Independent charter school · Ukiah Unified

Tree of Life Charter — Rating & test scores

241 Ford Road, Ukiah · 93 students · Grades TK–8

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Campus map · © OpenStreetMap

Drawn from OpenStreetMap. Volunteers map it, so a new building may be missing. Buildings with no mapped height are drawn one storey high.

A picture of the campus, not an attendance boundary or a rating.

Schools maintain a closed campus policy. For students’ safety, visitors may enter a campus only with the school’s official permission; this drawing implies no permission to enter.

Scope Score 66

Needs SupportScope Score · 2nd percentile. Higher than 2 in 100 of the 5,726 California public elementary schools we score.

75 is the typical California school. 100 is the best result in the state. How the score is built

Well below California in English (reading and writing) and math, grade 3, spring 2026: 18% and 12% scored Proficient or Advanced, against 44% and 47%.

Source for this line
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grade 3: 17 in English, 16 in math
Comparison
California: CDE’s grade 3 rows for the whole state combined, weighted by students tested (our calculation; 390,924 in English and 391,944 in math tested).

Overview

Is Tree of Life Charter a good elementary school?

Needs Support. Tree of Life Charter is higher than most California elementary schools on progress in English. Tree of Life Charter is lower than most on test results, progress in math and attendance.

Test results, spring 2026

English, Proficient or Advanced418%
Math, Proficient or Advanced412%
English, Advanced76%
Math, Advanced10%

Progress in a year, 2025

English94+20 pts
Math33−3 pts

Showing up, 2025–26

Attendance4517 in 100
Tree of Life Charter’s place among California elementary schools, out of 100Ukiah Unified’s other elementary schoolsBar colour, from the lowest quarter of schools to the highest

One more thing to know

12.6% of students (13 of 103) were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Each bar is Tree of Life Charter’s place among 5,726 California public elementary schools we score. Our calculation from California Department of Education records, updated October 15, 2026.

How to read these bars, and their sources

A place counts the schools out of 100 with a lower figure. The dashed line is the middle. Test results are from spring 2026, grades 3–5. Progress is the state’s measure of how the same students’ scores changed against the score it expected, 2025. Attendance counts students who missed 10% or more of school days; fewer is better, so a higher place means fewer such students.

Source for the sentence
CDE suspension file, 2025–26. All students enrolled during the year (CDE’s cumulative enrollment): 103. District and California figures are averages of school rates (8 Ukiah Unified schools; 5,726 scored California elementary schools), our calculation.

In its own words

What does Tree of Life Charter say about itself?

These lines come from the school’s own website. They are the school’s description. They are not parent reviews or test results.

“We want them in a place where they are known, not as part of a pack or faces in a crowd, but individually and personally.”
treeoflifeschool.net (opens in a new tab), read October 23, 2026

Every line here is from treeoflifeschool.net, read October 23, 2026.

Progress

Did students here score higher than students who started at the same place?

In English, yes. In math, about the same. In 2025, students here in grades 4–8 scored 20 points higher in English than California students who had the same score the year before. The state calls that Exceptional. In math, they scored 3 points lower, which the state calls Average.

English

+20

points higher than California students who had the same score a year earlier. The state calls it Exceptional, the highest of its five growth levels.

By student group · students counted

White19+26 points
Low-income16+25 points
Hispanic or Latino12+11 points

Math

−3

points lower than California students who had the same score a year earlier. The state calls it Average, the third of its five growth levels.

By student group · students counted

White19+10 points
Low-income16−3 points
Hispanic or Latino12−20 points

Grades 4–8, 2025, 36 students with scores in both years. Faded rows have fewer than 40 students. It describes results, not causes. Source: California Department of Education, growth model.

How the state’s growth measure works

The state calls this comparison an expected score. It sets one for each student from that student’s own score the year before.

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 20 points above that expected score, and in math 3 points below it.

The state sorts every school’s growth result into five growth levels, from Minimal to Exceptional.

Here, as at most schools, the state’s figure blends the two most recent years, so it moves more slowly than one year’s scores.

Nearby

How does it compare with schools nearby?

5 of the 6 elementary schools nearby have a higher Scope Score than Tree of Life Charter. Each school is compared with every California elementary school.

Scope Score

7 elementary schools within 3.1 miles, highest score first. Under each name is how the school takes students.

  1. Frank ZeekNeighborhood school · by addressScope Score 7864th
  2. YokayoNeighborhood school · by addressScope Score 7441st
  3. River Oak CharterCharter · its own lotteryScope Score 7441st
  4. NokomisNeighborhood school · by addressScope Score 7126th
  5. Grace HudsonNeighborhood school · by addressScope Score 6912th
  6. Tree of Life CharterScope Score 662nd
  7. Oak ManorNeighborhood school · by addressScope Score 651st
Ukiah UnifiedCharter

A charter school takes applications from any family and holds a lottery when it has more applicants than seats.

Scope Score from California Department of Education state tests (CAASPP), spring 2026, grades 3–5. Distance is a straight line from this campus and is not an attendance boundary. See these schools on the map

Scores and family income

Further right, more students are from low-income families. Higher up, more students scored Proficient or Advanced in English.

