Marshall Lane School in Campbell Union Elementary

The best afterschools that pick up your child from Marshall Lane School.

 

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Marshall Lane School

Address: 14114 Marilyn Ln, Saratoga, CA 95070
Phone: (408) 364-4259
Highest grade: Fifth grade
Lowest grade: Kindergarten
Principal: Priscilla Spencer
Superintendent: Dr. Shelly Viramontez

Monday, Tuesday,  Thursday ,Friday
K to 3rd grades: 8:20 to 2:35
4th, 5th grades: 8:20 to 2:40

Wednesday
K to 5th grades: 8:20 to 1:35

Please check the school website for the latest schedule

COMMUNITY: Located in the west portion of Santa Clara County, the Campbell Union School District serves more than 7,600 students in Transitional Kindergarten through eighth grade from the communities of Campbell, San Jose, Saratoga, and Los Gatos.

SCHOOL: Marshall Lane Elementary School, located in Saratoga, educates more than 540 students from Saratoga, Los Gatos, Campbell, and San Jose in preschool through fifth grade. We emphasize academic achievement within a nurturing environment. Our success is attributed to a dedicated and hard working staff, a well-rounded challenging curriculum, active parental involvement, and a community devoted to supporting education.

Our school has earned several awards over the past few years. Both the National Blue Ribbon Award and the California Distinguished School Award have been earned. In addition, Marshall Lane was awarded the prestigious Caring School Climate Award for the 2014-2015 school year from Project Cornerstone.

 

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

2017-18 Student Enrollment by Grade Level 

Grade Level Number of Students
Kindergarten 107
Grade 1 90
Grade 2 87
Grade 3 90
Grade 4 90
Grade 5 87
Total Enrollment 551

2017-18 Student Enrollment by Group

Student Group Percent of Total Enrollment
Black or African American 0.9
American Indian or Alaska Native 0.5
Asian 28.9
Filipino 0.5
Hispanic or Latino 9.1
Native Hawaiian or Pacific Islander 0.0
White 41.7
Socioeconomically Disadvantaged 9.3
English Learners 13.2
Students with Disabilities 4.5
Foster Youth 0.2

 

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: 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

2017-18 CAASPP Results for All Students

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
(grades 3-8 and 11)
80.0 81.0 53.0 55.0 48.0 50.0
Mathematics
(grades 3-8 and 11)
81.0 82.0 48.0 49.0 37.0 38.0

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.

School Year 2017-18 CAASPP Assessment Results – English Language Arts (ELA)

Student Group Total Number Percent Percent
Enrollment Tested Tested Met or Exceeded
All Students 269 267 99.26 80.52
Male 134 132 98.51 79.55
Female 135 135 100.00 81.48
Black or African American
American Indian or Alaska Native
Asian 68 67 98.53 89.55
Filipino
Hispanic or Latino 25 25 100.00 40.00
Native Hawaiian or Pacific Islander
White 111 110 99.10 79.09
Two or More Races 31 31 100.00 83.87
Socioeconomically Disadvantaged 17 17 100.00 47.06
English Learners 53 51 96.23 74.51
Students with Disabilities 16 16 100.00 43.75

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.

 

School Year 2017-18 CAASPP Assessment Results

Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Total Number Percent Percent
Enrollment Tested Tested Met or Exceeded
All Students 269 268 99.63 82.46
Male 134 133 99.25 85.71
Female 135 135 100 79.26
Black or African American
American Indian or Alaska Native
Asian 68 67 98.53 94.03
Filipino
Hispanic or Latino 25 25 100 56
White 111 111 100 78.38
Two or More Races 31 31 100 80.65
Socioeconomically Disadvantaged 17 17 100 47.06
English Learners 53 52 98.11 78.85
Students with Disabilities 16 16 100 50

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 area of physical education

2017-18 Percent of Students Meeting Fitness Standards

Grade Level Percentage of Students Meeting California Fitness Standards
Four of Six Standards Five of Six Standards Six of Six Standards
5 24.7 28.2 24.7

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/.

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 21 3 2 22 5 21 1 4
1 22 4 22 3 23 4
2 23 4 23 4 22 1 3
3 23 4 24 4 23 4
4 26 3 31 3 30 3
5 29 4 27 3 29 3
Other 23 1

Number of classes indicates how many classes fall into each size category (a range of total students per class).

 

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 0.3 0.3 0.0 2.4 2.1 1.8 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 Safety plan was updated. It was approved and reviewed with staff on 4/14/18.

The Comprehensive School Safety Plan is developed and reviewed with participation from staff, the school site council and local law enforcement representatives at the beginning of every school year. The plan includes information about our strategies and programs that provide and maintain a high level of school safety, including, but not limited to: ICS- Incident Command system for schools during a crisis, including adaptations for pupils with disabilities; Earthquake, Fire and Lockdown emergency procedures and drills; Procedures for safe ingress and egress of pupils, parents, and employees from school site, including access to the school campus; Suspension and Expulsion policies and procedures; policy prohibiting discrimination, harassment, hate crimes, intimidation, and bullying; Child Abuse Reporting procedures; and School Discipline policies and procedures.

