Curtner School in Milpitas Unified School District

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

 

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Curtner School

Address: 275 Redwood Ave, Milpitas, CA 95035
District: Milpitas Unified School District
Phone: (408) 635-2852
Highest grade: Sixth grade
Lowest grade: Kindergarten
Superintendent: Cheryl Jordan
Principal: Mrs. Maria Hartman

Regular Day
Kindergarten: 8:45 to 2:00
Grades 1-3: 8:45 to 2:30
Grades 4-6: 8:45 to 2:45

Minimum Day
Kindergarten: 8:45 to 11:45
Grades 1-3: 8:45 to 12:50
Grades 4-6: 8:45 to 1:00

Curtner creates a safe and positive environment for our students, staff and families. As learners and leaders, we have agency and resilience, and celebrate the many cultures and perspectives of our community. We critically, creatively, and cooperatively make improvements and solve problems. By developing 21st Century skills, we have limitless opportunities to achieve success and positively contribute to our community and the world.

 

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 96
Grade 1 96
Grade 2 123
Grade 3 90
Grade 4 112
Grade 5 113
Grade 6 117
Total Enrollment 747

Student Enrollment by Student Group (School Year 2017—18)

Student Group Percent of Total Enrollment
Black or African American 0.8 %
American Indian or Alaska Native 0.3 %
Asian 64.3 %
Filipino 12.9 %
Hispanic or Latino 12.4 %
Native Hawaiian or Pacific Islander 0.4 %
White 5.1 %
Two or More Races 3.5 %
Other 0.3 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 21.4 %
English Learners 32.4 %
Students with Disabilities 4.8 %
Foster Youth %

 

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

    • 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 ELA and Mathematics for All Students
Grades Three through Eight and Grade Eleven
Percentage of Students Meeting or Exceeding the State Standard

Subject School
2016—17
School
2017—18
District
2016—17
District
2017—18
State
2016—17
State
2017—18
English Language Arts / Literacy (grades 3-8 and 11) 77.0% 78.0% 68.0% 71.0% 48.0% 50.0%
Mathematics (grades 3-8 and 11) 71.0% 77.0% 62.0% 65.0% 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)

CAASPP Assessment Results – English Language Arts (ELA)

Disaggregated by Student Groups, Grades Three Through Eight and Grade Eleven

 

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 428 423 98.83% 77.78%
Male 215 211 98.14% 74.88%
Female 213 212 99.53% 80.66%
Black or African American
American Indian or Alaska Native
Asian 264 263 99.62% 86.69%
Filipino 61 61 100.00% 72.13%
Hispanic or Latino 59 58 98.31% 53.45%
Native Hawaiian or Pacific Islander
White 19 17 89.47% 47.06%
Two or More Races 14 14 100.00% 85.71%
Socioeconomically Disadvantaged 118 113 95.76% 54.87%
English Learners 195 193 98.97% 78.76%
Students with Disabilities 31 30 96.77% 26.67%
Students Receiving Migrant Education Services
Foster Youth

 

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 Four of Six Fitness Standards Percentage of Students Meeting Five of Six Fitness Standards Percentage of Students Meeting Six of Six Fitness Standards
5 12.5% 33.9% 32.1%

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) School Year (2017—18)

Grade Level Average Class Size Number of Classes *
1-20
Number of Classes *
21-32
Number of Classes *
33+
K 24.0 4
1 24.0 4
2 23.0 5
3 24.0 4
4 33.0 3
5 33.0 3
6 29.0 1 4
Other**

* 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/.

Academic Counselors and Other Support Staff (School Year 2017—18)

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor
Academic Counselor
Counselor (Social/Behavioral or Career Development) N/A
Library Media Teacher (Librarian) N/A
Library Media Services Staff (Paraprofessional) 0.4 N/A
Psychologist 0.4 N/A
Social Worker N/A
Nurse 0.5 N/A
Speech/Language/Hearing Specialist 0.4 N/A
Resource Specialist (non-teaching) N/A
Other N/A

Note: Cells with N/A values do not require data.

