Bagby School in Cambrian School District

The best afterschools that pick up your child from Bagby School.

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Address: 1840 Harris Ave, San Jose, CA 95124

Phone: (408) 377-3882
Highest grade: Fifth grade
Lowest grade: Kindergarten
Website: http://www.cambriansd.org/Domain/8
Principal: Mrs. Annie Murphy
Superintendent: Dr. Carrie Andrews

School starts at 8:20 am. 

  • TK and Kinder:  8:20 am to 2:05 pm with an early release time of 1:00 pm on Wednesdays.
  • 1st-3rd grades: 8:20 am to 2:16 pm with an early release time of 1:25 pm on Wednesdays.
  • 4th and 5th grades:  8:20 am to 2:45 pm with an early release time of 1:15 pm on Wednesdays.

School Description and Mission Statement (School Year 2018-19)

Bagby Elementary School is an award winning school that values academic excellence and enjoys parental and community support. Bagby School serves approximately 511 students in grades TK – 5. Our safe, warm learning environment is evident as one enters the beautifully landscaped campus. We enjoy being the home for numerous special programs, which are an integral part of our campus. We embrace the whole child by honoring diversity, instilling not only joy of learning, but also allowing the exploration of talents through art and music. Our students are encouraged to be Upstanders and are given opportunities to be responsible, respectful and safe citizens. 21st century skills drive our instructional practices to provide opportunities to grow and become critical thinkers, collaborative workers and creative problem solvers. Bagby School fosters a growth mindset to teach students to believe that mistakes are an opportunity to learn. It is our goal to prepare students for their academic future, and to be cooperative and caring members of society.

 

Source: SARC, see the California Department of Education (CDE) SARC webpage at http://www.cde.ca.gov/ta/ac/sa/.

Student Enrollment by Grade Level (School Year 2017-18)

Grade Level Number of Students
Kindergarten 106
Grade 1 88
Grade 2 77
Grade 3 78
Grade 4 117
Grade 5 90
Total Enrollment 556

Student Enrollment by Group (School Year 2017-18)

Student Group Percent of Total Enrollment
Black or African American 2.7
American Indian or Alaska Native 0.7
Asian 14
Filipino 2.2
Hispanic or Latino 23.4
Native Hawaiian or Pacific Islander 0.5
White 41.7
Socioeconomically Disadvantaged 19.2
English Learners 14.9
Students with Disabilities 12.6
Foster Youth 0.2

 

Source: SARC, see the California Department of Education (CDE) SARC webpage at http://www.cde.ca.gov/ta/ac/sa/.

The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):

• Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and

• The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students Grades Three through Eight and Grade Eleven

Subject Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11)

School

District

State

2016-17 2017-18 2016-17 2017-18 2016-17 2017-18
English Language Arts
(grades 3-8 and 11)
62.0 65.0 66.0 67.0 48.0 50.0
Mathematics
(grades 3-8 and 11)
55.0 64.0 56.0 63.0 37.0 38.0

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: ELA and mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.

CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2017-18)

Student Group Total Number Percent Percent
Enrollment Tested Tested Met or Exceeded
All Students 275 274 99.64 65.33
Male 135 134 99.26 62.69
Female 140 140 100.00 67.86
Black or African American
American Indian or Alaska Native
Asian 34 34 100.00 82.35
Filipino
Hispanic or Latino 64 64 100.00 43.75
Native Hawaiian or Pacific Islander
White 129 128 99.22 74.22
Two or More Races 32 32 100.00 68.75
Socioeconomically Disadvantaged 52 52 100.00 34.62
English Learners 55 55 100.00 52.73
Students with Disabilities 45 45 100.00 40.00

Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.

Note: Double dashes (–) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

 

CAASPP Test Results in Mathematics by Student Group
Grades Three through Eight and Grade Eleven (School Year 2017-18)

Student Group Total Number Percent Percent
Enrollment Tested Tested Met or Exceeded
All Students 275 274 99.64 63.5
Male 135 134 99.26 64.18
Female 140 140 100 62.86
Black or African American
American Indian or Alaska Native
Asian 34 34 100 88.24
Filipino
Hispanic or Latino 64 64 100 35.94
White 129 128 99.27 69.53
Two or More Races 32 32 100 68.75
Socioeconomically Disadvantaged 52 52 100 36.54
English Learners 55 55 100 52.73
Students with Disabilities 45 45 100 31.11

Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.
Note: Double dashes (–) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

 

Source: SARC, see the California Department of Education (CDE) SARC webpage at http://www.cde.ca.gov/ta/ac/sa/.

