Kennedy (John F.) Middle School in Cupertino Union School District

The best afterschools that pick up your child from Kennedy (John F.) Middle School.

 

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Kennedy (John F.) Middle School

Address: 821 Bubb Rd, Cupertino, CA 95014
Phone: (408) 253-1525
Highest grade: Eighth grade
Lowest grade: Sixth grade
Principal: Steven Hamm
Superintendent: Craig Baker
Open Year: 1980

Monday, Tuesday, Thursday, Friday
Period 0    7:25 – 8:16 am
Period 1    8:20 – 9:18 am (includes daily student announcements)
Period 2    9:22 – 10:13 am
Brunch      10:13 – 10:33 am
Period 3    10:37 – 11:28 am
Period 4    11:32 – 12:23 pm
Lunch       12:23 – 12:58 pm
Period 5    1:02 – 1:53 pm
Period 6    1:57 – 2:48 pm

Wednesday
eriod 0    8:50 – 9:25 am
Period 1    9:30 – 10:18 am (includes daily student announcements)
Period 2    10:22 – 11:01 am
Brunch      11:01 – 11:21 am
Period 3    11:25 – 12:04 pm
Period 4    12:08 – 12:47 pm
Lunch       12:47 – 1:22 pm
Period 5    1:26 – 2:05 pm
Period 6    2:09 – 2:48 pm

Kennedy Middle School is a grades 6-8 school in the Cupertino Union School District. Currently, our students come from Blue Hills, Regnart, Lincoln, and Stevens Creek elementary schools, with a number of students for whom Kennedy is the home school, coming from Portal, McAuliffe, and Faria alternative elementary schools. Kennedy Middle School, a culturally diverse school, is located in a neighborhood in Cupertino, comprised of mostly single-family houses. Our population of 1,466. Forty-eight regular education classrooms and four Special Education Classes, Resource Specialist, Special Day, two SDC classes and Individual and Small Group classes, serve our students.

 

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 477 438 381
7th 498 477 429
8th 499 499 479
Total 1,474 1,414 1,289
Enrollment by Student Group
2017-18
Percentage
Black or African American 0.5%
American Indian or Alaska Native 0.1%
Asian 81.2%
Filipino 0.9%
Hispanic or Latino 2.0%
Native Hawaiian or Pacific Islander 0.1%
White 11.9%
Two or More Races 3.2%
EL Students 4.3%
Socioeconomically Disadvantaged 3.3%
Students with Disabilities 4.7%

 

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) 92 90 89 84 84 85 48 48 50
Mathematics (Grades 3-8 and 11) 91 93 90 86 86 86 36 37 38
Science (Grades 5, 8, and 10) 97 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 1297 1282 98.84 89.00 1286 99.15 89.89
English Learners 114 112 98.25 54.46 114 100.00 69.30
Female 657 648 98.63 90.90 650 98.93 88.92
Hispanic or Latino 27 26 96.30 61.54 26 96.30 50.00
Male 640 634 99.06 87.07 636 99.38 90.88
Socioeconomically Disadvantaged 43 43 100.00 69.77 43 100.00 74.42
Students with Disabilities 62 61 98.39 45.90 61 98.39 42.62
Two or More Races 44 43 97.73 90.70 43 97.73 88.37
White 156 152 97.44 81.58 154 98.72 72.08

 

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 21.5 31.5 27.6
*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 29 27 12 5 12 73 60 59 12 20 9
English 28 28 27 6 5 5 13 17 21 17 13 8
Mathematics 28 27 27 4 4 2 28 25 24 4 7 7
Science 31 31 30 2 1 1 9 16 21 21 14 9
Social Science 31 31 30 2 1 2 12 14 17 18 16 11

 

 

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
Psychologist 1 1.0
Nurse 1 0.2
Speech/Language/Hearing Specialist 1 0.6
Counselor 2 2.0
SDC Teacher 4 4.0
Instructional Assistants 12 10.5
Library Media Technician 1 0.6
Technology Specialist 1 1.0
Resource Specialist 3 3.0

 

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 0.77 1.03 0.53 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

 

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 Kennedy PTA is a thriving organization providing many opportunities throughout the year for parents to be involved with and support the school. Kennedy has a web site that contains all the events and activities, as well as a link to the PTA web. The web site is updated regularly by the web master and can be accessed at: http://jfkms.ca.campusgrid.net/home

For additional information about organized opportunities for parent involvement at John F. Kennedy Middle, please contact the school at (408) 253-1525.