*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/.

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

School School School District District District State State State
Rate 2015—16 2016—17 2017—18 2015—16 2016—17 2017—18 2015—16 2016—17 2017—18
Suspensions 0.3% 0.1% 0.3% 1.8% 1.7% 2.1% 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/.

The School Site Safety Plan is reviewed, updated, and discussed with the school staff in August of each year. The Milpitas District believes in a comprehensive safety program designed to ensure the health and security of all students and staff. It consists of a wide variety of site drills designed to meet a number of emergency situations that might arise. All school sites regularly practice fire, drop and cover (earthquake), and intruder drills. There are established committees at all sites and levels to review safety procedures, correct any problems that may exist and expand the District’s capacity to deliver services when and where needed.

The District conducts safety inspections at all schools and other district owned properties on a regular basis. In addition, the district safety officer conducts quarterly safety meetings with site safety officers. Qualified personnel conduct or coordinate training’s in CPR, First-Aid, and triage, and the Safety Officer monitors all site safety drills. All school sites have designated staff members that are trained in Advanced First Aid and equipped with safety kits to care for students and staff in the case of an emergency.

The District and the Milpitas Police, Fire, and Office of Emergency Services work cooperatively on a continuous basis in the coordination of city and district personnel and services in the area of school safety. Through the coordinated efforts of the District and City Agencies, a joint City/School disaster drill is held at one of the districts nine elementary and two middle schools on an annual basis.

In addition, the District is an active member in the City’s Emergency Preparedness Commission. The District has revised its Standardized Emergency Management System (SEMS) procedures. A trained district crisis assistance response team has been established to provide site support and district coordination in the event of an emergency.

 

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 engagement is a major focus of Curtner Elementary School. School staff, teacher and administration maintain a high level of communication with the parent community. This is facilitated through the use of the Parentsquare platform, class dojo, classroom newsletters, a frequently updated website, and monthly school wide newsletters communicating campus events. A Monday morning weekly kickoff is provided for parents, students and staff to encourage knowledge of and participation in upcoming school events. Gallery walks and Writing celebrations occur in all K-3 classrooms throughout the year, these are school community events which foster high levels of knowledge around student outcomes and academic expectations.

Curtner offers various workshop and family events throughout the year including support for our families whose primary language is other than English, ELAC meetings are held to provide background on how English Language Development is fostered at Curtner and by MUSD. A high level of social emotional growth and support is substantiated by the frequent parent workshops offered via Soulshoppe.
Curtner is blessed with a concerned and involved core of parents that provide the leadership for an active PTA. Their efforts have resulted in Chromebooks for the classroom, Chrome TVs in the classroom, annual grade level field trips for all classrooms, a primary art program, funding for STEAM development, cultural assemblies, a lighted marquee school sign, outdoor benches, and countless teacher grants for additional materials and supplies for classroom use.

We continue to use the Scholastic Reading Counts Program and the Scholastic Reading Inventory. These two computerized programs have enabled our teachers to determine precisely what each student’s lexile reading level is, select appropriate books for each child to read, have students take a short comprehensive quiz on each book completed, and thereby increase their mastery of reading in the process. This is a great way to encourage and monitor independent reading by our students with books that engage and challenge them. The PTA purchased quizzes for over 5,763 books, and we now have over 6,500 lexile-leveled books with quizzes to our library and we have an additional 1,200 lexile-leveled books. We appreciate parent volunteer time and our school has a long history of decades of ongoing volunteerism. If you would like to volunteer, you can call the office at (408) 635-2852 or you can email info@curtnerpta.org and let us know how you’d like to help.

