Sedgwick (D.J.) Elementary School in Cupertino Union School District

The best afterschools that pick up your child from Sedgwick (D.J.) Elementary School.

 

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Sedgwick (D.J.) Elementary School

Address: 19200 Phil Ln, Cupertino, CA 95014
Phone: (408) 252-3103
Highest grade: Fifth grade
Lowest grade: Kindergarten
Principal: Daric Jackson
Superintendent: Craig Baker
Open Year: 1980

Monday, Wednesday, Thursday, Friday
K – 3rd grades: 9:00 to 3:00
4th, 5th grades: 9:00 to 3:30

Tuesday
K – 3rd grades: 9:00 to 2:25
4th, 5th grades: 9:00 to 2:25

Sedgwick Elementary School is a neighborhood school located in the Cupertino Union School District. Originally built in 1956 and rebuilt in 1994, Sedgwick has earned a reputation for providing students with a solid educational foundation in a supportive environment for over 45 years. Our school community is a diverse representation of lower, middle and upper socioeconomic levels, residing in single family dwellings, duplexes, and apartments. It is a highly mobile area. Sedgwick qualifies for Federal funding, Title I, based on the socioeconomic level of our community. We serve a richly diverse student population: 23% White, 56% Asian, 11% Hispanic, 5% Black, 4% Filipino, 1% Pacific Islander. The school has a student body of 590 students in grades kindergarten through fifth. The Young Child Center (3-5 year old communicatively and severely handicapped students) and the State Pre-school include an additional 84 students. Sedgwick is dedicated to creating a caring community in which all children and adults are valued members. Families, students, staff, and community members work together to create a learning environment in which children’s ethical, social, and intellectual development are interconnected and integrated into activities across the curriculum. Staff members use differentiated teaching strategies and methods with curricula that stimulate the children’s natural curiosity and desire to learn. The learning environment promotes responsibility and encourages students to be responsible for their behavior and their learning. It provides opportunities and strategies for students to resolve conflicts together and to independently devise strategies for solving problems collaboratively. Intrinsic motivation is fostered by the learning community, as is cooperation and supportive behavior. Children are encouraged to seek knowledge for its own sake and to pursue excellence in academic achievement. Because competition is not recognized as a means to encourage achievement, students are able to develop close, supportive relationships with their peers and teachers which contribute to their academic achievement.

 

Source: SARC Information, 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 94 114 107
1st 108 116 119
2nd 116 111 109
3rd 119 125 113
4th 101 122 111
5th 106 98 117
Total 644 686 676
Enrollment by Student Group
2017-18
Percentage
Black or African American 0.7%
American Indian or Alaska Native 0.1%
Asian 75.9%
Filipino 1.5%
Hispanic or Latino 5.2%
White 11.5%
Two or More Races 3.7%
EL Students 27.2%
Socioeconomically Disadvantaged 7.0%
Students with Disabilities 4.3%
Foster Youth 0.3%

 

 

Source: SARC Information, 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) 79 76 78 84 84 85 48 48 50
Mathematics (Grades 3-8 and 11) 83 79 80 86 86 86 36 37 38
Science (Grades 5, 8, and 10) 87 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 336 322 95.83 77.64 331 98.51 80.36
English Learners 120 110 91.67 65.45 119 99.17 73.95
Female 154 146 94.81 80.14 151 98.05 77.48
Hispanic or Latino 21 21 100.00 71.43 21 100.00 57.14
Male 182 176 96.70 75.57 180 98.90 82.78
Socioeconomically Disadvantaged 21 21 100.00 42.86 21 100.00 38.10
Students with Disabilities 15 15 100.00 46.67 15 100.00 53.33
Two or More Races 17 17 100.00 76.47 17 100.00 82.35
White 41 40 97.56 77.50 41 100.00 75.61

Source: SARC Information, 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 10.7 26.8 44.6
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

 

Source: SARC Information, 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 24 23 19 1 2 5 2
1 22 23 20 1 5 5 5
2 23 22 22 1 1 5 4 4
3 24 21 23 1 5 5 5
4 25 31 28 1 1 3 4 3
5 27 33 29 1 3 1 4 2

 

Source: SARC Information, 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 0.6
Psychologist 3 1.7
Nurse 1 0.2
Speech Language Pathologist 5 2.4
Resource Specialist 1 1.0
Technology Specialist 1 1.0
SDC Teacher 3 2.5
Instructional Assistants 14 8.9

 

Source: SARC Information, 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 0.27 0.65 0.53 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 Information, 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 Information, 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 are encouraged to participate in school activities and to volunteer in the classrooms, yard duty, field trip volunteers, and various committees. Besides Parent Teacher Association and School Site Council, parents are urged to head or assist in various committees and fundraisers. We are very grateful for the many hours our parents give to our classroom teachers and school community to make Sedgwick Elementary a fun place to be as well as a strong learning community.

For additional information about organized opportunities for parent involvement at Sedgwick (D. J.) Elementary, please contact the PTA President at (408) 252-3103.

Source: SARC Information, 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 Information, 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 29 31 27 784
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 Information, 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 Information, see the California Department of Education (CDE) SARC webpage at http://www.cde.ca.gov/ta/ac/sa/.