 

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 63 59 55 784
Without Full Credentials 0 0 1 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/.

Kennedy Middle 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 that were renovated in 1999. Kennedy Middle School is comprised of a library media center, one computer lab, 5 mobile wireless PC Carts, large multipurpose/performing arts room, Gym and locker rooms, and 44 classrooms.

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: 12/03/2018
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 F: CARPET IS WORN AND TORN (TAPED). H, I: CARPET IS WORN AND TORN. G: CARPET IS WORN. A: CEILING TILE HAS A WATER STAIN. 40, A: CEILING TILE IS BROKEN. 15: CEILING TILE IS LOOSE. GYM: CEILING TILE IS MISSING. 39: CEILING TILE IS TORN. 16: CEILING TILE TRIM IS MISSING. C: CEILING TILES ARE BROKEN. 16, 17, 29, GYM, K: CEILING TILES ARE LOOSE. C: CEILING TILES HAVE HOLES. C, STAFF LOUNGE: CEILING TILES HAVE WATER STAINS. 18: FORMICA TRIM IS LIFTING. BOYS REST ROOM, GIRLS REST ROOM: LINOLEUM FLOORING IS CRACKING. H: WALL PAPER IS TORN. 30/ GIRLS LOCKER ROOM: WALL TILES ARE MISSING.
Cleanliness (Overall Cleanliness, Pest/Vermin Infestation) X BOYS REST ROOM, GIRLS REST ROOM: COVE BASE IS EXTREMELY DIRTY. 40: ROOM HAS A STRONG FELINE ODOR. 39: ROOM HAS A STRONG ODOR OF DECAY. MU, 19: UNSECURED ITEMS ARE STORED TOO HIGH (STORAGE). K, 17, 28, 32, D, STAGE: UNSECURED ITEMS ARE STORED TOO HIGH. 15: ANTS ARE PRESENT (AT FAUCET THAT LEAKS).
Electrical X 4, 18, 26: CORD IS CREATING A TRIP HAZARD. LIBRARY: EIGHT LIGHT PANELS ARE OUT. GYM, C, 33: ELECTRICAL CONDUIT END CAP IS MISSING. G: ELECTRICAL CONDUIT IS BROKEN AND LOOSE FROM THE WALL. A, C: ELECTRICAL COVER IS MISSING. 35: ETHERNET BOX IS BROKEN. 36: ETHERNET BOXES ARE BROKEN. STAFF WORKROOM, 39: ETHERNET COVER IS BROKEN. 40: EXPOSED WIRES IN CEILING (AT ACTIVE ROOF LEAK). PRINCIPAL, 5, 11, 12, 15, 35: EXTENSION CORD AND SURGE PROTECTOR(S) ARE DAISY CHAINED. 8, 11, 15: EXTENSION CORD IS BEING PERMANENTLY USED. B: EXTERIOR LIGHT HAS A STROBE EFFECT (VERY DIM ALSO). C: EXTERIOR LIGHT HAS A STROBE EFFECT. E: EXTERIOR LIGHT IS EXTREMELY DIM. D, F, G, H, I, J: EXTERIOR LIGHT IS NOT WORKING. 31/ BOYS LOCKER ROOM: FIVE LIGHT PANELS ARE OUT. COLLABORATIVE LEARNING CENTER: FLOOR OUTLET COVER IS MISSING. 