We encourage all of our parents to get involved in the PTA’s various functions to support and enhance the educational program at Curtner School. We are especially on the lookout for those who are willing and able to volunteer in the classroom. For those who are interested in getting involved with the parental oversight roles available as members of the School Site Council, consider attending some of our meetings and perhaps running for one of the five parent spots on the council. For those parents wanting to volunteer, there are many opportunities that fit different schedules, interests, and talents.

 

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

 

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

Teacher Credentials

Teachers School
2016—17
School
2017—18
School
2018—19
District
2018—19
With Full Credential 31 30 29 502
Without Full Credential 0 0 1 9
Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 0 1

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/.

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2018—19)

Year and month in which the data were collected: January 2019

Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy
Reading/Language Arts Grade Title of Textbook Publisher ISBN
K No Textbook N/A N/A
1 California Reading: Student Anthology, Here We Go, Level 1.1 Houghton Mifflin 0-618-15158-3
1 California Reading: Student Anthology, Let’s Be Friends 1.2 Houghton Mifflin 0-618-15160-5
1 California Reading: Student Anthology, Surprises, Level 1.3 Houghton Mifflin 0-618-15713-1
1 California Reading: Student Anthology, Treasures, Level 1.4 Houghton Mifflin 0-618-15714-X
1 California Reading: Student Anthology, Wonders, Level 1.5 Houghton Mifflin 0-618-15715-8
2 California Reading: Student Anthology, Adventures, Level 2.1 Houghton Mifflin 0-618-15716-6
2 California Reading: Student Anthology, Delights, Level 2.2 Houghton Mifflin 0-618-15717-4
3 California Reading: Student Anthology, Rewards, Level 3.1 Houghton Mifflin 0-618-15718-2
3 California Reading: Student Anthology, Horizons, Level 3.2 Houghton Mifflin 0-618-15719-0
4 California Reading: Student Anthology, Traditions, Level 4 Houghton Mifflin 0-618-15720-4
5 California Reading: Student Anthology, Expeditions, Level 5 Houghton Mifflin 0-618-15721-2
6 California Reading: Student Anthology, Triumphs, Level 6 Houghton Mifflin 0-618-15722-0Benchmark Advance Elementary ELA Grades K-6 Adopted 2017-2018
Yes 0.0 %
Mathematics Grade Title of Textbook Publisher ISBN
K Math in Focus® Student Book Set (4 Volumes) ©2012 Marshall Cavendish 978-0-547-646800-0
K Math in Focus® Student Book A, Part 1 ©2012 Marshall Cavendish 978-0-547-62526-3
K Math in Focus® Student Book A, Part 2 ©2012 Marshall Cavendish 978-0-547-62528-7
K Math in Focus® Student Book B, Part 1 ©2012 Marshall Cavendish 978-0-547-62524-9
K Math in Focus® Student Book B, Part 2 ©2012 Marshall Cavendish 978-0-547-62535-5
1 Math in Focus®: Singapore Math Student Book 1A © 2015 Marshall Cavendish 978-0-544-19355-0
1 Math in Focus ® : Singapore MathStudent Book 1B © 2015 Marshall Cavendish 978-0-544-19356-7
2 Math in Focus®: Singapore Math Student Book 2A © 2015 Marshall Cavendish 978-0-544-19357-4
2 Math in Focus®: Singapore Math Student Book 2B © 2015 Marshall Cavendish 978-0-544-19358-1
3 Math in Focus®: Singapore Math Student Book 3A © 2015 Marshall Cavendish 978-0-544-19359-8
3 Math in Focus®: Singapore Math Student Book 3B © 2015 Marshall Cavendish 978-0-544-19360-4
4 Math in Focus® : Singapore Math Student Book 4A © 2015 Marshall Cavendish 978-0-544-19361-1
4 Math in Focus®: Singapore Math Student Book 4B © 2015 Marshall Cavendish 978-0-544-19362-8
5 Math in Focus® : Singapore Math Student Book 5A © 2015 Marshall Cavendish 978-0-544-19363-5
5 Math in Focus® : Singapore Math Student Book 5B © 2015 Marshall Cavendish 978-0-544-19364-2
6 Math in Focus®: Singapore Math Course 1 Student Book A © 2013 Marshall Cavendish 978-0-547-55936-0
6 Math in Focus® : Singapore Math Course 1 Student Book B © 2013 Marshall Cavendish 978-0-547-56012-0
Yes 0.0 %
Science Grade Title of Textbook Publisher ISBN
K No Textbook N/A N/A
1 California Science Student Edition Pearson Scott Foresman 0-328-18837-9
2 California Science Student Edition Pearson Scott Foresman 0-328-18838-7
3 California Science Student Edition Pearson Scott Foresman 0-328-18839-5
4 California Science Student Edition Pearson Scott Foresman 0-328-18840-9
5 California Science Student Edition Pearson Scott Foresman 0-328-18841-7
6 Focus on Earth Science California Student Edition Pearson Scott Foresman 0-328-24653-0
6 Supplement to Health Health and Wellness Macmillan/McGraw Hill 002-2806059
Yes 0.0 %
History-Social Science Grade Title of Textbook Publisher ISBN
K No Textbook N/A N/A
1 Reflections California Student Edition: A Child’s View Harcourt School Publishers 015-338498-0
2 Reflections California Student Edition: People We Know Harcourt School Publishers 015-338499-9
3 Reflections California Student Edition: Our Communities Harcourt School Publishers 015-338501-4
4 Reflections California Student Edition: California: A Changing State Harcourt School Publishers 015-338502-2
5 Reflections California Student Edition: The United States: Making a New Nation Harcourt School Publishers 015-338503-0
6 Reflections California Student Edition: Ancient Civilizations Harcourt School Publishers 015-338504-9
Yes 0.0 %
Foreign Language N/A 0.0 %
Health N/A 0.0 %
Visual and Performing Arts N/A 0.0 %
Science Lab Eqpmt (Grades 9-12) N/A N/A 0.0 %

