P.S. 213 The Carl Ullman School
- 231-02 67 AVENUE, Queens
- Grades PK-5
- Odalis Dejesus, Principal
- 718-423-8747
- ps213q.com
About
P.S. 213 The Carl Ullman School serves students in grades PK-5 with an enrollment of 328, which is near the citywide 25th percentile for school size. The school's Economic Need Index of 54.0% is well below the citywide median, indicating a student population with lower economic hardship. English Language Learners make up 18.0% of students, slightly above the citywide median, while 23.0% have an Individualized Education Program, aligning with the citywide median. In academic outcomes, 66.0% of students were proficient in ELA and 71.0% in Math, both above the citywide median. The school maintains an excellent safety and school climate rating, with a 0.0% suspension rate. In the 2025-2026 DOE School Survey, 98 percent of parents reported their child is safe, and 99 percent said School Safety Agents promote a safe environment. Parents also reported high satisfaction with communication, with 96 percent stating staff regularly communicate about learning and 97 percent feeling teachers treat them as partners.
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
- MySchools admissions directory, 2025-26 cycle · 2025-26 admissions cycle
- New York State Education Department School Report Card · 2024-25
- NYC School Survey (parent and student responses) · 2025-26
Academics
Coursework, class size, and academic context.
Attendance rate
96%
Avg class size (general ed)
23.5
Avg class size (ICT)
24.83
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
95%52% response rate
Teacher survey · overall positive
95%76% 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 prevention100%city 65%
- Teachers · At this school students harass, bully, or intimidate other students.100%
Each question’s favorable response rate; the topic score (100%) is their average, vs 65% citywide.
Emotional support96%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?92%
- Teachers · How many adults at this school…have access to school-based supports to assist in behavioral/emotional escalations?88%
Each question’s favorable response rate; the topic score (96%) 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.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?71%
Each question’s favorable response rate; the topic score (90%) 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 outreach98%city 95%
- Teachers · At this school…teachers understand families' challenges and concerns.96%
- 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.96%
- Parents · My child's school communicates with me in a language that I can understand.100%
- Parents · I am greeted warmly when I contact or visit the school.100%
- 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.94%
Each question’s favorable response rate; the topic score (98%) 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.99%
- Parents · My child's teachers treat me as a partner in educating my child.97%
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 Instruction100%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].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. [Social Studies].100%
- 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].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. [Science].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. [Science].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. [Science].100%
- 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].100%
- 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 (100%) is their average, vs 92% citywide.
IEP Service Satisfaction98%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].97%
- Parents · At this school, my child receives what they need to achieve their Individualized Education Program (IEP) goal(s). [Families of students with IEPs].100%
- 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].97%
Each question’s favorable response rate; the topic score (98%) is their average, vs 91% citywide.
Cultural Awareness and Inclusive Classroom Instruction97%city 92%
- Teachers · I am able to...receive support around how to incorporate students' cultural and linguistic backgrounds in my practice.100%
- 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.100%
- Teachers · I am able to…ensure instruction represents multiple races and ethnicities.100%
- 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.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.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.73%
Each question’s favorable response rate; the topic score (97%) is their average, vs 92% citywide.
Family Satisfaction with Child's Education96%city 94%
- Parents · My child is progressing in reading the way I would expect.96%
- Parents · My child is progressing in math the way I would expect.95%
- 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.98%
Each question’s favorable response rate; the topic score (96%) is their average, vs 94% citywide.
Classroom Behavior75%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?85%
- Teachers · How many students in your classes…respond to challenging questions in class?58%
- Teachers · How many students in your classes…do their work when they are supposed to?83%
Each question’s favorable response rate; the topic score (75%) is their average, vs 68% citywide.
Quality of Student Discussion71%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?46%
- Teachers · How many students in your classes…show that they respect each other’s ideas?88%
- 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?85%
Each question’s favorable response rate; the topic score (71%) is their average, vs 68% citywide.
Safety and School Climate
Inclusive Learning Environment100%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.100%
- 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 (100%) is their average, vs 96% citywide.
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.
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-Principal Trust100%city 86%
- Teachers · I feel respected by the principal/program leader at this school.100%
- 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.100%
- Teachers · The principal/program leader places the needs of children ahead of personal interests.100%
- Teachers · The principal and assistant principals function as a cohesive unit.100%
Each question’s favorable response rate; the topic score (100%) is their average, vs 86% 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.96%
Each question’s favorable response rate; the topic score (100%) is their average, vs 89% citywide.
