or Emergent Multilingual Learners (EMLLs) proficiency and students with disabilities).92%
- Teachers · I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress.98%
- Teachers · I am able to...develop appropriate Individualized Education Programs for my students with disabilities.92%
- Teachers · I am able to...monitor progress on Individualized Education Program goals for my students with disabilities.94%
- Teachers · I am able to...distinguish linguistic/cultural differences from learning difficulties.98%
- Teachers · I have conversations about race and racism at my school that help me examine my own beliefs around identity.57%
Each question’s favorable response rate; the topic score (91%) is their average, vs 92% citywide.
Strong Core Instruction83%city 92%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [Social Studies].63%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks, using scaffolding where appropriate. [Social Studies].71%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Social Studies].63%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Social Studies].75%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Social Studies].63%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [Science].80%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks, using scaffolding where appropriate. [Science].80%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Science].80%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Science].80%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…creating coherent progressions within the standards from previous grades to current grade to build onto previous learning. [Science].80%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…reading and writing experiences grounded in evidence from text, both literary and informational. [ELA].92%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks, using scaffolding where appropriate. [ELA].96%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [ELA].88%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [ELA].88%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [ELA].92%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to interact with complex grade-level text and tasks, using scaffolding where appropriate. [Math].100%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage with texts and tasks reflective of their diverse racial, cultural, and linguistic perspective. [Math].95%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…students to engage in meaningful discussion that critically examines topics that connect to the daily lives of students. [Math].89%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to include multiple opportunities for…focusing deeply on the concepts emphasized in the standards to help students build strong foundations for learning. [Math].100%
Each question’s favorable response rate; the topic score (83%) is their average, vs 92% citywide.
Early Childhood Instruction78%city 94%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to…meet the needs of the children in my classroom. [Early childhood].75%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to…develop and facilitate intentional learning experiences grounded in the developmentally appropriate practices and play-based learning experiences emphasized in New York State Prekindergarten Learning Standards (NYSPLS) and/or Head Start Early Learning Outcomes Framework (ELOF). [Early childhood].75%
- Teachers · In planning my last instructional unit, I had the resources and tools I needed to…help children engage with books and materials, or in other learning activities reflective of their diverse racial, cultural, and linguistic perspective. [Early childhood].83%
Each question’s favorable response rate; the topic score (78%) is their average, vs 94% citywide.
Quality of Student Discussion68%city 68%
- Teachers · How many students in your classes…build on each other’s ideas during class discussions?63%
- Teachers · How many students in your classes…use data or text references to support their ideas?65%
- Teachers · How many students in your classes…show that they respect each other’s ideas?77%
- Teachers · How many students in your classes…provide constructive feedback to their peers/teachers?56%
- Teachers · How many students in your classes…participate in class discussions at some point?79%
Each question’s favorable response rate; the topic score (68%) is their average, vs 68% citywide.
Classroom Behavior64%city 68%
- Teachers · How many students in your classes…listen carefully when the teacher gives directions?65%
- Teachers · How many students in your classes…follow the rules in class?71%
- Teachers · How many students in your classes…respond to challenging questions in class?51%
- Teachers · How many students in your classes…do their work when they are supposed to?69%
Each question’s favorable response rate; the topic score (64%) is their average, vs 68% citywide.
Safety and School Climate
Inclusive Leadership96%city 96%
- Parents · The principal/school leader at this school…puts decisions made with families into action.96%
- Parents · The principal/school leader at this school…works to create a sense of community in the school.97%
- Parents · The principal/school leader at this school…ensures families are comfortable communicating with the school.97%
- Parents · Language translation and interpretation are readily available to me at all family events at my child’s school.95%
Each question’s favorable response rate; the topic score (96%) is their average, vs 96% citywide.
Inclusive Learning Environment91%city 96%
- Teachers · At this school, students with disabilities are included in all school activities.94%
- Teachers · This school educates students with disabilities in the least restrictive environment appropriate.79%
- Teachers · School staff treat students of different genders, gender identities and expressions and sexual orientations equally.98%
- Teachers · School staff treat students of different races, cultures, or backgrounds equally.94%
Each question’s favorable response rate; the topic score (91%) is their average, vs 96% citywide.
Innovation and Collective Responsibility88%city 81%
- Teachers · How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?85%
- Teachers · How many teachers at this school…are actively trying to improve their teaching?92%
- Teachers · How many teachers at this school…take responsibility for improving the school?89%
- Teachers · How many teachers at this school…are eager to try new ideas?83%
- Teachers · How many teachers at this school…feel responsible that all students learn?91%
Each question’s favorable response rate; the topic score (88%) is their average, vs 81% citywide.
