Horace Mann Elementary
California Department of Education
School Accountability Report Card
Reported Using Data from the 2015-16 School Year
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information about
the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to
prepare a Local Control Accountability Plan (LCAP), w hich describes how they intend to meet annual school-specific goals for all pupils, w ith specific activities to address
state and local priorities. Additionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.
For more information about SARC requirements, see the California Department of Education (CDE) SARC W eb page at http://w w w .cde.ca.gov/ta/ac/sa/.
For more information about the LCFF or LCAP, see the CDE LCFF W eb page at http://w w w .cde.ca.gov/fg/aa/lc/.
For additional information about the school, parents/guardians, and community members should contact the school principal or the district office.
DataQuest
DataQuest is an online data tool located on the CDE DataQuest W eb page that contains additional information about this school and comparisons of the school to
the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates,
dropouts, course enrollments, staffing, and data regarding English learners).
Internet Access
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries
and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a
w orkstation may be used (depending on availability), the types of softw are programs available on a w orkstation, and the ability to print documents.
Ms. Loretta Gustafson, Principal
Principal, Horace Mann Elementary
About Our School
One School. One Community. Connected.
Horace Mann School is an International Baccalaureate- Primary Years Program, W orld School (IB-PYP). The PYP is designed
for students betw een the ages of 3 and 12. It is an international, transdisciplinary programme designed to foster the
development of the w hole child, not just in the classroom but also through other means of learning. The PYP focuses on
the total grow th of the developing child, touching hearts as w ell as minds and encompassing social, physical, emotional,
and cultural needs in addition to academic w elfare. The PYP combines the best research and practice from a range of
national systems w ith a w ealth of know ledge and experience from international schools to create a relevant and engaging
educational framew ork for all children. Horace Mann is focused on building a strong tradition of success for students.
Horace Mann School provides students w ith a strong academic program in an environment that is multi-culturally and
technologically rich. Horace Mann School w as founded as a school dedicated to the development of the w hole child. Our
goal is to equip students from diverse communities w ith the attitudes, know ledge, and skills required to learn and become
productive and responsible citizens.
As a neighborhood school, w e are proud to be a positive agent for change in our community, and know that building
strong relationships betw een the school and the community is essential to our student’s success. W e are passionate
about providing every one of our students w ith the know ledge and skills essential for their success, and supporting their
development as lifelong learners.
In keeping w ith our focus on school w ide continuous, reflective, improvement, Horace Mann staff, and students
constantly examine their performance on a variety of performance assessments, and set new goals to drive our increased
future success. W e are implementing Common Core State Standards through using the Direct Instruction Framew ork.
Parent involvement is central to our success as a site, and Horace Mann is proud of its many options for parents to
become connected to the school. Team Horace is our parent teacher group. Art Express is a parent run volunteer based
art program that teaches parents art lessons that they then teach to students. Parents of English learners also join the
Site English Learner Advisory Committee (SELAC) to inform and monitor performance of our English Learner students. The
School Site Council (SSC) decides upon academic instructional programs and all related categorical resource expenditures
for a school. These are just a few of the major groups that help us to fully support our students tow ards personal
success. At Horace Mann School, all of our stakeholders are committed to our motto of, “One School. One Community.
Connected.”
Contact
2015-16 SARC - Horace Mann Elementary
Horace Mann Elementary
55 North Seventh St.
San Jose, CA 95112-5429
Phone: 408-535-6237
E-mail: [email protected]
Page 2 of 38
2015-16 SARC - Horace Mann Elementary
About This School
Contact Information (School Year 2016-17)
District Contact Information (School Year 2016-17)
School Contact Information (School Year 2016-17)
District Name
San Jose Unified
School Name
Horace Mann Elementary
Phone Number
(408) 535-6090
Street
55 North Seventh St.
Superintendent
Nancy Albarrán
City, State, Zip
San Jose, Ca, 95112-5429
E-mail Address
[email protected]
Phone Number
408-535-6237
Web Site
http://w w w .sjusd.org
Principal
Ms. Loretta Gustafson, Principal
E-mail Address
[email protected]
Web Site
http://w w w .sjusd.org/horace-mann/
County-District43696666048599
School (CDS) Code
Last updated: 1/31/2017
School Description and Mission Statement (School Year 2016-17)
Vision
All Horace Mann students are inspired and prepared to succeed in a global society.
Mission Statement
Horace Mann School’s mission is to eliminate the opportunity gap and provide every student w ith the finest 21st century education.
W e aim to develop inquiring, know ledgeable and caring young people w ho help to create a better and more peaceful w orld through intercultural understanding
and respect.
Motto
One School. One Community. Connected.
