Discovery Charter School in Moreland School District

The best afterschools that pick up your child from Discovery Charter School.

 

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Discovery Charter School

Discovery Charter School Phoenix Campus & District Office 
4021 Teale Ave, San Jose, CA 95117
Phone: (408) 243-9800 Fax: (408) 243-9812
Principal: Debby Perry, Director

District Name Santa Clara County Office of Education
Phone Number: (408) 453-6500
Superintendent: Jon Gundry
Web Site http://www.sccoe.org

Discovery Charter School Falcon Campus 
762 Sunset Glen Dr, San Jose, CA 95123
Phone: (408) 300-1358 Fax: (408) 972-9114

Monday, Tuesday, Thursday, Friday
Kindergarten: 8:30 to 12:35 (October), 1:30 (November)
1st to 5th grades: 8:30 to 3:05
6th to 8th grades: 8:40 to 3:20

Wednesday
Kindergarten: 8:30 to 1:15
1st to 5th grades: 8:30 to 1:15
6th to 8th grades: 8:40 to 1:15

Discovery Charter Schools are transitional kindergarten through eighth-grade schools based on developmentally appropriate teaching methods that successfully integrate the whole child with respect to individual learning styles, developmental readiness, and rates of achievement.
Multi-age classrooms, small class sizes, team teaching, a high level of parent participation, and community involvement greatly contribute to developing Discovery Charter Schools into a world-class learning community.
We have built an educational environment where developing student achievement, building innovative programs, and engaging families and communities provide a common vision for lifelong learning and student success.
The Discovery Charter School staff, parents, and community collaborate to meet the cognitive, social, emotional, and physical needs of every child. Our teachers and staff are committed to achieving the school’s mission.
The first Discovery Charter School (Phoenix Campus) was launched in the fall of 2006 in the Moreland school district. The school is located at 4021 Teale Ave, San Jose, CA 95117.
Based on strong demand, a second school (the Falcon Campus) was opened in the fall of 2013 in the San Jose Unified school district. The school is located at 762 Sunset Glen Drive, San Jose, CA 95123.

 

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 54
Grade 1 56
Grade 2 55
Grade 3 55
Grade 4 56
Grade 5 56
Grade 6 81
Grade 7 77
Grade 8 77
Total Enrollment 567

 

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

Student Group Percent of Total Enrollment
Black or African American 4.9 %
American Indian or Alaska Native 1.2 %
Asian 36.9 %
Filipino 0.7 %
Hispanic or Latino 13.8 %
Native Hawaiian or Pacific Islander 0.4 %
White 36.0 %
Two or More Races 6.2 %
Other -0.1 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 7.9 %
English Learners 6.7 %
Students with Disabilities 10.6 %
Foster Youth %

 

 

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 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) 68.0% 73.0% 46.0% 53.0% 48.0% 50.0%
Mathematics (grades 3-8 and 11) 72.0% 73.0% 45.0% 52.0% 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.

Last updated: 1/4/2019

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 397 387 97.48% 72.87%
Male 207 200 96.62% 67.50%
Female 190 187 98.42% 78.61%
Black or African American 23 23 100.00% 65.22%
American Indian or Alaska Native
Asian 140 138 98.57% 81.88%
Filipino
Hispanic or Latino 51 49 96.08% 44.90%
Native Hawaiian or Pacific Islander
White 157 151 96.18% 74.17%
Two or More Races 20 20 100.00% 85.00%
Socioeconomically Disadvantaged 17 17 100.00% 47.06%
English Learners 65 61 93.85% 55.74%
Students with Disabilities 56 52 92.86% 32.69%
Students Receiving Migrant Education Services
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.

 

 

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 13.0% 25.9% 42.6%
7 13.2% 26.3% 35.5%

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 22.0 3
1 22.0 3
2 22.0 3
3 22.0 3
4 28.0 2
5 28.0 2
6 28.0 3
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.

 

Average Class Size and Class Size Distribution (Secondary) (School Year 2017—18)

Subject Average Class Size Number of Classes *
1-20
Number of Classes *
21-32
Number of Classes *
33+
English 25.0 6
Mathematics 25.0 6 1
Science 25.0 6
Social Science 25.0 6

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

 

 

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 0.0 0.0
Counselor (Social/Behavioral or Career Development) 1.0 N/A
Library Media Teacher (Librarian) 0.0 N/A
Library Media Services Staff (Paraprofessional) 0.0 N/A
Psychologist 0.0 N/A
Social Worker 0.0 N/A
Nurse 0.0 N/A
Speech/Language/Hearing Specialist 0.0 N/A
Resource Specialist (non-teaching) 0.0 N/A
Other 0.0 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 0.4% 0.2% 0.7% 3.7% 3.1% 2.9% 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 safety of students and staff is a primary concern of Discovery Charter Schools. All guests to the campus must sign in at the office and wear a visitor’s badge at all times. Supervision is provided to ensure the safety of each student before school, during breaks, at lunch, and after school. Supervision is a responsibility shared among teachers, school administrators and parent volunteers. To safeguard the well-being of students and staff, a comprehensive School Site Safety Plan has been developed, which was most recently updated in August 2018. Any revisions made to the plan are reviewed immediately with the staff. Key elements of the Safety Plan focus on the following: disaster response procedures, child abuse reporting procedures, bullying components, sexual harassment policy, safe ingress and egress of pupils, parents, and school employees. Parent volunteers must be fingerprinted and TB tested before they are approved to work on campus. The school is always in compliance with the laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. Safety drills, including fire, earthquake and intruder drills, are held on a monthly rotating basis.