Peer Collaboration86%city 88%
- Teachers · At this school…the principal/program leader, teachers, and staff collaborate to make this school run effectively.81%
- Teachers · At this school…teachers design instructional programs (e.g. lessons, units) together.92%
- Teachers · At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels.86%
Each question’s favorable response rate; the topic score (86%) is their average, vs 88% citywide.
Quality of Professional Development85%city 85%
- Teachers · Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.79%
- Teachers · Overall, my professional development experiences this year have...Included opportunities to engage in inquiry-based, professional collaboration with peers and/or mentors from other schools.87%
- Teachers · Overall, my professional development experiences this year have...directly related to my students’ needs.90%
Each question’s favorable response rate; the topic score (85%) is their average, vs 85% citywide.
Conflict Resolution83%city 90%
- Teachers · Conflicts are resolved fairly in my school.73%
- Parents · Conflicts are resolved fairly at my child’s school. [Grades K-5].93%
Each question’s favorable response rate; the topic score (83%) is their average, vs 90% citywide.
Instructional Leadership81%city 89%
- Teachers · The principal/program leader at this school...makes clear to the staff their expectations for meeting instructional goals.87%
- Teachers · The principal/program leader at this school...understands how children learn.67%
- Teachers · The principal/program leader at this school...sets high standards for student learning.92%
- Teachers · The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.73%
- Teachers · The principal/assistant principal(s) at this school…carefully tracks student academic progress.90%
- Teachers · The principal/assistant principal(s) at this school…knows what’s going on in my classes.75%
- Teachers · The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.83%
- Teachers · The principal/school leader at this school...participates in instructional planning with teams of teachers.83%
Each question’s favorable response rate; the topic score (81%) is their average, vs 89% citywide.
Teacher-Teacher Trust79%city 88%
- Teachers · Teachers in this school trust each other.73%
- Teachers · It's OK in this school to discuss feelings, worries, and frustrations with other teachers.71%
- Teachers · I feel respected by other teachers at this school.92%
Each question’s favorable response rate; the topic score (79%) is their average, vs 88% citywide.
Program Coherence77%city 85%
- Teachers · At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.80%
- Teachers · At this school…once we start a new program, we follow up to make sure that it’s working.73%
- Teachers · At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.79%
Each question’s favorable response rate; the topic score (77%) is their average, vs 85% citywide.
School Commitment68%city 85%
- Teachers · I usually look forward to each working day at this school.79%
- Teachers · I would recommend this school to parents/guardians seeking a place for their child.69%
- Teachers · I would recommend this school to other teachers as a place to work.55%
Each question’s favorable response rate; the topic score (68%) is their average, vs 85% citywide.
Teacher-Principal Trust66%city 86%
- Teachers · I feel respected by the principal/program leader at this school.75%
- Teachers · The principal/program leader at this school is an effective manager who makes the school run smoothly.67%
- Teachers · The principal/program leader has confidence in the expertise of the teachers at this school.63%
- Teachers · I trust the principal/program leader at their word (to do what they say that they will do).63%
- Teachers · The principal/program leader looks out for the personal welfare of the staff members.56%
- Teachers · The principal/program leader places the needs of children ahead of personal interests.69%
- Teachers · The principal and assistant principals function as a cohesive unit.67%
Each question’s favorable response rate; the topic score (66%) is their average, vs 86% citywide.
Teacher Influence55%city 68%
- Teachers · At this school…the principal/program leader encourages feedback through regular meetings with families and teacher leaders.81%
- Teachers · How much influence do teachers have over school policy in...hiring new professional personnel?37%
- Teachers · How much influence do teachers have over school policy in...planning how discretionary school funds should be used?40%
- Teachers · How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?51%
- Teachers · How much influence do teachers have over school policy in...setting standards for student behavior?67%
Each question’s favorable response rate; the topic score (55%) is their average, vs 68% citywide.
Relationships with Families
Building Families' Capacity as their Child's Primary Teacher100%city 96%
- Parents · My child’s teachers give me helpful ideas about how I can support my child’s learning and development. [Birth-5].100%
- Parents · My child’s teachers let me know that I can make a difference in my child’s learning. [Birth-5].100%
Each question’s favorable response rate; the topic score (100%) is their average, vs 96% citywide.
Strong Relationships97%city 97%
- Parents · I feel good about the way that my child’s teachers helped my child adjust to their program. [Birth-5].97%
Each question’s favorable response rate; the topic score (97%) is their average, vs 97% citywide.
Parent-Principal Trust95%city 96%
- Parents · I feel respected by my child's principal/school leader.95%
- Parents · I trust the principal/school leader at their word (to do what they say that they will do).95%
- Parents · The principal/school leader is an effective manager who makes the school run smoothly.96%
Each question’s favorable response rate; the topic score (95%) is their average, vs 96% citywide.