25%50%0%25%50%75%100%

6 of 7 schools are named on the chart. Point at a dot or tap it to read any school.

English results: California Department of Education state tests (CAASPP), spring 2026, grades 3–5. Low-income is the share of students who qualified for free or reduced-price meals, 2024–25. The chart compares results, not causes.

Schools like it

How does Tree of Life Charter compare with schools like it?

Tree of Life Charter’s Scope Score is 66. 602 California elementary schools, counting Tree of Life Charter, have a similar share of students from low-income families. Their typical score is 77. Tree of Life Charter’s result is higher than 2 of them.

The five schools with the highest results of the 602

  1. Students from low-income families: 51%

    Scope Score 97Strong · 99th percentile

  2. Students from low-income families: 51%

    Scope Score 95Strong · 98th percentile

  3. Students from low-income families: 52%

    Wedgeworth Elementary

    Hacienda Heights

    Scope Score 94Strong · 98th percentile

  4. Students from low-income families: 48%

    Scope Score 93Strong · 97th percentile

  5. Students from low-income families: 47%

    Scope Score 93Strong · 97th percentile

602 California public elementary schools where 46% to 58% of students qualified for free or reduced-price meals in 2024–25. The chart compares results, not causes. Our calculation from California Department of Education records, spring 2026.

How the group is chosen

The group is every California public elementary school we score where 46% to 58% of students qualified for free or reduced-price meals in 2024–25. That is within 6 points of Tree of Life Charter’s share. The count includes Tree of Life Charter. Typical means the median: half are higher and half are lower. Schools differ in more than family income, and no score is changed for it. Our calculation from California Department of Education records: state tests (CAASPP), spring 2026, and school meal eligibility, 2024–25.

Over time

Have results changed?

There’s no spring 2025 result to compare with spring 2026: fewer than 11 students tested here that year, so CDE withheld it.

Share at the state’s top two test levels, 2017 to 2026

Grade 3. Point at a year, tap it or use the arrow keys to read its figures.

English

No comparable testsNo testsNo comparable testsNo tests25%50%75%20172024202626%33%44%CaliforniaCalifornia22%Ukiah UnifiedDistrict18%Tree of Life CharterThis school

Math

No comparable testsNo testsNo comparable testsNo tests25%50%75%20172024202630%39%47%CaliforniaCalifornia29%Ukiah UnifiedDistrict12%Tree of Life CharterThis school

The hatched block marks years with no comparable state test results. Each spring tests a different group of students. Between 16 and 18 students were tested here each year in each subject. With 16 students, one student is 6 points, so each year is a dot and no line joins them. Ukiah Unified’s line combines its 8 elementary schools we score (our calculation). Faint lines are its other schools. Source: California Department of Education, state tests (CAASPP).

Each year’s results

The top two levels were called Met or Exceeded before 2026 and are called Proficient or Advanced now. Ukiah Unified’s figure weights each school by the students it tested.

English, grade 3: share at the top two levels
SpringTree of Life CharterUkiah UnifiedCaliforniaTested here
201733%26%44%18
202429%27%43%17
202618%22%44%17
Math, grade 3: share at the top two levels
SpringTree of Life CharterUkiah UnifiedCaliforniaTested here
201739%30%47%18
202433%31%46%18
202612%29%47%16

A year is missing where fewer than the state’s minimum number of students tested and the state withheld the result.

Tests

How did students here do on state tests?

18% of the students tested scored Proficient or Advanced in English; 12% did in math.

English

18%

scored Proficient or Advanced.

711112
Ukiah Unified23%California44%

Math

12%

scored Proficient or Advanced.

563212
Ukiah Unified28%California47%
MinimalDeveloping levelProficientAdvanced

In grade 3, spring 2026, 18% of the 17 students tested scored Proficient or Advanced in English, against 44% across California. In math, 12% of 16 did, against 47% across California. Fewer than 30 students tested, so one year’s result can change a lot. Ask how results looked in other years.

The state published these results on October 15, 2026. What changed across California. Spring 2026, grade 3 combined. From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”). Source: California Department of Education, state tests (CAASPP).

Results for each grade, spring 2026

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced18%suppressedsuppressed
Advanced6%suppressedsuppressed
Proficient12%suppressedsuppressed
Developing level11%suppressedsuppressed
Minimal71%suppressedsuppressed
Tested1799
California44%46%49%
Difference−26——
English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advancedsuppressedsuppressednot on file
Advancedsuppressedsuppressednot on file
Proficientsuppressedsuppressednot on file
Developing levelsuppressedsuppressednot on file
Minimalsuppressedsuppressednot on file
Tested57not on file
California48%51%49%
Difference———

California is CDE’s statewide English row for each grade, counting every student tested there; the comparisons in the chapters combine these rows for their grades, weighted by students tested (our calculation).

