Cherry Chase School in Sunnyvale School District

The best afterschools that pick up your child from Cherry Chase School.

 

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Cherry Chase School

Address: 1138 Heatherstone Way, Sunnyvale, CA 94087
Phone: (408) 522-8241
Highest grade: Fifth grade
Lowest grade: Kindergarten
Principal: Anita Lee
Superintendent: Dr. Benjamin Picard
8:15 — School Begins
2:25 — Kindergarten Dismissal*
2:30 — 1st-5th Grade Dismissal
Every Friday — 12:45 Dismissal for grades K-3
Teacher Learning Days — 12:45 Dismissal for All Students

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

Cherry Chase is an outstanding school with a Kindergarten through 5th grade population that now numbers around 840. We have embraced the California Common Core State Standards and are continuing to refine our curriculum across the grade levels to meet the demands of those standards. As we do so, we balance the academic achievement needs of our students with their social-emotional well-being, accomplishing this with the support of our dedicated staff and highly involved local community comprised of family members and neighborhood residents. Together we are enriching all students through engaging education in a caring, respectful learning environment.

 

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 147
Grade 1 147
Grade 2 134
Grade 3 150
Grade 4 146
Grade 5 136
Total Enrollment 860

 

Student Enrollment by Group (School Year 2017-18)

Student Group Percent of Total Enrollment
Black or African American 0.2
American Indian or Alaska Native 0.1
Asian 57.7
Filipino 0.9
Hispanic or Latino 1.9
Native Hawaiian or Pacific Islander 0.1
White 26.5
Socioeconomically Disadvantaged 4.3
English Learners 22.3
Students with Disabilities 3.8
Foster Youth 0.0

 

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

Cherry Chase has a Comprehensive School Safety Plan to ensure a safe and orderly environment. The goals outlined in the plan are:

1. To strive to ensure that school and classroom environments promote the social-emotional well-being of all students and staff members, and

2. To follow through on providing and/or updating supplies needed for each classroom and space throughout the school to support emergency response actions.

In the fall of 2018 our staff trained with a District-hired consultant regarding procedures for an incident command emergency response structure. We will continue to refine our understanding and implementation of that process throughout the school year. Our School Site Council reviews our safety plan annually to identify areas for improvement and to propose solutions. The current version of the Safety Plan was approved on September 11, 2018.

We also are focusing efforts on pedestrian and traffic safety through our Walk and Roll to School program, which is coordinated by a parent volunteer and teacher liaison to the District program. This venture encourages all families to keep student safety a priority, especially at drop-off and pick-up times.

 

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)

We value the contributions of our local community and recognize that they are essential to our success. With support from our very active PTA, Cherry Chase has developed an extensive partnership with families to ensure that teachers and parents cooperate for the benefit of all students. Parent education is provided regularly on topics such as instruction, technology, student safety, and school climate at Coffees with the Principal and regular PTA meetings or events.

Families of our students who are English Learners are invited to attend four English Learner Advisory Committee (ELAC) meetings per year, where they learn about programs at the school and in the District that support the education of their students. They also have the opportunity to provide input on the development of the annual School Plan.

Five parents represent the parent community on the School Site Council, committed to the establishment of goals and budget for the school as expressed through the School Plan. This committee meets monthly throughout the school year.

Other opportunities for family involvement include, but are not limited to, volunteering for or just attending the following events and activities:

• -Classroom support for teachers and students

• -Noon duty aides / lunch helpers

• -Project Cornerstone ABC Readers and Fun Zone supervisors

• -Community-building events: Back-to-School Picnic, Fall Festival, Diwali, Lunar New Year Festival, Walkathon and Auction, and International Night

• -Fine Arts Mini Experience (FAME) docents

• -After-school programs such as: band, chorus, drama, strings, Spanish, Hindi, Lego Robotics or Engineering, and Chess Club

• -In-school programs such as: Walk Through the American Revolution or California

• -Library support and Book Fair.

Our families are committed to enriching the educational opportunities for all students and supporting our staff as we collaborate toward that goal. We welcome community participation and appreciate the contributions of all our members.

 

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 36 35 38 323
Without Full Credential 1 0 0 1
Teaching Outside Subject Area of Competence (with full credential) 0 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/.