Parent Involvement in School93%city 92%
- Parents · Since the beginning of the school year, how often have you…communicated with your child's teachers about your child's performance?96%
- Parents · Since the beginning of the school year, how often have you…seen your child’s projects, artwork, homework, tests, or quizzes?94%
- Parents · I know how to contact the Parent Coordinator at my child’s school.83%
- Parents · During the school year, have you...attended a school meeting, school event, or parent-teacher conference (virtually or in-person)?93%
- Parents · My child’s teachers incorporate my feedback into how they support my child. [Birth-5].97%
Each question’s favorable response rate; the topic score (93%) is their average, vs 92% citywide.
Building Families' Capacity as their Child's Primary Advocate87%city 87%
- Parents · Someone at my child's program has helped me consider which schools or programs would be best for my child for next school/program year. [Birth-5].87%
Each question’s favorable response rate; the topic score (87%) is their average, vs 87% citywide.
School Description
School Facilities and Services85%city 88%
- Teachers · This school is kept clean.75%
- Teachers · This school is kept in good physical condition.79%
- Teachers · Physical repairs to the school building are completed in a timely manner.67%
- Parents · This school is kept clean.97%
- Parents · This school is kept in good physical condition.95%
- Parents · My child's school provides me information about transportation options (e.g. Metrocard and busing).85%
- Parents · I am satisfied with my child’s school bus transportation service this year.89%
- Parents · I am satisfied with the meal options provided at my child’s school.89%
Each question’s favorable response rate; the topic score (85%) is their average, vs 88% citywide.
Overall positive % is averaged across every Pos/Neg survey question per respondent group (school year 2025-2026). Survey topics are the DOE’s framework measures (each the average favorable response across its questions; expand a topic to see them and the citywide average); the dimension scores themselves are no longer in the public data file.[3]
Operational health
Attendance
96%
Chronic absenteeism
32%
Suspension rate
0%
Teachers[7]
Teachers with 4+ years' experience
58%
Students per teacher
10:1
Teaching out of certification
8%
Teacher experience and certification from the NYSED School Report Card (2024–25); students per teacher = enrollment ÷ reported teachers. Fewer than 4 years counts as inexperienced.
Student body
Race / ethnicity[4]
- Black 28%
- Hispanic 69%
- Multiracial 1%
School-level totals; may not sum to 100% due to rounding and small subgroup suppression.
Gender[4]
- Female 49%
- Male 51%
Female / male shares as published by the DOE; other gender identities aren’t reported in the source data.
Enrollment
635
Economic Need Index
—
Free / reduced lunch
96%
English learners
29%
Students with IEPs
23%
Admissions
2 programs. Each has its own admissions method, and each track within a program has its own seats, demand, and priority order.
Kindergarten (10X085)
Program code 10X085KG · Cycle 2024-2025
53 applicants · 75 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 75 | 53 | — |
↳ Students who live in the zone and have a sibling at the school. | 5 | 5 | 1.00 |
↳ Other students who live in the zone. | 25 | 25 | 1.00 |
↳ Students who live in the district and have a sibling at the school. | — | — | — |
↳ Students who live outside the district and have a sibling at the school. | — | — | — |
↳ Students who live in the district who are currently enrolled at the school for pre-K. | — | — | — |
↳ Students who live outside the district who are currently enrolled at the school for pre-K. | — | — | — |
↳ Other students who live in the district. | — | — | — |
↳ Other students who live outside the district. | — | — | — |
Last year’s published figures. Schools make more offers than seats because not everyone enrolls, so offers can exceed seats. Counts under 10 are suppressed (shown as “<10”).
Kindergarten Spanish Dual Language (10X085)
Program code 10X085SP · Cycle 2024-2025
27 applicants · 25 seats last year.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 25 | 27 | — |
↳ Students who live in the zone and have a sibling at the school. | — | — | — |
↳ Other students who live in the zone. | — | — | — |
↳ Students who live in the district and have a sibling at the school. | — | — | — |
↳ Students who live outside the district and have a sibling at the school. | — | — | — |
↳ Students who live in the district who are currently enrolled at the school for pre-K. | — | — | — |
↳ Students who live outside the district who are currently enrolled at the school for pre-K. | — | — | — |
↳ Other students who live in the district. | — | — | — |
↳ Other students who live outside the district. | — | — | — |
Last year’s published figures. Schools make more offers than seats because not everyone enrolls, so offers can exceed seats. Counts under 10 are suppressed (shown as “<10”).
How to read Applications / seat and where the outlook buckets come from is explained in our methodology.