D.J. Sedgwick was built in 1994. Sedgwick is comprised of a kindergarten / preschool area, guided learning center, library, computer lab, art / science room, music room, stage, and 29 classrooms. The school also enjoys a spacious playground with multiple play structures, as well as grassy fields for running, sports, and games.

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
Systems (Gas Leaks, Mech/HVAC, Sewer) X
Interior X 1, 3, 9: CEILING TILE HAS A WATER STAIN. 12, 29: CEILING TILE IS BROKEN. 12: CEILING TILE T-BAR IS LOOSE. 28: CEILING TILES HAVE WATER STAINS (ENTRY FROM COMMON AREA). ADMIN, 13, 16, 23, 24, 30, STAFF ROOM: CEILING TILES HAVE WATER STAINS. BOYS REST ROOM: TOILET PAPER HOLDER IS BROKEN. CUSTODIAL: WATER DAMAGE TO WALL.
Cleanliness (Overall Cleanliness, Pest/Vermin Infestation) X 8: ROOM IS CLUTTERED (STORAGE). RESOURCE/ SUPPLIES: ROOM IS CLUTTERED. COMMONS, 3, 9: UNSECURED ITEMS ARE STORED TOO HIGH.
Electrical X 22: CORD IS CREATING A TRIP HAZARD. 23: MULTIPLE LIGHT BULBS ARE OUT. 27: ETHERNET COVER IS BROKEN. 23, 2, 8: EXTENSION CORD AND SURGE PROTECTOR ARE DAISY CHAINED. 23, 2, 8: EXTENSION CORD IS BEING PERMANENTLY USED AND CREATING A TRIP HAZARD. 1, 16: EXTENSION CORD IS BEING PERMANENTLY USED. 41, 37: EXTERIOR LIGHT IS NOT WORKING. ELECTRICAL: LIGHT DIFFUSER IS MISSING. 5, 8, 10, 11, 13, 17, 19, 20, 22, 25, 26, 27, 29, 30, 32, OFFICE, SPEECH, STAFF ROOM: MULTIPLE LIGHT BULBS ARE OUT. 3, 2: ONE LIGHT DIFFUSER IS MISSING (STORAGE). 23: ONE LIGHT PANEL IS BAD (HALLWAY). 33, GIRLS REST ROOM: ONE LIGHT PANEL IS BAD. 24: ONE LIGHT PANEL IS OUT (COMMON AREA ALSO). SPEECH: ONE LIGHT PANEL IS OUT (HALLWAY). 5, 19, 23, 26, 38, BOYS REST ROOM, GIRLS REST ROOM, SPEECH, WOMENS REST ROOM: ONE LIGHT PANEL IS OUT. 24, 16: THREE LIGHT PANELS ARE BAD (COMMON AREA). LIBRARY: THREE LIGHT PANELS ARE OUT. 1: TWO LIGHT DIFFUSERS ARE MISSING (STORAGE). 32, STAFF ROOM: TWO LIGHT PANELS ARE OUT. 26: TWO LIGHT PANELS OUT (STORAGE).
Restrooms/Fountains X BOYS REST ROOM: ONE TOILET LEAKS AT FITTING. MENS REST ROOM: ONE TOILET WHEN FLUSHED FLOWS OUT OF BOWL CREATING A SLIP HAZARD. 38: TOILET CONSTANTLY RUNS. 2, 4, GIRLS REST ROOM: TOILET LEAKS AT FITTING. BOYS REST ROOM: ALL THREE FAUCETS LEAK AT HANDLE. 1, 14, 30: DRINKING FOUNTAIN HAS A HIGH FLOW. 12: DRINKING FOUNTAIN HAS A LOW FLOW. COMMONS: FAUCET FLOWS ONTO COUNTER TOP. 25: FAUCET HAS A LOW FLOW. 38: FAUCET IS LOOSE AT THE BASE. 32: FAUCET LEAKS AT FITTING. 6: FAUCET LEAKS AT HANDLE (REST ROOM). GIRLS REST ROOM: ONE FAUCET LEAKS AT HANDLE. BOYS REST ROOM: TWO FAUCETS LEAK AT HANDLES.
Safety (Fire Safety, Hazardous Materials) X STAGE: ACCESS TO FIRE EXTINGUISHER IS BLOCKED. 14: FIRE EXTINGUISHER CASE IS HIDDEN BY A POSTER. 15: FIRE EXTINGUISHER IS MISSING. 20: FIRE EXTINGUISHER IS OVERCHARGED. 9: FIRE EXTINGUISHER NEEDS TO BE RECHARGED. 2, 7, 8, 10, 15, 27, 29: PLUG IN AIR FRESHENER. 29: PLUG IN CANDLE WARMER. GIRLS REST ROOM: SMOKE DETECTOR IS MISSING. 6, 7, 8, 19, 22: IMPROPERLY STORED CLEANING SUPPLIES.
Structural (Structural Damage, Roofs) X 36: SKID PAINT IS MISSING ON RAMP.
External (Grounds, Windows, Doors, Gates, Fences) X

 

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