Ellis School in Sunnyvale School District

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

 

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Ellis School

Address: 550 E Olive Ave, Sunnyvale, CA 94086
Phone: (408) 522-8260
Highest grade: Fifth grade
Lowest grade: Kindergarten
Principal: Eric Panosian
Superintendent: Dr. Benjamin Picard

Monday, Tuesday, Wednesday, Thursday
TK and Kindergarten: 8:15 to 2:25
1st to 5th grades: 8:15 to 2:30

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

 

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

The mission of Ellis Elementary School is to create comprehensive, relevant, and engaging learning experiences for every child so that our students become responsible, productive citizens in a constantly changing, global society.

 

We believe that:

• Students are our primary responsibility

• Education of a child involves the entire community

• A safe, healthy, nurturing environment supports learning

• High expectations yield high results

• Instilling the love of reading develops lifelong learners

 

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 181
Grade 1 149
Grade 2 114
Grade 3 101
Grade 4 99
Grade 5 95
Total Enrollment 739

 

Student Enrollment by Group (School Year 2017-18)

Student Group Percent of Total Enrollment
Black or African American 1.6
American Indian or Alaska Native 1.5
Asian 42.2
Filipino 3.7
Hispanic or Latino 29.2
Native Hawaiian or Pacific Islander 0.4
White 13.8
Socioeconomically Disadvantaged 32.3
English Learners 48.8
Students with Disabilities 9.3
Foster Youth 0.1

 

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

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

1. To provide a safe and orderly environment using Project Cornerstone curriculum to educate the Ellis community about bullying

2. To provide a safe and orderly environment using Positive Behavior Intervention Support

The plan was last reviewed October of 2018, and will be monitored through student survey data.

 

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)

Ellis recognizes the importance of family involvement in children’s education, and strives to welcome families into the classroom and to encourage their active involvement in the school. Ellis School encourages parents to be actively involved in their child’s classroom through voluntary participation. Parents also lead activities such as Project Cornerstone’s Asset Building Champions program. Parent representatives serve on our School Site Council, English Learner Advisory Committee, and our PTA. This year our parents will also have the opportunity to participate in workshops through the Family Engagement Institute. Workshops will focus on Strong Start for Kindergartners and Responsible Use of Technology.

 

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 39 36 39 323
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/.

Ellis Elementary has undergone modernization and is scheduled to have additional work performed in the coming years. The campus is clean, safe and all systems are well 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: 10-2-17
System Inspected Repair Status Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer Fair When the remaining rooms are modernized, a modern HVAC system will be installed.
Interior: Interior Surfaces Fair To be completed during next modernization
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 Fair 1 Play structure is in need of replacement. To be completed durning next modernization.

 

Overall Facility Rating (Most Recent Year)

Year and month of the most recent FIT report: 10-2-17
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)
48 52 57 59 48 50
Mathematics
(grades 3-8 and 11)
48 48 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 284 279 98.24 52.33
Male 161 158 98.14 53.8
Female 123 121 98.37 50.41
Black or African American
American Indian or Alaska Native
Asian 89 88 98.88 71.59
Filipino 16 16 100 43.75
Hispanic or Latino 100 99 99 29.29
Native Hawaiian or Pacific Islander
White 40 39 97.5 69.23
Two or More Races 22 21 95.45 76.19
Socioeconomically Disadvantaged 109 108 99.08 26.85
English Learners 149 146 97.99 43.84
Students with Disabilities 41 40 97.56 15
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 285 282 98.95 47.87
Male 162 160 98.77 54.38
Female 123 122 99.19 39.34
Black or African American
American Indian or Alaska Native
Asian 90 89 98.89 75.28
Filipino 16 16 100 37.5
Hispanic or Latino 100 100 100 18
Native Hawaiian or Pacific Islander
White 40 39 97.5 64.1
Two or More Races 22 21 95.45 66.67
Socioeconomically Disadvantaged 109 109 100 18.35
English Learners 150 149 99.33 36.24
Students with Disabilities 42 40 95.24 15
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 18.4 24.1 31

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/.

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 0.5 0.4 0.2 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/.

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 3 6 21 2 7 21 1 8
1 24 5 23 5 24 6
2 21 3 3 22 5 22 5
3 22 5 21 2 3 25 4
4 26 5 28 3 32 3
5 25 1 3 21 2 5 25 1 3
Other 9 1

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/.