De Vargas ( Manuel) Elementary School in Cupertino Union School District

The best afterschools that pick up your child from De Vargas ( Manuel) Elementary School.

 

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Address: 5050 Moorpark Ave, San Jose, CA 95129
Phone: (408) 252-0303
Highest grade: Fifth grade
Lowest grade: Kindergarten
Principal: Nick Prychodko
Superintendent: Craig Baker
Open Year: 1980

Monday, Wednesday, Thursday,Friday
TK – 3rd grades: 8:00 to 2:05
4th, 5th grades:  8:00 to 2:35

Tuesday
TK – 3rd grades: 8:00 to 1:30
4th, 5th grades:  8:00 to 1:30

De Vargas School is a science, technology, engineering and math (STEM) school located in the City of San Jose. De Vargas has previously been recognized as a California Distinguished School. The De Vargas community takes great pride in their school and is committed to meeting the unique academic and social needs of a diverse student body through a comprehensive system of instruction and support in a nurturing, caring, and safe environment. From the custodian to the principal, the De Vargas School staff believes that all students can achieve high academic standards. Students are encouraged to reach their full potential through project based learning, intervention services, and enrichment activities.

De Vargas has a talented, dedicated staff and a challenging STEM curriculum. Staff facilitates project-based lessons that encourage communication, collaboration, critical thinking, and creativity amongst students. Students have access to our MakerSpace and Think Tank rooms throughout their learning day. We provide multiple opportunities for students to excel and interact with real world problems while preparing them for STEM fields.

It is the mission of the De Vargas School staff to achieve high levels of academic success for all students as determined by state and national standards, as well as encourage students to exhibit respectful, responsible behavior. Consistent, fair discipline enhanced by a school-wide conflict resolution program lays the foundation for the development of lasting success in a global community. The staff welcomes families to the campus and encourages them to become involved in the school. Staff values the richness of a diverse student body and through this partnership they strive to create a strong bridge between home and school.

De Vargas staff consistently monitors progress for all of our students in reading, writing, math, and specifically target the growth of our English learners through oral language instruction and intervention efforts. Our teachers collaborate regularly to plan for the learning needs of their students. Furthermore, teachers embrace the diversity as well as the mainstreaming opportunities they have with their special needs students. In every way, De Vargas is a wonderful place to learn where children and adults work together in positive and cooperative ways.

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

Regular attendance at the schools of Cupertino Union School District is a necessary part of the learning process and is critical to academic success. School districts receive financial support from the state for the education of the students they serve based on how many students attend each day. More importantly, attendance is critical to academic achievement. The following chart illustrates enrollment over the past three years.

Enrollment Trend by Grade Level
2015-16 2016-17 2017-18
K 137 125 139
1st 100 97 84
2nd 75 90 98
3rd 105 73 90
4th 84 96 74
5th 90 70 84
Total 591 551 569
Enrollment by Student Group
2017-18
Percentage
Black or African American 1.2%
Asian 67.8%
Filipino 1.1%
Hispanic or Latino 13.9%
White 10.7%
Two or More Races 3.3%
EL Students 38.3%
Socioeconomically Disadvantaged 20.2%
Students with Disabilities 9.7%

 

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

The California Assessment of Student Performance and Progress (CAASPP) includes computer-based and paper-pencil assessments. The computer-based assessments are the Smarter Balanced English Language Arts/Literacy (ELA) and Mathematics tests, administered to grades three through eight and eleven. There is also an optional Standards-based Test in Spanish (STS) for Reading/Language Arts (RLA).

A new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS) has been developed. The California Standards Test and California Modified Assessment for Science are no longer administered. The new California Science Test (CAST) was piloted in spring 2017 and field tested during the 2017–18 school year. No student scores or aggregated results will be released until development of the test has been completed and reviewed. The CAST will be administered operationally during the 2018–19 school year.

The Smarter Balanced Assessment System utilizes computer-adaptive tests and performance tasks that allow students to show what they know and are able to do. Smarter Balanced summative assessment results include student scores, achievement levels, and descriptors that describe performance. These assessment results are only one of several tools used to measure a student’s academic performance in ELA/Literacy and mathematics. Smarter Balanced assessment results are most appropriately interpreted alongside other available information about a student’s academic achievement, including such measures as District assessments, classroom assignments and grades, classrooms tests, report cards, and teacher feedback.

The first table displays the percent of students who met or exceeded state standards in English Language Arts/Literacy (grades 3-8 and 11) and Math (grades 3-8 and 11) for the past two school years.

