McAuliffe (Christa) Elementary School in Cupertino Union School District

The best afterschools that pick up your child from McAuliffe (Christa) Elementary School.

 

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Address: 12211 Titus Ave, Saratoga, CA 95070
Phone: (408) 253-4696
Highest grade: Eighth grade
Lowest grade: Kindergarten
Principal: Rick Yee
Superintendent: Craig Baker
Open Year: 1980

Monday, Wednesday, Thursday, Friday
TK – 3rd grades: 8:30 to 2:05
4th, 5th grades: 8:30 to 2:35
6th, 8th grades: 8:30 to 2:35

Tuesday
TK – 3rd grades: 8:30 to 2:00
4th, 5th grades: 8:30 to 2:00
6th, 8th grades: 8:30 to 2:00

At a time when many people are reexamining education and are concerned about basic educational values, Christa McAuliffe Elementary School believes that a basic education must address the needs of the whole child. Social, physical, emotional, creative, and intellectual-growth are interrelated and are of equal value. Children will grow and develop emotionally, socially, creatively, physically, and intellectually in their own way, at their own pace, provided they are in an environment which fosters that development. When children feel accepted and respected, are exposed to a rich variety of learning experiences, appropriately challenged, and given choices in what and how they learn, they develop their innate desire to learn. Our staff allows children to experience skills, such as math and language, as necessary tools of living. In this environment, children acquire skills and knowledge naturally. Children live for the present. They do not simply prepare for the future. Their existing interests are the logical starting points for developing skills and knowledge. The flexibility of our curriculum enables us to provide learning experiences at the most appropriate time and in the most appropriate way for each child.

 

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
K 70 72 72
1st 70 72 73
2nd 65 68 69
3rd 69 65 67
4th 65 67 62
5th 64 64 60
6th 40 40 32
7th 22 36 35
8th 21 22 30
Total 486 506 500
Enrollment by Student Group
2017-18
Percentage
Black or African American 1.0%
Asian 45.6%
Filipino 0.6%
Hispanic or Latino 6.0%
White 35.4%
Two or More Races 10.4%
EL Students 10.4%
Socioeconomically Disadvantaged 5.4%
Students with Disabilities 12.8%
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 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) 84 88 80 84 84 85 48 48 50
Mathematics (Grades 3-8 and 11) 79 83 73 86 86 86 36 37 38
Science (Grades 5, 8, and 10) 92 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 282 158 56.03 79.75 163 57.80 73.01
English Learners 27 16 59.26 56.25 16 59.26 43.75
Female 147 84 57.14 79.76 84 57.14 64.29
Hispanic or Latino 18 5 27.78 60.00 5 27.78 20.00
Male 135 74 54.81 79.73 79 58.52 82.28
Socioeconomically Disadvantaged 16 10 62.50 50.00 10 62.50 50.00
Students with Disabilities 44 15 34.09 60.00 16 36.36 56.25
Two or More Races 29 9 31.03 88.89 9 31.03 88.89
White 95 44 46.32 65.91 45 47.37 62.22

 

 

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
5 25.4 10.2 1.7
7 31.0 24.1 10.3
*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
K 18 24 18 1 1 3 3 3
1 23 24 24 3 3 3
2 21 22 22 1 2 3 3
3 17 21 22 1 1 3 2 3
4 13 16 15 5 4 4
5 14 14 16 5 5 4
6 7 8 7 3 4 3

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 Pathologist 1 0.6
Resource Specialist 2 2.0
Instructional Assistants 13 12.1
Technology Specialist 1 1.0

 

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 0.00 0.00 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

 

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

Parents play an important role in the classroom as assistants to the teacher by releasing the teacher from practical aspects of the classroom operation, working with small groups of students, providing each child with more individual attention when needed, helping with special projects, and offering their own particular talents in cooperation with the teacher.

For additional information about organized opportunities for parent involvement at McAuliffe (Christa) Elementary, please contact the school office at (408) 253-4696.

 

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 25 22 20 784
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
K-5 English/Language Arts Houghton Mifflin 2003 Yes 0.0%
K-5 Mathematics Houghton Mifflin 2008 Yes 0.0%
K-5 Science Foss Science Kits – Standards Aligned N/A Yes 0.0%
K-5 Social Science/History Scott Foresman 2007 Yes 0.0%
6th-8th English/Language Arts McDougal Littell 1997 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/.

McAuliffe is blessed with a beautiful campus and facilities that include adequate classroom space for each class, a fully equipped library that functions as the learning center of the school, a science lab, two kitchens, a Performing Arts Center, music room, Stegel room, and two large spaces for parents and teachers to work with students in small groups. Our space clearly supports our program and philosophy, and was designed with our unique program in mind.

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: Good
Items Inspected Facility Component System Status Deficiency & Remedial Actions Taken or Planned
Good Fair Poor
Systems (Gas Leaks, Mech/HVAC, Sewer) X
Interior X 4, RESTROOM HC. ATTIC ACCESS PANEL IS OPEN.
Cleanliness (Overall Cleanliness, Pest/Vermin Infestation) X LOWER GRADE BREAKOUT, UPPER GRADE BREAKOUT, PERFORMING ARTS, SCIENCE LAB: UNSECURED ITEMS ARE STORED TOO HIGH.
Electrical X 1, 2: LIGHT DIFFUSERS ARE MISSING (LOFT).
Restrooms/Fountains X 24: FAUCET IS LOOSE AT THE BASE.
Safety (Fire Safety, Hazardous Materials) X 6, 16, 18: IMPROPERLY STORED CLEANING SUPPLIES.
Structural (Structural Damage, Roofs) X
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/.