San Miguel School in Sunnyvale School District

The best afterschools that pick up your child from San Miguel School.

 

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San Miguel School

Address: 777 San Miguel Ave, Sunnyvale, CA 94085
Phone: (408) 522-8278
Highest grade: Fifth grade
Lowest grade: Kindergarten
Principal: Christina Ballantyne
Superintendent: Dr. Benjamin Picard

Monday, Tuesday, Wednesday, Thursday
TK, Kindergarten: 8:00 to 2:10
1st to 5th grades: 8:00 to 2:15

Friday
K to 3rd grades: 8:00 to 12:30

Teacher Learning Days
All grades: 8:00 to 12:30

School Description and Mission Statement (School Year 2018-19)

San Miguel is a community school model with 4 core tenets. 1. Strong instructional practice, 2. Positive school culture, 3. Home/school partnership, and 4. Community programs and partnerships.

San Miguel Elementary School is a great place for students to be challenged academically, develop a growth mindset, and nourish passions and interests.

In the spring of 2014, we were named an Ashoka Changemaker School based on our work around developing social and emotional well-being for our students and staff. Changemaker Schools are known for their ability to promote and teach empathy, teamwork, problem solving, and leadership. We believe that by creating a community school environment, we can support our students, parents, community, and staff in closing the opportunity and achievement gaps that exists today in America and in our community. We are also a California Gold Ribbon School, a Santa Clara County Hoffman Award Winner, and a California School Board Association Golden Bell Winner.

We currently have approximately 400 students enrolled from Transitional Kindergarten (TK) through Fifth grade. In 2015, we launched a Dual Immersion Spanish/English Program, “Juntos.” We have students in a “Neighborhood Program” in TK through fifth grade and students in Juntos beginning in Kindergarten with cohorts to grow through the 6 years that they are at San Miguel.

Our students have a well-rounded enriching experience during the school day that includes all core content areas but also extends into Drama, Dance, Music, Visual Arts, Physical Education, and developing mindfulness and a growth mindset. Our students are also working on becoming 21st century learners. With our Common Core Standards adoption, we are also working on deepening student understanding and knowledge past rote memorization to the levels of critical thinking and analysis. We utilize technology to foster 21st century skills with an individual Chrome Book or iPad for each child in grades TK-5th.

We have worked extensively to bring in programs and develop partnerships that enrich our school environment and our community within the school day and outside the school day. We are proud to say that we have over 35 various programs and partnerships with local and national organizations. Some highlights include a partnership with the YMCA to have all of our third graders participate in water safety lessons so that they can learn how to swim, and dental care for adults and children on campus. We are a great neighborhood school where our students continue to make academic, emotional, and social gains. We are also a school that provides a number of resources to our greater community that in turn supports our families, students, and staff.

 

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

Student Enrollment by Grade Level (School Year 2017-18)

Grade Level Number of Students
Kindergarten 92
Grade 1 72
Grade 2 73
Grade 3 44
Grade 4 56
Grade 5 61
Total Enrollment 398

 

Student Enrollment by Group (School Year 2017-18)

Student Group Percent of Total Enrollment
Black or African American 3.3
American Indian or Alaska Native 0.0
Asian 10.6
Filipino 10.1
Hispanic or Latino 60.3
Native Hawaiian or Pacific Islander 1.8
White 9.3
Socioeconomically Disadvantaged 64.8
English Learners 53.5
Students with Disabilities 9.5
Foster Youth 0.5

 

 

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

San Miguel has a Comprehensive School Safety Plan to ensure a safe and orderly environment. The goals outlined in the plan are: 1. To develop a climate and culture of safety, responsibility, respect and caring as measured by the number of office referrals 2. To develop procedures and routines that are regularly practiced in case of an emergency Staff and parents were instrumental in formulating this plan and ongoing monitoring is via the Positive Behavior and Intervention Support (PBIS) Committee. We examine our Social Emotional Well Being data via the California Healthy Kids Survey, Project Cornerstone, or Panorama surveys.

