Meyerholz (R.I.) Elementary School in Cupertino Union School District

The best afterschools that pick up your child from Meyerholz (R.I.) Elementary School.


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Address: 6990 Melvin Dr, San Jose, CA 95129
Phone: (408) 252-7450
Highest grade: Fifth grade
Lowest grade: Kindergarten
Principal: Ann Mitchell
Superintendent: Craig Baker
Open Year: 1980

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

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

Meyerholz School is located in a neighborhood that represents a wide social and economic spectrum. Our school is an international community, accommodating many languages and cultures.

The Guided Learning Center (GLC) is the heart of our school with the computer lab, library, stage, music room, and science room. Students visit the library with their classes each week and may work there every recess. The music room and stage are used for rehearsals of the school’s annual musical presentations. The art/science room supports art programs during and after school and allows for special science demonstrations, labs and cooking classes. The GLC and adjourning classrooms also support Homework Center and other after school enrichment programs.

Additionally, we house the district’s language immersion program, CLIP, and offer Mandarin Immersion in half of our classrooms.  Our ~800 students are an active part of our school community, serving as morning announcers, student store staff,  student leadership representatives, and garden club members.  All of our students have the opportunity to participate in our after school sports team, and we are proud of our school emphasis on providing a well-rounded education for all children, not one solely focused on academics.


Source: SARC, see the California Department of Education (CDE) SARC webpage at

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 116 116 118
1st 127 122 122
2nd 142 134 126
3rd 115 146 138
4th 146 115 146
5th 130 140 114
Total 776 773 764
Enrollment by Student Group
Black or African American 0.9%
Asian 81.2%
Filipino 0.9%
Hispanic or Latino 1.8%
Native Hawaiian or Pacific Islander 0.4%
White 6.8%
Two or More Races 6.7%
EL Students 18.5%
Socioeconomically Disadvantaged 5.1%
Students with Disabilities 4.3%


Source: SARC, see the California Department of Education (CDE) SARC webpage at

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) 86 84 87 84 84 85 48 48 50
Mathematics (Grades 3-8 and 11) 92 89 92 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 387 380 98.19 87.11 382 98.71 92.41
English Learners 131 127 96.95 77.95 129 98.47 89.15
Female 175 173 98.86 92.49 174 99.43 94.83
Male 212 207 97.64 82.61 208 98.11 90.38
Socioeconomically Disadvantaged 16 16 100.00 62.50 16 100.00 68.75
Students with Disabilities 22 22 100.00 59.09 22 100.00 59.09
Two or More Races 30 30 100.00 93.33 30 100.00 93.33
White 18 17 94.44 82.35 17 94.44 88.24



Source: SARC, see the California Department of Education (CDE) SARC webpage at

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
Grade Level Four of Six Standards Five of Six Standards Six of Six Standards
5 41.6 16.8 2.7
*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

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 22 19 20 1 1 1 4 5 5
1 24 20 20 1 1 5 5 5
2 24 19 18 2 2 6 5 5
3 22 18 20 1 2 2 4 6 5
4 32 23 24 2 2 2 3 1 2 3
5 25 23 23 1 2 1 5 4 4
Other 12 1



Source: SARC, see the California Department of Education (CDE) SARC webpage at

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 0.8
Resource Specialist 2 0.4
Technology Specialist 1 0.8
Library Media Technician 1 0.5
SDC Teacher 2 2.0
Instructional Assistants 10 9.6



Source: SARC, see the California Department of Education (CDE) SARC webpage at

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 0.59 0.86 1.25 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

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

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

Meyerholz has a warm, caring community spirit that encourages parent involvement in both academic and extracurricular activities. Parents are encouraged to volunteer in classrooms and attend family nights that include academic enrichment, social and parent education events. Our annual March Musical, Fall Ice Cream Social, participation in the San Francisco Lunar New Year Parade, and many other school activities involve many parents. Adult volunteers and Meyerholz alumnae assist with musical and parade rehearsals, set design, lighting, sound systems, costumes refreshments, games/activities and more. PTA and CLIPCO sponsor programs that support the art of parenting.  CLIPCO also sponsors the Chinese instruction at our school.

For additional information about organized opportunities for parent involvement at Meyerholz (R. I.) Elementary, please contact PTA President Mishua Hicks at (408) 252-7450.



Source: SARC, see the California Department of Education (CDE) SARC webpage at

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

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 31 30 31 784
Without Full Credentials 0 0 0 9
Teaching Outside Subject Area of Competence (with full credential) 0 0 0 0
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

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 2002 Yes 0.0%
K-5 Science Foss Science Kits – Standards Aligned 2008 Yes 0.0%
K-5 Social Science/History Scott Foresman 2007 Yes 0.0%
Source: SARC, see the California Department of Education (CDE) SARC webpage at

R. I. Meyerholz Elementary School consists of 31 classrooms, a guided learning center, and two playgrounds. We have a dedicated computer lab, art room, and music room. Recently, a second playground structure was added in response to our growing population of students.

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: Good
Items Inspected Facility Component System Status Deficiency & Remedial Actions Taken or Planned
Good Fair Poor
Cleanliness (Overall Cleanliness, Pest/Vermin Infestation) X
Structural (Structural Damage, Roofs) X
External (Grounds, Windows, Doors, Gates, Fences) X 31: TRIP HAZARD ON WALKWAY.
Source: SARC, see the California Department of Education (CDE) SARC webpage at