Faria (William) Elementary School in Cupertino Union School District

The best afterschools that pick up your child from Faria (William) Elementary School.


[pf_itemgrid listingtype=”99″ locationtype=”151″ features=”” items=”4″ cols=”1″ filters=”false”]

















Address: 10155 Barbara Ln, Cupertino, CA 95014
Phone: (408) 252-0706
Highest grade: Sixth grade
Lowest grade: Kindergarten
Enrollment: 691
Open year: 1980
Princilal: Mary Alarid-Enright
Superintendent: Craig Baker

Monday, Wednesday, Thursday,Friday
TK – 3rd grades: 8:30 to 2:40
4th, 5th grades: 8:30 to 3:05

TK – 3rd grades: 8:30 to 1:42
4th, 5th grades: 8:30 to 2:00

Faria Academics Plus School is located in a suburban area of the western section of the Santa Clara Valley. The school is within the city of Cupertino. The Cupertino Union School District is basically single family residential, with some multiple unit housing (approximately 14%) and some businesses located on the periphery of the school district. Many parents are employed in the electronics and engineering fields in Silicon Valley. Our community would be described as professionals, managers, semi-professional (clerical, sales and technicians), with skilled and semi-skilled employees.

Faria A+ is a lottery school of choice. Our philosophy places greater emphasis on development and mastery of the basic skills and concepts in a more traditionally structured environment. Heavy emphasis is placed on reading, mathematics, English, grammar, spelling, penmanship, and composition skills. We have a solid curriculum in science, history, and geography. We teach all subjects and follow the required instructional minutes provided by the state.

Resource: SARC (School Accountability Report Card )


  • For more information about SARC requirements, see the California Department of Education (CDE) SARC webpage at http://www.cde.ca.gov/ta/ac/sa/.
  • For more information about the LCFF or LCAP, see the CDE LCFF Webpage at http://www.cde.ca.gov/fg/aa/lc/.
  • For additional information about the school, parents and community members should contact the school principal or the district office.

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 94 96 95
1st 119 120 120
2nd 120 119 120
3rd 120 119 119
4th 120 120 118
5th 120 120 119
Total 693 694 691
Enrollment by Student Group
Black or African American 0.1%
American Indian or Alaska Native 0.1%
Asian 97.4%
White 1.6%
Two or More Races 0.4%
EL Students 9.7%
Socioeconomically Disadvantaged 1.0%
Students with Disabilities 3.2%
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) 95 93 95 84 84 85 48 48 50
Mathematics (Grades 3-8 and 11) 96 96 97 86 86 86 36 37 38
Science (Grades 5, 8, and 10) 99 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 359 358 99.72 94.69 358 99.72 97.21
English Learners 62 62 100.00 83.87 62 100.00 93.55
Female 181 180 99.45 95.00 180 99.45 96.11
Male 178 178 100.00 94.38 178 100.00 98.31


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
Grade Level Four of Six Standards Five of Six Standards Six of Six Standards
5 13.3 26.7 51.7

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.

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.


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 24 24 24 4 4 4
1 24 24 24 5 5 5
2 24 24 24 5 5 5
3 24 24 24 5 5 5
4 30 30 30 4 4 4
5 30 30 30 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 0.9
Psychologist 1 0.4
Nurse 1 0.2
Speech/Language/Hearing Specialist 1 0.4
Resource Specialist 1 1.0
Resource Aide 1 0.7
Technology Specialist 1 1.0
Instructional Assistants 3 2.2


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 0.14 0.14 0.00 0.00 0.00 0.00
District 0.68 0.77 0.00 0.00 0.01 0.00
State 3.65 3.65 3.51 0.09 0.09 0.08


Safe School Plan

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.

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

The Faria PTA is a thriving organization providing many activities throughout the year for parents to be involved with the school. Faria has a web site that contains all the events and activities, as well as the parent bulletins from the office each week, and other information regarding the school.

For additional information about organized opportunities for parent involvement at Faria (William) Elementary, please contact Alison Luvara, Principal at 408-252-0706.

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 29 28 28 784
Without Full Credentials 0 0 0 9
Teaching Outside Subject Area of Competence (with full credential) 0 0 0 0
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%

Faria A+ School offers a safe and secure campus where students, staff, and visitors are free from physical and psychological harm. The school provides up-to-date facilities and adequate space for students and staff. Faria A+ is comprised of 24 classrooms and a Guided Learning Center which includes a library and computer lab. The school also enjoys a spacious playground with two play structures – Falconcrest and Falconet, as well as grassy fields for running, sports, and games.
We are proud of the cleanliness of our school. Our students clean their table at the end of lunch and our student council waters and maintains our flower pots.

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: Good
Items Inspected Facility Component System Status Deficiency & Remedial Actions Taken or Planned
Good Fair Poor
Systems (Gas Leaks, Mech/HVAC, Sewer) X
Cleanliness (Overall Cleanliness, Pest/Vermin Infestation) X 22: UNSECURED ITEMS ARE STORED TOO HIGH.
Safety (Fire Safety, Hazardous Materials) X 13: IMPROPERLY STORED CLEANING SUPPLIES. 5, 24: PAINT IS PEELING.
Structural (Structural Damage, Roofs) X
External (Grounds, Windows, Doors, Gates, Fences) X