Math

Math, grades 3–5: share of students tested, spring 2026
MeasureGrade 3Grade 4Grade 5
Proficient or Advanced12%suppressedsuppressed
Advanced0%suppressedsuppressed
Proficient12%suppressedsuppressed
Developing level32%suppressedsuppressed
Minimal56%suppressedsuppressed
Tested1699
California47%42%37%
Difference−35——
Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advancedsuppressedsuppressednot on file
Advancedsuppressedsuppressednot on file
Proficientsuppressedsuppressednot on file
Developing levelsuppressedsuppressednot on file
Minimalsuppressedsuppressednot on file
Tested57not on file
California37%38%36%
Difference———

California is CDE’s statewide math row for each grade, counting every student tested there; the comparisons in the chapters combine these rows for their grades, weighted by students tested (our calculation).

A grade the school doesn't teach has no row. “Suppressed” marks a result CDE blanks because fewer than 11 students tested (CDE’s reporting rule); “none tested” marks a grade CDE lists with no students tested; “not on file” marks a result missing from the records we hold. None of them means zero.

All four test levels, with the number of students tested
Share of students tested at each level, spring 2026. The state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal.
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grade 3 · This school6%12%11%71%17
English, grade 3 · California24%20%23%33%390,924
English, grade 3 · Ukiah Unified8%15%25%52%448
Math, grade 3 · This school0%12%32%56%16
Math, grade 3 · California22%25%22%31%391,944
Math, grade 3 · Ukiah Unified10%18%26%46%447

Spring 2026, grade 3 combined: 17 tested in English, 16 tested in math. California combines the state’s results for the same grades, weighted by students tested (our calculation).

Who goes here

Who goes here?

White students are the largest group here, at 58% of students. 17 of 102 students missed 10% or more of school days.

Missing school, 2025–26

17in 100

students were chronically absent. That means they missed 10% or more of school days (17 of 102 students).

At the average Ukiah Unified elementary school: 17 in 100. At the average California elementary school: 17 in 100.

Students, 2024–25

93

students in grades TK–8.

White 58%Hispanic or Latino 26%

Family income

52%

of students qualified for free or reduced-price meals in 2024–25, 48 of 93. California: 63%.

Teachers, 2024–25

5

teachers, with 13 years of experience on average.

0% were in their first year.

100% of teaching positions had the right credential, 2021–22.

Suspensions, 2025–26

12.6%

of students were suspended at least once (13 of 103). Average California elementary school 1.6%.

Sources: California Department of Education. Each tile names its year.

Missing school, by grade
Grades 4–6
4 of 25 students in grades 4–6 were chronically absent.
Grades 7–8
2 of 11 students in grades 7–8 were chronically absent.

Our records hold no figure for Grades TK–3.

Full student mix, 2025–26
StudentsHere
White58%
Hispanic or Latino26%
Asian—
Black or African American—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Where these figures come from

Attendance and suspensions: California Department of Education, 2025–26. Student mix: the students the state’s attendance file counts, 2025–26; a dash means our records hold no count. Student count: California Department of Education enrollment, 2024–25. Teachers: California Department of Education staffing files, 2024–25.

Teaching credentials: California’s School Accountability Report Card, 2024–25, measured in 2021–22: 3.5 of 3.5 full-time teaching positions. It counts positions, not individual teachers.

Family and staff answers

What would families tell you?

Families can answer a short set of questions about Tree of Life Charter. These are not star ratings or reviews.

  1. Family answers show once 20 families have answered.Until then this page shows how many have answered.
  2. The questions are about the school, never a person.No question asks about a named teacher or staff member.
  3. Answers are never part of the Scope Score.They sit beside the state’s records and do not change a school’s score.

Families

No family answers yet

0 of 20 needed before answers show

  • Does the school tell you how your child is doing, in a way you understand, before report cards arrive?Usually · Sometimes · Rarely
  • When you contact the school with a question, do you hear back within two school days?Usually · Sometimes · Rarely · Haven’t contacted them
  • Can you get school information in the language you read best?Yes · Mostly · No
  • And 4 more questions.

Answer the family questionsResponder en españolHow family answers work

The school day

What is the school day like?

Tree of Life Charter has transitional kindergarten (TK). Our records do not hold school hours or before- and after-school care yet. Ask the office.

Transitional kindergarten (TK), 2025–26

13

TK students in 2025–26.

TK is California’s free public program for four-year-olds.

TK count: California Department of Education, Census Day enrollment, 2025–26. Find TK schools near you

The neighborhood

What is the area around Tree of Life Charter like?

These figures are for everyone who lives in ZIP code 95482. They are not figures for the families at Tree of Life Charter.

Typical household income in a year

$69,772

Typical means half are higher and half are lower. The ZIP code is the school’s address, not its attendance area. Source: U.S. Census Bureau, American Community Survey, 2020–2024, ZIP code area 95482.

Typical home value
$491,300
People who live in this ZIP code
33,164
Typical age
39.6 years
Adults 25 and older with a four-year college degree
21%

What you can do

Who can act on Tree of Life Charter’s results?

Tree of Life Charter’s own board decides its plan.

State support

The state hasn’t placed Tree of Life Charter in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source 

Reading screening in kindergarten through grade 2

California law requires schools to screen kindergartners through second graders for reading difficulties every year, with some exceptions. You get notice at least 15 days before, results within 45 days, and can opt out in writing.

Kindergartners can’t be screened before the 91st school day; transitional kindergarten isn’t covered.