California Physical Fitness Test Results (School Year 2017-18)

Grade Level Percentage of Students Meeting California Fitness Standards
Four of Six Standards Five of Six Standards Six of Six Standards
5 14.4 26.7 30.0

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

 

Source: SARC, see the California Department of Education (CDE) SARC webpage at http://www.cde.ca.gov/ta/ac/sa/.

Average Class Size and Class Size Distribution (Elementary)

Grade Level 2015-16 2016-17 2017-18
Avg. Class Size Number of Classes Avg. Class Size Number of Classes Avg. Class Size Number of Classes
1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+
K 20 1 4 18 2 3 19 3 3
1 26 3 22 3 23 3
2 25 4 26 3 22 4
3 25 5 28 4 26 3
4 28 4 25 3 24 1 4
5 24 1 4 24 1 4 30 3
Other 9 1

Number of classes indicates how many classes fall into each size category (a range of total students per class).

** “Other” category is for multi-grade level classes.

 

Source: SARC, see the California Department of Education (CDE) SARC webpage at http://www.cde.ca.gov/ta/ac/sa/.

Safety of students and staff is a primary concern of Bagby Elementary School. The school is in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The school’s disaster preparedness plan includes steps for ensuring student and staff safety during a disaster. Fire, Earthquake, and lockdown drills are conducted on a monthly basis throughout the school year. Monitoring of school grounds is performed by noon supervisors and assigned staff before, during, and after school. All visitors must sign in at the office, obtain a visitor’s pass, and sign out upon leaving.

The Comprehensive School Safety Plan is developed and reviewed with participation from staff, the school site council and local law enforcement representatives at the beginning of every school year. The plan provides students and staff a means to ensure a safe and orderly learning environment. Components of the Comprehensive Safety Plan include the following: child abuse reporting procedures, disaster response procedures, procedures for safe ingress and egress from school. We ensure the safety of our students and have established emergency procedures that we have developed as we work closely with local law enforcement agencies in the preparation, review, and annual adoption of school safety plans. We review suspension and expulsion policies and procedures; policy prohibiting discrimination, harassment, hate crimes, intimidation, and bullying aligned to district guidelines and procedures. All staff members complete child abuse reporting and harassment training along with school discipline policies and procedures.

We support:

• Building a sense of community and belonging where every child feels included and valued.

• Teaching children positive social skills and attitudes including resolving conflicts without physical aggression.

• Responding appropriately to emergencies and disasters to keep children safe.

• An environment that is free of physical and verbal harassment of any kind, including teasing and bullying.

• A focus on fostering a growth mindset and willing to take risks in learning

 

Source: SARC, see the California Department of Education (CDE) SARC webpage at http://www.cde.ca.gov/ta/ac/sa/.

The SARC provides the following information relevant to the State priority: School Climate (Priority 6):

• Pupil suspension rates;

• Pupil expulsion rates; and

• Other local measures on the sense of safety.

Suspensions and Expulsions

Rate School District State
2015-16 2016-17 2017-18 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18
Suspensions 0.0 0.0 0.5 1.4 1.4 2.2 3.7 3.7 3.5
Expulsions 0.0 0.0 0.0 0.0 0.0 0.0 0.1 0.1 0.1

 

Source: SARC, see the California Department of Education (CDE) SARC webpage at http://www.cde.ca.gov/ta/ac/sa/.

Opportunities for Parental Involvement (School Year 2018-19)

Parent’s are welcome everyday to be part of the school through multiple volunteer opportunities. Bagby’s parent volunteers and our Home and School Club share the commitment to high academic and behavioral standards. Our parent community is highly organized and operates much like an extended family to support the social, emotional and physical domains for all students. Parents are well acquainted with the rigor of our curriculum and work to provide and plan enrichment opportunities that move all students toward proficiency. The Home and School Club has helped to fund assemblies, field trip experiences, access to visual and performing arts as well as standards based enrichment opportunities in collaboration with school staff. The Bagby Home and School Club strives to provide parents, students, and our community occasions to come together for a variety of fun and educational activities including Halloween Fun Night, STEM Fun Run, Ice Cream Social, Art Show, Field Day, and family dinner nights to name a few. Parents have a variety of ways to help in our classes through programs such as Arts Vista instructors, Reading/Math volunteers, Project Cornerstone ABC Readers, STEAM/Design Space, and Field Trips.

