Hyde (Warren E.) Middle School in Cupertino Union School District

The best afterschools that pick up your child from Hyde (Warren E.) Middle School.

 

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Hyde (Warren E.) Middle School

Address: 19325 Bollinger Rd, Cupertino, CA 95014
Phone: (408) 252-6290
Highest grade: Eighth grade
Lowest grade: Sixth grade
Principal: Lisa Taormina
Superintendent: Craig Baker
Open Year: 1980

Monday,  Thursday, Friday
0 Period:  7:45-8:35
1st Period: 8:38-9:30
2nd Period: 9:33-10:25
3rd Period: 10:45-11:37
4th Period: 11:40-12:40
5th Period: 1:13-2:05
6th Period: 2:08-3:00

Tuesday
0 Period: 7:45-9:16
2nd Period: 9:19-10:52
4th Period: 11:12-12:54
6th Period: 1:27-3:00

Wednesday
1st Period: 9:19-10:52
3rd Period: 11:12-12:54
5th Period: 1:27-3:00

Hyde Middle school is located in a suburban setting in West San Jose and Cupertino. The elementary feeder school attendance area includes Eisenhower Elementary, De Vargas Elementary, and Sedgwick Elementary.

Co-curricular activities include numerous student interest clubs, student government, spirit days, assemblies, intramural and after school sports programs, and a student store.

Hyde is the magnet school for the district’s ELD program for middle school students. Students that are LEP are bused from across the district to attend Hyde. Currently there are 200 6th, 7th and 8th grade students enrolled in this program. All of these students are mainstreamed into math, physical education and elective classes from day one and progress through two levels specialized classes for reading, writing, and speech acquisition using SEDAI methods.

Title I eligible students have opportunities to receive additional support in reading and math. Effort is made to meet the needs of the GATE population. A wide array of curricular and co-curricular opportunities exists for GATE students including advanced placement math classes and differentiated instruction in the core curriculum.

 

Source: SARC, 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
6th 299 355 317
7th 323 303 363
8th 338 325 293
Total 960 983 973
Enrollment by Student Group
2017-18
Percentage
Black or African American 2.0%
Asian 67.6%
Filipino 2.0%
Hispanic or Latino 11.2%
White 15.6%
Two or More Races 1.2%
EL Students 11.1%
Socioeconomically Disadvantaged 12.3%
Students with Disabilities 8.9%

 

Source: SARC, 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) 77 77 79 84 84 85 48 48 50
Mathematics (Grades 3-8 and 11) 75 74 75 86 86 86 36 37 38
Science (Grades 5, 8, and 10) 88 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 960 944 98.33 79.45 947 98.65 74.66
Black or African American 20 20 100.00 55.00 20 100.00 30.00
English Learners 172 164 95.35 50.61 165 95.93 57.58
Female 449 442 98.44 83.03 443 98.66 73.59
Hispanic or Latino 104 101 97.12 46.53 101 97.12 24.75
Male 511 502 98.24 76.29 504 98.63 75.60
Socioeconomically Disadvantaged 115 114 99.13 50.88 114 99.13 35.09
Students with Disabilities 84 82 97.62 36.59 82 97.62 25.61
Two or More Races 14 14 100.00 64.29 14 100.00 21.43
White 151 149 98.68 84.56 149 98.68 70.47

 

 

Source: SARC, 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
7 13.9 26.2 39.3
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

 

 

Source: SARC, 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
6 27 28 28 3 3 3 43 41 45 7 17 8
English 25 23 23 9 11 10 18 15 17 2 4 3
Mathematics 24 26 26 8 5 4 17 10 15 2 9 6
Science 29 27 27 3 3 4 10 15 16 10 5 4
Social Science 29 29 27 3 3 3 16 11 17 4 8 4

 

Source: SARC, 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
Counselor 2 2.0
Library Media Technician 1 0.6
Psychologist 2 1.0
Nurse 1 0.2
Speech/Language/Hearing Specialist 2 0.8
Instructional Assistants 12 9.1
Technology Specialist 1 1.0
Resource Specialist 5 5.0

 

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

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 1.61 2.44 1.10 0.00 0.10 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, 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, see the California Department of Education (CDE) SARC webpage at http://www.cde.ca.gov/ta/ac/sa/.

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

The Hyde PTA is a thriving organization providing many activities throughout the year for parents to be involved with the school. Hyde has a web site that contains all the events and activities, as well as and other information regarding the school. A bi-weekly newsletter for parents, The Thursday News, is published and distributed every other Thursday throughout the school year.

For additional information about organized opportunities for parent involvement at Hyde (Warren E.) Middle, please contact (408) 252-6290.