If screening shows your child may be at risk for reading difficulties, the school must provide supports. That result isn’t a diagnosis, and screening can’t be used to delay a special-education evaluation.

Ask how many K–2 students screening found at risk last year, and how many got extra reading help.

California Education Code § 53008. Source 

Questions to ask

What should I ask, and when?

Bring these 9 questions to Tree of Life Charter. Confirm anything about applying with the school itself.

On a tour

  1. What does the school try before a suspension, and who talks with the family?12.6% suspended at least once, 2025–26 (13 of 103 students); average California elementary school: 1.6%
  2. What changes for a student who falls behind in math?3 points lower in math than California students who had the same score the year before, grades 4–8, 2025 (36 students)
  3. How does this approach show up in an ordinary lesson?From its own words, on how it teaches.
  4. Which grades take part in these programs, and how often?From its own words, on programs.
  5. Which grades share a classroom or keep the same teacher across years?From its own words, on classroom structure.

Before you apply

  1. Which grades are accepting applications, and who is eligible?
  2. What are the deadlines, enrollment priorities, and lottery or waitlist steps?

At the office

  1. What time does the day start and end, and is any day shorter?
  2. What transportation and before- or after-school options are available?

Getting in

How do I get in?

Ask Tree of Life Charter how it admits students. Charter schools set their own enrollment steps and dates.

Where it is

Where is Tree of Life Charter?

Administrator
Stacy StraussAs the state’s school directory lists it, last updated February 9, 2023.

A school’s place on the map is its address in the state directory. It does not show which homes the school serves. See nearby schools on the map

Short answers to 6 common questions

How do I get in?

Ask Tree of Life Charter how it admits students. Charter schools set their own enrollment steps and dates. See the details ↓

Is Tree of Life Charter a good elementary school?

Tree of Life Charter has a Scope Score of 66. It scored higher than 2 in 100 of California’s 5,726 scored public elementary schools (Needs Support, 2nd percentile, spring 2026). See the details ↓

How often do students miss school or get suspended?

In 2025–26, 17 in 100 students missed 10% or more of school days, against 17 in 100 at the average Ukiah Unified elementary school. 12.6% of students (13 of 103) were suspended at least once in 2025–26, against 1.6% at the average California elementary school. See the details ↓

Did students here score higher than students who started at the same place?

In English, yes. In math, about the same. In 2025, students here in grades 4–8 scored 20 points higher in English than California students who had the same score the year before. The state calls that Exceptional. In math, they scored 3 points lower, which the state calls Average.

  • Included in this measure: 36 students

See the details ↓

What does its own plan pay for?

In its 2026–27 plan, $299,118 is planned for 26 funded actions in 4 goals. That’s 15% of its $2.0 million general fund budget. These are planned amounts; the charter school reports what it spent in a later plan.

What should I ask on a visit?

The questions drawn from this page are under Questions to ask, ready to copy. See the details ↓

Its own plan

What does Tree of Life Charter’s own plan commit to?

$299,118 is planned for 26 funded actions in 4 goals. That’s 15% of its $2.0 million general fund budget.

$299,118

planned in the school’s own plan for 2026–27

The three largest actions in the plan

  • Full, time highly trained paraprofessionals in each classroom of at least 15 students$111,087
  • Expand the homemade breakfast/​lunch menu$33,082
  • After School Program$24,000

These are planned amounts; the charter school reports what it spent in a later plan. Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 75 pages), as posted to the California School Dashboard.

The whole plan: every goal, what it measures and what it pays for

The plan lists what the school commits to spend and measure.

The 2026–27 plan in short

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 75 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 56% of the money. The plan itself puts 69% of it toward staff.

  • Full, time highly trained paraprofessionals in each classroom of at least 15 students $111,087
  • Expand the homemade breakfast/lunch menu $33,082
  • After School Program $24,000
  • 23 other actions
Reading, math and catch-up help

7 of the plan’s 26 funded actions name reading, math, catch-up help or English learners in their titles.

  • Reading $4,183
  • Math $12,750
  • Catch-up help $38,510

Largest of these

  • 0.5 FTE highly qualified instructional assistant to give extra academic support to unduplicated students$20,338
  • Academic Support from part time Special Education teacher$10,472
  • Supplemental tutoring support from certificated teachers after school$7,700
For high-need students

It plans $121,531 in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $125,709 and estimates it spent $132,831, $7,122 (6%) more than planned (our arithmetic).

What changed

The total is $52,484 (21%) higher than in the 2025–26 plan.

New in the 2026–27 plan

  • Full, time highly trained paraprofessionals in each classroom of at least 15 students$111,087
  • 0.5 FTE highly qualified instructional assistant to give extra academic support to unduplicated students$20,338
  • Supplemental tutoring support from certificated teachers after school$7,700
What its goals measure

Read these state results for this school as context for the goals they measure; results alone can’t show what the plan caused.

The test rows are schoolwide results for every grade the school tests; the source doesn’t list which grades. The headline at the top of this page covers grade 3 only: 18% in English and 12% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure2024–252025–26Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 159%43%down 16 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goals 1 and 341%21%down 20 pts
Chronically absentGoal 314 in 10017 in 1003 more in 100
Suspended at least onceGoal 22.8%12.6%up 9.8 pts

Goal 4 isn’t shown because it tracks other measures.