Horace Mann School is an International Baccalaureate- Primary Years Program, W orld School (IB-PYP). The PYP is designed for students betw een the ages of 3
and 12. It is an international, transdisciplinary programme designed to foster the development of the w hole child, not just in the classroom but also through other
means of learning. The PYP focuses on the total grow th of the developing child, touching hearts as w ell as minds and encompassing social, physical, emotional,
and cultural needs in addition to academic w elfare. The PYP combines the best research and practice from a range of national systems w ith a w ealth of
know ledge and experience from international schools to create a relevant and engaging educational framew ork for all children. Horace Mann is focused on building
a strong tradition of success for students. Horace Mann School provides students w ith a strong academic program in an environment that is multi-culturally and
technologically rich. Horace Mann School w as founded as a school dedicated to the development of the w hole child. Our goal is to equip students from diverse
communities w ith the attitudes, know ledge, and skills required to learn and become productive and responsible citizens.
As a neighborhood school, w e are proud to be a positive agent for change in our community, and know that building strong relationships betw een the school and
the community is essential to our student’s success. W e are passionate about providing every one of our students w ith the know ledge and skills essential for their
success, and supporting their development as lifelong learners.
In keeping w ith our focus on school w ide continuous, reflective, improvement, Horace Mann staff, and students constantly examine their performance on a
variety of performance assessments, and set new goals to drive our increased future success. W e are implementing Common Core State Standards through using
Page 3 of 38
2015-16 SARC - Horace Mann Elementary
the Direct Instruction Framew ork. Parent involvement is central to our success as a site, and Horace Mann is proud of its many options for parents to become
connected to the school. Team Horace is our parent teacher group. Art Express is a parent run volunteer based art program that teaches parents art lessons
that they then teach to students. Parents of English learners also join the Site English Learner Advisory Committee (SELAC) to inform and monitor performance of
our English Learner students. The School Site Council (SSC) decides upon academic instructional programs and all related categorical resource expenditures for a
school. These are just a few of the major groups that help us to fully support our students tow ards personal success. At Horace Mann School, all of our
stakeholders are committed to our motto of, “One School. One Community. Connected.”
Principal’s Experience
Loretta Gustafson began her teaching career in Chico, CA in 2001. She came to SJUSD in August of 2007. In San Jose, she w as a 2nd grade teacher at Grant
Elementary School. After several years, Loretta became Grant Elementary's Instructional Coach. The last tw o years, she w as a District Instructional Coach that
w orked w ith multiple schools to improve curriculum and instruction. Mrs. Gustafson received her Bachelors Degree from CSU,Chico and her Masters Degree from
San Jose State University. Mrs. Gustafson's has a passion for instruction and a desire to help all children to reach high levels of success.
Major Achievements
Authorized as an International Baccalaureate Primary Year Program, W orld School International Baccalaureate
Advocacy Group w ith neighboring feeder middle and high schools.
Hosted the first IB 5 year evaluation successfully.
All Teachers have been trained in Thinking Maps strategies.
Implementation of Language B a component of International Baccalaureate Primary Year Program.
Teachers collaborate to update the PYP Planners using the Inquiry of Learning method.
Collaboration w ith the Mexican Heritage Corporation lead to the alignment of the three IB schools resulting in Burnett Middle MYP-IB School getting Mariachi
equipment.
A Horace Mann 5th grade student w as selected by the Mexican Consulate to be the "Mexican Consulate for a day."
Last updated: 12/20/2016
Page 4 of 38
2015-16 SARC - Horace Mann Elementary
Student Enrollment by Grade Level (School Year 2015-16)
Grade Level
Number of Students
90
Kindergarten
84
Grade 1
78
Grade 2
64
Grade 3
76
Grade 4
82
Grade 5
84
50
Total Enrollment
468
40
80
70
60
30
20
10
0
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Last updated: 12/20/2016
Student Enrollment by Student Group (School Year 2015-16)
Student Group
Percent of Total Enrollment
Black or African American
2.6 %
American Indian or Alaska Native
0.4 %
Asian
3.6 %
Filipino
0.9 %
Hispanic or Latino
81.6 %
Native Haw aiian or Pacific Islander
0.4 %
W hite
5.3 %
Tw o or More Races
5.1 %
Other
0.1 %
Last updated: 12/20/2016
Student Group (Other)
Percent of Total Enrollment
Socioeconomically Disadvantaged
77.1 %
English Learners
51.7 %
Students w ith Disabilities
8.3 %
Foster Youth
1.1 %
Page 5 of 38
2015-16 SARC - Horace Mann Elementary
A. Conditions of Learning
State Priority: Basic
The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):
Degree to w hich 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
201415
201516
201617
201617
W ith Full Credential
21
21
24
1460
W ithout Full Credential
0
0
0
35
Teachers Teaching Outside Subject
Area of Competence (w ith full
credential)
0
0
0
23
25
Teachers with Full Credential
Teachers without Full Credential
Teachers Teaching Outside Subject Area of Competence
20
15
10
5
0
2014-15
2015-16
2016-17
Last updated: 1/10/2017
Teacher Misassignments and Vacant Teacher Positions
Indicator
Misassignments of Teachers of English
Learners
201415
201516
201617
0
0
0
1.2
Misassignments of Teachers of English Learners
Total Teacher Misassignments
1.0
Total Teacher Misassignments*
0
0
0
Vacant Teacher Positions
0
0
1
Vacant Teacher Positions
0.8
0.6
0.4
0.2
0.0
2014-15
2015-16
2016-17
Note: “Misassignments” refers to the number of positions filled by teachers w ho 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.