Cherry Chase has gone through several phases of modernization over the past few years. As a result, the campus is in excellent condition. It is safe for all occupants and all systems are functioning.

School Facility Good Repair Status (Most Recent Year) Year and month of the most recent FIT report: 12-6-17
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
Safety: Fire Safety, Hazardous Materials Good
Structural: Structural Damage, Roofs Good
External: Playground/School Grounds, Windows/ Doors/Gates/Fences Fair Playground matting in kinder area to be replaced

 

Overall Facility Rating (Most Recent Year)

Year and month of the most recent FIT report: 12-6-17
Overall Rating Good

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

Year and month in which data were collected: December 2018

Subject Textbooks and Instructional Materials/ Year of Adoption From Most Recent Adoption?  Percent of Students Lacking Own Assigned Copy
Reading/Language Arts MacMillan/McGraw-Hill
California Treasures Core Curriculum (SBE)
Adopted 2010Sopris West Educational
Read Well Adopted 2009 Intervention & Supplemental Materials
Yes 0
Mathematics Houghton Mifflin Harcourt
Math Expressions Common Core Curriculum (SBE)
Adopted 2014Houghton Mifflin Harcourt
Do The Math Supplemental Materials (Local Board)
Adopted 2015
Yes 0
Science Pearson Education Inc. Scott Foresman
California Science Core Curriculum (SBE)
Adopted 2007
Yes 0
History-Social Science Houghton Mifflin Harcourt
Reflections California Social Studies Core Curriculum (SBE)
Adopted 2006
Yes 0

State Priority: Pupil Achievement

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/Literacy
(grades 3-8 and 11)
81 80 57 59 48 50
Mathematics
(grades 3-8 and 11)
83 84 54 55 37 38

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 Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 427 419 98.13 80.43
Male 226 222 98.23 78.83
Female 201 197 98.01 82.23
Black or African American
American Indian or Alaska Native
Asian 228 227 99.56 87.67
Filipino
Hispanic or Latino
White 118 117 99.15 70.09
Two or More Races 51 51 100 84.31
Socioeconomically Disadvantaged 25 24 96 66.67
English Learners 138 133 96.38 70.68
Students with Disabilities 17 17 100 11.76
Foster Youth

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 Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 427 425 99.53 83.76
Male 226 224 99.12 85.71
Female 201 201 100 81.59
Black or African American
American Indian or Alaska Native
Asian 228 227 99.56 91.63
Filipino
Hispanic or Latino
White 118 118 100 71.19
Two or More Races 51 51 100 88.24
Socioeconomically Disadvantaged 25 25 100 56
English Learners 138 136 98.55 83.09
Students with Disabilities 17 17 100 11.76
Foster Youth

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.

The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8):
• Pupil outcomes in the subject areas of physical education.

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

Grade Level Percent of Students Meeting Fitness Standards
Four of Six Standards Five of Six Standards Six of Six Standards
5 22.1 22.1 26.7

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.

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 0.1 0.3 0.2 1.2 1.6 1.2 3.7 3.7 3.5
Expulsions 0 0 0 0 0 0 0.1 0.1 0.1

School Safety Plan (School Year 2018-19)

Cherry Chase has a Comprehensive School Safety Plan to ensure a safe and orderly environment. The goals outlined in the plan are:
1. To strive to ensure that school and classroom environments promote the social-emotional well-being of all students and staff members, and
2. To follow through on providing and/or updating supplies needed for each classroom and space throughout the school to support emergency response actions.
In the fall of 2018 our staff trained with a District-hired consultant regarding procedures for an incident command emergency response structure. We will continue to refine our understanding and implementation of that process throughout the school year. Our School Site Council reviews our safety plan annually to identify areas for improvement and to propose solutions. The current version of the Safety Plan was approved on September 11, 2018.
We also are focusing efforts on pedestrian and traffic safety through our Walk and Roll to School program, which is coordinated by a parent volunteer and teacher liaison to the District program. This venture encourages all families to keep student safety a priority, especially at drop-off and pick-up times.

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 24 5 20 2 5 34 6
1 24 6 22 5 34 6
2 24 6 23 6 34 5
3 23 7 23 7 23 7
4 32 4 31 4 32 4
5 31 5 30 5 31 5
Other 8 1 23 1 10 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.