P.S. 176 Ovington
- 1225 69 STREET, Brooklyn
- Grades K-5
- ELIZABETH CULKIN, Principal
- 718-236-7755
- ps176.org
About
P.S. 176 Ovington is an elementary school in Brooklyn serving grades K-5 with an enrollment of 1058 students, which is well above the citywide median. The school demonstrates strong academic performance, with 70 percent of students achieving ELA proficiency, at the citywide 75th percentile, and 81 percent achieving math proficiency, well above the citywide 75th percentile. The school's Economic Need Index is 80 percent, near the citywide median, and 27 percent of students are English Language Learners, which is above the citywide 75th percentile. The percentage of students with an Individualized Education Program is 15 percent, below the citywide 25th percentile. The school maintains an excellent safety and school climate rating, supported by a 0 percent suspension rate. Parent survey results from 2025-2026 indicate high satisfaction, with 98 percent of responding parents reporting their child is safe and 96 percent satisfied with their child's education. Parents also report strong relationships, with 99 percent feeling respected by teachers and 98 percent greeted warmly. The school offers a standard Kindergarten program and a Kindergarten Spanish Dual Language program, both with zoned admissions.
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
- MySchools admissions directory, 2025-26 cycle · 2025-26 admissions cycle
- NYC School Survey (parent and student responses) · 2025-26
Academics
State test proficiency rates and acceleration.
ELA proficiency
70%
Math proficiency
81%
Proficiency rates are from the Grade 3–8 NYS state test (school-level).
Attendance rate
97%
Avg class size (general ed)
24.75
Avg class size (ICT)
24.58
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%95% response rate
Teacher survey · overall positive
92%88% response rate
Survey topics, 2025-26
Safety98%city 93%
- Teachers · My students are safe…outside around this school. [Elementary only].97%
- Teachers · My students are safe…traveling between home and this school. [Elementary only].97%
- Teachers · My students are safe…in the hallways, bathrooms, locker rooms, and cafeteria of this school. [Elementary only].97%
- Teachers · My students are safe…in my class(es). [Elementary only].99%
Each question’s favorable response rate; the topic score (98%) is their average, vs 93% citywide.
Bullying prevention68%city 65%
- Teachers · At this school students harass, bully, or intimidate other students.68%
Each question’s favorable response rate; the topic score (68%) is their average, vs 65% citywide.
Emotional support93%city 84%
- Teachers · How many adults at this school…help students develop the skills they need to complete challenging coursework despite obstacles?95%
- Teachers · How many adults at this school…tell their students they believe they can achieve high academic standards?97%
- Teachers · How many adults at this school…teach students how to advocate for themselves?97%
- Teachers · How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities?90%
- Teachers · How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations?85%
Each question’s favorable response rate; the topic score (93%) is their average, vs 84% citywide.
Academic expectations86%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.99%
- Teachers · This school has well-defined learning expectations for all students.97%
- Teachers · How many students in your classes…have to work hard to do well?63%
Each question’s favorable response rate; the topic score (86%) is their average, vs 89% citywide.
College & career guidance95%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].95%
Each question’s favorable response rate; the topic score (95%) is their average, vs 90% citywide.
Family outreach97%city 95%
- Teachers · At this school…teachers understand families' challenges and concerns.99%
- Teachers · At this school…teachers work closely with families to meet students' needs.99%
- Teachers · At this school…staff regularly communicate with families about how they can help students learn.99%
- Teachers · At this school…school staff value families' race, ethnicity, culture, family structure, and background.97%
- Parents · School staff regularly communicate with me about how I can help my child learn.95%
- Parents · Teachers work closely with me to meet my child's needs.96%
- 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.98%
- 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.91%
Each question’s favorable response rate; the topic score (97%) is their average, vs 95% citywide.
Parent–teacher trust98%city 96%
- Parents · I feel respected by my child's teachers.99%
- 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.98%
Each question’s favorable response rate; the topic score (98%) is their average, vs 96% citywide.
Show all survey topicsShow fewer
Instruction and Performance
Early Childhood Instruction100%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].100%
- 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].100%
- 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].100%
Each question’s favorable response rate; the topic score (100%) is their average, vs 94% citywide.
Strong Core Instruction98%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].100%
- 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].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. [Social Studies].100%
- 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].97%
- 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].97%
- 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].97%
- 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].97%
- 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].93%
- 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].97%
- 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].97%
- 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].98%
- 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].98%
- 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].98%
- 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].98%
- 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].98%
- 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].97%
- 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].94%
- 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].100%
- 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%
- 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. [English as a New Language (ENL)].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. [English as a New Language (ENL)].92%
- 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. [English as a New Language (ENL)].100%
- 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. [English as a New Language (ENL)].100%
Each question’s favorable response rate; the topic score (98%) is their average, vs 92% citywide.
