P.S. 889
- 21 HINCKLEY PLACE, Brooklyn
- Grades K-5
- MARIA MILITELLO, Principal
- 929-397-9171
- ps889.org
About
P.S. 889 serves students in grades K-5 with an enrollment of 385. The school's Economic Need Index of 50.0 percent is well below the citywide median, and its English Language Learner population of 5.0 percent is also well below the citywide median. Academic outcomes are strong, with 70.0 percent of students achieving ELA proficiency, which is at the 75th percentile citywide. Math proficiency is 62.0 percent, above the citywide median. The school maintains a very low suspension rate of 0.0 percent. Parent feedback from the 2025-26 DOE School Survey is overwhelmingly positive. One hundred percent of responding parents reported their child is safe at the school, and 97 percent were satisfied with their child's education. Additionally, 98 percent of parents felt respected by their child's teachers, and 97 percent felt respected by the principal. The school received an "Excellent" rating for safety and school climate, and for relationships with families, while instruction and performance are rated "Good".
Sources (5)
- 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
- NYC DOE Location Code Generating and Management System (LCGMS) · 2026-27 (export of 2026-08-22)
Academics
State test proficiency rates and acceleration.
ELA proficiency
70%
Math proficiency
62%
Proficiency rates are from the Grade 3–8 NYS state test (school-level).
Attendance rate
97%
Avg class size (general ed)
23
Avg class size (ICT)
23
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%80% response rate
Teacher survey · overall positive
97%94% response rate
Survey topics, 2025-26
Safety100%city 93%
- Teachers · My students are safe…outside around this school. [Elementary only].100%
- Teachers · My students are safe…traveling between home and this school. [Elementary only].100%
- Teachers · My students are safe…in the hallways, bathrooms, locker rooms, and cafeteria of this school. [Elementary only].100%
- Teachers · My students are safe…in my class(es). [Elementary only].100%
Each question’s favorable response rate; the topic score (100%) is their average, vs 93% citywide.
Bullying prevention87%city 65%
- Teachers · At this school students harass, bully, or intimidate other students.87%
Each question’s favorable response rate; the topic score (87%) is their average, vs 65% citywide.
Emotional support100%city 84%
- Teachers · How many adults at this school…help students develop the skills they need to complete challenging coursework despite obstacles?100%
- Teachers · How many adults at this school…tell their students they believe they can achieve high academic standards?100%
- Teachers · How many adults at this school…teach students how to advocate for themselves?100%
- Teachers · How many adults at this school…recognize disruptive behavior as social-emotional learning opportunities?100%
- Teachers · How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations?100%
Each question’s favorable response rate; the topic score (100%) is their average, vs 84% citywide.
Academic expectations95%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.100%
- Teachers · This school has well-defined learning expectations for all students.100%
- Teachers · How many students in your classes…have to work hard to do well?85%
Each question’s favorable response rate; the topic score (95%) is their average, vs 89% citywide.
College & career guidance100%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].100%
Each question’s favorable response rate; the topic score (100%) is their average, vs 90% citywide.
Family outreach97%city 95%
- Teachers · At this school…teachers understand families' challenges and concerns.100%
- Teachers · At this school…teachers work closely with families to meet students' needs.100%
- Teachers · At this school…staff regularly communicate with families about how they can help students learn.100%
- Teachers · At this school…school staff value families' race, ethnicity, culture, family structure, and background.100%
- Parents · School staff regularly communicate with me about how I can help my child learn.96%
- Parents · Teachers work closely with me to meet my child's needs.95%
- Parents · My child's school communicates with me in a language that I can understand.98%
- 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.89%
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.98%
- Parents · Staff at this school work hard to build trusting relationships with parents/guardians like me.97%
- 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.
Cultural Awareness and Inclusive Classroom Instruction99%city 92%
- Teachers · I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.97%
- Teachers · I am able to...appropriately modify instructional activities and materials to meet the developmental needs and learning interests of all my students.100%
- Teachers · I am able to...ensure instruction represents multiple perspectives, cultures, and backgrounds.97%
- Teachers · I am able to…ensure instruction represents multiple races and ethnicities.97%
- Teachers · I am able to…ensure instruction represents multiple genders, gender identities and expressions and sexual orientations.100%
- 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).100%
- Teachers · I am able to...apply my knowledge of parents' various cultural backgrounds when collaborating with them regarding their child's educational progress.100%
- Teachers · I am able to...develop appropriate Individualized Education Programs for my students with disabilities.100%
- Teachers · I am able to...monitor progress on Individualized Education Program goals for my students with disabilities.100%
- Teachers · I am able to...distinguish linguistic/cultural differences from learning difficulties.100%
- Teachers · I have conversations about race and racism at my school that help me examine my own beliefs around identity.100%
Each question’s favorable response rate; the topic score (99%) is their average, vs 92% citywide.