 

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)

At San Miguel we welcome and encourage parent involvement in and outside the classroom. Parents are able to volunteer by working with students, prepping materials, or helping organize school or class events. Moms and dads, grandmas, grandpas and any other family member can come in at the times that work in their busy schedules. We also have an active Parent Teacher Association (PTA), which hosts a variety of school-wide events such as our Walk-A-Thon, socials, dinners, and dances. It takes a village to raise a child and it takes many hands to make our school great.

 

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 22 21 20 323
Without Full Credential 0 0 0 1
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/.

Year and month in which data were collected: December 2018

Subject Textbooks and Instructional Materials/ Year of Adoption From Most Recent Adoption?  Percent of Students Lacking Own Assigned Copy
Reading/Language Arts MacMillan/McGraw-Hill
California Treasures Core Curriculum (SBE)
Adopted 2010Sopris West Educational
Read Well Adopted 2009 Intervention & Supplemental Materials
Yes 0
Mathematics Houghton Mifflin Harcourt
Math Expressions Common Core Curriculum (SBE)
Adopted 2014Houghton Mifflin Harcourt
Do The Math Supplemental Materials (Local Board)
Adopted 2015
Yes 0
Science Pearson Education Inc. Scott Foresman
California Science Core Curriculum (SBE)
Adopted 2007
Yes 0
History-Social Science Houghton Mifflin Harcourt
Reflections California Social Studies Core Curriculum (SBE)
Adopted 2006
Yes 0

 

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

San Miguel Elementary has undergone major campus wide modernization and had a new multi-use room and classrooms constructed as part of the project. The school is clean, safe and all systems are functioning.

 

School Facility Good Repair Status (Most Recent Year)
Using the most recently collected FIT data (or equivalent), provide the following:
• Determination of repair status for systems listed
• Description of any needed maintenance to ensure good repair
• The year and month in which the data were collected
• The overall rating

School Facility Good Repair Status (Most Recent Year) Year and month of the most recent FIT report: 11-29-17
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)

Year and month of the most recent FIT report: 11-29-17
Overall Rating Good

 

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

State Priority: Pupil Achievement
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.

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students
Grades Three through Eight and Grade Eleven

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/Literacy
(grades 3-8 and 11)
31 35 57 59 48 50
Mathematics
(grades 3-8 and 11)
35 33 54 55 37 38

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.

 

CAASPP Test Results in ELA by Student Group
Grades Three through Eight and Grade Eleven (School Year 2017-18)

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 163 161 98.77 35.4
Male 92 92 100 29.35
Female 71 69 97.18 43.48
Black or African American
Asian 17 16 94.12 43.75
Filipino 20 20 100 60
Hispanic or Latino 102 102 100 29.41
Native Hawaiian or Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged 119 119 100 25.21
English Learners 119 117 98.32 29.91
Students with Disabilities 29 29 100 13.79

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.

CAASPP Test Results in Mathematics by Student Group
Grades Three through Eight and Grade Eleven (School Year 2017-18)

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 163 163 100 33.13
Male 92 92 100 30.43
Female 71 71 100 36.62
Black or African American
Asian 17 17 100 52.94
Filipino 20 20 100 55
Hispanic or Latino 102 102 100 24.51
Native Hawaiian or Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged 119 119 100 21.01
English Learners 119 119 100 26.89
Students with Disabilities 29 29 100 17.24

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 areas of physical education.

California Physical Fitness Test Results (School Year 2017-18)

Grade Level Percent of Students Meeting Fitness Standards
Four of Six Standards Five of Six Standards Six of Six Standards
5 24.6 19.7 24.6

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.

 

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 0.5 1.5 1.7 1.2 1.6 1.2 3.7 3.7 3.5
Expulsions 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 information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

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 20 1 4 20 1 3 19 2 3
1 24 2 24 2 23 3
2 23 2 22 2 23 3
3 23 3 17 3 21 1 1
4 29 2 27 2 26 2
5 21 1 2 28 2 30 2
Other 12 2 1 9 1

Number of classes indicates how many classes fall into each size category (a range of total students per class).
** “Other” category is for multi-grade level classes.

 

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