Last updated: 1/10/2017
Page 6 of 38
2015-16 SARC - Horace Mann Elementary
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)
Percent of Classes In Core Academic Subjects Taught by
Highly Qualified Teachers
Percent of Classes In Core Academic Subjects Not Taught by
Highly Qualified Teachers
This School
100.0%
0.0%
All Schools in District
86.0%
13.0%
High-Poverty Schools
in District
84.0%
15.0%
Low -Poverty Schools
in District
89.0%
10.0%
Location of Classes
Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.
Last updated: 12/20/2016
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)
Year and month in w hich data w ere collected: September 2016
Subject
Textbooks and Instructional Materials/year of
Adoption
Reading/Language Arts
From Most Recent
Adoption?
Percent Students Lacking Own Assigned
Copy
Yes
0.0 %
Yes
0.0 %
Yes
0.0 %
Yes
0.0 %
Yes
0.0 %
Materials List: https://sjusd.box.com/v/curriculum20162017
Mathematics
-
Science
-
History-Social Science
-
Foreign Language
-
Health
0.0 %
Visual and Performing Arts
0.0 %
Science Lab Eqpmt (Grades
9-12)
N/A
N/A
0.0 %
Note: Cells w ith N/A values do not require data.
Last updated: 12/20/2016
Page 7 of 38
2015-16 SARC - Horace Mann Elementary
School Facility Conditions and Planned Improvements
Horace Mann returned to its original school site in the fall of 2003. Our new three-story building w as built in partnership w ith the City of San Jose. The new
building has 35 classrooms w ith Small Group Instruction (SGI) rooms betw een each pair of classrooms. It also has beautiful administration offices, a media center,
and computer lab in addition to a multipurpose room w ith a stage. The playground has the latest in engaging playground equipment. The third floor rooftop
playground is used to for outdoor science and social studies experiments. The school site has the capacity to house 750 students in grades Preschool – 5th
grade.
Horace Mann w as visited by the W illiams Act team from the Santa Clara County of Education in September of 2016. W e passed the book inventory visit and the
physical plant visit.
The facilities w ere inspected on 8/28/13.
Last updated: 12/20/2016
School Facility Good Repair Status
Year and month of the most recent FIT report: July 2016
System Inspected
Rating
Systems: Gas Leaks,
Mechanical/HVAC, Sew er
Good
Interior: Interior Surfaces
Fair
Repair Needed and Action Taken
or Planned
Paint w ork is needed in several
areas; paint peeling in several rooms.
Ceiling tiles need to be replaced in
several areas due to w ater damage.
Baseboard needs to be reglued in
some classrooms. Panel on door is
boarded up from previous break-in
and needs to be repaired.
W ork orders # 252141, 252142,
252143 placed w ith Maintenance
Dept for painting and carpentry
w ork.
Cleanliness: Overall
Cleanliness, Pest/Vermin
Infestation
Electrical: Electrical
Good
Fair
Several light fixtures have been
tagged to replace ballast. Electrical
outlet covers broken in some areas.
Several burned out light bulbs
around site.
Custodian w as made aw are of
burned out light bulbs to replace.
W ork order # 252128, 252137
placed for electrician to repair other
issues.
Restrooms/Fountains:
Restrooms, Sinks/Fountains
Good
Safety: Fire Safety, Hazardous
Materials
Good
Structural: Structural
Damage, Roofs
Good
External: Playground/School
Grounds,
W indow s/Doors/Gates/Fences
Good
Page 8 of 38
2015-16 SARC - Horace Mann Elementary
Overall Facility Rate
Year and month of the most recent FIT report: July 2016
Overall Rating
Good
Last updated: 12/20/2016
Page 9 of 38
2015-16 SARC - Horace Mann Elementary
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):
Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, w hich 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. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and
mathematics, w hich w ere eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned w ith alternate
achievement standards, w hich are linked w ith the Common Core State Standards [CCSS] for students w ith significant cognitive disabilities); and
The percentage of students w ho 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
Percent of Students Meeting or Exceeding the State Standards
School
Subject
District
State
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
English Language Arts / Literacy (grades 3-8 and 11)
34.0%
--
54.0%
--
48.0%
--
Mathematics (grades 3-8 and 11)
16.0%
--
42.0%
--
36.0%
--
Note: Percentages are not calculated w hen 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.
