Cumberland School in Sunnyvale School District

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

 

[pf_itemgrid listingtype=”99″ locationtype=”240″ features=”” items=”4″ cols=”1″ filters=”false”]

Cumberland School

Address: 824 Cumberland Dr, Sunnyvale, CA 94087
Phone: (408) 522-8255
Highest grade: Fifth grade
Lowest grade: Kindergarten
Principal: Laurie Carlson
Superintendent: Dr. Benjamin Picard

Monday, Tuesday, Wednesday, Thursday
K to 5th grades: 8:15 am to 2:30 pm

Friday
K to 3rd grades: 8:15 to 12:45

Teacher Learning Days
K to 5th grades: 8:15 to 12:45

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

 

Cumberland is a place where students and the community truly embrace “Learning and Beyond.” Students relate classroom learning to real world events. Home to 810 culturally diverse children, Cumberland has an eager, dedicated staff of professionals, an active parent community and a daycare center. Approximately 65% of the student population represents ethnic minorities, predominately Asian (54%), Hispanic (4%), and Other (7%). The Cumberland students, staff, parents, and community work together to maximize each student’s learning potential and self worth by promoting and modeling respect for fellow students, staff, school property and community. All students are expected to meet attendance, performance, homework and behavior standards. Cumberland provides a safe and nurturing environment as well as the necessary tools to support its mission: to develop globally aware learners who are compassionate problem solvers and leaders.

 

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 144
Grade 1 121
Grade 2 136
Grade 3 128
Grade 4 134
Grade 5 105
Total Enrollment 768

 

Student Enrollment by Group (School Year 2017-18)

Student Group Percent of Total Enrollment
Black or African American 0.8
American Indian or Alaska Native 0.8
Asian 41.0
Filipino 2.1
Hispanic or Latino 3.4
Native Hawaiian or Pacific Islander 0.1
White 35.7
Socioeconomically Disadvantaged 6.5
English Learners 18.6
Students with Disabilities 6.6
Foster Youth 0.4

 

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

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

1) Maintain 4 or fewer weekly distinct incidents/referrals during recess, lunch, and class time

2) Promote wearing of sun hats during outdoor activities

3) Emergency preparedness and safety drill upgrades and communication

Staff and parents have been instrumental in formulating this plan, which was last reviewed November 2017. Ongoing monitoring occurs through the Drill Effectiveness rubric and survey.

 

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 involvement opportunities are a strength at Cumberland. There are opportunities for all parents to be actively involved in their child’s education through a range of volunteer activities. We continue to strive to meet the needs of the parents of English language learners and to ensure that all opportunities are broad-based and inclusive. This goal is shared by the PTA, School Site Council, and our English Learner Advisory Committee. Additional opportunities for involvement include: District English Learner Advisory Committee, Technology Team, Environmental Volunteer Program, Cumberland Community Garden, Read Naturally tutoring support, Kindergarten Motor Perception and Movement Exploration, FAME, Clay Docents, Family Math and Science Night, Project Cornerstone, and a variety of parent education classes offered through PTA and the district. We also offer events throughout the year, including the International Fair, a Variety Show, Walk and Roll to School, Primary and Upper Grade Science Fairs, the Book Fair, field trips, and Field Day. Additionally, our fourth and fifth grade students are offered 3 sessions of Content Cluster Classes towards the end of the school year. Parents and teachers also help coordinate and lead a multitude of after school enrichment programs such as Math Olympiad, Coding Classes, Foreign Language Classes, Young Rembrandts Arts program, Band, and more.

 

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 34 36 36 323
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/.

Cumberland Elementary 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)

Using the most recently collected FIT data (or equivalent), provide the following:

• Determination of repair status for systems listed

• Description of any needed maintenance to ensure good repair

• The year and month in which the data were collected

• The overall rating

 

School Facility Good Repair Status (Most Recent Year) Year and month of the most recent FIT report: 10-6-17
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 Good

 

Overall Facility Rating (Most Recent Year)

Year and month of the most recent FIT report: 10-6-17
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

 

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

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)
82 83 57 59 48 50
Mathematics
(grades 3-8 and 11)
86 85 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 361 356 98.61 82.87
Male 182 179 98.35 79.89
Female 179 177 98.88 85.88
Black or African American
American Indian or Alaska Native
Asian 125 125 100 85.6
Filipino
Hispanic or Latino 15 15 100 26.67
White 131 129 98.47 86.82
Two or More Races 60 60 100 90
Socioeconomically Disadvantaged 29 29 100 48.28
English Learners 112 107 95.54 73.83
Students with Disabilities 28 27 96.43 33.33
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 362 359 99.17 84.96
Male 182 180 98.9 86.67
Female 180 179 99.44 83.24
Black or African American
American Indian or Alaska Native
Asian 125 125 100 91.2
Filipino
Hispanic or Latino 15 15 100 26.67
White 132 131 99.24 88.55
Two or More Races 60 60 100 90
Socioeconomically Disadvantaged 29 29 100 55.17
English Learners 113 110 97.35 78.18
Students with Disabilities 29 27 93.1 37.04
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.

 

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: 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 13.5 16.3 50

 

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 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

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

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

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 6 21 1 5 24 6
1 23 5 24 5 24 5
2 23 6 24 6 21 1 5
3 24 5 23 6 23 6
4 32 3 27 4 29 4
5 31 5 27 1 4 29 4
Other 6 1 10 1

 

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