Bagby also offers parent education nights for parents that focus on reading and math to support their students at home and increase the home and school connection.

Bagby also has an active and engaged School Site Council and English Learner Advisory Committee with members who give input on the school’s LCAP (Local Control Accountability Plan), initiatives and priorities.

 

Source: SARC, see the California Department of Education (CDE) SARC webpage at http://www.cde.ca.gov/ta/ac/sa/.

The SARC provides the following information relevant to the State priority: Basic (Priority 1):

• Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;

• Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair.

Teacher Credentials

Teachers

 School

District

2016-17 2017-18 2018-19 2018-19
With Full Credential 22 31 27
Without Full Credential 2 1 0
Teaching Outside Subject Area of Competence (with full credential) 0 0 0

 

Teacher Misassignments and Vacant Teacher Positions

 Indicator 2016-17 2017-18 2018-19
Misassignments of Teachers of English Learners 0 0 0
Total Teacher Misassignments * 0 0 0
Vacant Teacher Positions 0 0 0

Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

 

Source: SARC, see the California Department of Education (CDE) SARC webpage at http://www.cde.ca.gov/ta/ac/sa/.

Academic Counselors and Other Support Staff (2017-18)
Number of Full-Time Equivalent (FTE)
Academic Counselor
Counselor (Social/Behavioral or Career Development)
Library Media Teacher (Librarian)
Library Media Services Staff (Paraprofessional) 0.4
Psychologist 0.5
Social Worker
Nurse 0.167
Speech/Language/Hearing Specialist 1
Resource Specialist (non-teaching) 1
Other 1.542

*One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

 

Source: SARC, see the California Department of Education (CDE) SARC webpage at http://www.cde.ca.gov/ta/ac/sa/.

School Facility Conditions and Planned Improvements (Most Recent Year)

Bagby School is well maintained by a staff of custodians. They provide cleanliness and support of the facility in many ways. They are supplemented by district staff who regularly assist in building maintenance. An automated work order system ensures the jobs are completed in a timely manner.

The school is situated on about 10 acres, with an average classroom size of 960 square feet. The school has a separate staff room with adult restrooms and kitchenette facilities. Play areas have been replaced and upgraded to code over the past 4 years at our school site. Recent bond measures passed with overwhelming community support, the first providing funds for enrichment programs and the second funding a multimillion dollar facility update.

These upgrades have included electrical upgrades, air conditioning, painting, and refurbishing the bathrooms. All classrooms were refurbished and updated with new flooring, cabinetry, teaching surfaces and an expanded student services area. Our facilities are monitored on a constant basis by the principal and district office staff. In 2015, new perimeter fencing was installed. Soar arrays were added in 2015 to meet 85% of the schools electrical needs. The main play ground was updated in 2015 to enhance the play experience.

Safety and health concerns are a top priority. Our beautifully remodeled school enjoys a park-like campus, with large grassy areas, towering trees, safe playgrounds, and parent and student painted murals reflecting our culture. Our Community Garden adds to this lovely setting and students care for their environment by collaborating with Our City Forest to plant trees, picking up trash, and working in the gardens.

Cambrian is extremely proud of the technology infrastructure. There is one computer to every 2.8 students available in classrooms. Computers are networked and linked to the internet. There is a district-wide technology specialist available to the schools and additional support from teacher representatives at each site who assist fellow teachers with any problems or questions that might occur. The district-wide technology plan is in place and continues to be updated to enhance computer use in the learning process.

 

School Facility Good Repair Status (Most Recent Year)

Year and month of the most recent FIT report: 12/1/2018

System Inspected Repair Status Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer Good
Interior: Interior Surfaces Good
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Good
Electrical: Electrical Good
Restrooms/Fountains: Restrooms, Sinks/ Fountains Good Wing A: Walkway of play area split. Seaking bid and schedule to replace Wing D: fountain showing signs of age. Seeking bid and schedule to replace.
Safety: Fire Safety, Hazardous Materials Good
Structural: Structural Damage, Roofs Good
External: Playground/School Grounds, Windows/ Doors/Gates/Fences Good Wing A: Walkway of play area split. Seaking bid and schedule to replace

Overall Facility Rating (Most Recent Year)

Overall Rating Good

 

Source: SARC, see the California Department of Education (CDE) SARC webpage at http://www.cde.ca.gov/ta/ac/sa/.