Last updated: 1/31/2017
Page 10 of 38
2015-16 SARC - Horace Mann Elementary
CAASPP Test Results in ELA by Student Group
Grades Three through Eight and Grade Eleven (School Year 2015-16)
ELA - Grade 3
Student Group
Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
76
73
96.1%
23.3%
Male
40
38
95.0%
18.4%
Female
36
35
97.2%
28.6%
Black or African American
--
--
--
--
American Indian or Alaska Native
--
--
--
--
Asian
--
--
--
--
Filipino
--
--
--
--
Hispanic or Latino
61
59
96.7%
17.0%
Native Haw aiian or Pacific Islander
--
--
--
--
W hite
--
--
--
--
Tw o or More Races
--
--
--
--
Socioeconomically Disadvantaged
63
61
96.8%
19.7%
English Learners
36
34
94.4%
11.8%
Students w ith Disabilities
--
--
--
--
Students Receiving Migrant Education Services
--
--
--
--
Foster Youth
--
--
--
--
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 w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students w ho met the standard on the CAAs
divided by the total number of students w ho participated in both assessments.
Double dashes (--) appear in the table w hen 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 w ho participated in the test w hether they received a score or not; how ever, the number of students tested
is not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using only students w ho received
scores.
Last updated: 1/31/2017
Page 11 of 38
2015-16 SARC - Horace Mann Elementary
ELA - Grade 4
Student Group
Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
89
86
96.6%
29.1%
Male
47
44
93.6%
27.3%
Female
42
42
100.0%
31.0%
Black or African American
--
--
--
--
American Indian or Alaska Native
--
--
--
--
Asian
--
--
--
--
Filipino
--
--
--
--
Hispanic or Latino
72
71
98.6%
21.1%
Native Haw aiian or Pacific Islander
--
--
--
--
W hite
--
--
--
--
Tw o or More Races
--
--
--
--
Socioeconomically Disadvantaged
72
70
97.2%
22.9%
English Learners
47
46
97.9%
15.2%
Students w ith Disabilities
18
18
100.0%
5.6%
Students Receiving Migrant Education Services
--
--
--
--
Foster Youth
--
--
--
--
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 w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students w ho met the standard on the CAAs
divided by the total number of students w ho participated in both assessments.
Double dashes (--) appear in the table w hen 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 w ho participated in the test w hether they received a score or not; how ever, the number of students tested
is not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using only students w ho received
scores.
Last updated: 1/31/2017
Page 12 of 38
2015-16 SARC - Horace Mann Elementary
ELA - Grade 5
Student Group
Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
88
84
95.5%
47.6%
Male
38
34
89.5%
47.1%
Female
50
50
100.0%
48.0%
Black or African American
--
--
--
--
American Indian or Alaska Native
--
--
--
--
Asian
--
--
--
--
Filipino
--
--
--
--
Hispanic or Latino
69
67
97.1%
38.8%
Native Haw aiian or Pacific Islander
--
--
--
--
W hite
--
--
--
--
Tw o or More Races
--
--
--
--
Socioeconomically Disadvantaged
69
66
95.7%
39.4%
English Learners
25
24
96.0%
16.7%
Students w ith Disabilities
--
--
--
--
Students Receiving Migrant Education Services
--
--
--
--
Foster Youth
--
--
--
--
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 w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students w ho met the standard on the CAAs
divided by the total number of students w ho participated in both assessments.
Double dashes (--) appear in the table w hen 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 w ho participated in the test w hether they received a score or not; how ever, the number of students tested
is not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using only students w ho received
scores.
Last updated: 1/31/2017
Page 13 of 38
2015-16 SARC - Horace Mann Elementary
ELA- Grade 6
Student Group
Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
--
--
--
--
Male
--
--
--
--
Female
--
--
--
--
Black or African American
--
--
--
--
American Indian or Alaska Native
--
--
--
--
Asian
--
--
--
--
Filipino
--
--
--
--
Hispanic or Latino
--
--
--
--
Native Haw aiian or Pacific Islander
--
--
--
--
W hite
--
--
--
--
Tw o or More Races
--
--
--
--
Socioeconomically Disadvantaged
--
--
--
--
English Learners
--
--
--
--
Students w ith Disabilities
--
--
--
--
Students Receiving Migrant Education Services
--
--
--
--
Foster Youth
--
--
--
--
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 w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students w ho met the standard on the CAAs
divided by the total number of students w ho participated in both assessments.
Double dashes (--) appear in the table w hen 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 w ho participated in the test w hether they received a score or not; how ever, the number of students tested
is not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using only students w ho received
scores.