Strong Core Instruction96%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].93%
- 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].93%
- 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].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. [Social Studies].93%
- 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].93%
- 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].88%
- 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].88%
- 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].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. [Science].94%
- 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].93%
- 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].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. [ELA].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. [ELA].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. [ELA].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. [ELA].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. [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].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. [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%
Each question’s favorable response rate; the topic score (96%) is their average, vs 92% citywide.
Family Satisfaction with Child's Education95%city 94%
- Parents · My child is progressing in reading the way I would expect.91%
- 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 (95%) is their average, vs 94% citywide.
IEP Service Satisfaction88%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].89%
- Parents · At this school, my child receives what they need to achieve their Individualized Education Program (IEP) goal(s). [Families of students with IEPs].88%
- 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].88%
Each question’s favorable response rate; the topic score (88%) is their average, vs 91% citywide.
Quality of Student Discussion85%city 68%
- Teachers · How many students in your classes…build on each other’s ideas during class discussions?87%
- Teachers · How many students in your classes…use data or text references to support their ideas?77%
- Teachers · How many students in your classes…show that they respect each other’s ideas?93%
- Teachers · How many students in your classes…provide constructive feedback to their peers/teachers?73%
- Teachers · How many students in your classes…participate in class discussions at some point?93%
Each question’s favorable response rate; the topic score (85%) is their average, vs 68% citywide.
Classroom Behavior85%city 68%
- Teachers · How many students in your classes…listen carefully when the teacher gives directions?90%
- Teachers · How many students in your classes…follow the rules in class?93%
- Teachers · How many students in your classes…respond to challenging questions in class?63%
- Teachers · How many students in your classes…do their work when they are supposed to?92%
Each question’s favorable response rate; the topic score (85%) is their average, vs 68% citywide.
Safety and School Climate
Peer Collaboration100%city 88%
- Teachers · At this school…the principal/program leader, teachers, and staff collaborate to make this school run effectively.100%
- Teachers · At this school…teachers design instructional programs (e.g. lessons, units) together.100%
- Teachers · At this school…teachers make a conscious effort to coordinate their teaching with instruction at other grade levels.100%
Each question’s favorable response rate; the topic score (100%) is their average, vs 88% citywide.
Quality of Professional Development100%city 85%
- Teachers · Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.100%
- 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.100%
- Teachers · Overall, my professional development experiences this year have...directly related to my students’ needs.100%
Each question’s favorable response rate; the topic score (100%) is their average, vs 85% citywide.
School Commitment100%city 85%
- Teachers · I usually look forward to each working day at this school.100%
- Teachers · I would recommend this school to parents/guardians seeking a place for their child.100%
- Teachers · I would recommend this school to other teachers as a place to work.100%
Each question’s favorable response rate; the topic score (100%) is their average, vs 85% citywide.
Teacher-Teacher Trust100%city 88%
- Teachers · Teachers in this school trust each other.100%
- Teachers · It's OK in this school to discuss feelings, worries, and frustrations with other teachers.100%
- Teachers · I feel respected by other teachers at this school.100%
Each question’s favorable response rate; the topic score (100%) is their average, vs 88% citywide.
Instructional Leadership100%city 89%
- Teachers · The principal/program leader at this school...makes clear to the staff their expectations for meeting instructional goals.100%
- Teachers · The principal/program leader at this school...understands how children learn.100%
- Teachers · The principal/program leader at this school...sets high standards for student learning.100%
- Teachers · The principal/assistant principal(s) at this school…supports teachers in implementing what they have learned in professional development.100%
- Teachers · The principal/assistant principal(s) at this school…carefully tracks student academic progress.100%
- Teachers · The principal/assistant principal(s) at this school…knows what’s going on in my classes.100%
- Teachers · The principal/assistant principal(s) at this school…provides teachers with formative feedback to improve practice.100%
- Teachers · The principal/school leader at this school...participates in instructional planning with teams of teachers.97%
Each question’s favorable response rate; the topic score (100%) is their average, vs 89% citywide.