Note: Cells with N/A values do not require data.

 

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

The entire Curtner family – students, parents and staff – has a sense of pride in the appearance and cleanliness of our classrooms, building, and campus.
Curtner was originally constructed in 1963-64 and now consists of 29 classrooms, a learning center with library and computer lab, one science lab, and a large Multi-Use Room. We have an eight foot diameter “California Distinguished School” medallion recognizing the schools accomplishments painted on the front of our Multi-Use room
We have two courtyards, and a community garden which house various fruit producing plants, such as lemons, tomatoes, and strawberries, these are tended to by our staff and students. Our parking lot and intermediate playground are equipped with with solar paneling which reduces our carbon footprint and increases our reliance on natural energy sources. Our 1-3 and Kindergarten playgrounds have physical exercise pathways painted onto the blacktop to encourage student movement during recess times.
The District annually inspects the school site to ensure the school facility’s good repair status.

All students have regular responsibilities for keeping their classrooms, lunch tables, and assigned areas of the campus clean. This is just one of the ways we teach good citizenship and personal responsibility. Recycling awareness is heightened through weekly school-wide classroom and cafeteria recycling programs. Per Education Code Section 17592.72 (c), Curtner Elementary School has been evaluated by the County of Santa Clara Department of Environmental Health Consumer Protection Division and received a score of 98 out of 100 and a Placard Color of Green, the highest rating color available.

School Facility Good Repair Status

Year and month of the most recent FIT report: December 2018

System Inspected Rating Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer Fair Central HVAC Plant needs upgrade. Priority Fiscal Year 20/21
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 Fair Several portable roofs need reseal/recoat. Priority Fiscal Year 20/21
External: Playground/School Grounds, Windows/Doors/Gates/Fences Fair Several asphalt areas need to be replaced. Priority Fiscal Year 19/20

Overall Facility Rate

Year and month of the most recent FIT report: December 2018

Overall Rating Good

 

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