 

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 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, 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 46 47 46 784
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, 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
6th-8th English/Language Arts McDougal Littell 2002 Yes 0.0%
6th-8th Mathematics Holt 2008 Yes 0.0%
8th Mathematics America’s Choice 2007 Yes 0.0%
6th-8th Science CPO Science 2008 Yes 0.0%
6th-8th History/Social Science Teacher’s Curriculum Institute 2006 Yes 0.0%

 

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

Hyde’s facility modernization was completed in 2000. All buildings meet the specification s of the Office of the State Architect. Modernization at Hyde included the construction of a new library and office, athletic fields improvement, construction of a new gymnasium, renovation of all classrooms and physical education facilities, a new science wing and the installation of a computer network and telephone system throughout the building.

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: 12/04/2018
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 28, 30, MEETING AREA/ 201, STAFF ROOM: CEILING TILE HAS A HOLE. 36, 37: CEILING TILE HAS A WATER STAIN. 25, 29, EQUIPMENT/ 210, A: CEILING TILE IS BROKEN. ADMIN: CEILING TILE IS LOOSE (TAPED). 20, GYM: CEILING TILE IS LOOSE. LIBRARY, MEETING AREA/ 201, COMPUTER ROOM: CEILING TILES ARE BROKEN. 5, OFFICE/ PE STORAGE: CEILING TILES ARE LOOSE. 35: CEILING TILES ARE MISSING. LIBRARY: CEILING TILES HAVE HOLES. SGI 1001: CEILING TILES HAVE WATER STAINS (MILDEW PRESENT). 24, 25, 26, 27, 28, 31, 33, 39, 40, A, ELECTRICAL, LIBRARY, SGI 402, VESTIBULE/ SCIENCE PREP: CEILING TILES HAVE WATER STAINS. STORAGE/ ELECTRICAL: FLOOR TILES ARE BROKEN AT ENTRY. 20: FORMICA IS CHIPPING ON COUNTER TOP. 32: PIECE OF FORMICA IS MISSING ON COUNTER TOP. GIRLS REST ROOM: TOILET PAPER DISPENSER IS BROKEN. BOYS LOCKER ROOM: WALL TILES ARE MISSING. CUSTODIAN: WATER DAMAGE TO THE WALL.
Cleanliness (Overall Cleanliness, Pest/Vermin Infestation) X GYM: FLOOR IS DIRTY IN ENTRYWAY. 15: ROOM IS EXTREMELY CLUTTERED (KILN/SUPPLIES). UNSECURED ITEMS ARE STORED TOO HIGH (ALSO IN KILN/SUPPLIES). STORAGE: ROOM IS EXTREMELY CLUTTERED. 5, 8, 32, 38, RECORDS/ 110, STORAGE, STORAGE, VESTIBULE/ SCIENCE PREP, ELECTRICAL: UNSECURED ITEMS ARE STORED TOO HIGH.
Electrical X 13: CORD IS CREATING A TRIP HAZARD. STORAGE: ACCESS TO ELECTRICAL PANEL IS BLOCKED. COMPUTER ROOM: ACCESS TO ELECTRICAL PANELS IS BLOCKED (STORAGE). 36: CLOCK IS MISSING. 31: CLOCK IS NOT WORKING. 10: CORD IS CREATING A TRIP HAZARD. 14, 22: CORDS ARE CREATING TRIP HAZARDS. 12: CORDS ARECREATING TRIP HAZARDS. COMPUTER ROOM, A: ELECTRICAL CONDUIT END CAP IS MISSING. KITCHEN, LIBRARY: ELECTRICAL COVER IS MISSING IN CEILING. 17/ WRESTLING ROOM, 20: ELECTRICAL COVER IS MISSING. PRINCIPAL/ 106, 12: EXTENSION CORD AND SURGE PROTECTOR ARE DAISY CHAINED. 15: EXTENSION CORD IS BEING PERMANENTLY USED CREATING A TRIP HAZARD. 10, COUNSELOR/ 111, 13, GIRLS LOCKER ROOM, KITCHEN: EXTENSION CORD IS BEING PERMANENTLY USED. 35: EXTERIOR ELECTRICAL COVER IS MISSING. 