The second table displays information on student achievement by student groups for the school in ELA and Mathematics with all grades combined (grades three through eight and eleven).

Note: ELA and Mathemarics test results include the Smarter Balanced Summative Assessment and the California Alternate Assessment. 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 on the CAAs divided by the total number of students who participated in both assessments.

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.

California Assessment of Student Performance and Progress
Percent of Students Meeting or Exceeding the State Standards
Subject School District State
2016 2017 2018 2016 2017 2018 2016 2017 2018
English Language Arts/Literacy (Grades 3-8 and 11) 55 58 67 84 84 85 48 48 50
Mathematics (Grades 3-8 and 11) 60 60 68 86 86 86 36 37 38
Science (Grades 5, 8, and 10) 82 92 54
California Assessment of Student Performance and Progress
English-Language Arts Mathematics
Student Groups Total Enrollment Number Tested Percent Tested % Met or Exceeded CA Standard Number Tested Percent Tested % Met or Exceeded CA Standard
All Students 232 226 97.41 67.26 230 98.71 68.26
English Learners 114 109 95.61 61.47 112 97.39 65.18
Female 106 104 98.11 70.19 106 100.00 65.09
Hispanic or Latino 34 34 100.00 41.18 34 100.00 29.41
Male 126 122 96.83 64.75 124 97.64 70.97
Socioeconomically Disadvantaged 51 49 96.08 51.02 50 98.04 32.00
Students with Disabilities 20 20 100.00 35.00 20 95.24 30.00
White 32 31 96.88 70.97 32 100.00 59.38

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

In the spring of each year, the schools of Cupertino Union School District are required by the state to administer a physical fitness test to all students in grade five and seven. The physical fitness test is a standardized evaluation that tracks the development of high-quality fitness programs and assists students in establishing physical activity as part of their daily lives. Results of student performance are compared to other students statewide who took the test.

Percentage of Students in Healthy Fitness Zone
2017-18
Grade Level Four of Six Standards Five of Six Standards Six of Six Standards
5 23.2 7.3 3.7
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

 

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

The table indicates the average class size by grade level or subject area, as well as the number of classrooms that fall into each size category.

Class Size Distribution
Average Classrooms Containing:
Class Size 1-20 Students 21-32 Students 33+ Students
16 17 18 16 17 18 16 17 18 16 17 18
By Subject Area
K 22 21 15 1 3 5 5 3 4
1 24 19 17 1 2 4 4 3
2 22 18 16 1 2 3 4 4
3 22 18 15 1 3 5 3 3
4 26 32 21 1 3 3 9
5 29 23 25 1 1 3 9 2
Other 9 2

 

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

It is the goal of all Cupertino Union School District schools to assist students in their social and personal development as well as academics. The table lists the support service personnel available at our school.  Note: 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.

Counseling & Support Services Staff
Number of Staff Full Time Equivalent
Nurse 1 0.2
Speech Language Pathologist 2 1.4
Resource Specialist 1 1.0
Psychologist 1 0.5
SDC Teacher 2 2.0
Instructional Assistants 5 4.3
Resource Aide 2 1.0
Library Media Technician 1 0.4
Technology Specialist 1 1.0

 

Source: SARC Information 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 School Climate State Priority (Priority 6):
• Pupil suspension and expulsion rates; and
• Other local measures on the sense of safety.

The table displays the suspension and expulsion rates at the school, in the district, and throughout the state. Expulsions occur only when required by law or when all other alternatives are exhausted.

Suspensions & Expulsions
Suspensions Expulsions
15-16 16-17 17-18 15-16 16-17 17-18
School 1.30 0.16 0.15 0.00 0.00 0.00
District 0.68 0.77 0.69 0.00 0.01 0.00
State 3.65 3.65 3.51 0.09 0.09 0.08

 

Source: SARC Information 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 the Cupertino Union School District.  Many people visit the campus to volunteer in the classroom and participate in school events. Parents and visitors are welcomed and required to check in at the school office upon arrival and obtain a visitor’s badge; visitors are required to return to the school office upon departure. During lunch, recesses, and before and after school, assigned staff supervise students and school grounds, including the cafeteria and recreation area, to ensure a safe and orderly environment.
The Comprehensive Safe School Plan was developed by the District to comply with Senate Bill 187 (SB 187) of 1997. The plan provides students and staff a means of ensuring a safe and orderly learning environment. Each school includes the following requirements of SB 187 within their safe school plans: current status of school crime; child abuse reporting procedures; disaster procedures, routine and emergency; policies related to suspension and expulsion; notification to teachers; sexual harassment policy; provision of a school-wide dress code; safe ingress and egress of pupils, parents, and school employees; safe and orderly school environment; and school rules and procedures. Fire drills are conducted on a monthly basis throughout the school year and intruder/lock-down drills are held annually.
The school evaluates the plan annually and updates it as needed. Safety procedures, including elements of the Safe School Plan, are reviewed with school and District staff in the fall, at the start of each school year.   An updated copy of the plan is available to the public at the school office.