Spending
Total spend
$26.1MStudents: 665
85th percentile citywide
School-managed budget
$15.8MPositions: 116
89th percentile citywide
Total spend per student
$39,254
75th percentile citywide · city median $33,357
Staffing costs
Principal’s salary
$198K
39th percentile citywide
Principal and assistant principals
$664KPositions: 4
78th percentile citywide
Teaching staff
$7.8MPositions: 65
85th percentile citywide
Where the school-managed budget goes
These five categories add up to the school-managed budget. They do not include the centrally-paid costs in total spend.
Leadership4$166K$664K
- ASST HEAD OF SCHOOL2$161K$322K
- HEAD OF SCHOOL1$198K$198K
- INTERIM ACTING - ASST. PRINCIPAL1$145K$145K
Teachers65$119K$7.8M
- 4 / WHOLE CLASS6$125K$749K
- 2 / WHOLE CLASS6$114K$681K
- K / WHOLE CLASS4$134K$537K
- 3 / WHOLE CLASS4$119K$478K
- Pre K / WHOLE CLASS3$156K$469K
- 5 / WHOLE CLASS4$111K$444K
- ESL / WHOLE CLASS4$97K$387K
- 1 / WHOLE CLASS3$125K$375K
- 3 / ICT - General Ed Teacher3$107K$322K
- 4 / ICT - General Ed Teacher3$107K$322K
- 1 / ICT - General Ed Teacher2$132K$263K
- COMPUTER / SUBJECT SPECIFIC1$156K$156K
- MUSIC / WHOLE CLASS1$156K$156K
- Pre K / ICT - General Ed Teacher1$156K$156K
- Pre K / ICT - Special Ed Teacher1$156K$156K
- READING/LITERACY / PUSH IN/PULL OUT1$156K$156K
- 4 / ICT - Special Ed Teacher1$152K$152K
- LEARNING SPECIALIST / WHOLE CLASS1$151K$151K
- ENRICHMENT / WHOLE CLASS1$148K$148K
- COMPUTER / WHOLE CLASS1$139K$139K
- READING/LITERACY / ICT - Special Ed Teacher1$122K$122K
- 1 / ICT - Special Ed Teacher1$119K$119K
- 3 / ICT - Special Ed Teacher2$56K$111K
- 1 / SELF-CONTAINED SP ED1$107K$107K
- 2 / ICT - Special Ed Teacher1$107K$107K
- 3 / SELF-CONTAINED SP ED1$107K$107K
- 5 / ICT - General Ed Teacher1$107K$107K
- 5 / SELF-CONTAINED SP ED1$107K$107K
- K / ICT - General Ed Teacher1$107K$107K
- K / ICT - Special Ed Teacher1$107K$107K
- 2 / ICT - General Ed Teacher1$100K$100K
- PHYSICAL EDUCATION / WHOLE CLASS1$95K$95K
- EARLY INTERVENTION / WHOLE CLASS0—$60K
- 5 / ICT - Special Ed Teacher1$11K$11K
Support staff45$89K$4.0M
- School Aides and Other Support Staff1$673K$673K
- IEP-HEALTH11$49K$534K
- SPEECH / PUSH IN/PULL OUT4$123K$491K
- PRE-K5$78K$388K
- School Social Workers Mandated Services3$127K$382K
- School Psychologist Mandated Services2$120K$241K
- CLASSROOM - Special Ed6$36K$217K
- SETSS / PULL-OUT -all students2$107K$214K
- OCCUPATIONAL THERAPY / PUSH IN/PULL OUT2$102K$205K
- Guidance Counselor2$66K$132K
- School Social Worker1$120K$120K
- DC 37 Para More Than 20 Hrs0—$103K
- PHYSICAL THERAPY / PUSH IN/PULL OUT1$92K$92K
- School Secretary1$91K$91K
- Attendance0—$36K
- PARENT COORDINATOR1$33K$33K
- Sub Assigned - School Secretary2$12K$24K
- IEP-CRISIS MANAGEMENT(CIT)1$19K$19K
- OUTREACH0—$2,886
Programs and extra time$1.9M
- AFTER/BEFORE SCHOOL STUDENT PROGRAMS$487K
- Absence Coverage2$214K$428K
- People Working Partial Year$422K
- IEP-HEALTH$380K
- SUMMER STUDENT PROGRAMS$116K
- Not Available$34K
Supplies and services$1.5M
- Supplies - General$571K
- Curriculum & Staff Development Contracts$204K
- Educational Software$158K
- Non-Contractual Services$149K
- Educational Consultants$112K
- Furniture Object 300$98K
- Equipment - General$77K
- Data Processing Repair - Contractual$31K
- Maintenance Gen Repairs & Operation Infrastructure$30K
- Summer Non-Professional 016$16K
- Building Permit Fees$15K
- Set Aside for Class Size Reduction$14K
- School Funded Copier$8,448
- Library Books$3,969
- Transportation of Staff - Non-Contract$2,000
- Professional Services Other$1,136
Location & commute
Where the school is and how to get there.