Figures from CDE’s state test, chronic absence and suspension files. Test figures cover every grade the school tests (California tests grades 3–8 and 11), so they differ from a profile’s rated grades. Chronically absent means a student missed 10% or more of school days.

The plan’s own titles and amounts
  • Full, time highly trained paraprofessionals in each classroom of at least 15 students · $111,087
  • Expand the homemade breakfast/​lunch menu · $33,082
  • After School Program · $24,000
The full plan4 goals, 15 measures and where the money goes

We calculate each action’s share of the plan by dividing its planned amount by the total of the plan’s funded actions ($299,118).

Where does the money go?

56% to Goal 1. Each box is one action, sized by its planned dollars and coloured by its change since last year’s plan. Tap a box to open its goal.

G1
G2
G3

Change since the 2025–26 plan, same title

  • fell 25% or more
  • fell 10–25%
  • fell 2–10%
  • within 2%
  • grew 2–10%
  • grew 10–25%
  • grew 25% or more
  • new or renamed title
  • not compared: unconfirmed, or repeated across goals

Every goal, in the plan’s order

Goal 1Increase the amount of support provided to students with learning disabilities, students from economically…$166,84256% of action budgets

“Increase the amount of support provided to students with learning disabilities, students from economically disadvantaged families, English Language Learners, foster youth, and youth in transition by highly qualified teachers, mental health professionals, paraprofessionals, and learning opportunities” p. 9 ↗

8 funded actions · 2025–26 plan: $142,142 (+⁠$24,700)

Largest funded actions

  1. Full, time highly trained paraprofessionals in each classroom of at least 15 students$111,087action 1.1 · p. 35 ↗ · marked as contributing to high-need services · of which $79,093 is state funding counted toward those services
  2. After School Program$24,000action 1.2 · p. 35 ↗
  3. Academic Support from part time Special Education teacher$10,472action 1.4 · p. 35 ↗ · marked as contributing to high-need services
  4. Supplemental tutoring support from certificated teachers after school$7,700action 1.9 · p. 36 ↗ · marked as contributing to high-need services
  5. After School Math Club$6,750action 1.3 · p. 35 ↗ · marked as contributing to high-need services

3 more funded actions in this goal

  • Academic and behavioral assessments and screenings · action 1.5 · p. 35 ↗$4,240
  • Accelerated Reader Subscription · action 1.7 · p. 35 ↗$1,543
  • IXL Subscription · action 1.6 · p. 35 ↗$1,050

Every other line in this goal, against last year’s plan

  • Full, time highly trained paraprofessionals in each classroom of at least 15 students · $111,087 · p. 35 ↗new or renamed
  • After School Program · $24,000 → $24,000 · p. 35 ↗unchanged
  • Academic Support from part time Special Education teacher · $10,472 → $10,472 · p. 35 ↗unchanged
  • Supplemental tutoring support from certificated teachers after school · $7,700 · p. 36 ↗new or renamed
  • After School Math Club · $6,750 → $6,750 · p. 35 ↗unchanged
  • Academic and behavioral assessments and screenings · $4,240 → $4,240 · p. 35 ↗unchanged
  • Accelerated Reader Subscription · $1,543 → $1,543 · p. 35 ↗unchanged
  • IXL Subscription · $1,050 → $1,050 · p. 35 ↗unchanged

A reworded title counts as new.

How the plan measures it · 4 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 9 ↗.

Goal 2Each student will develop social/​emotional skills, such as perseverance and self-control, that will enable…$24,0468% of action budgets

“Each student will develop social/​emotional skills, such as perseverance and self-control, that will enable them to achieve their goals even during a difficult time. They will develop regulation mechanisms. Students will also learn to work together and take pride in their work and school” p. 13 ↗

4 funded actions · 2025–26 plan: $16,900 (+⁠$7,146)

Largest funded actions

  1. Restorative Justice/ trauma informed practices training$7,500action 2.6 · p. 36 ↗ · marked as contributing to high-need services
  2. Restorative Justice Peer Partner: classroom weekly lessons$7,146action 2.5 · p. 36 ↗
  3. Integrated Listening System (iLS)$6,900action 2.1 · p. 36 ↗ · marked as contributing to high-need services
  4. Moo Zoom SEL program$2,500action 2.7 · p. 36 ↗

Every other line in this goal, against last year’s plan

  • Restorative Justice/ trauma informed practices training · $7,500 → $7,500 · p. 36 ↗unchanged
  • Restorative Justice Peer Partner: classroom weekly lessons · $7,146 · p. 36 ↗new or renamed
  • Integrated Listening System (iLS) · $6,900 → $6,900 · p. 36 ↗unchanged
  • Moo Zoom SEL program · $2,500 → $2,500 · p. 36 ↗unchanged

A reworded title counts as new.

How the plan measures it · 4 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 13 ↗.

