Eisenhower (Dwight D.) Elementary School in Cupertino Union School District

The best afterschools that pick up your child from Eisenhower (Dwight D.) Elementary School.

 

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Address: 277 Rodonovan Dr, Santa Clara, CA 95051
Phone: (408) 248-4313
Highest grade: Sixth grade
Lowest grade: Kindergarten
Principal: Joanne Conner
Superintendent: Craig Baker
Open Year: 1980

Monday, Wednesday, Thursday,Friday
TK – 3rd grades: 8:30 to 2:35
4th, 5th grades: 8:30 to 3:05

Tuesday
TK – 3rd grades: 8:30 to 2:00
4th, 5th grades: 8:30 to 2:00

Eisenhower School, a neighborhood school, adjacent to a City of Santa Clara park, reflects the diversity of our community. Its rich environment supports children to be their very best, both academically, as well as socially and emotionally. That support comes in the form of teachers and staff working together to assure that students learn, and from the assistance of a cadre of PTA volunteers and community members who provide a wide variety of services to support children. In addition, classroom and school-wide activities support students (and parents) in developing a sense of connectedness with the school and the greater community. The teachers, other staff, and parents are united in their beliefs that, together, we can make a difference in the lives of our children. With the advent of a standards-based education, our goal is mastery of grade level standards in a developmentally appropriate setting. Teachers are exploring and using a variety of research based strategies, along with guided practice, to ensure that mastery occurs. Students are encouraged to do their best; to that end, teachers have created, and are creating, a differentiated curriculum that meets the needs of a broad range of learners.

Source: 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 97 114 98
1st 90 97 118
2nd 98 97 98
3rd 138 101 94
4th 126 135 96
5th 119 116 121
Total 668 660 625
Enrollment by Student Group
2017-18
Percentage
Black or African American 1.1%
Asian 65.9%
Filipino 1.4%
Hispanic or Latino 9.1%
Native Hawaiian or Pacific Islander 0.6%
White 15.2%
Two or More Races 4.6%
EL Students 18.6%
Socioeconomically Disadvantaged 11.4%
Students with Disabilities 9.6%

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) 77 79 78 84 84 85 48 48 50
Mathematics (Grades 3-8 and 11) 79 77 80 86 86 86 36 37 38
Science (Grades 5, 8, and 10) 87 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 298 293 98.32 77.82 297 99.66 80.13
English Learners 78 75 96.15 64.00 78 100.00 73.08
Female 158 153 96.84 79.74 157 99.37 80.25
Hispanic or Latino 28 28 100.00 32.14 28 100.00 35.71
Male 140 140 100.00 75.71 140 100.00 80.00
Socioeconomically Disadvantaged 37 37 100.00 43.24 37 100.00 43.24
Students with Disabilities 34 34 100.00 29.41 34 100.00 32.35
Two or More Races 13 13 100.00 76.92 13 100.00 76.92
White 54 53 98.15 73.58 53 98.15 71.70

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.

Percentage of Students in Healthy Fitness Zone
2017-18
Grade Level Four of Six Standards Five of Six Standards Six of Six Standards
5 12.2 23.6 42.3
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

 

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.

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 19 19 20 1 2 1 4 4 4
1 18 19 20 1 1 1 4 4 5
2 20 19 20 1 1 1 4 4 4
3 20 20 19 1 1 1 6 4 4
4 25 27 24 1 1 1 4 1 3 3
5 24 23 24 1 1 1 4 4 4

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.

Counseling & Support Services Staff
Number of Staff Full Time Equivalent
Library Media Technician 1 0.6
Psychologist 1 1.0
Nurse 1 0.2
Speech and Language Specialist 2 1.2
Resource Specialist 1 1.0
SDC Teacher 3 3.0
Instructional Assistants 12 10.4
Resource Aide 2 1.5
Technology Specialist 1 0.8

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.

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 0.51 0.00 0.44 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

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.

Parental 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

Eisenhower 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 spend hundreds of hours assisting teachers in and out of the classroom. Parents work to support our students and their teachers with activities such as working with small groups in reading and math, helping to make copies, and assisting with special projects. We have annual events in which parents assist in organizing and participating with their children such as “Reading Under the Stars,” Math Night, Literacy Night, and our Ice Cream Social. We welcome parent volunteers to our school and into our classrooms. For additional information about organized opportunities for parent involvement at Eisenhower (Dwight D.) Elementary, please contact the school at (408) 248-4313.

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.

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 31 29 27 784
Without Full Credentials 0 0 2 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

