Vargas School in Sunnyvale School District

The best afterschools that pick up your child from Vargas School.

 

[pf_itemgrid listingtype=”99″ locationtype=”245″ features=”” items=”4″ cols=”1″ filters=”false”]

Vargas School

Address: 1054 Carson Dr, Sunnyvale, CA 94086
Phone: (408) 522-8267
Highest grade: Fifth grade
Lowest grade: Kindergarten
Principal: Kathryn Armstrong
Superintendent: Dr. Benjamin Picard

Monday, Tuesday, Wednesday, Thursday
TK, Kindergarten: 8:15 to 2:25
1st to 5th grades: 8:15 to 2:30

Friday
K to 3rd grades: 8:15 to 12:45

Teacher Learning Days
All grades: 8:15 to 12:45

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

Vargas Elementary is a wonderful school consisting of Transitional Kindergarten through fifth grade classrooms and serving approximately 485 students in the heart of Sunnyvale and Silicon Valley. Our diverse student population in which over 21 languages are represented and our strong community culture provide for outstanding educational opportunities. Vargas Elementary is a sciencefocused school and began the journey of focusing on inquiry-based science instruction for all students in 2013. We believe that science provides a foundation for critical thinking. In turn, students learn to question, interpret data, base decisions on evidence, and develop intellectual independence. Our role is to foster and encourage students’ natural curiosity. We do this by guiding and providing opportunities both inside and outside of the classroom through field trips, and visits to our on-site science lab and outdoor garden/lab.

Vargas Mission Statement: At Vargas Elementary School, we strive to create an engaging learning environment in which students develop their sense of social responsibility, scientific curiosity, and desire for lifelong learning.

At Vargas, students succeed through science. We believe:

• Science provides a foundation for critical thinking.

• Our role as educators is to foster a sense of curiosity.

• As scientists, it is vital to investigate and learn about the world around us.

 

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 111
Grade 1 70
Grade 2 60
Grade 3 66
Grade 4 93
Grade 5 78
Total Enrollment 478

 

Student Enrollment by Group (School Year 2017-18)

Student Group Percent of Total Enrollment
Black or African American 0.4
American Indian or Alaska Native 3.3
Asian 18.8
Filipino 2.7
Hispanic or Latino 44.1
Native Hawaiian or Pacific Islander 0.6
White 19.7
Socioeconomically Disadvantaged 56.9
English Learners 48.3
Students with Disabilities 12.3
Foster Youth 0.0

 

 

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

Vargas has a Comprehensive School Safety Plan to ensure a safe and orderly environment. It was reviewed by School Site Council on September 18, 2018. The goals outlined in the plan are:

1. Decrease the number of referrals during recess, lunch, and class time.

2. Maintain a clean and safe learning environment using positive behavior intervention supports.

Staff, law enforcement, and parents/caregivers were instrumental in formulating this plan and ongoing monitoring is done annually. Fire, earthquake, and lockdown trainings are provided annually and drills are scheduled throughout the year to ensure we are well prepared.

 

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)

Vargas values family involvement and offers many opportunities for families to learn, volunteer, and support the Vargas community. Vargas School encourages parents and caregivers to be actively involved in their child’s classroom through voluntary participation. This year parents and caregivers also lead activities such as Project Cornerstone’s Asset Building Champions program. Parent representatives serve on our School Site Council, English Learner Advisory Committee, and our PTA. Parents/caregivers and community members play a valuable role in classroom activities, field trips, and our Reading Partners program. This year our parents will also have the opportunity to participate in workshops led by school staff on a variety of topics including supporting literacy at home, internet safety, and how to communicate with your child’s teacher.

Parents/caregivers are encouraged to contact Heather Willhalm, Vargas Science Coach, with ideas of how their skills can be incorporated into the Vargas science learning community. Parents/caregivers can also contact Kathryn Armstrong, Principal, or John Austin, Assistant Principal, for information about volunteer opportunities on campus. All volunteers must complete the Sunnyvale School District volunteer forms and submit for District approval.

 

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 28 28 24 323
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/.

Vargas Elementary has recently undergone site wide modernization. The school is safe, clean and all systems function properly.

 

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: 8-29-17
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: 8-29-17
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)
39 40 57 59 48 50
Mathematics
(grades 3-8 and 11)
35 42 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 Number Percent Percent
Enrollment Tested Tested Met or Exceeded
All Students 226 221 97.79 40.27
Male 104 102 98.08 40.2
Female 122 119 97.54 40.34
Black or African American
American Indian or Alaska Native
Asian 30 30 100 53.33
Filipino
Hispanic or Latino 140 138 98.57 33.33
Native Hawaiian or Pacific Islander
White 25 25 100 48
Two or More Races
Socioeconomically Disadvantaged 147 143 97.28 32.87
English Learners 144 139 96.53 30.22
Students with Disabilities 35 35 100 14.29

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 Number Percent Percent
Enrollment Tested Tested Met or Exceeded
All Students 226 226 100 42.34
Male 104 104 100 44.66
Female 122 122 100 40.34
Black or African American
American Indian or Alaska Native
Asian 30 30 100 65.52
Filipino
Hispanic or Latino 140 140 100 32.86
Native Hawaiian or Pacific Islander
White 25 25 100 60.87
Two or More Races
Socioeconomically Disadvantaged 147 147 100 31.97
English Learners 144 144 100 34.27
Students with Disabilities 35 35 100 8.82

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 20.3 25.3 17.7

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 0.4 0.5 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 18 3 4 23 1 4 19 3 3
1 17 4 20 2 22 3
2 24 3 20 3 19 3
3 24 4 21 2 2 21 3
4 31 3 16 2 3 29 3
5 21 1 3 27 3 21 1 3
Other 6 1 11 3 4 2

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/.