Last updated: 1/31/2017
Page 14 of 38
2015-16 SARC - Horace Mann Elementary
ELA - Grade 7
Student Group
Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
--
--
--
--
Male
--
--
--
--
Female
--
--
--
--
Black or African American
--
--
--
--
American Indian or Alaska Native
--
--
--
--
Asian
--
--
--
--
Filipino
--
--
--
--
Hispanic or Latino
--
--
--
--
Native Haw aiian or Pacific Islander
--
--
--
--
W hite
--
--
--
--
Tw o or More Races
--
--
--
--
Socioeconomically Disadvantaged
--
--
--
--
English Learners
--
--
--
--
Students w ith Disabilities
--
--
--
--
Students Receiving Migrant Education Services
--
--
--
--
Foster Youth
--
--
--
--
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 w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students w ho met the standard on the CAAs
divided by the total number of students w ho participated in both assessments.
Double dashes (--) appear in the table w hen 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 w ho participated in the test w hether they received a score or not; how ever, the number of students tested
is not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using only students w ho received
scores.
Last updated: 1/31/2017
Page 15 of 38
2015-16 SARC - Horace Mann Elementary
ELA - Grade 8
Student Group
Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
--
--
--
--
Male
--
--
--
--
Female
--
--
--
--
Black or African American
--
--
--
--
American Indian or Alaska Native
--
--
--
--
Asian
--
--
--
--
Filipino
--
--
--
--
Hispanic or Latino
--
--
--
--
Native Haw aiian or Pacific Islander
--
--
--
--
W hite
--
--
--
--
Tw o or More Races
--
--
--
--
Socioeconomically Disadvantaged
--
--
--
--
English Learners
--
--
--
--
Students w ith Disabilities
--
--
--
--
Students Receiving Migrant Education Services
--
--
--
--
Foster Youth
--
--
--
--
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 w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students w ho met the standard on the CAAs
divided by the total number of students w ho participated in both assessments.
Double dashes (--) appear in the table w hen 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 w ho participated in the test w hether they received a score or not; how ever, the number of students tested
is not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using only students w ho received
scores.
Last updated: 1/31/2017
Page 16 of 38
2015-16 SARC - Horace Mann Elementary
ELA - Grade 11
Student Group
Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
--
--
--
--
Male
--
--
--
--
Female
--
--
--
--
Black or African American
--
--
--
--
American Indian or Alaska Native
--
--
--
--
Asian
--
--
--
--
Filipino
--
--
--
--
Hispanic or Latino
--
--
--
--
Native Haw aiian or Pacific Islander
--
--
--
--
W hite
--
--
--
--
Tw o or More Races
--
--
--
--
Socioeconomically Disadvantaged
--
--
--
--
English Learners
--
--
--
--
Students w ith Disabilities
--
--
--
--
Students Receiving Migrant Education Services
--
--
--
--
Foster Youth
--
--
--
--
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 w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students w ho met the standard on the CAAs
divided by the total number of students w ho participated in both assessments.
Double dashes (--) appear in the table w hen 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 w ho participated in the test w hether they received a score or not; how ever, the number of students tested
is not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using only students w ho received
scores.
Last updated: 1/31/2017
Page 17 of 38
2015-16 SARC - Horace Mann Elementary
CAASPP Test Results in Mathematics by Student Group
Grades Three through Eight and Grade Eleven (School Year 2015-16)
Mathematics - Grade 3
Student Group
Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
76
75
98.7%
16.0%
Male
40
39
97.5%
12.8%
Female
36
36
100.0%
19.4%
Black or African American
--
--
--
--
American Indian or Alaska Native
--
--
--
--
Asian
--
--
--
--
Filipino
--
--
--
--
Hispanic or Latino
61
60
98.4%
11.7%
Native Haw aiian or Pacific Islander
--
--
--
--
W hite
--
--
--
--
Tw o or More Races
--
--
--
--
Socioeconomically Disadvantaged
63
63
100.0%
12.7%
English Learners
36
36
100.0%
2.8%
Students w ith Disabilities
--
--
--
--
Students Receiving Migrant Education Services
--
--
--
--
Foster Youth
--
--
--
--
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 w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students w ho met the standard on
the CAAs divided by the total number of students w ho participated in both assessments.
Double dashes (--) appear in the table w hen 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 w ho participated in the test w hether they received a score or not; how ever, the number of students tested
is not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using only students w ho received
scores.
Last updated: 1/31/2017
Page 18 of 38
2015-16 SARC - Horace Mann Elementary
Mathematics - Grade 4
Student Group
Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
89
88
98.9%
19.3%
Male
47
46
97.9%
23.9%
Female
42
42
100.0%
14.3%
Black or African American
--
--
--
--
American Indian or Alaska Native
--
--
--
--
Asian
--
--
--
--
Filipino
--
--
--
--
Hispanic or Latino
72
71
98.6%
9.9%
Native Haw aiian or Pacific Islander
--
--
--
--
W hite
--
--
--
--
Tw o or More Races
--
--
--
--
Socioeconomically Disadvantaged
72
71
98.6%
12.7%
English Learners
47
47
100.0%
6.4%
Students w ith Disabilities
18
18
100.0%
5.6%
Students Receiving Migrant Education Services
--
--
--
--
Foster Youth
--
--
--
--
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 w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students w ho met the standard on
the CAAs divided by the total number of students w ho participated in both assessments.
