York Elementary School - Orchards, WA

PROFICIENCY 59% 9% higher than state average

School Rankings

Ranked #0 of 103 in Orchards
Ranked #0 of 3065 in Washington

Proficiency Averages

46%Orchards

54%Washington

York Elementary School is a school servicing grades PK to 5 and is located in the district of "Evergreen School District (Clark)" in Orchards, WA. There are a total of 518 students and 32 teachers at York Elementary School, for a student to teacher ratio of 17 to 1.

York Elementary School has an average proficiency test score (in mathematics and languages) of 58.5%, which is 9% higher than the Washington average.

York Elementary School location

Academics

Students/Teachers
Students	518
Teachers	32
Student/Teacher ratio	17:1

Advanced Placement
AP enrollment	n/a
Taking some courses	n/a
Taking some courses (not tests)	n/a
Passing some courses	n/a
Passing no courses	n/a

Advanced placement (AP) is a program that offers high school students the ability to take college level courses and exams. These programs were created to be at the same level of most first year university courses. If the students were successful in the AP programs, they could potentially receive advanced placement, credit or exemptions when they go on to university. At York Elementary School, there are a total of n/a students enrolled in advanced placement courses, with n/a taking some courses.

Proficiency in mathematics comparison

Proficiency in languages comparison

Proficiency in mathematics by grade

Grade	Proficiency
All	57%
3	45-49%
4	75-79%
5	45-49%
6	n/a
7	n/a
8	n/a
High School	n/a

Proficiency in languages by grade

Grade	Proficiency
All	60%
3	50-54%
4	65-69%
5	60-64%
6	n/a
7	n/a
8	n/a
High School	n/a

The proficiency in math and languages tables represent the percentage of students that scored at or above the proficiency level on their standardized state assessment tests. Although these tests are standardized within each state, the tests may vary from state to state. Comparing the results of one state to another may not always be an accurate or fair comparison.

York Elementary School race/ethnicity breakdown

Race	School	District	Washington	National
White	67.4%	62.9%	57.7%	51.1%
Black	1.5%	3.2%	4.6%	15.9%
Asian	4.8%	6.8%	7.3%	4.7%
Hispanic or Latino	16.3%	17.6%	21.1%	23.6%
American Indian and Alaskan	0.8%	0.6%	1.4%	1.2%
Hawaiian	0.4%	1.7%	1.0%	0.4%
Multiracial	8.8%	7.3%	6.9%	3.1%

Orchards demographics profile

Statistic	Orchards	Washington	National
Population	182,792	7,614,893	328,239,523
Population density (sq mi)	3,750	117	91
Median age	37.1	37.6	37.7
Male/Female ratio	1.0:1	1.0:1	1.0:1
Married (15yrs & older)	53%	56%	55%
Speak English	80%	81%	79%
Speak Spanish	10%	8%	13%

Education level achieved in Orchards

Index	Orchards	Washington	National
Completed 8th grade	86.3%	87.5%	84.3%
Completed high school	85.6%	86.6%	83.0%
Completed some college	64.2%	67.7%	59.4%
Completed associate degree	36.7%	43.3%	38.5%
Completed bachelors	26.7%	33.6%	30.3%
Completed masters	9.4%	12.3%	11.5%
Completed professional degree	2.8%	3.6%	3.3%
Completed doctorate	1.2%	1.5%	1.3%

Write a school review about York Elementary School Tell people what you like or don't like about York Elementary School…

Special needs students will be treated poorly here

Academics1/10

Teachers1/10

Administration1/10

Sports1/10

Facilities1/10

THIS IS GOING YO BE A LONG ONE. BUT PLEASE READ THIS IF YOU CARE ABOUT SPECIAL EDUCATION: I thought really long and hard before deciding to publish this publicly, but I don't know where else to turn. The following is an email I sent to evergreen school district of vancouver washington after my daughter was trapped in a room by York Elementary School principal Dawn Harris.

This email is to ensure that I am able to communicate all of my concerns appropriately and uninterrupted:
On 2/22/22 I received 3 missed calls from what is known to me as miss odendahl's phone number, i attempted to return the call within 10 minutes. My return calls were unanswered and returned shortly after. During the call miss odendahl relayed to me that my daughter was escalated and yelling profanities at staff, she placed the phone in speaker mode and i attempted to assist my daughter in de escalation. Shortly after answering the phone call I was told that Miss Harris had stepped in and that they would call me back. I received another phone call 10 minutes after, evidently during the 10 minutes in between calls my daughter had been isolated in a room with miss harris holding the door closed. The explanation I was given as to why my child had been isolated per miss harris amd miss odendahl during this phone call was that my daughter was swearing and there were kindergarten students in the hallway. I could hear my daughter crying and clearly in emotional distress during this call and I sent her grandmother to pick her up. The school made no attempt to inform me that my daughter had repeatedly hit her head on the door while "isolated" in this room, nor that she had run head first from one end of the room to the other slamming her head into the door, which per my daughter was the reason the door was finally opened. After the door was opened the staff made no attempt to check my daughter for injury or send her to the health room. It took over an hour after being home for my daughter to deescalate enough to inform us that she had hit her head, she was in the care of my mother while I was at work. My mother is a retired NA and checked my daughter for signs of concussion and bruising. I would like to insert a few direct quotes from the procedures and policies regarding restraint and isolation provided to me by the school district:
This procedure is intended to apply to a broad range of circumstances whenever it is deemed reasonably necessary by district staff to control spontaneous behavior by any student that poses an imminent likelihood of serious harm. This procedure is intended to be interpreted consistent with the requirements of RON 28A.600.485, RCW 9A.16.020, RON 9A.16.100, RCW 28A.160.300, RON 28A.155.210, WAC 392-400-235, and, for students with an IEP, consistent with the regulations of Chapter 392-172A, WAC.
District personnel are PROHIBITED from physically restraining or isolating any student, except when the students behaviour poses an imminent likelihood of SERIOUS harm
A student may not be the recipient of force or restraint that is unreasonable under the circumstances
Restraint, isolation, or other forms of reasonable physical force will be discontinued as soon as determination is made by the staff member administering the restraint, isolation, or other forms of physical force that the likelihood of serious harm has dissipated.
Restraint, isolation, or other forms of reasonable physical force must be administered in such a way so as to prevent or minimize physical harm to the student. If at any time during the use of restraint, isolation, or other forms of reasonable physical force, the student demonstrates significant physical distress, the technique must be reduced immediately and, if necessary, school staff must take immediate steps to seek medical assistance.