Family Satisfaction with Child's Education94%city 94%
- Parents · My child is progressing in reading the way I would expect.92%
- 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.96%
- Parents · How satisfied are you with the following? The overall quality of my child's teachers this year.97%
Each question’s favorable response rate; the topic score (94%) is their average, vs 94% citywide.
Cultural Awareness and Inclusive Classroom Instruction94%city 92%
- Teachers · I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.95%
- Teachers · I am able to...appropriately modify instructional activities and materials to meet the developmental needs and learning interests of all my students.95%
- 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.95%
- Teachers · I am able to…ensure instruction represents multiple genders, gender identities and expressions and sexual orientations.94%
- 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).96%
- Teachers · I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress.96%
- Teachers · I am able to...develop appropriate Individualized Education Programs for my students with disabilities.96%
- Teachers · I am able to...monitor progress on Individualized Education Program goals for my students with disabilities.96%
- Teachers · I am able to...distinguish linguistic/cultural differences from learning difficulties.96%
- Teachers · I have conversations about race and racism at my school that help me examine my own beliefs around identity.81%
Each question’s favorable response rate; the topic score (94%) is their average, vs 92% citywide.
IEP Service Satisfaction92%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].92%
- Parents · At this school, my child receives what they need to achieve their Individualized Education Program (IEP) goal(s). [Families of students with IEPs].93%
- 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].91%
Each question’s favorable response rate; the topic score (92%) is their average, vs 91% citywide.
Quality of Student Discussion72%city 68%
- Teachers · How many students in your classes…build on each other’s ideas during class discussions?62%
- Teachers · How many students in your classes…use data or text references to support their ideas?66%
- Teachers · How many students in your classes…show that they respect each other’s ideas?84%
- Teachers · How many students in your classes…provide constructive feedback to their peers/teachers?64%
- Teachers · How many students in your classes…participate in class discussions at some point?85%
Each question’s favorable response rate; the topic score (72%) is their average, vs 68% citywide.
Classroom Behavior71%city 68%
- Teachers · How many students in your classes…listen carefully when the teacher gives directions?73%
- Teachers · How many students in your classes…follow the rules in class?79%
- Teachers · How many students in your classes…respond to challenging questions in class?50%
- Teachers · How many students in your classes…do their work when they are supposed to?82%
Each question’s favorable response rate; the topic score (71%) is their average, vs 68% citywide.
Safety and School Climate
Inclusive Learning Environment97%city 96%
- Teachers · At this school, students with disabilities are included in all school activities.96%
- Teachers · This school educates students with disabilities in the least restrictive environment appropriate.95%
- Teachers · School staff treat students of different genders, gender identities and expressions and sexual orientations equally.99%
- Teachers · School staff treat students of different races, cultures, or backgrounds equally.99%
Each question’s favorable response rate; the topic score (97%) is their average, vs 96% citywide.
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.96%
- 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.
Instructional Leadership96%city 89%
- Teachers · The principal/program leader at this school...makes clear to the staff their expectations for meeting instructional goals.96%
- Teachers · The principal/program leader at this school...understands how children learn.96%
- Teachers · The principal/program leader at this school...sets high standards for student learning.99%
- Teachers · The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.95%
- Teachers · The principal/assistant principal(s) at this school…carefully tracks student academic progress.97%
- Teachers · The principal/assistant principal(s) at this school…knows what’s going on in my classes.95%
- Teachers · The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.96%
- Teachers · The principal/school leader at this school...participates in instructional planning with teams of teachers.93%
Each question’s favorable response rate; the topic score (96%) is their average, vs 89% citywide.
Peer Collaboration94%city 88%
- Teachers · At this school…the principal/program leader, teachers, and staff collaborate to make this school run effectively.91%
- Teachers · At this school…teachers design instructional programs (e.g. lessons, units) together.96%
- Teachers · At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels.94%
Each question’s favorable response rate; the topic score (94%) is their average, vs 88% citywide.
Quality of Professional Development93%city 85%
- Teachers · Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.95%
- 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.88%
- Teachers · Overall, my professional development experiences this year have...directly related to my students’ needs.95%
Each question’s favorable response rate; the topic score (93%) is their average, vs 85% citywide.
School Commitment92%city 85%
- Teachers · I usually look forward to each working day at this school.96%
- Teachers · I would recommend this school to parents/guardians seeking a place for their child.95%
- Teachers · I would recommend this school to other teachers as a place to work.85%
Each question’s favorable response rate; the topic score (92%) is their average, vs 85% citywide.
