Montclaire Elementary School in Cupertino Union School District

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

 

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Montclaire Elementary School

Address: 1160 St Joseph Ave, Los Altos, CA 94024
Phone: (650) 967-9388
Highest grade: Fifth grade
Lowest grade: Kindergarten
Principal: Alison Luvara
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

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

Montclaire is a K-5 elementary school in the Cupertino Union School District. Our attendance area middle schools are Cupertino Middle School and Kennedy Middle School for 6th, 7th and 8th grades. Our attendance area high schools are Homestead High School and Monta Vista High School. Montclaire is located in a neighborhood comprised of single-family dwellings. The neighborhood is a stable one, and our school population reflects that stability with relatively low student movement. Montclaire School serves a population of approximately 55 students. There are 19 regular education K-5 classrooms and 1 special day classes serving K-5 students. Montclaire offers after school enrichment classes including Spanish, Mandarin, Legos, Science, Chess Club, Art Club, Drama and Instrumental Band.

Montclaire School has a shared decision making process that includes, staff, parents and students. The Site Leadership Team, School Site Council, and MPTO all have input regarding the programs offered. We invite parents to become active members of Montclaire School by volunteering in their child’s classroom, assisting the teacher with field trips and special projects, participating in school-wide and MPTO sponsored events, and becoming Project Cornerstone Classroom Readers. We value a strong partnership between parents, staff, and school. Parents active participation and positive support of the programs and teachers help make our school a richer and more successful experience for all students.

Montclaire has many traditions. Some of these traditions include our Walk-A-Thon/Silent Auction, Kindergarten Welcome and Fall Festival. Some of these traditions help the community contribute toward the education of its children. Currently, through various fund-raising efforts, our Montclaire Parent Teacher Organization (MPTO) provides the services of a fully credentialed teacher who works with our upper grade teachers to reduce the student to teacher ratio. MPTO also funds the services of our media clerk librarian, instructional aides, our primary P.E. program, a portion of our upper grade P.E. program, an art teacher, and a half time early intervention teacher.

Montclaire Elementary continues to stay at the forefront of technology use in education by introducing a school-wide 2:1 ratio for students to technology devices.  In grades 4 and 5, these devices are laptop computers and for grades K-3, these devices are iPads.  This shift has created new opportunities for teaching and curriculum and has dovetailed with the launch of Common Core State Standards which requires greater use of technology for instruction.  the Montclaire Computer Lab is receiving an overhaul.  We removed the obsolete desktop computer equipment, and will no longer be using this space as a typing classroom.  Instead of bringing students to a room to learn to type, we are now designing our instruction to be about creating projects that integrate typing skills and keeping devices in the classroom for use whenever appropriate.  The old computer lab room will be developed into a collaborative workspace (iLab/Learning Lab) and depending on resources available, it may also become a multimedia design and presentation space.

The Guided Learning Center (GLC) is constantly busy with students visiting the library, the technology lab, attending a music class, and participating in other activities.

To provide for staff in-services, grade level collaboration and individual planning time, every Tuesday is designated as a minimum day. All students are dismissed at 2:00 p.m. Early Tuesday agendas vary. Teachers may meet to learn about and discuss curriculum, teaching and assessing strategies, formal and informal assessments, addressing student needs and school programs as well as have grade level planning and individual planning time.

 