Inclusive Learning Environment99%city 96%
- Teachers · At this school, students with disabilities are included in all school activities.100%
- Teachers · This school educates students with disabilities in the least restrictive environment appropriate.97%
- Teachers · School staff treat students of different genders, gender identities and expressions and sexual orientations equally.100%
- Teachers · School staff treat students of different races, cultures, or backgrounds equally.100%
Each question’s favorable response rate; the topic score (99%) is their average, vs 96% citywide.
Program Coherence99%city 85%
- Teachers · At this school…curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school.100%
- Teachers · At this school…once we start a new program, we follow up to make sure that it’s working.97%
- Teachers · At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.100%
Each question’s favorable response rate; the topic score (99%) is their average, vs 85% citywide.
Teacher-Principal Trust98%city 86%
- Teachers · I feel respected by the principal/program leader at this school.97%
- Teachers · The principal/program leader at this school is an effective manager who makes the school run smoothly.100%
- Teachers · The principal/program leader has confidence in the expertise of the teachers at this school.100%
- Teachers · I trust the principal/program leader at their word (to do what they say that they will do).100%
- Teachers · The principal/program leader looks out for the personal welfare of the staff members.97%
- Teachers · The principal/program leader places the needs of children ahead of personal interests.97%
- Teachers · The principal and assistant principals function as a cohesive unit.97%
Each question’s favorable response rate; the topic score (98%) is their average, vs 86% citywide.
Innovation and Collective Responsibility97%city 81%
- Teachers · How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?97%
- Teachers · How many teachers at this school…are actively trying to improve their teaching?100%
- Teachers · How many teachers at this school…take responsibility for improving the school?100%
- Teachers · How many teachers at this school…are eager to try new ideas?93%
- Teachers · How many teachers at this school…feel responsible that all students learn?93%
Each question’s favorable response rate; the topic score (97%) is their average, vs 81% citywide.
Conflict Resolution97%city 90%
- Teachers · Conflicts are resolved fairly in my school.100%
- Parents · Conflicts are resolved fairly at my child’s school. [Grades K-5].93%
Each question’s favorable response rate; the topic score (97%) is their average, vs 90% citywide.
Inclusive Leadership96%city 96%
- Parents · The principal/school leader at this school…puts decisions made with families into action.95%
- 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.96%
Each question’s favorable response rate; the topic score (96%) is their average, vs 96% citywide.
Teacher Influence95%city 68%
- Teachers · At this school…the principal/program leader encourages feedback through regular meetings with families and teacher leaders.100%
- Teachers · How much influence do teachers have over school policy in...hiring new professional personnel?87%
- Teachers · How much influence do teachers have over school policy in...planning how discretionary school funds should be used?97%
- Teachers · How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?93%
- Teachers · How much influence do teachers have over school policy in...setting standards for student behavior?97%
Each question’s favorable response rate; the topic score (95%) 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.
Parent Involvement in School97%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?98%
- Parents · I know how to contact the Parent Coordinator at my child’s school.96%
- Parents · During the school year, have you...attended a school meeting, school event, or parent-teacher conference (virtually or in-person)?97%
- Parents · My child’s teachers incorporate my feedback into how they support my child. [Birth-5].100%
Each question’s favorable response rate; the topic score (97%) is their average, vs 92% 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 Trust97%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).96%
- Parents · The principal/school leader is an effective manager who makes the school run smoothly.97%
Each question’s favorable response rate; the topic score (97%) is their average, vs 96% citywide.
Building Families' Capacity as their Child's Primary Advocate76%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].76%
Each question’s favorable response rate; the topic score (76%) is their average, vs 87% citywide.
School Description
School Facilities and Services93%city 88%
- Teachers · This school is kept clean.97%
- Teachers · This school is kept in good physical condition.100%
- Teachers · Physical repairs to the school building are completed in a timely manner.100%
- Parents · This school is kept clean.98%
- Parents · This school is kept in good physical condition.99%
- Parents · My child's school provides me information about transportation options (e.g. Metrocard and busing).91%
- Parents · I am satisfied with my child’s school bus transportation service this year.83%
- Parents · I am satisfied with the meal options provided at my child’s school.72%
Each question’s favorable response rate; the topic score (93%) 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
21%
Suspension rate
0%
Teachers[7]
Teachers with 4+ years' experience
81%
Students per teacher
12:1
Teaching out of certification
3%
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 8%
- Black 23%
- Hispanic 26%
- White 34%
- Multiracial 5%
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
385
Economic Need Index
50%
Free / reduced lunch
51%
English learners
5%
Students with IEPs
26%
Admissions
Seats, applicants, and admissions method from the most recent cycle. Where the school enrolls separate tracks (general ed, students with disabilities, specialized education), each track is shown on its own row, with its priority order beneath it.