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%

Eisenhower is comprised of a kindergarten area; a Guided Learning Center that includes a library media area, a computer lab, a “Discovery Room,”, a stage and large central section for assemblies. There are 31 classrooms, including five separate kindergarten rooms. The school also enjoys a large playground with two play structures, as well as large, 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: 12/05/2018
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 34: DIRTY VENTS. MENS REST ROOM: EXHAUST FAN IS NOT WORKING.
Interior X ADMIN: CARPET IS LIFTING IN (STORAGE/WORKROOM). 8: CARPET IS TORN (DUCT TAPED). 15A/ PTA, 10, 11, 13, 15, 16, ADMIN: CARPET IS TORN. ALC/ MUSIC: CEILING BEAM IS MISSING WOOD. GLC: CEILING TILE HAS A HOLE. ADMIN: CEILING TILE IS BROKEN. CONFERENCE ROOM 1: CEILING TILE IS LOOSE (TAPED). KITCHEN: CEILING TILE IS MISSING. 25: CEILING TILE IS TORN. PRINCIPAL: CEILING TILE T-BAR IS LOOSE. 8: CEILING TILES ARE LOOSE. 6A/ PSYCH, GLC, WORKROOM, COMPUTER LAB, WOMENS REST ROOM: CEILING TILES HAVE WATER STAINS. 2: FLOOR TILES ARE BROKEN. MENS REST ROOM: FLOOR TILES ARE MISSING/BROKEN. 8, DISCOVERY ROOM: FORMICA TRIM IS CHIPPING ON COUNTER TOP(S). 31, KITCHEN: FORMICA TRIM IS MISSING. 10, 14, 18, 19, 20: RUBBER MOLDING IS LOOSE. 16, 17: RUBBER MOLDING IS MISSING. CAFETERIA: RUBBER MOLDING IS TORN. 8: SINK CABINET IS BROKEN. CAFETERIA: WATER DAMAGE TO CEILING.
Cleanliness (Overall Cleanliness, Pest/Vermin Infestation) X BOYS REST ROOM: TOILET PIPE IS GREEN. 12,25, 26, 30, BOOK ROOM: UNSECURED ITEMS ARE STORED TOO HIGH. WOMENS REST ROOM: COCKROACHES ARE PRESENT.
Electrical X 38: CORD IS CREATING A TRIP HAZARD. KITCHEN: ACCESS TO ELECTRICAL PANEL IS BLOCKED. ALC/ MUSIC: CAN LIGHT IS OUT. 11: CORD IS CREATING A TRIP HAZARD. 13: CORDS ARE CREATING TRIP HAZARDS. 32, 35: ELECTRICAL CONDUIT END CAP IS MISSING. 14: ELECTRICAL CONDUIT IS LOOSE FROM CEILING. 27: EXTENSION CORD AND SURGE PROTECTOR ARE DAISY CHAINED CREATING A TRIP HAZARD. 8, 19: EXTENSION CORD AND SURGE PROTECTOR ARE DAISY CHAINED. 10: EXTENSION CORD IS BEING PERMANENTLY USED CREATING A TRIP HAZARD. 15A/ PTA, 31: EXTENSION CORD IS BEING PERMANENTLY USED. 28: EXTERIOR LIGHT IS NOT WORKING. 26, 28, ALC/ MUSIC, GIRLS REST ROOM: MULTIPLE LIGHT BULBS ARE OUT. 37, WOMENS REST ROOM: ONE LIGHT DIFFUSER IS LOOSE. WOMENS REST ROOM: ONE LIGHT PANEL FLICKERS (SIEZURE HAZARD). 5, 7, 8, 30: ONE LIGHT PANEL IS OUT. 2: PIECE OF ELECTRICAL CONDUIT IS MISSING.
Restrooms/Fountains X MENS REST ROOM: TOILET LEAKS AT FITTING. 14, 16: DRINKING FOUNTAIN HAS A LOW FLOW. BOYS REST ROOM: FAUCET HANDLE IS BROKEN. 3, 14, 25: FAUCET HAS A CONSTANT DRIP. 1: FAUCET HAS A LOW FLOW. 22: FAUCET LEAKS AT FITTING. 2: ONE EXTERIOR DRINKING FOUNTAIN HAS NO FLOW. WOMENS REST ROOM: ONE FAUCET HAS A CONSTANT DRIP. 21: ONE FAUCET IS LOOSE IN REST ROOM.
Safety (Fire Safety, Hazardous Materials) X 4, 16, 21, 35: EVACUATION MAP IS NOT POSTED. 7, 23, P-2: PLUG IN AIR FRESHENER. 10, 18, 19: IMPROPERLY STORED CLEANING SUPPLIES. STAFF LOUNGE: PAINT IS PEELING ON CEILING BEAM. BOYS REST ROOM: PAINT IS PEELING ON COVERED WALKWAY. 1, 12, ADMIN: PAINT IS PEELING ON EAVES. GLC: PAINT IS PEELING ON PILLAR. 12, 26: PAINT IS PEELING ON THE DOOR. 13: PAINT IS PEELING ON THE EAVES. 15: PAINT IS PEELING ON THE WALL AND WINDOW SILL. 14, 16, 20: PAINT IS PEELING ON THE WALL. 5, 6: PAINT IS PEELING ON WINDOW SILL. STAFF LOUNGE: PAINT PEELING ON COVERED WALKWAY BEAM.
Structural (Structural Damage, Roofs) X
External (Grounds, Windows, Doors, Gates, Fences) X 18: ONE EXTERIOR BACK BACK HOOK IS BROKEN. 31: RAMP IS RUSTED. 1: TRIP HAZARD AT ASPHALT/CEMENT SEAM. STORAGE: TRIP HAZARD ON WALKWAY. PLAY COURTS: TRIP HAZARDS THROUGHOUT. BOOK ROOM: DOOR HAS DRY ROT AT BASE. COMPUTER LAB: ONE DOOR IS BROKEN/NOT SHUTTING PROPERLY.