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 58 54 60
1st 71 67 54
2nd 71 73 68
3rd 89 75 81
4th 91 98 71
5th 100 91 95
Total 480 458 429
Enrollment by Student Group
2017-18
Percentage
American Indian or Alaska Native 0.7%
Asian 40.8%
Filipino 0.2%
Hispanic or Latino 5.8%
Native Hawaiian or Pacific Islander 0.2%
White 39.6%
Two or More Races 10.5%
EL Students 7.0%
Socioeconomically Disadvantaged 1.9%
Students with Disabilities 8.9%
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) 87 81 88 84 84 85 48 48 50
Mathematics (Grades 3-8 and 11) 83 81 85 86 86 86 36 37 38
Science (Grades 5, 8, and 10) 90 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 250 240 96.00 87.50 246 98.40 84.96
English Learners 29 20 68.97 75.00 26 89.66 69.23
Female 115 112 97.39 88.39 114 99.13 82.46
Hispanic or Latino 16 15 93.75 66.67 15 93.75 46.67
Male 135 128 94.81 86.72 132 97.78 87.12
Students with Disabilities 32 30 93.75 46.67 29 93.55 48.28
Two or More Races 29 29 100.00 86.21 29 100.00 79.31
White 101 94 93.07 86.17 98 97.03 80.61

 

 

 

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 25.0 37.5 16.7
*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 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 19 18 20 3 1 2 2 1
1 24 17 14 2 3 3 2 1
2 18 18 17 1 1 2 3 3 2
3 18 19 16 1 1 2 4 3 3
4 23 25 24 1 1 1 3 3 2
5 25 23 24 1 1 1 3 3 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
Library Media Technician 1 0.9
Psychologist 1 1.0
Nurse 1 0.2
Speech Language Pathologist 1 0.6
Resource Specialist 1 1.0
SDC Teacher 2 2.0
Instructional Aides 8 7.6
Technology Specialist 1 0.8

 

 

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 0.19 0.21 1.48 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 Montclaire Parent Teacher Organization (MPTO) is a non-profit organization that engages the community to contribute to quality education at Montclaire.

Community support has been crucial to providing stopgaps where state funding has failed our children. MPTO’s programs depend on all of us! All contributions are tax deductible, and over 95% of what MPTO raises goes directly to benefit our children’s education.  WATSA (Walk-A-Thon & Silent Auction)  Every spring MPTO holds this amazing event. Students participate by walking laps around campus, and parents can purchase items. The community comes together as hundreds of volunteers work together to make the event successful. More information about the next WATSA will be made available as the event approaches.

MPTO membership includes the parents/guardians of all current students and Montclaire’s teachers and staff. The all-volunteer board is made up of Montclaire parents.

Many Montclaire parents help children in the classrooms and library, on field trips, as Project Cornerstone Classroom Readers, and with other special programs. They work with small groups, read stories, and assist with projects. If you wish to participate in your child’s education, please contact his/her teacher.

For additional information about organized opportunities for parent involvement at Montclaire Elementary, please contact Kristin Furuta at (650) 967-9388.

 

 

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 23 23 23 784
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 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 http://www.cde.ca.gov/ta/ac/sa/.

Montclaire is comprised of a kindergarten area, library media center, computer lab, large multipurpose room, and 30 classrooms. The school also enjoys a spacious playground with slides and play bars, as well as grassy fields for running, sports, and games. Every classroom is wired for computers and connected to the Internet. The grass field was renovated in the spring of 2008.