Goal 3The school will support an equity based, fully implemented Montessori curriculum with an emphasis on…$93,81031% of action budgets

“The school will support an equity based, fully implemented Montessori curriculum with an emphasis on mathematics, but also includes English Language Arts, geometry, geography, history, sciences, practical life, sensory elements, physical education, gardening, and all of the arts. The school will continue to utilize and enhance the outdoor environment, creating comfortable, shaded space for students to enjoy and work outside. Implementing this curriculum and having pleasant spaces for students to learn will increase attendance and address chronic absenteeism” p. 18 ↗

9 funded actions · 2025–26 plan: $73,472 (+⁠$20,338)

Largest funded actions

  1. Expand the homemade breakfast/​lunch menu$33,082action 3.7 · p. 36 ↗
  2. 0.5 FTE highly qualified instructional assistant to give extra academic support to unduplicated students$20,338action 3.11 · p. 37 ↗ · marked as contributing to high-need services
  3. Gardening lessons with Farm to School grant coordinator$20,200action 3.8 · p. 36 ↗
  4. Replace or add to the math materials in each classroom$6,000action 3.1 · p. 36 ↗
  5. Field trip program$5,000action 3.6 · p. 36 ↗

4 more funded actions in this goal

  • Montessori Reading Acceleration Pathway · action 3.9 · p. 37 ↗$2,640
  • Montessori trainings · action 3.3 · p. 36 ↗$2,500
  • Teacher Peer Observations · action 3.4 · p. 36 ↗$2,500
  • Montessori Compass · action 3.2 · p. 36 ↗$1,550

Every other line in this goal, against last year’s plan

  • Expand the homemade breakfast/​lunch menu · $33,082 → $33,082 · p. 36 ↗unchanged
  • 0.5 FTE highly qualified instructional assistant to give extra academic support to unduplicated students · $20,338 · p. 37 ↗new or renamed
  • Gardening lessons with Farm to School grant coordinator · $20,200 → $20,200 · p. 36 ↗unchanged
  • Replace or add to the math materials in each classroom · $6,000 → $6,000 · p. 36 ↗unchanged
  • Field trip program · $5,000 → $5,000 · p. 36 ↗unchanged
  • Montessori Reading Acceleration Pathway · $2,640 → $2,640 · p. 37 ↗unchanged
  • Montessori trainings · $2,500 → $2,500 · p. 36 ↗unchanged
  • Teacher Peer Observations · $2,500 → $2,500 · p. 36 ↗unchanged
  • Montessori Compass · $1,550 → $1,550 · p. 36 ↗unchanged

A reworded title counts as new.

How the plan measures it · 4 measures · 1 quoted

  • CAASPP mathematics test scores will improve by 10% each year on average for all students p. 19 ↗
    Baseline
    Overall, mathematics test scores were 21.8 points below standard.
    Target for year 3
    Overall CAASPP mathematics test scores will be 15.9 below standard.

3 more measures in the plan’s table.

Goal 4Parents/​Guardians will feel emotionally supported by the school and staff and therefore, be able to…$14,4205% of action budgets

“Parents/​Guardians will feel emotionally supported by the school and staff and therefore, be able to emotionally support their children. The school will facilitate building a community to support families and networking to encourage one another. The school will provide a safe space for conversations about parenting, training, and resources in Montessori philosophy and positive parenting techniques. Families will feel a connection between home and school” p. 24 ↗

5 funded actions · 2025–26 plan: $14,120 (+⁠$300)

Largest funded actions

  1. Attendance Secretary/ Independent Study Coordinator$11,070action 4.7 · p. 37 ↗
  2. Food/​game night served at Parent Council Meetings$2,000action 4.8 · p. 37 ↗
  3. Zoom link will be provided for Parent Council meetings$800action 4.4 · p. 37 ↗
  4. Parent Support Group evenings$300action 4.9 · p. 37 ↗
  5. Childcare/​game night during Parent Council Meetings$250action 4.2 · p. 37 ↗

Every other line in this goal, against last year’s plan

  • Attendance Secretary/ Independent Study Coordinator · $11,070 → $11,070 · p. 37 ↗unchanged
  • Food/​game night served at Parent Council Meetings · $2,000 · p. 37 ↗new or renamed
  • Zoom link will be provided for Parent Council meetings · $800 → $800 · p. 37 ↗unchanged
  • Parent Support Group evenings · $300 · p. 37 ↗new or renamed
  • Childcare/​game night during Parent Council Meetings · $250 · p. 37 ↗new or renamed

A reworded title counts as new.

How the plan measures it · 3 measures

None of these has an all-students line we can quote; the plan’s table lists them from p. 24 ↗.

All amounts are planned. We read them from the PDF and added up each goal’s actions ourselves. Page links open the plan at that page.

The full record

Source records

This page is built from 11 sets of records from public data sources. Every figure keeps its source, grades, year and count.