 

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)

Ample opportunities exist at Marshall Lane for parents to be involved in their child’s education from working on campus in their child’s classroom, assisting in the library, helping in the technology lab, teaching art lessons, serving as a Project Cornerstone reader, or doing playground supervision at lunchtime. In addition, parents serve on the Marshall Lane Parent Teacher Association (PTA) to provide funds to enhance the educational growth of all of our children by supporting vital school programs, sponsoring school events, planning and funding assemblies, and supporting the purchase of classroom supplies. Contact the Marshall Lane PTA through their website at http://www.marshalllanepta.org/marshall/index.jsp or the school office at (408) 354-4259 for detailed information about parent involvement opportunities at Marshall Lane Elementary School. In Campbell Union School District, we know that everyone benefits when the community is actively engaged in the success of its students. At the district level, we provide many opportunities for parents and community members to be involved at the district level.We welcome public participation in Governing Board meetings and advisory committee meetings. Members of public bring the voice of the community to management through participation in such committees as the English Language Advisory Committee, Bond Oversight Committee, Superintendent’s advisory committees, Wellness Committee, and others. We conduct several district-wide meetings and online ThoughtExchange.com forums each year to elicit parent, student, staff and community input as we develop our annual Local Control and Accountability Plan (LCAP), and we collaborate with local community based groups to enhance services and supports to our students and their families.Every school has the support of a Community Liaison who coordinates school and community based support services, so that students can have access to medical, dental, vision and mental health care. The Community Liaisons also schedule educational workshops for parents on a variety of topics, including positive discipline, computer literacy, how to support student education at home, college classes, cyber safety and much more.

At Marshall Lane, we emphasize the development of the whole child and academic achievement within a nurturing environment. Our success is attributed to a highly qualified and dedicated staff, a well-rounded, challenging curriculum that is aligned with the new Common Core State Standards, active parental involvement, and a strong community that is devoted to supporting our students. The partnership between home and school is responsible for the success of our students. The parents and families work in conjunction with the staff to ensure we are supporting each child to reach their full potential. This collaborative effort requires high levels of collaboration and communication in an effort to support all of our students at Marshall Lane.

 

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 23 23 22 305.60
Without Full Credential 0 0 0 6
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/.

Academic Counselors and Other Support Staff at this School

Number of Full-Time Equivalent (FTE)
Academic Counselor 0
Counselor (Social/Behavioral or Career Development) 0
Library Media Teacher (Librarian) 0
Library Media Services Staff (Paraprofessional) 0.38
Psychologist 0.4
Social Worker 0
Nurse 0.3
Speech/Language/Hearing Specialist 0.4
Resource Specialist (non-teaching) 1
Other 0.08
Average Number of Students per Staff Member
Academic Counselor 541

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/.

School Facility Conditions and Planned Improvements (Most Recent Year)

Marshall Lane School, originally constructed in 1961, is comprised of 22 classrooms (including portables), a Knowledge Center/Library, a computer lab, a staff lounge, a cafeteria/multipurpose room, three playgrounds, an outdoor learning center/garden, a preschool, and a new Campbell Care facility for before and after school care. Improvements since 2016-17 school year include solar photovoltaic installation and a campus-wide renovation. The renovation, which continued into 2018, includes replacing all of the underground utilities (sewer, water, and gas) and placing electric lines underground. Sidewalks throughout the campus were replaced and many seat walls were added. A new community gathering area and covered waiting area was added in the front of the campus. Landscaping was redone in many area of the campus. A covered eating area and outdoor gathering spaces were added.

Cleaning Process:

The school provides a safe and clean environment for students, staff, and volunteers. The district governing board has adopted cleaning standards for all schools in the district. Basic cleaning operations are performed on a daily basis throughout the school year with emphasis on classrooms and restrooms. A joint effort between students and staff helps keep the campus clean and litter-free. Administrators work daily with the school’s custodial staff to develop cleaning schedules that ensure a clean, safe, and functional learning environment.

Maintenance & Repair:

A preventative maintenance program is administered by the Facility Maintenance Department staff, with heavy maintenance functions occurring during vacation periods. Additionally, Campbell Union School District administers a scheduled landscape and building maintenance program to ensure that school grounds and facilities remain in excellent repair. A work order process is used when issues arise that require immediate attention. Emergency repairs are given the highest priority; repair requests are completed efficiently.

School Facility Good Repair Status (Most Recent Year)

Year and month in which data were collected: July 2018

System Inspected Repair Status 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 Rating (Most Recent Year)

Overall Rating Good

 

 

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