 

 

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)

At Discovery, the word “community” describes more than a group of families whose children happen to attend the same school. Discovery parents share a common vision that includes lifelong learning and the importance of every parent’s involvement in the school.

Families chose Discovery Charter School in part because of the strength that this commitment brings to its diverse community. Discovery’s staff designs its curriculum around the partnership of teachers and parents. Teacher-led training helps parent volunteers to increase their understanding of teaching methodology and small group management skills.

Under the direction of the teacher, parents become valuable aides in the classroom. Discovery students complete the community. Discovery families have chosen the school because of a mutual commitment to the dynamic educational environment that it offers.

Parent volunteering at Discovery Charter Schools is vital to the success of a program based on small group developmental instruction. Such a program’s effectiveness is dependent on the commitment of every family to the philosophy of the school. Specialized school programs are a choice in education.

Each family makes a decision to enroll their child based on an understanding and belief in the philosophy of the school and careful consideration of the family commitment to volunteer to help implement the Discovery program.

Parents represent a wealth of skills, interests, talents, and resources that add to the breadth and depth of students’ learning. Discovery has created a culture of parent volunteerism with high expectations of our students’ families, just as we want them to hold the school’s professional staff to the highest expectations. We believe this formula of high expectations of all members of the learning community is crucial to the success of each student entrusted to our school.

The benefits of parent volunteers are numerous. Parents helping side-by-side with teachers fosters mutual understanding and respect, which leads to more positive home-to-school relationships. Teachers act as role models in every aspect of teaching.

Children see their parents at school, aiding in the classroom, at lunch, on field trips, and on the playground, and without a word being spoken they know that being at school is a valuable place to be. The effect is like a pebble dropped in water, the ripples spread out indefinitely.

 

 

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 29 29 29 29
Without Full Credential 0 0 2 2
Teachers 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/.

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

Year and month in which the data were collected:

Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy
Reading/Language Arts

All students participate in an English/language arts program that is integrated across all curriculum areas and offers a rich diversity of activities and resources. The comprehensive curriculum includes daily opportunities for students to practice and improve reading, writing, listening and speaking skills.

Students use Zoo Phonics (K-1), fiction and non-fiction books for guided reading, Novel and non-fiction book sets for literature circles, Making Meaning comprehension series (grades2-5), Author studies, Prentice Hall Literature Anthology.

Students participate in Literature Circles, Reading Workshop and use Thinking Maps.

Yes 0.0 %
Mathematics

Students at all grade levels engage in challenging, hands-on math activities which involve critical thinking and reasoning, using tools, techniques, and strategies to solve real world problems.

Our program develops solid number sense and problem-solving skills through concrete experiences that use manipulatives before moving on to more abstract concepts. Math activities are integrated throughout the curriculum. Many math activities are multi-leveled and provide students with a variety of skill levels and opportunities for meaningful work.

Students use Scott Foresman (grades 2-5), Marcy Cook program and activities (K-1), Kathy Richardson program (K-1), TERC Investigations (K-5), CPM Mathematics (6-8): Common Core 1, Common Core 2, Common Core 3;

Yes 0.0 %
Science

The Science Program is hands-on and integrates the essential learning in areas of earth, physical and life sciences throughout the curriculum. Depth over breadth is emphasized in a thematic-based curriculum that is determined through student interest, as well as the state standards.

Science includes real-life experiences with gardening, cooking, and lab experiences and uses both scientific methods and problem solving. Students also participate in field experiences off campus to supplement and solidify what they are learning in the classroom.

Students us Foss Kits (K-8), Gems (6), Holt Life Science and Physical Science (7-8)

Yes 0.0 %
History-Social Science

The social studies curriculum ties in closely with other curriculum areas such as language arts and science. Teachers develop a meaningful curriculum that promotes discussion, debate, literacy, civic awareness and service learning. Field experiences to local points of interest and government offices connects learning to the real world. Content emphasizes living and working together in our diverse community.

Students use History Alive!

Yes 0.0 %
Foreign Language Students in grades K-5 are taught Spanish using Santillana in an engaging adventure in learning combining vocabulary with songs and dances while those in grades 6-8 have the option to take Spanish. Yes 0.0 %
Health Teachers drive the health curriculum utilizing current research and materials. Yes 0.0 %
Visual and Performing Arts The arts curriculum ties in closely with the other school curriculum. Students express ideas and emotions through participation in various forms of the visual and performing arts, which may include music, theater, song dance, two dimensional and three dimensional arts, puppetry and applied arts. Yes 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/.

Discovery Charter School is housed on the back of the Leroy Anderson School site in the Moreland School District. The school consists of 29 modular buildings. The modular units are used as classrooms, break out space, library and lunch room. There is one play structure, and a field shared with the Anderson campus. A scheduled maintenance program is administered by Discovery Charter School’s custodial staff on a regular basis, with heavy maintenance functions occurring during vacation periods. Additionally, a scheduled maintenance program is administered to ensure that school grounds and facilities remain in excellent repair. A work order process is used when issues arise that require immediate attention. Emergency repairs are given the highest priority; repair requests are completed efficiently and in the order in which they are received.

School Facility Good Repair Status

Year and month of the most recent FIT report: January 2019

System Inspected Rating 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 Rate

Year and month of the most recent FIT report: January 2019

Overall Rating      Good

 

 

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