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: 12/01/2018
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 L29: DIRTY VENTS.
Interior X MEDIA, 22, L29, L30: CEILING TILE HAS A HOLE. BOYS REST ROOM: CEILING TILE HAS A WATER STAIN (HALLWAY). 20, MEDIA, STAFF LOUNGE: CEILING TILE HAS A WATER STAIN. KITCHEN: CEILING TILE IS BROKEN (ALSO IN FOYER). 3: CEILING TILE IS LOOSE (HALLWAY AT ENTRY). 2: CEILING TILE IS LOOSE (HALLWAY). 24, 26, L30: CEILING TILE IS TORN. LIBRARY: CEILING TILES ARE BROKEN. 26: CEILING TILES ARE MISSING (REST ROOM). 23, 25, L29: CEILING TILES ARE TORN. KITCHEN: CEILING TILES HAVE HOLES (FOYER). 2, 19, 20, 23, 24, GLC: CEILING TILES HAVE HOLES. 2, CUSTODIAN: CEILING TILES HAVE WATER STAINS (HALLWAY). 5, 22, ADMIN, GLC: CEILING TILES HAVE WATER STAINS. 4: COVERS ARE MISSING IN CEILING (STORAGE). ELECTRICAL: FLOOR TILES ARE BROKEN AT ENTRY. LIBRARY: FORMICA IS CHIPPING ON BOOK SHELVES. 28/ CDC: WEAK SPOT IN FLOORING AT ENTRY.
Cleanliness (Overall Cleanliness, Pest/Vermin Infestation) X 25: ROOM HAS A MUSTY SMELL. ELECTRICAL: ROOM IS UNKEPT. 1: STORAGE ROOM IS CLUTTERED. 2: UNSECURED ITEMS ARE STORED TOO HIGH (ALSO IN STORAGE). 1, 4: UNSECURED ITEMS ARE STORED TOO HIGH (STORAGE). 22, STORAGE: UNSECURED ITEMS ARE STORED TOO HIGH.
Electrical X STORAGE: ELECTRICAL COVER (SWITCH) IS MISSING. 2: ELECTRICAL COVER IS MISSING IN CEILING (ALSO IN STORAGE). 1: ELECTRICAL COVER IS MISSING IN CEILING (STORAGE). CONFERENCE ROOM: ELECTRICAL COVER IS MISSING IN CEILING. STAGE, GLC: ELECTRICAL COVER ON FLOOR IS BROKEN (CREATING A TRIP HAZARD). 11, L29: EXTENSION CORD IS BEING PERMANENTLY USED. 15, 21: FLOOR OUTLET COVER IS BROKEN. 7: MULTIPLE LIGHT BULBS ARE MISSING (THROUGHOUT HALLWAY). CUSTODIAN: MULTIPLE LIGHT BULBS ARE OUT (THROUGHOUT HALLWAY). 13, 14, 21, 26: MULTIPLE LIGHT BULBS ARE OUT. 3, 9, 16, 19: ONE LIGHT DIFFUSER IS LOOSE. 24: ONE LIGHT DIFFUSER IS MISSING. STAFF LOUNGE: ONE LIGHT PANEL IS BAD. LIBRARY, STORAGE, 16, 24: ONE LIGHT PANEL IS OUT. STORAGE: OUTLET COVER IS BROKEN. LIBRARY: OUTLET COVER IS MISSING (UNDER TEACHER STATION). 18, STORAGE: SWITCH PLATE IS BROKEN. COMMONS: THREE CAN LIGHTS ARE OUT. 15: TWO LIGHT DIFFUSERS ARE LOOSE. 19: TWO LIGHT PANELS ARE OUT.
Restrooms/Fountains X 7, 17, 24: DRINKING FOUNTAIN HAS A HIGH FLOW. GLC: DRINKING FOUNTAIN LEAKS AT THE BASE. 20, L29: DRINKING FOUNTAIN HAS A HIGH FLOW.
Safety (Fire Safety, Hazardous Materials) X MAIN ELECTRICAL: FIRE EXTINGUISHER IS MISSING. 8: PLUG IN AIR FRESHENER. 4: AEROSOL AIR FRESHENER. 2: PAINT IS PEELING ON CEILING (STORAGE). MAIN ELECTRICAL: PAINT IS PEELING ON CEILING.
Structural (Structural Damage, Roofs) X L30: DRY ROT ON EAVES (ABOVE HVAC).
External (Grounds, Windows, Doors, Gates, Fences) X L29: TRIP HAZARD AT ASPHALT/RAM SEAM. CUSTODIAN (NEAR STAFF LOUNGE): DOOR DOESN’T CLOSE PROPERLY. 20, BOYS REST ROOM, GIRLS REST ROOM: DOOR HANDLE IS STICKING. L29: DOOR IS RUSTED AT THE BASE. PE STORAGE: DRY ROT ON DOOR FRAME.

 

 

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