Inclusive Leadership99%city 96%
- Parents · The principal/school leader at this school…puts decisions made with families into action.99%
- Parents · The principal/school leader at this school…works to create a sense of community in the school.99%
- Parents · The principal/school leader at this school…ensures families are comfortable communicating with the school.100%
- Parents · Language translation and interpretation are readily available to me at all family events at my child’s school.98%
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.100%
- Teachers · At this school…it is clear how all of the programs offered are connected to our school’s instructional vision.96%
Each question’s favorable response rate; the topic score (99%) is their average, vs 85% citywide.
Conflict Resolution96%city 90%
- Teachers · Conflicts are resolved fairly in my school.100%
- Parents · Conflicts are resolved fairly at my child’s school. [Grades K-5].92%
Each question’s favorable response rate; the topic score (96%) is their average, vs 90% citywide.
Innovation and Collective Responsibility91%city 81%
- Teachers · How many teachers at this school…help build a welcoming school environment in the entire school, not just their classroom?96%
- Teachers · How many teachers at this school…are actively trying to improve their teaching?96%
- Teachers · How many teachers at this school…take responsibility for improving the school?81%
- Teachers · How many teachers at this school…are eager to try new ideas?88%
- Teachers · How many teachers at this school…feel responsible that all students learn?96%
Each question’s favorable response rate; the topic score (91%) is their average, vs 81% citywide.
Quality of Professional Development91%city 85%
- Teachers · Overall, my professional development experiences this year have...included enough time to think carefully about, try, and evaluate new ideas.92%
- 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.92%
Each question’s favorable response rate; the topic score (91%) is their average, vs 85% citywide.
Teacher Influence82%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?73%
- Teachers · How much influence do teachers have over school policy in...planning how discretionary school funds should be used?81%
- Teachers · How much influence do teachers have over school policy in...selecting instructional materials and/or curriculum used in classrooms?77%
- Teachers · How much influence do teachers have over school policy in...setting standards for student behavior?81%
Each question’s favorable response rate; the topic score (82%) is their average, vs 68% citywide.
Relationships with Families
Strong Relationships100%city 97%
- Parents · I feel good about the way that my child’s teachers helped my child adjust to their program. [Birth-5].100%
Each question’s favorable response rate; the topic score (100%) is their average, vs 97% citywide.
Parent-Principal Trust99%city 96%
- Parents · I feel respected by my child's principal/school leader.100%
- Parents · I trust the principal/school leader at their word (to do what they say that they will do).99%
- Parents · The principal/school leader is an effective manager who makes the school run smoothly.99%
Each question’s favorable response rate; the topic score (99%) 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?97%
- 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.98%
- Parents · During the school year, have you...attended a school meeting, school event, or parent-teacher conference (virtually or in-person)?98%
- Parents · My child’s teachers incorporate my feedback into how they support my child. [Birth-5].95%
Each question’s favorable response rate; the topic score (97%) is their average, vs 92% citywide.
Building Families' Capacity as their Child's Primary Teacher96%city 96%
- Parents · My child’s teachers give me helpful ideas about how I can support my child’s learning and development. [Birth-5].96%
- Parents · My child’s teachers let me know that I can make a difference in my child’s learning. [Birth-5].96%
Each question’s favorable response rate; the topic score (96%) is their average, vs 96% citywide.
Building Families' Capacity as their Child's Primary Advocate69%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].69%
Each question’s favorable response rate; the topic score (69%) is their average, vs 87% citywide.
School Description
School Facilities and Services90%city 88%
- Teachers · This school is kept clean.96%
- Teachers · This school is kept in good physical condition.100%
- Teachers · Physical repairs to the school building are completed in a timely manner.77%
- Parents · This school is kept clean.97%
- Parents · This school is kept in good physical condition.98%
- Parents · My child's school provides me information about transportation options (e.g. Metrocard and busing).86%
- Parents · I am satisfied with my child’s school bus transportation service this year.100%
- Parents · I am satisfied with the meal options provided at my child’s school.69%
Each question’s favorable response rate; the topic score (90%) 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
19%
Suspension rate
0%
Teachers[7]
Teachers with 4+ years' experience
85%
Students per teacher
10:1
Teaching out of certification
6%
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 54%
- Black 8%
- Hispanic 25%
- White 9%
- Multiracial 2%
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
328
Economic Need Index
54%
Free / reduced lunch
69%
English learners
18%
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.
3-K - School Day
Program code 26Q2133K · Cycle 2024-2025
41 applicants · 15 seats last year; offers ran out before reaching Other students who live in the district..