16: FOUR LIGHT PANELS ARE BAD. 7, 11, 23: FOUR LIGHT PANELS ARE OUT. 14: FOUR OUTLET COVERS ARE MISSING. ADMIN: LIGHT FIXTURE CAP IS MISSING. OFFICE: LIGHTS WILL NOT TURN ON. 14, 21: MULTIPLE LIGHT BULBS ARE BAD (PINK) AND OUT. 7: MULTIPLE LIGHT BULBS ARE BAD (PINK). STAFF LOUNGE, 1, 3, 16, 19, 24, 25, 26, 33: MULTIPLE LIGHT BULBS ARE OUT. STAFF LOUNGE: OBJECTS WITHIN (36″) OF ELECTRICAL PANEL BLOCKING ACCESS. 18: ONE LIGHT BALLAST IS BAD. KITCHEN: ONE LIGHT COVER IS MISSING (NEAR WALK IN FREEZER). STAFF LOUNGE: ONE LIGHT DIFFUSER IS BROKEN. H: ONE LIGHT DIFFUSER IS LOOSE. 12, 33: ONE LIGHT PANEL IS BAD. 29, C, OFFICE, STAFF LOUNGE: ONE LIGHT PANEL IS OUT. 25: OUTLET COVER IS LOOSE EXPOSING LIVE WIRES. 37, J: OUTLET COVER IS MISSING. STORAGE/ PREP: SEVEN LIGHT DIFFUSERS ARE MISSING. SIX LIGHT PANELS ARE OUT. 29: SWITCH PLATE IS BROKEN. 30/ GIRLS LOCKER ROOM, STAGE: THREE LIGHT PANELS ARE OUT. 3: TWO BANKS OF LIGHTS ARE OUT (ONE LIGHT SWITCH). LIBRARY: TWO FLOOR OUTLET COVERS ARE MISSING. 15: TWO LIGHT DIFFUSERS ARE BROKEN. STAFF LOUNGE: TWO LIGHT DIFFUSERS ARE MISSING. 10, 13, 16, 26, 28, 32, STAFF WORKROOM: TWO LIGHT PANELS ARE OUT. ELECTRICAL ROOM: USED FOR STORAGE BLOCKING ACCESS TO ELECTRICAL PANELS.
Restrooms/Fountains X GIRLS REST ROOM: ONE TOILET IS LEAKING AT FITTING. 31/ BOYS LOCKER ROOM: ONE TOILET IS LOOSE AT THE BASE. 6, 9: DRINKING FOUNTAIN HAS A HIGH FLOW. BOYS REST ROOM: EXTERIOR BOTTLE FILLER IS NOT WORKING. 34, 35, 36, 37, 38, 39: FAUCET AND DRINKING FOUNTAIN HAVE NO FLOW. BOYS REST ROOM: ONE FAUCET HAS A LOW FLOW. 15: ONE FAUCET LEAKS AT FITTING. 16: TWO FAUCETS HAVE A LOW FLOW.
Safety (Fire Safety, Hazardous Materials) X 5, 20, 22, 38, M, COLLABORATIVE LEARNING CENTER: EVACUATION MAP IS NOT POSTED. ADMIN: FIRE EXTINGUISHER NEEDS TO BE RECHARGED. COMMUNITY ROOM: ONE EMERGENCY EXIT LIGHT IS NOT WORKING PROPERLY. 11, 12, 36, L: PLUG IN AIR FRESHENER. 8, 17: IMPROPERLY STORED CLEANING SUPPLIES. 31/ BOYS LOCKER ROOM: PAINT IS PEELING ON THE WALL.
Structural (Structural Damage, Roofs) X D: DRY ROT ON RAMP. A: DRY ROT ON SIDING. 31/ BOYS LOCKER ROOM: STUCCO IS MISSING ON EXTERIOR WALL (PLAY COURTS SIDE). 40: ACTIVE ROOF LEAK (WET CEILING TILES).
External (Grounds, Windows, Doors, Gates, Fences) X J: RAMP IS RUSTED. H, I: SKID PAINT IS MISSING ON RAMP. 34: TRIP HAZARD AT ASPHALT/CEMENT SEAM. ADMIN: TRIP HAZARD ON WALKWAY WITH RUSTED METAL PROTRUDING. IRRIGATION LEAKS IN GRASSY AREAS. 16, I: TRIP HAZARD ON WALKWAY. PARKING LOTS: TRIP HAZARDS. GIRLS REST ROOM: NO HANDLE ON INTERIOR SIDE OF DOOR/HAVE TO PULL OPEN BY DEADBOLT.

 

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