Data updated

October 15, 2026

Record sets on this page
11
Sources
California Department of EducationU.S. Census Bureau
State test years
2017–2026

Results

Students

Money and staff

Place, downloads and method

Score factorssource values, index and weights · 2025–26 · ranked #5,577 of 5,726 California elementary schools we score · #7 of 8 in Ukiah Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math3%3442%
Proficient or Advancedaverage of English and math15%3123%
Chronically absent17 in 100505%
Suspension rate12.6% (13 of 103)25%

Index is where the school's value sits among the California elementary schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2025–26. Chronic absence and suspension are CDE's all-students school rates; the score uses an adjusted version of each that pulls small schools toward the average, so their index can sit nearer 50 than the rate suggests. The weights above add to 75%: the remaining 25%, for measures with no value here, is shared out among the measures above.

Scope Score by year2021–22 to 2025–26 · each year’s inputs, and the score for each year we could verify

Scope Score

School yearScope ScorePercentileRankComparison group
2025–26662#5577California elementary schools · 5,726 schools · current formula

2021–22, 2023–24 and 2024–25 have records on file but no Scope Score we could verify against that year’s source files, so no score is shown for them.

School yearChronic absenceSuspension
2021–22not on filenot on file
2023–248 of 930 of 94
2024–2514 in 1002.8% (3 of 109)
2025–2617 in 10012.6% (13 of 103)

Chronic absence and suspension are CDE’s all-students school rates for each year.

Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English4914%43%
2026 · Math488%21%
2025 · English4927%59%
2025 · Math4916%41%
2024 · English4531%58%
2024 · Math4617%37%
2023 · English3738%65%
2023 · Math3719%49%
2022 · English3732%57%
2022 · Math3716%46%
2019 · English2924%52%
2019 · Math2917%34%
2018 · English3628%53%
2018 · Math368%31%
2017 · English4018%50%
2017 · Math4012%40%

Each year names its school year end (2026 = 2025–26). “Students with scores” counts each subject on its own, so don’t add the English and math counts together. A dash is unavailable, not zero.

Earlier years · grade and subject

Year · grade · subjectStudents with scoresMet or exceeded
2025 · Grade 3 · English10—
2025 · Grade 4 · English1346%
2025 · Grade 5 · English7—
2025 · Grade 6 · English7—
2025 · Grade 7 · English4—
2025 · Grade 8 · English8—
2025 · Grade 3 · Math10—
2025 · Grade 4 · Math1338%
2025 · Grade 5 · Math7—
2025 · Grade 6 · Math7—
2025 · Grade 7 · Math4—
2025 · Grade 8 · Math8—
2024 · Grade 3 · English1729%
2024 · Grade 4 · English7—
2024 · Grade 5 · English8—
2024 · Grade 6 · English5—
2024 · Grade 7 · English8—
2024 · Grade 3 · Math1833%
2024 · Grade 4 · Math7—
2024 · Grade 5 · Math8—
2024 · Grade 6 · Math5—
2024 · Grade 7 · Math8—
2023 · Grade 3 · English9—
2023 · Grade 4 · English7—
2023 · Grade 5 · English9—
2023 · Grade 6 · English1292%
2023 · Grade 3 · Math9—
2023 · Grade 4 · Math7—
2023 · Grade 5 · Math9—
2023 · Grade 6 · Math1283%
2022 · Grade 3 · English9—
2022 · Grade 4 · English10—
2022 · Grade 5 · English1479%
2022 · Grade 6 · English4—
2022 · Grade 3 · Math9—
2022 · Grade 4 · Math10—
2022 · Grade 5 · Math1464%
2022 · Grade 6 · Math4—
2019 · Grade 3 · English10—
2019 · Grade 4 · English7—
2019 · Grade 5 · English10—
2019 · Grade 6 · English——
2019 · Grade 3 · Math10—
2019 · Grade 4 · Math7—
2019 · Grade 5 · Math10—
2019 · Grade 6 · Math——
2018 · Grade 3 · English——
2018 · Grade 4 · English——
2018 · Grade 5 · English——
2018 · Grade 6 · English——
2018 · Grade 7 · English——
2018 · Grade 3 · Math——
2018 · Grade 4 · Math——
2018 · Grade 5 · Math——
2018 · Grade 6 · Math——
2018 · Grade 7 · Math——
2017 · Grade 3 · English1833%
2017 · Grade 4 · English——
2017 · Grade 5 · English1258%
2017 · Grade 6 · English——
2017 · Grade 3 · Math1839%
2017 · Grade 4 · Math——
2017 · Grade 5 · Math1250%
2017 · Grade 6 · Math——

Current 2025–26 grade results are under Academic achievement, in Results for each grade. “Students with scores” counts the students tested in that grade, subject and year. A missing result is not zero, and each year’s row is a different group of children.

Science (CAST)schoolwide · spring 2026
Science (CAST)TestedAdvancedProficientDeveloping levelMinimal
Schoolwide128%33%50%8%

CAST is tested in grades 5 and 8, then once in grade 10, 11, or 12. This row is the school's all-student aggregate. Not part of the Scope Score.

Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
GroupEnglishnCDE categoryMathnCDE category
All students+2036Exceptional−336Average
English-only students+1935not categorized−235not categorized
White+2619Exceptional+1019Accelerated
Low-income+2516Exceptional−316Average
Hispanic or Latino+1112Accelerated−2012Moderate

CDE reports scale-score points against the state’s expected score — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. Muted rows have fewer than 30 students with a valid growth score. SchoolScope uses that threshold for the shorter narrative view; the reported values stay visible here. “Not categorized” means this imported CDE row has a growth value without a performance category. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure
California growth model · points vs expected

State model · English+20 pts vs expected

matched students, grades 4–8

CDE California growth model · 2025 Dashboard

Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25

All students, grades 4–8

36 students

CDE growth category: Exceptional

California growth model, English: +20 scale-score points versus the state's expectation, CDE category Exceptional, against SchoolScope's +2-point median for California elementary school records.

State model · math−3 pts vs expected

matched students, grades 4–8

CDE California growth model · 2025 Dashboard

Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25

All students, grades 4–8

36 students

CDE growth category: Average

California growth model, math: −3 scale-score points versus the state's expectation, CDE category Average, against SchoolScope's +2-point median for California elementary school records.

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California elementary school records, the median English estimate is +2 and the middle half fall between −5 and +9 scale-score points — the spread is wide, so read the figure against it, not its sign alone. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8, and it is not part of the Scope Score.

Attendance and suspensionsState records · this school and each student group · 2018–19 and 2025–26

CDE’s all-students school rates for 2024–25 and 2025–26; the change is the difference between the two rates as printed.

Year-over-year school rates
Chronic absenteeism2024–25 · 14 in 100 → 2025–26 · 17 in 100 · +3 in 100
Suspension rate2024–25 · 2.8% (3 of 109) → 2025–26 · 12.6% (13 of 103) · +9.8 percentage points
Group2018–192025–26Change
Female—3 of 45—
Male—14 of 57—
Hispanic or Latino—3 of 27—
White—11 of 59—
Students with disabilities—4 of 17—
Homeless—4 of 11—
Low-income—13 of 64—
All students—17 in 100—

Two reported school years only; no intervening-year result is implied. Where fewer than 100 students were counted, the cell shows the count and no change is printed. Source: CDE school-level chronic absenteeism by student group.

Fundingschool and district spending, from state and federal finance records · each row names its fiscal year and measure

Per-pupil spending

District · current expense$14,850 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 5,938 pupils

California · selected district mean$14,491 per pupil

NCES F-33 · FY 2020–21 (2021) · SchoolScope’s unweighted mean across 818 selected California district finance records

District current expense · FY 2024–25$20,300 per ADA

CDE SACS Current Expense of Education · district fiscal year ending 2025 · average daily attendance denominator

How the California mean was selected

SchoolScope starts with its selected California finance records, not every NCES California district. For FY 2020–21, it calculates an unweighted mean of NCES F-33 current expense per pupil. District records contribute once, regardless of enrollment. The calculation keeps records with positive per-pupil current expense, enrollment over 100, CCD agency type 1, and a recorded district name; it excludes names ending in County Office of Education, Department of Education, or Superintendent of Schools. This is a SchoolScope calculation, not a state-published spending average.

Selected General Fund operating costs · FY 2024–⁠25 · SchoolScope calculation
Instruction 61%Instruction support 11%Student services 10%Administration 7%Buildings & maintenance 10%Other 1%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$66,262,81760.71%61%
Instruction support$12,369,92711.33%11%
Student services$10,661,8539.77%10%
Administration$7,285,4506.68%7%
Buildings & maintenance$10,830,0099.92%10%
Other$1,732,6261.59%1%
Total$109,142,681100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $109,142,681 total of the groups shown, rounded to whole percents by largest remainder so they add up to 100. Dollar amounts are rounded to the nearest dollar, so they can differ from the total by a dollar. SchoolScope groups district-level CDE SACS UserGL actuals from Fund 01, using operating objects 1000–5999 and excluding retiree benefits, food and community services, facilities acquisition, other outgo, and nonagency goals. These shares use that filtered total; they do not exactly break down CDE's official current expense per ADA above. The school-level ESSA figure uses a separate source.

NCES F-33 district fiscal-year history, 2017–⁠2021; latest district record shown: 2021
2021$14,850 per pupil
2020$13,146 per pupil
2019$13,764 per pupil
2018$11,665 per pupil
2017$11,318 per pupil

Source: NCES F-33 · Full district breakdown →

Staffing recordsstate teacher credential-and-placement and district salary records · each for its own year

Additional workforce records

Properly assigned intern credential holders0.0%

CDE 2024–25 SARC, Teacher Preparation and Placement table; measured school year 2021–22. Share of reported school teaching-position full-time equivalents assigned to properly assigned intern credential holders. A reported 0.0% is shown; unavailable rates are omitted. This is a position share, not a count of current teachers or of emergency permits.

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 95482 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 95482 area
MeasureEstimate
Median household income$69,772
Bachelor's degree or higher (adults 25+)21%
ZIP-area population33,164
Median age39.6 years

Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. These figures are not part of the Scope Score. See all schools in ZIP code 95482 →

Downloads, embed and methodologyCSV · embed code · sources · corrections

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Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 5,726 elementary schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Data updated October 15, 2026

  • No student group comparison is shown for this school this year: either no group had 30 or more students tested in each subject, or no same-grade district or state rate was available for its groups.
  • Its Scope Score is an elementary school score; results for its other grades are in these records.

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