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 15 | 41 | — |
↳ Students who live in the zone and have a sibling at the school. | 5 | 5 | 1.00 |
↳ Other students who live in the zone. | 5 | 5 | 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. | 0 | 15 | — |
↳ All other applicants. | 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”).
Pre-K - School Day
Program code 26Q213PK · Cycle 2024-2025
27 applicants · 36 seats last year; every priority group with applicants received offers.
| priority group | Seats | Applicants | Applications / seat |
|---|---|---|---|
| General education | 36 | 27 | — |
↳ Current students. | 10 | 10 | 1.00 |
↳ 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. | — | — | — |
↳ All other applicants. | — | — | — |
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
$13.6MStudents: 374
48th percentile citywide
School-managed budget
$6.8MPositions: 62
39th percentile citywide
Total spend per student
$36,256
64th percentile citywide · city median $33,357
Staffing costs
Principal’s salary
$186K
13th percentile citywide
Principal and assistant principals
$345KPositions: 2
18th percentile citywide
Teaching staff
$3.9MPositions: 31
47th 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$172K$345K
- HEAD OF SCHOOL1$186K$186K
- ASST HEAD OF SCHOOL1$159K$159K
Teachers31$126K$3.9M
- Pre K / WHOLE CLASS2$178K$355K
- ESL / WHOLE CLASS2$113K$226K
- 1 / ICT - General Ed Teacher1$178K$178K
- 3-K / WHOLE CLASS1$178K$178K
- 2 / ICT - Special Ed Teacher1$172K$172K
- 4 / WHOLE CLASS1$164K$164K
- ARTS / WHOLE CLASS1$144K$144K
- COMPUTER / WHOLE CLASS1$141K$141K
- K / REDUCED CLASS SIZE1$139K$139K
- 1 / ICT - Special Ed Teacher1$122K$122K
- 1 / WHOLE CLASS1$122K$122K
- 2 / ICT - General Ed Teacher1$122K$122K
- 2 / WHOLE CLASS1$122K$122K
- 2, 3 / SELF-CONTAINED SP ED1$122K$122K
- 3 / ICT - General Ed Teacher1$122K$122K
- 3 / WHOLE CLASS1$122K$122K
- 4 / ICT - General Ed Teacher1$122K$122K
- 4 / ICT - Special Ed Teacher1$122K$122K
- 5 / ICT - General Ed Teacher1$122K$122K
- 5 / ICT - Special Ed Teacher1$122K$122K
- 5 / WHOLE CLASS1$122K$122K
- K / ICT - General Ed Teacher1$122K$122K
- K / ICT - Special Ed Teacher1$122K$122K
- K, 1 / SELF-CONTAINED SP ED1$122K$122K
- MUSIC / WHOLE CLASS1$122K$122K
- SCIENCE - GENERAL SCIENCE / WHOLE CLASS1$122K$122K
- PHYSICAL EDUCATION / WHOLE CLASS1$103K$103K
- 3 / ICT - Special Ed Teacher1$30K$30K
- 4, 5 / SELF-CONTAINED SP ED1$19K$19K
Support staff29$69K$2.0M
- 5046$45K$269K
- CLASSROOM - General Ed3$78K$233K
- IEP-HEALTH4$48K$191K
- IEP-CRISIS MANAGEMENT(CIT)4$37K$148K
- ADAPTIVE PHYSICAL EDUCATION / PUSH IN/PULL OUT1$124K$124K
- Guidance Counselor1$122K$122K
- School Psychologist Mandated Services1$120K$120K
- School Social Worker1$120K$120K
- SPEECH / PULL-OUT - Special Ed1$117K$117K
- SPEECH / PUSH IN/PULL OUT1$117K$117K
- OCCUPATIONAL THERAPY / PUSH IN/PULL OUT1$91K$91K
- CLASSROOM - Special Ed2$45K$89K
- School Secretary1$77K$77K
- PARENT COORDINATOR1$51K$51K
- IEP-ALTERNATE PLACEMENT1$45K$45K
- DC 37 Para More Than 20 Hrs0—$44K
- School Aides and Other Support Staff0—$42K
Programs and extra time$507K
- People Working Partial Year$218K
- Absence Coverage$124K
- IEP-HEALTH$76K
- 504$45K
- AFTER/BEFORE SCHOOL STUDENT PROGRAMS$41K
- IEP-CRISIS MANAGEMENT(CIT)$3,762
Supplies and services$66K
- Supplies - General$43K
- Non-Contractual Services$15K
- Data Processing Repair - Contractual$2,866
- School Funded Copier$2,175
- Library Books$2,050
- Transportation of Staff - Non-Contract$1,512
Location & commute
Where the school is and how to get there.