Double dashes (--) appear in the table w hen 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 w ho participated in the test w hether they received a score or not; how ever, the number of students tested
is not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using only students w ho received
scores.
Last updated: 1/31/2017
Page 19 of 38
2015-16 SARC - Horace Mann Elementary
Mathematics - Grade 5
Student Group
Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
88
86
97.7%
12.8%
Male
38
36
94.7%
13.9%
Female
50
50
100.0%
12.0%
Black or African American
--
--
--
--
American Indian or Alaska Native
--
--
--
--
Asian
--
--
--
--
Filipino
--
--
--
--
Hispanic or Latino
69
69
100.0%
7.3%
Native Haw aiian or Pacific Islander
--
--
--
--
W hite
--
--
--
--
Tw o or More Races
--
--
--
--
Socioeconomically Disadvantaged
69
68
98.6%
8.8%
English Learners
25
25
100.0%
--
Students w ith Disabilities
--
--
--
--
Students Receiving Migrant Education Services
--
--
--
--
Foster Youth
--
--
--
--
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 w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students w ho met the standard on
the CAAs divided by the total number of students w ho participated in both assessments.
Double dashes (--) appear in the table w hen 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 w ho participated in the test w hether they received a score or not; how ever, the number of students tested
is not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using only students w ho received
scores.
Last updated: 1/31/2017
Page 20 of 38
2015-16 SARC - Horace Mann Elementary
Mathematics - Grade 6
Student Group
Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
--
--
--
--
Male
--
--
--
--
Female
--
--
--
--
Black or African American
--
--
--
--
American Indian or Alaska Native
--
--
--
--
Asian
--
--
--
--
Filipino
--
--
--
--
Hispanic or Latino
--
--
--
--
Native Haw aiian or Pacific Islander
--
--
--
--
W hite
--
--
--
--
Tw o or More Races
--
--
--
--
Socioeconomically Disadvantaged
--
--
--
--
English Learners
--
--
--
--
Students w ith Disabilities
--
--
--
--
Students Receiving Migrant Education Services
--
--
--
--
Foster Youth
--
--
--
--
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 w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students w ho met the standard on
the CAAs divided by the total number of students w ho participated in both assessments.
Double dashes (--) appear in the table w hen 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 w ho participated in the test w hether they received a score or not; how ever, the number of students tested
is not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using only students w ho received
scores.
Last updated: 1/31/2017
Page 21 of 38
2015-16 SARC - Horace Mann Elementary
Mathematics - Grade 7
Student Group
Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
--
--
--
--
Male
--
--
--
--
Female
--
--
--
--
Black or African American
--
--
--
--
American Indian or Alaska Native
--
--
--
--
Asian
--
--
--
--
Filipino
--
--
--
--
Hispanic or Latino
--
--
--
--
Native Haw aiian or Pacific Islander
--
--
--
--
W hite
--
--
--
--
Tw o or More Races
--
--
--
--
Socioeconomically Disadvantaged
--
--
--
--
English Learners
--
--
--
--
Students w ith Disabilities
--
--
--
--
Students Receiving Migrant Education Services
--
--
--
--
Foster Youth
--
--
--
--
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 w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students w ho met the standard on
the CAAs divided by the total number of students w ho participated in both assessments.
Double dashes (--) appear in the table w hen 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 w ho participated in the test w hether they received a score or not; how ever, the number of students tested
is not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using only students w ho received
scores.
Last updated: 1/31/2017
Page 22 of 38
2015-16 SARC - Horace Mann Elementary
Mathematics - Grade 8
Student Group
Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
--
--
--
--
Male
--
--
--
--
Female
--
--
--
--
Black or African American
--
--
--
--
American Indian or Alaska Native
--
--
--
--
Asian
--
--
--
--
Filipino
--
--
--
--
Hispanic or Latino
--
--
--
--
Native Haw aiian or Pacific Islander
--
--
--
--
W hite
--
--
--
--
Tw o or More Races
--
--
--
--
Socioeconomically Disadvantaged
--
--
--
--
English Learners
--
--
--
--
Students w ith Disabilities
--
--
--
--
Students Receiving Migrant Education Services
--
--
--
--
Foster Youth
--
--
--
--
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 w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students w ho met the standard on
the CAAs divided by the total number of students w ho participated in both assessments.