Program Coherence91%city 85%
- Teachers · At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.93%
- Teachers · At this school…once we start a new program, we follow up to make sure that it’s working.89%
- Teachers · At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.92%
Each question’s favorable response rate; the topic score (91%) is their average, vs 85% citywide.
Teacher-Teacher Trust91%city 88%
- Teachers · Teachers in this school trust each other.89%
- Teachers · It's OK in this school to discuss feelings, worries, and frustrations with other teachers.89%
- Teachers · I feel respected by other teachers at this school.96%
Each question’s favorable response rate; the topic score (91%) is their average, vs 88% citywide.
Teacher-Principal Trust91%city 86%
- Teachers · I feel respected by the principal/program leader at this school.93%
- Teachers · The principal/program leader at this school is an effective manager who makes the school run smoothly.88%
- Teachers · The principal/program leader has confidence in the expertise of the teachers at this school.99%
- Teachers · I trust the principal/program leader at their word (to do what they say that they will do).85%
- Teachers · The principal/program leader looks out for the personal welfare of the staff members.93%
- Teachers · The principal/program leader places the needs of children ahead of personal interests.91%
- Teachers · The principal and assistant principals function as a cohesive unit.86%
Each question’s favorable response rate; the topic score (91%) is their average, vs 86% citywide.
Conflict Resolution91%city 90%
- Teachers · Conflicts are resolved fairly in my school.86%
- Parents · Conflicts are resolved fairly at my child’s school. [Grades K-5].95%
Each question’s favorable response rate; the topic score (91%) is their average, vs 90% citywide.
Innovation and Collective Responsibility90%city 81%
- Teachers · How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?88%
- Teachers · How many teachers at this school…are actively trying to improve their teaching?93%
- Teachers · How many teachers at this school…take responsibility for improving the school?84%
- Teachers · How many teachers at this school…are eager to try new ideas?87%
- Teachers · How many teachers at this school…feel responsible that all students learn?97%
Each question’s favorable response rate; the topic score (90%) is their average, vs 81% citywide.
Teacher Influence71%city 68%
- Teachers · At this school…the principal/program leader encourages feedback through regular meetings with families and teacher leaders.93%
- Teachers · How much influence do teachers have over school policy in...hiring new professional personnel?42%
- Teachers · How much influence do teachers have over school policy in...planning how discretionary school funds should be used?63%
- Teachers · How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?74%
- Teachers · How much influence do teachers have over school policy in...setting standards for student behavior?82%
Each question’s favorable response rate; the topic score (71%) is their average, vs 68% citywide.
Relationships with Families
Parent-Principal Trust96%city 96%
- Parents · I feel respected by my child's principal/school leader.97%
- 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.95%
Each question’s favorable response rate; the topic score (96%) is their average, vs 96% citywide.
Parent Involvement in School92%city 91%
- Parents · Since the beginning of the school year, how often have you…communicated with your child's teachers about your child's performance?91%
- Parents · Since the beginning of the school year, how often have you…seen your child’s projects, artwork, homework, tests, or quizzes?96%
- Parents · I know how to contact the Parent Coordinator at my child’s school.86%
- Parents · During the school year, have you...attended a school meeting, school event, or parent-teacher conference (virtually or in-person)?93%
Each question’s favorable response rate; the topic score (92%) is their average, vs 91% citywide.
School Description
School Facilities and Services89%city 88%
- Teachers · This school is kept clean.90%
- Teachers · This school is kept in good physical condition.92%
- Teachers · Physical repairs to the school building are completed in a timely manner.85%
- Parents · This school is kept clean.94%
- 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).84%
- Parents · I am satisfied with my child’s school bus transportation service this year.95%
- Parents · I am satisfied with the meal options provided at my child’s school.76%
Each question’s favorable response rate; the topic score (89%) 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
97%
Chronic absenteeism
11%
Suspension rate
0%
Teachers[7]
Teachers with 4+ years' experience
75%
Students per teacher
14:1
Teaching out of certification
1%
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]
- Asian 62%
- Hispanic 24%
- White 12%
- 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
1,058
Economic Need Index
80%
Free / reduced lunch
85%
English learners
27%
Students with IEPs
15%
Admissions
2 programs. Each has its own admissions method, and each track within a program has its own seats, demand, and priority order.