 

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

Parent Engagement

The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):
• Efforts the school district makes to seek parent input in making decisions for the school district and each school site.

Parent Involvement

Parent Education Sessions 
It is a high priority at De Vargas to welcome and encourage parents to visit, volunteer, attend parent education sessions, and participate in decision-making meetings. Our HSC and SSC is continuously looking for parents to volunteer in a variety of capacities at our school.

Strong HSC 
The De Vargas HSC is a thriving organization providing many activities throughout the year for parents to be involved with the school. De Vargas has a web site that contains all the events and activities, as well as the newsletter from the office each week, and other information regarding the school. The web site is updated regularly by our web master and can be accessed at www.cupertino.k12.ca.us/devargas.

Strong Community Support 
At De Vargas , we are fortunate to have strong community support through
the HSC and active parent involvement in the classrooms. HSC fund
raisers such as Walkathon and wrapping paper sales provide additional
funds for enrichment opportunities for the children. Parent volunteers assist
teachers in the classroom and work with small groups of students. After
school programs such as After School Tutorial, and City of  Cupertino provide after
school opportunities for our students. A school-wide food drive is organized
each year to benefit families in the community, and the Service Club conducts monthly
projects to benefit local and state charities.

Parent Volunteers
Parents are encouraged to volunteer in our classrooms. The Los Dichos program has parents read to students in Spanish and teachers read the same books to students in English. There are lesson plans that accompany the books, which focus on character building. In addition, parents, staff, and students participate in the Project Cornerstone character building program. The HSC provides many activities that include parent and community involvement. Contact the school for information about any of these programs.

Parents as Partners 
De Vargas parents are involved on many different levels. They are involved as partners seeing that their children get to school on time and that homework is completed in a timely manner. Parents are involved as collaborators helping to write grants, and yearly spend hundreds of hours working in classrooms assisting students and teachers. Parents are active members of the School Site Council. This committee provides input for the school budget and school goals.

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

The district recruits and employs the most qualified credentialed teachers. This chart shows information about teacher credentials.
Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.
Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire semester or year.

Teacher Credential Status
School District
16-17 17-18 18-19 18-19
Fully Credentialed 23 26 27 784
Without Full Credentials 0 0 0 9
Teaching Outside Subject Area of Competence (with full credential) 0 0 0 0
Misassignments/Vacancies
16-17 17-18 18-19
Misassignments of Teachers of English Learners 0 0 0
Misassignments of Teachers (other) 0 0 0
Total Misassignments of Teachers 0 0 0
Vacant Teacher Positions 0 0 0

 

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

Cupertino Union School held a Public Hearing on September 27, 2016, and determined that each school within the District has sufficient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home.  Textbooks and supplementary materials are adopted according to a cycle developed by the State Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the State are reviewed by all teachers and a recommendation is made to the School Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption. The table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school during the 2016-17 school year.

District-Adopted Textbooks
Grade Levels Subject Publisher Adoption Year From Most Recent Adoption % Lacking
K-5 English/Language Arts Houghton Mifflin 2003 Yes 0.0%
K-5 Mathematics Houghton Mifflin 2002 Yes 0.0%
K-5 Science Foss Science Kits – Standards Aligned 2008 Yes 0.0%
K-5 Social Science/History Scott Foresman 2007 Yes 0.0%

 

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

De Vargas School is comprised of a kindergarten area, library media center, MakerSpace, Think Tank, large multipurpose room, and 26 classrooms. The school also enjoys two spacious playground with slides and play bars, as well as grassy fields for running, sports, and games.

Cleaning Process
The Principal works daily with the custodial staff to ensure that the cleaning of the school is maintained to provide for a clean and safe school. In the evenings and during the day, custodians ensure classrooms, restrooms, and campus grounds are kept clean and safe. A scheduled maintenance program is administered by the Cupertino Union School District to ensure that all classrooms and facilities are maintained to a degree of adequacy.
Maintenance and Repair
District maintenance staff ensure that the repairs necessary to keep the school in good repair and work orders are completed in a timely manner. A work order process is used to ensure efficient service and highest priority to emergency repairs.
The table displays information collected in February 2017 about the condition of the school’s facility.