Double dashes (--) appear in the table w hen 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 w ho participated in the test w hether they received a score or not; how ever, the number of students tested
is not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using only students w ho received
scores.
Last updated: 1/31/2017
Page 23 of 38
2015-16 SARC - Horace Mann Elementary
Mathematics - Grade 11
Student Group
Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
--
--
--
--
Male
--
--
--
--
Female
--
--
--
--
Black or African American
--
--
--
--
American Indian or Alaska Native
--
--
--
--
Asian
--
--
--
--
Filipino
--
--
--
--
Hispanic or Latino
--
--
--
--
Native Haw aiian or Pacific Islander
--
--
--
--
W hite
--
--
--
--
Tw o or More Races
--
--
--
--
Socioeconomically Disadvantaged
--
--
--
--
English Learners
--
--
--
--
Students w ith Disabilities
--
--
--
--
Students Receiving Migrant Education Services
--
--
--
--
Foster Youth
--
--
--
--
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 w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students w ho met the standard on
the CAAs divided by the total number of students w ho participated in both assessments.
Double dashes (--) appear in the table w hen 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 w ho participated in the test w hether they received a score or not; how ever, the number of students tested
is not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using only students w ho received
scores.
Last updated: 1/31/2017
Page 24 of 38
2015-16 SARC - Horace Mann Elementary
CAASPP Test Results in Science for All Students
Percentage of Students Scoring at Proficient or Advanced
School
Subject
Science (grades 5, 8, and 10)
District
State
2013-14
2014-15
2015-16
2013-14
2014-15
2015-16
2013-14
2014-15
2015-16
33.0%
27.0%
34.0%
61.0%
57.0%
55.0%
60.0%
56.0%
54.0%
Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in
grades five, eight, and ten.
Note: Scores are not show n w hen 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.
Last updated: 1/31/2017
CAASPP Tests Results in Science by Student Group
Grades Five, Eight and Grade Ten (School Year 2015-16)
Total
Enrollment
Number of Students with Valid
Scores
Percent of Students with Valid
Scores
Percent Proficient or
Advanced
All Students
88
82
93.2%
34.2%
Male
38
34
89.5%
38.2%
Female
50
48
96.0%
31.3%
Black or African American
--
--
--
--
American Indian or Alaska Native
0
0
0.0%
0.0%
Asian
--
--
--
--
Filipino
--
--
--
--
Hispanic or Latino
69
66
95.7%
28.8%
Native Haw aiian or Pacific Islander
0
0
0.0%
0.0%
W hite
--
--
--
--
Tw o or More Races
--
--
--
--
Socioeconomically Disadvantaged
69
64
92.8%
25.0%
English Learners
25
23
92.0%
4.4%
Students w ith Disabilities
--
--
--
--
Students Receiving Migrant Education
Services
0
0
0.0%
0.0%
Foster Youth
--
--
--
--
Student Group
Note: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of students
w ho scored at Proficient or Advanced on the science assessment divided by the total number of students w ith valid scores.
Note: Scores are not show n w hen 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.
Last updated: 1/31/2017
Page 25 of 38
2015-16 SARC - Horace Mann Elementary
Career Technical Education Programs (School Year 2015-16)
N/A
Last updated: 12/5/2016
Career Technical Education Participation (School Year 2015-16)
Measure
Number of Pupils Participating in CTE
CTE Program Participation
0
Percent of Pupils Completing a CTE Program and Earning a High School Diploma
0.0%
Percent of CTE Courses Sequenced or Articulated Betw een the School and Institutions of Postsecondary Education
0.0%
Last updated: 12/5/2016
Courses for University of California (UC) and/or California State University (CSU) Admission
UC/CSU Course Measure
2015-16 Pupils Enrolled in Courses Required for UC/CSU Admission
2014-15 Graduates W ho Completed All Courses Required for UC/CSU Admission
Percent
-0.0%
Page 26 of 38
2015-16 SARC - Horace Mann Elementary
State Priority: Other Pupil Outcomes
Last updated: 1/31/2017
The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):
Pupil outcomes in the subject area of physical education
California Physical Fitness Test Results (School Year 2015-16)
Percentage of Students Meeting Fitness Standards
Grade Level
Four of Six Standards
Five of Six Standards
Six of Six Standards
Note: Percentages are not calculated w hen 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.
Last updated: 1/31/2017
Page 27 of 38
2015-16 SARC - Horace Mann Elementary
C. Engagement
State Priority: Parental Involvement
The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):
Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite
Opportunities for Parental Involvement (School Year 2016-17)
Horace Mann School truly believes that the success of all students is driven by strong partnerships betw een all members of the community. Parents, students
from local colleges and high schools, and community members all volunteer at the site. The principal hosts a monthly Principal Tea to inform parents of up-coming
events or just to listen to parent’s concerns. Mrs. Gustafson has an open–door policy and parents are alw ays given an opportunity to meet directly w ith the
principal to ask questions, share concerns, and celebrate successes.