Kindergarten (20K176)
Program code 20K176KG · Cycle 2024-2025
86 applicants · 120 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 120 | 86 | — |
↳ Students who live in the zone and have a sibling at the school. | 25 | 25 | 1.00 |
↳ Other students who live in the zone. | 40 | 40 | 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. | — | — | — |
↳ Other students who live in the district. | 15 | 15 | 1.00 |
↳ 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 (20K176)
Program code 20K176SP · Cycle 2024-2025
10 applicants · 20 seats last year.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 20 | 10 | — |
↳ 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. | — | — | — |
↳ 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
$29.0MStudents: 1,041
89th percentile citywide
School-managed budget
$14.9MPositions: 113
87th percentile citywide
Total spend per student
$27,858
21st percentile citywide · city median $33,357
Staffing costs
Principal’s salary
$208K
73rd percentile citywide
Principal and assistant principals
$620KPositions: 4
74th percentile citywide
Teaching staff
$8.8MPositions: 78
90th 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$155K$620K
- AP - SUPERVISION2$172K$344K
- HEAD OF SCHOOL1$208K$208K
- INTERIM ACTING - ASST. PRINCIPAL1$68K$68K
Teachers78$113K$8.8M
- 4 / WHOLE CLASS7$119K$835K
- 3 / WHOLE CLASS6$128K$769K
- 2 / WHOLE CLASS6$117K$702K
- 1 / WHOLE CLASS6$106K$634K
- 5 / WHOLE CLASS5$112K$562K
- K / WHOLE CLASS4$109K$434K
- 5 / ICT - Special Ed Teacher4$99K$397K
- 5 / ICT - General Ed Teacher3$125K$376K
- 4 / ICT - General Ed Teacher3$117K$350K
- 3 / ICT - Special Ed Teacher3$109K$326K
- PHYSICAL EDUCATION / WHOLE CLASS3$109K$326K
- 2 / ICT - General Ed Teacher2$109K$217K
- 2 / ICT - Special Ed Teacher2$109K$217K
- 3 / ICT - General Ed Teacher2$109K$217K
- 4 / ICT - Special Ed Teacher2$109K$217K
- K / ICT - General Ed Teacher1$159K$159K
- 2 / REDUCED CLASS SIZE1$144K$144K
- 1 / ICT - General Ed Teacher1$109K$109K
- 1 / ICT - Special Ed Teacher1$109K$109K
- 1 / SELF-CONTAINED SP ED1$109K$109K
- 3 / SELF-CONTAINED SP ED1$109K$109K
- 5 / SELF-CONTAINED SP ED1$109K$109K
- COMPUTER / WHOLE CLASS1$109K$109K
- COMPUTER LAB / WHOLE CLASS1$109K$109K
- DANCE ALL OTHER / WHOLE CLASS1$109K$109K
- ESL / WHOLE CLASS1$109K$109K
- K / ICT - Special Ed Teacher1$109K$109K
- K / SELF-CONTAINED SP ED1$109K$109K
- LIBRARY / WHOLE CLASS1$109K$109K
- MUSIC / WHOLE CLASS1$109K$109K
- MUSIC INSTRUMENTAL / PULL-OUT -all students1$109K$109K
- MUSIC VOCAL / WHOLE CLASS1$109K$109K
- 2,3 / WHOLE CLASS1$93K$93K
- ESL / PUSH IN/PULL OUT0—$78K
- K,1 / WHOLE CLASS1$76K$76K
- EARLY INTERVENTION / SUBJECT SPECIFIC1$54K$54K
Support staff29$89K$2.6M
- SPEECH / PULL-OUT -all students4$117K$469K
- School Aides and Other Support Staff0—$373K
- IEP-CRISIS MANAGEMENT(CIT)6$45K$270K
- OCCUPATIONAL THERAPY / PULL-OUT -all students3$82K$247K
- Guidance Counselor2$99K$197K
- School Psychologist1$175K$175K
- School Social Worker1$140K$140K
- School Secretary2$70K$140K
- IEP-ALTERNATE PLACEMENT3$45K$134K
- SPEECH / PUSH IN/PULL OUT1$117K$117K
- 5042$45K$90K
- CLASSROOM - Special Ed2$45K$90K
- PARENT COORDINATOR1$51K$51K
- IEP-HEALTH1$45K$45K
- Administrative Assistant0—$36K
- OUTREACH0—$14K
Programs and extra time$1.2M
- Absence Coverage2$377K$754K
- AFTER/BEFORE SCHOOL STUDENT PROGRAMS$207K
- People Working Partial Year$162K
- IEP-AWAITING PLACEMENT$76K
- MENTORING0—$25K
- Professional Development$6,367
- IEP-CRISIS MANAGEMENT(CIT)$0
Supplies and services$1.6M
- Supplies - General$1.2M
- Set Aside for Class Size Reduction$171K
- Educational Software$97K
- Non-Contractual Services$50K
- Textbooks$43K
- Curriculum & Staff Development Contracts$42K
- Data Processing Repair - Contractual$34K
- Educational Consultants$15K
- School Funded Copier$15K
- Office Temp Services - Contractual$7,638
- Library Books$6,606
Location & commute
Where the school is and how to get there.