School Facility Conditions
Date of Last Inspection: 12/06/2018
Overall Summary of School Facility Conditions: Fair
Items Inspected Facility Component System Status Deficiency & Remedial Actions Taken or Planned
Good Fair Poor
Systems (Gas Leaks, Mech/HVAC, Sewer) X
Interior X 24, 25: CARPET IS TORN. 31, 13:CEILING TILE IS LOOSE. OFFICE/ STORAGE: CEILING TILE IS MISSING. 2: CEILING TILE TRIM IS LOOSE. 22: CEILING TILES ARE TORN. 8, 7, WORKROOM, 10, GLC: CEILING TILES HAVE A WATER STAIN(S). GLC: CEILING TILE IS BROKEN. GIRLS REST ROOM: FORMICA IS SEPERATING ON STALL DIVIDERS.
Cleanliness (Overall Cleanliness, Pest/Vermin Infestation) X 19: AREAS OF ROOM ARE CLUTTERED. OFFICE/ STORAGE: ROOM IS CLUTTERED. 31, 13, SUPPLY ROOM: UNSECURED ITEMS ARE STORED TOO HIGH. 11: WEBBING AT ENTRY.
Electrical X 32: CORD IS CREATING A TRIP HAZARD. 13: ELECTRICAL CONDUIT IS LOOSE ON CEILING. 33: ETHERNET COVER IS MISSING. K-3: ETHERNET/PHONE COVER IS MISSING. 12: EXTENSION CORD AND SURGE PROTECTOR ARE DAISY CHAINED CREATING A TRIP HAZARD. 14, ADMIN, 27, 28, 29: EXTENSION CORD AND SURGE PROTECTOR ARE DAISY CHAINED. 13: EXTENSION CORD IS BEING PERMANENTLY USED CREATING A TRIP HAZARD. 18, 15:EXTENSION CORD IS BEING PERMANENTLY USED. STAFF LOUNGE: FIVE LIGHT BALLASTS ARE OUT. 11, 13, 25, 28, 21, 33, 10: MULTIPLE LIGHT BULBS ARE OUT. GIRLS REST ROOM: ONE CAN LIGHT IS OUT AT ENTRY. 25, REST ROOM, SUPPLY ROOM: ONE LIGHT DIFFUSER IS LOOSE. CONFERENCE: ONE LIGHT PANEL IS BAD. 5, 12, 16, BOYS REST ROOM, K-1: ONE LIGHT PANEL IS OUT. 15: SURGE PROTECTORS ARE DAISY CHAINED. 24, 27: THREE LIGHT PANELS ARE OUT.
Restrooms/Fountains X BOYS REST ROOM: TWO TOILETS LEAK AT FITTING. 21: DRINKING FOUNTAIN HAS A HIGH FLOW. 22, 28: DRINKING FOUNTAIN HAS A LOW FLOW. GIRLS REST ROOM: FAUCET HANDLE IS BROKEN. 31, 33: FAUCET HAS A LOW FLOW. K-3: FAUCETS AND DRINKING FOUNTAINS HAVE A LOW FLOW. 2: FAUCETS HAVE A LOW FLOW. BOYS REST ROOM: MIRROR IS POSITIONED SO ONE CAN SEE OCCUPANTS OF REST ROOM FROM OUTSIDE. BOYS REST ROOM: ONE FAUCET HAS A CONSTANT DRIP. BOYS REST ROOM: ONE FAUCET IS LOOSE AT THE BASE.
Safety (Fire Safety, Hazardous Materials) X 26: EVACUATION MAP IS NOT POSTED. ELECTRICAL, 21: FIRE EXTINGUISHER IS NOT MOUNTED. OFFICE/ STORAGE: FIRE EXTINGUISHER TAG IS OUTDATED (JULY/8/2016). 15, 29, 32: PLUG IN AIR FRESHENER. 29: IMPROPERLY STORED CLEANING SUPPLIES AND SPRAY PAINT. 2, 27, 28: IMPROPERLY STORED CLEANING SUPPLIES. REST ROOM: PAINT IS PEELING ON THE WALL.
Structural (Structural Damage, Roofs) X 21: DRY ROT ON SIDING. 33: HOLE IN EAVES.
External (Grounds, Windows, Doors, Gates, Fences) X PLAY FIELDS: GRASS IS OVERGROWN. 30: TRIP HAZARD ON WALKWAY AT ASPHALT/CEMENT SEAM. BALL ROOM: DOOR DOESN’T SHUT PROPERLY.

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