Kindergarten (22K889)
Program code 22K889KG · Cycle 2024-2025
94 applicants · 75 seats last year; offers ran out before reaching Other students who live outside the district..
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 75 | 94 | — |
↳ Students who live in the zone and have a sibling at the school. | — | — | — |
↳ Other students who live in the zone. | 15 | 15 | 1.00 |
↳ Students who live in the district and have a sibling at the school. | 20 | 20 | 1.00 |
↳ Students who live outside the district and have a sibling at the school. | 5 | 5 | 1.00 |
↳ Students who live in the district who are currently enrolled at the school for pre-K. | 10 | 10 | 1.00 |
↳ Students who live outside the district who are currently enrolled at the school for pre-K. | — | — | — |
↳ Other students who live in the district. | 25 | 35 | 1.40 |
↳ Other students who live outside the district. | 0 | 10 | — |
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
$11.9MStudents: 425
37th percentile citywide
School-managed budget
$5.9MPositions: 58
27th percentile citywide
Total spend per student
$27,937
21st percentile citywide · city median $33,357
Staffing costs
Principal’s salary
$195K
33rd percentile citywide
Principal and assistant principals
$347KPositions: 2
19th percentile citywide
Teaching staff
$2.9MPositions: 28
24th 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.
Leadership2$174K$347K
- HEAD OF SCHOOL1$195K$195K
- ASST HEAD OF SCHOOL1$152K$152K
Teachers28$103K$2.9M
- 1 / WHOLE CLASS3$102K$305K
- Pre K / WHOLE CLASS2$148K$297K
- K / WHOLE CLASS2$109K$218K
- 3 / ICT - General Ed Teacher2$102K$204K
- DRAMA/THEATER / WHOLE CLASS1$120K$120K
- 1 / ICT - Special Ed Teacher1$102K$102K
- 2 / ICT - General Ed Teacher1$102K$102K
- 2 / ICT - Special Ed Teacher1$102K$102K
- 2,3 / SELF-CONTAINED SP ED1$102K$102K
- 3 / ICT - Special Ed Teacher1$102K$102K
- 3 / WHOLE CLASS1$102K$102K
- 4 / ICT - General Ed Teacher1$102K$102K
- 4 / ICT - Special Ed Teacher1$102K$102K
- 4 / WHOLE CLASS1$102K$102K
- 5 / ICT - General Ed Teacher1$102K$102K
- 5 / ICT - Special Ed Teacher1$102K$102K
- 5 / WHOLE CLASS1$102K$102K
- ENRICHMENT / WHOLE CLASS1$102K$102K
- K / ICT - General Ed Teacher1$102K$102K
- K / ICT - Special Ed Teacher1$102K$102K
- K,1 / SELF-CONTAINED SP ED1$102K$102K
- PHYSICAL EDUCATION / WHOLE CLASS1$102K$102K
- SCIENCE - GENERAL SCIENCE / WHOLE CLASS1$1,344$1,344
Support staff27$67K$1.8M
- IEP-HEALTH8$37K$299K
- IEP-CRISIS MANAGEMENT(CIT)6$41K$248K
- PRE-K2$78K$155K
- School Aides and Other Support Staff0—$139K
- School Psychologist1$120K$120K
- School Social Worker1$120K$120K
- SPEECH / PUSH IN-All Students1$117K$117K
- Guidance Counselor1$104K$104K
- ESL / PUSH IN/PULL OUT1$102K$102K
- CLASSROOM - General Ed2$48K$95K
- OCCUPATIONAL THERAPY / PULL-OUT - Special Ed1$91K$91K
- School Secretary1$72K$72K
- SPEECH / PULL-OUT -all students1$61K$61K
- DC 37 Para More Than 20 Hrs0—$48K
- PARENT COORDINATOR1$47K$47K
Programs and extra time$587K
- Absence Coverage1$196K$196K
- IEP-HEALTH$171K
- People Working Partial Year$162K
- AFTER/BEFORE SCHOOL STUDENT PROGRAMS$53K
- Not Available$4,570
Supplies and services$230K
- Supplies - General$139K
- Educational Software$37K
- Curriculum & Staff Development Contracts$19K
- Textbooks$13K
- Non-Contractual Services$6,545
- Equipment - General$4,443
- Data Processing Repair - Contractual$4,380
- School Funded Copier$4,368
- Library Books$2,406
Location & commute
Where the school is and how to get there.