The school has been made very aware and has previously received documentation to support that my daughter is a victim of domestic violence.

Per washington office of superintendent of public instruction:
Restraint and isolation are traumatizing for students and staff
Traumatizing people who are already suffering from complex trauma can have life altering effects
Likelihood of serious harm as defined in RCW 70.96B.010 means: • (1) A substantial risk that: • (a) Physical harm will be inflicted by a person upon his or her own person, as evidenced by threats or attempts to commit suicide, or inflict physical harm on oneself; • (b) Physical harm will be inflicted by a person upon another, as evidenced by behavior that has caused such harm or that places another person or persons in reasonable fear of sustaining such harm; • (c) Physical harm will be inflicted by a person upon the property of others, as evidenced by behavior that has caused substantial loss or damage to the property of others;
Physical restraint or isolation should be discontinued as soon as imminent danger of serious physical harm to self or others has dissipated. Not when students are “calm.”
Calm is a subjective term and it is unreasonable to expect a student to “calm down” while restrained or isolated.
pattern of exclusionary disciplinary measures may indicate a child’s IEP is not reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances and additional or different support and strategies may be needed to ensure FAPE is made available to each child with a disability.
A functional behavioral assessment to identify why a behavior occurs and interventions to reduce that behavior. ✓ Conducting an FBA should not be limited to students with emotional/behavioral disabilities or even children with disabilities ✓ FBA can be done with any child whose behavior is resulting in restraint or isolation to determine effective interventions and less aversive strategies.

Here I would like to include some history of my child and York elementary:
My daughter was allowed to repeatedly bang her head against a wall until it was bruised, leading me to pick her up from school and have her checked at the emergency room for a concussion at the direction of her pediatrician's office.
After the above described incident i asked that my daughter be referred to hollingworth academy because she deserves to be in a school that is capable of keeping her safe. I explained that this was not my only issue with her education at that time, and that she was also not spending an adequate amount of time in her classroom. I asked to be contacted immediately anytime she hits her head. I am an extremely involved parent and answer phone calls from the school staff regarding my daughter multiple times a day as well as picking her up from school early because of behaviour multiple times weekly. My child is being limited in her ability to succeed by being placed in a school that does not have an appropriate program for her needs. The school staff has been made aware this school year that my daughter was physically assaulted by her father, subjected to domestic violence, and grieving the loss of her uncle that she has lived with her entire life. My daughter shows very clear signs of significant trauma. Lavender currently sees a therapist through family solutions weekly, as well as our family therapist weekly, which school staff is also aware of. I am employed in the field of early childhood education and i can not fathom at any point a need to hold a prepubescent child in a room for 6 minutes. I am appalled that a principal of a school would make such a poor and unnecessary judgment call. Reviewing the information and direct quotes I have provided, I truly believe that you could draw the conclusion that there are many direct violations of the evergreen school districts policies and procedures of isolations and restraints as well as the policies set forth by the office of the superintendent of public education in the state of washington. Using profanity regardless of vulgarity or volume does not present an imminent likelihood of serious harm. A full six minutes is beyond enough time to clear the commons of other students. My daughter demonstrated significant physical distress everytime her head hit the door, and the door should have been opened immediately. The incident report I received from the school did not include any information that my daughter had hit her head, repeatedly, that in and of itself is incredibly irresponsible per risk of concussion or severe head trauma. As educators you have taken on a responsibility to keep all children in your care safe, you have failed to do so. My child came home absolutely traumatized. Following the meeting which at this moment the time and date of which is still to be determined if a satisfactory outcome can not be achieved I will take the necessary steps to file a community complaint, request a due process hearing, and remove all of my children from york elementary permanently. I hope I have made it clear how much I value my child's education and I look forward to finding her adequate programs for success.

Thank you for your time, Victoria Mansell

The resolution of that meeting was her being moved to another school. There was no disciplinary action toward principal Dawn Harris.

Anyone in evergreen school district please share this. This school district needs to be held accountable.

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Source: The York Elementary School data displayed above is derived from the National Center for Education Statistics and from the U.S. Department of Education.