9: EXTERIOR LIGHT COVER IS BROKEN AND BURNED/MELTED. GIRLS LOCKER ROOM: FOUR LIGHT PANELS ARE OUT. EQUIPMENT/ 209, SUPPLIES/ 212: HALF OF LIGHT BULBS ARE OUT. 35: LIGHT DIFFUSER IS BROKEN. LIGHT DIFFUSER IS LOOSE. CUSTODIAN: LIGHT SWITCH BUTTON IS MISSING. 28: MULTIPLE LIGHT BULBS ARE MISSING. 22, 24, 27, 35, 38, STAFF PREP ROOM, STAFF ROOM: MULTIPLE LIGHT BULBS ARE OUT. 30: MULTIPLE LIGHT BULBS ARE OUT. OUTLET HAS A GROUND PRONG BROKEN OFF IN IT. BOYS REST ROOM: ONE HAND DRYER IS NOT WORKING (WHEN HAND IS UNDERNEATH BUT TURNS ON RANDOMLY). 23: ONE LIGHT DIFFUSER IS BROKEN. 2, 10, 33, BOYS LOCKER ROOM, ELECTRICAL, 17/ WRESTLING ROOM: ONE LIGHT PANEL IS OUT. MPR: ONE SWITCH PLATE IS BROKEN. 21: OUTLET BOX IS LOOSE FROM CONDUIT. 39: OUTLET COVER IS BROKEN. 13: OUTLET COVER IS LOOSE EXPOSING LIVE WIRES. 13, 34: THREE LIGHT PANELS ARE OUT. 34: TWO LIGHT DIFFUSERS ARE LOOSE. 7, GYM: TWO LIGHT PANELS ARE OUT. ELECTRICAL: USED FOR STORAGE BLOCKING ACCESS TO ELECTRICAL PANELS.
Restrooms/Fountains X BOYS REST ROOM: ALL TOILETS ARE LOOSE AT BASE (PUDDLES AROUND TOILETS ARE CREATING SLIP HAZARDS). GIRLS LOCKER ROOM: ALL TOILETS LEAK AT WALL CREATING SLIP HAZARDS. GIRLS REST ROOM: ONE TOILET IS CLOGGED (APPLE IN BOWL DRAIN). GIRLS REST ROOM: ONE TOILET IS LOOSE AT THE BASE. MENS REST ROOM: ONE TOILET IS OUT OF ORDER. BOYS REST ROOM, MENS REST ROOM, WOMENS REST ROOM: ONE TOILET LEAKS AT FITTING. MENS REST ROOM, REST ROOM: TOILET DOESN’T FLUSH PROPERLY. GIRLS REST ROOM, BOYS REST ROOM: TWO TOILETS LEAK AT FITTING. GIRLS REST ROOM: TWO TOILETS LEAK AT FITTINGS CREATING SLIP HAZARDS. 5, 6: DRINKING FOUNTAIN HANDLE IS BROKEN. 1: DRINKING FOUNTAIN HAS A HIGH FLOW. GYM: DRINKING FOUNTAINS HAVE A LOW FLOW. 32: FIVE FAUCETS LEAK AT HANDLE. OFFICE/ PE STORAGE: ONE EXTERIOR DRINKING FOUNTAIN HAS A LOW FLOW. 26: ONE FAUCET AND DRINKING FOUNTAIN HAVE NO FLOW. 34: ONE FAUCET HAS A CONSTANT DRIP. WOMENS REST ROOM: ONE FAUCET HAS A LOW FLOW. MENS REST ROOM: ONE FAUCET HAS HIGH PRESSURE BUT A LOW FLOW. BOYS REST ROOM, GIRLS LOCKER ROOM: ONE FAUCET HAS NO FLOW. GIRLS LOCKER ROOM: THREE FAUCETS HAVE A LOW FLOW. 34: TWO FAUCETS LEAK AT HANDLE.
Safety (Fire Safety, Hazardous Materials) X ASSISTANT PRINCIPAL/ 104: BURNED CANDLE IN OFFICE. LIBRARY: EVACUATION MAP IS NOT POSTED. 12: FIRE EXTINGUISHER HAS WRONG MOUNT (MOUNTED BY PIN). A, 8, 11, 21: FIRE EXTINGUISHER IS MISSING. 15, 28: FIRE EXTINGUISHER IS NOT MOUNTED. CUSTODIAN: FLAMMABLE MATERIALS ARE IMPROPERLY STORED. KITCHEN: PLUG IN AIR FRESHENER (REST ROOM). 6, 9, 27, 30: PLUG IN AIR FRESHENER. 2, 4, 7, 8, 9, 21, 22: IMPROPERLY STORED CLEANING SUPPLIES. 23: PAINT IS EELING ON BACK EAVES. KITCHEN, ADMIN: PAINT IS PEELING ON CEILING. 5: PAINT IS PEELING ON DOOR. 13: PAINT IS PEELING ON EAVES AND EXTERIOR WALL. 10: PAINT IS PEELING ON EAVES. 14: PAINT IS PEELING ON EXTERIOR WALL.
Structural (Structural Damage, Roofs) X ADMIN: GUTTER IS BROKEN AT ENTRY. 19, 20: WATER DAMAGE/HOLE(S) (PAINT IS ALSO PEELING) ON BACK EAVES.
External (Grounds, Windows, Doors, Gates, Fences) X

 

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