Mabel Mattos Elementary School in Milpitas Unified School District

The best afterschools that pick up your child from Mabel Mattos Elementary School.

 

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Mabel Mattos Elementary School

Address: 1750 McCandless Dr, Milpitas, CA 95035
District: Milpitas Unified School District
Phone: (408) 635-2695
Highest grade: Sixth grade
Lowest grade: Kindergarten
Superintendent: Cheryl Jordan
Principal: Jackie Vo-Felbinger

Regular Day
Kindergarten: 8:45 to 1:55
Grades 1-2: 8:45 to 2:25

Minimum Day
Kindergarten: 8:45 to 12:15
Grades 1-2: 8:45 to 1:20

Mabel Mattos opened its doors with the start of the new school year on August 16, 2018.

Mattos develops socially responsible youth with the values, skills and knowledge needed for success in life, to master one’s own person, and contribute toward a better humanity.

Curriculum and Instruction:
-Foundational skills and standards based instruction in reading, writing, math, science, social studies, visual and performing arts.
-Learning and innovation skills-Challenged through integrated units to be creative, innovative, self-directed learners who work with others to accomplish goals and solve challenging problems involving project-based learning and early academic language instruction.
-Social responsibility-Connected to a variety of teachers and students across age levels and learn how to be friends, leaders, thinkers, and community members focused on the public good. Students prepare to embrace diversity, question assumptions and explore their world.

Delivery Systems:
Optimizing available time, personnel, and resources to support the social, emotional, and educational needs of our students defines the framework of our multi-tiered system of supports (MTSS).
-Three-tiered RTI2 for Academics and Social Emotional Behavioral (SEB)
-Highly trained and committed staff to support our Learning Community Model
-Dedicated PLC time to continuously evaluate learning targets and learning community model innovations through cycles of inquiry.

Using Maslow’s Hierarchy of Needs framework, staff cultivate executive functions (working memory, cognitive flexibility, inhibitory control) helping students find their voices and determine what they believe about the world, promoting a sense of belonging, connectedness, agency and autonomy.

 

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

Student Enrollment by Student Group (School Year 2017—18)

Student Group Percent of Total Enrollment
Black or African American %
American Indian or Alaska Native %
Asian %
Filipino %
Hispanic or Latino %
Native Hawaiian or Pacific Islander %
White %
Two or More Races %
Other 100.0 %

 

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

Academic Counselors and Other Support Staff (School Year 2017—18)

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor
Academic Counselor
Counselor (Social/Behavioral or Career Development) N/A
Library Media Teacher (Librarian) N/A
Library Media Services Staff (Paraprofessional) N/A
Psychologist 0.1 N/A
Social Worker N/A
Nurse 0.4 N/A
Speech/Language/Hearing Specialist 0.1 N/A
Resource Specialist (non-teaching) 0.1 N/A
Other N/A

Note: Cells with N/A values do not require data.

*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.

 

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

School School School District District District State State State
Rate 2015—16 2016—17 2017—18 2015—16 2016—17 2017—18 2015—16 2016—17 2017—18
Suspensions 0.0% 0.0% 0.0% 1.8% 1.7% 2.1% 3.7% 3.7% 3.5%
Expulsions 0.0% 0.0% 0.0% 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/.

The School Site Safety Plan is reviewed, updated, and discussed with the school staff in August of each year. The Milpitas District believes in a comprehensive safety program designed to ensure the health and security of all students and staff. It consists of a wide variety of site drills designed to meet a number of emergency situations that might arise. All school sites regularly practice fire, drop and cover (earthquake), and intruder drills. There are established committees at all sites and levels to review safety procedures, correct any problems that may exist and expand the District’s capacity to deliver services when and where needed.

The District conducts safety inspections at all schools and other district owned properties on a regular basis. In addition, the district safety officer conducts quarterly safety meetings with site safety officers. Qualified personnel conduct or coordinate training’s in CPR, First-Aid, and triage, and the Safety Officer monitors all site safety drills. All school sites have designated staff members that are trained in Advanced First Aid and equipped with safety kits to care for students and staff in the case of an emergency.

The District and the Milpitas Police, Fire, and Office of Emergency Services work cooperatively on a continuous basis in the coordination of city and district personnel and services in the area of school safety. Through the coordinated efforts of the District and City Agencies, a joint City/School disaster drill is held at one of the districts nine elementary and two middle schools on an annual basis.

In addition, the District is an active member in the City’s Emergency Preparedness Commission. The District has revised its Standardized Emergency Management System (SEMS) procedures. A trained district crisis assistance response team has been established to provide site support and district coordination in the event of an emergency.

 

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)

Mattos works as a community of parents, teachers, students and administrators to articulate what together they believe is the level of achievement to which the school should aspire. A variety of engagement opportunities are available to support parents various interests and needs:
-Caring staff who listen in solidarity and act as thought partners
-Building trust with community responsive pedagogy
-PBIS leadership
-School Site Council
-Parent Teacher Association
-Variety of parent volunteer opportunities (parent led presentations, in class support, administrative support, at home projects, school activities)

For additional information or if you’d like to be involved in our parent engagement opportunities contact:

Jackie Vo-Felbinger, Principal
408.635.2695 x2105
https://mattos.musd.org/about/contact-us

We also invite you to complete our Parent Engagement Survey!
https://mattos.musd.org/parents/parent-involvement/parent-engagement-survey

 

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

 

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

Teacher Credentials

Teachers School
2016—17
School
2017—18
School
2018—19
District
2018—19
With Full Credential 0 0 5 502
Without Full Credential 0 0 0 9
Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 0 1

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/.

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2018—19)

Year and month in which the data were collected: January 2019

Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy
Reading/Language Arts Grade Title of Textbook Publisher ISBN
K No Textbook N/A N/A
1 California Reading: Student Anthology, Here We Go, Level 1.1 Houghton Mifflin 0-618-15158-3
1 California Reading: Student Anthology, Let’s Be Friends 1.2 Houghton Mifflin 0-618-15160-5
1 California Reading: Student Anthology, Surprises, Level 1.3 Houghton Mifflin 0-618-15713-1
1 California Reading: Student Anthology, Treasures, Level 1.4 Houghton Mifflin 0-618-15714-X
1 California Reading: Student Anthology, Wonders, Level 1.5 Houghton Mifflin 0-618-15715-8
2 California Reading: Student Anthology, Adventures, Level 2.1 Houghton Mifflin 0-618-15716-6
2 California Reading: Student Anthology, Delights, Level 2.2 Houghton Mifflin 0-618-15717-4Benchmark Advance Elementary ELA Grades K-6 Adopted 2017-2018
Yes 0.0 %
Mathematics Grade Title of Textbook Publisher ISBN
K Math in Focus® Student Book Set (4 Volumes) ©2012 Marshall Cavendish 978-0-547-646800-0
K Math in Focus® Student Book A, Part 1 ©2012 Marshall Cavendish 978-0-547-62526-3
K Math in Focus® Student Book A, Part 2 ©2012 Marshall Cavendish 978-0-547-62528-7
K Math in Focus® Student Book B, Part 1 ©2012 Marshall Cavendish 978-0-547-62524-9
K Math in Focus® Student Book B, Part 2 ©2012 Marshall Cavendish 978-0-547-62535-5
1 Math in Focus®: Singapore Math Student Book 1A © 2015 Marshall Cavendish 978-0-544-19355-0
1 Math in Focus ® : Singapore MathStudent Book 1B © 2015 Marshall Cavendish 978-0-544-19356-72 Math in Focus®: Singapore Math Student Book 2A © 2015 Marshall Cavendish 978-0-544-19357-4
2 Math in Focus®: Singapore Math Student Book 2B © 2015 Marshall Cavendish 978-0-544-19358-1
Yes 0.0 %
Science Grade Title of Textbook Publisher ISBN
K No Textbook N/A N/A
1 California Science Student Edition Pearson Scott Foresman 0-328-18837-9
2 California Science Student Edition Pearson Scott Foresman 0-328-18838-7
Yes 0.0 %
History-Social Science Grade Title of Textbook Publisher ISBN
K No Textbook N/A N/A
1 Reflections California Student Edition: A Child’s View Harcourt School Publishers 015-338498-0
2 Reflections California Student Edition: People We Know Harcourt School Publishers 015-338499-9
Yes 0.0 %
Foreign Language N/A 0.0 %
Health N/A 0.0 %
Visual and Performing Arts N/A 0.0 %
Science Lab Eqpmt (Grades 9-12) N/A N/A 0.0 %

Note: Cells with N/A values do not require data.

 

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

Mattos has opened as a K-2 elementary school in its first of 3 phases of construction in 2018. Constructing the school over 3 phases makes the first learning community a research and development lab school which will inform future phases of construction. Mattos has started the design process for Phase 2 which includes two additional learning community buildings anticipated to be ready for the 2020-21 school year, which will increase the schools enrollment capacity from 200 to 600 students. Phase 3 with include a fourth learning community building and multi-purpose room/cafeteria increasing the enrollment capacity to 800 students.

The Learning Community Model includes the following features enabling it to cater to multiple learning modalities:
1. A “home base” function for approximately 100 students at each floor
2. Teaching team and students assigned to the Learning Community
3. Student flexibility to use the space and design allowing for passive supervision
4. Physical features include:

-Learning suites
-Small group spaces and rooms
-Multi-purpose lab and commons space
-Racks for student belongings
-Staff work area and resource room
-Ample outdoor connections

The elements of classroom design – layout of a classroom, instructional models used, timing of direct instruction, group projects and independent work – are among those that create the environment for engaged and optimal learning. Integrating technology, relevant instruction, and facilitating deeper learning and personal connections happens through creative and effective classroom design. When personalization, technology, whole school design work together, students receive regular feedback from the use of relevant tools and more individualized time with teachers which results in more ownership of learning, excitement and pride over progress.

School Facility Good Repair Status

Year and month of the most recent FIT report: December 2018

System Inspected Rating Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer Good
Interior: Interior Surfaces Good
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 Good

Overall Facility Rate

Year and month of the most recent FIT report: December 2018

Overall Rating Exemplary

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