Horace Mann has an established School Site Council (SSC), w hich fully represents all stakeholders – from parents to teachers and classified staff and administration.
In addition, the Site English Learner Advisory Committee (SELAC) supports the needs of English learners program at the site. Horace Mann offers English
Language Development (ELD) and parenting classes for parents.
In partnership w ith Third Street Community Center, Horace Mann is able to offer parents and all community members a w ide range of adult enrichment courses.
Parents are actively recruited to volunteer in their children’s classroom. Volunteerism depends on the individual parent, and parent volunteer training is offered
each year to parents.
For further information about our parent volunteer program, please contact the Parent Liaison, at 535-6237.
Last updated: 12/20/2016
State Priority: Pupil Engagement
The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):
High school dropout rates; and
High school graduation rates
Dropout Rate and Graduation Rate (Four-Year Cohort Rate)
School
Indicator
District
State
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
Dropout Rate
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
11.4%
11.5%
10.7%
Graduation Rate
0.00
0.00
0.00
80.44
80.95
82.27
Dropout/Graduation Rate (Four-Year Cohort Rate) Chart
1.0
Page 28 of 38
2015-16 SARC - Horace Mann Elementary
1.0
Dropout Rate
Graduation Rate
0.5
0.0
-0.5
-1.0
2012-13
2013-14
2014-15
Last updated: 12/20/2016
Page 29 of 38
2015-16 SARC - Horace Mann Elementary
Completion of High School Graduation Requirements - Graduating Class of 2015
(One-Year Rate)
Student Group
School
District
State
All Students
--
89
85
Black or African American
--
89
77
American Indian or Alaska Native
--
64
75
Asian
--
97
99
Filipino
--
94
97
Hispanic or Latino
--
85
84
Native Haw aiian or Pacific Islander
--
75
85
W hite
--
94
87
Tw o or More Races
--
85
91
Socioeconomically Disadvantaged
--
92
77
English Learners
--
71
51
Students w ith Disabilities
--
58
68
Foster Youth
--
--
--
Page 30 of 38
2015-16 SARC - Horace Mann Elementary
Last updated: 12/20/2016
State Priority: School Climate
The SARC provides the follow ing 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
School
Rate
District
State
2013-14
2014-15
2015-16
2013-14
2014-15
2015-16
2013-14
2014-15
2015-16
Suspensions
4.6
1.3
0.6
4.4
3.5
3.7
4.4
3.8
3.7
Expulsions
0.0
0.0
0.0
0.2
0.1
0.0
0.1
0.1
0.1
Suspensions
Expulsions
5.0
0.25
School Suspensions
School Expulsions
District Suspensions
State Suspensions
District Expulsions
State Expulsions
4.0
0.20
3.0
0.15
2.0
0.10
1.0
0.05
0.0
0.00
2013-14
2014-15
2015-16
2013-14
2014-15
2015-16
Last updated: 12/20/2016
School Safety Plan (School Year 2016-17)
Horace Mann’s safety plan is an organic document. It changes as our w orld changes alw ays considering w hat is best for keeping children safe. Every member of
the staff is assigned a “role” should an emergency arise. W e are prepared and practice various drills throughout the year in readiness should a major incident
occur.
Emergency plan for HMS:
The Horace Mann staff review s the Emergency Plan at the beginning of each school year.
Staff is given the opportunity to sign up for assignments related to emergency zones and student assembly area.
Throughout the year the emergency plan is discussed to ensure that our plan is clear and effective for emergency exit and protocol.
Our Plan: W e have mapped out our emergency locations (morgue, first aid, student release area, student assembly area, security team, search
teams, and supply room) and have assigned staff to those roles. Training is held yearly for any new staff and as a refresher for veteran staff. Staff members that
have a specialty, like counseling or a medical background have been assigned accordingly to their skill sets. In case of a severe emergency w here a student release
area is necessary, w e have created a rollable file crate that has the students most recent emergency contact information so w e can quickly get access to their
information.
Page 31 of 38
2015-16 SARC - Horace Mann Elementary
The Horace Mann staff is participating in Positive Behavior Intervention and Support program (PBIS) that has been integrated into Horace Mann’s “The Husky
W ay”. “The Husky W ay” promotes safety, productivity, and kindness in all students, parents, and staff members. Classes hold w eekly class meetings to actively
promote “The Husky W ay.” Each Monday morning, the entire school community comes together to recite, "The Husky W ay" pledge and to announce the w eek’s
Husky Heroes – students w ho exemplify principled, caring thinkers in their classrooms. Students receive Husky Bucks in recognition of their good citizenship. W e
believe that students should be recognized for their strengths and respected for their differences. Classroom environments are created to promote a community
of learners. W e believe that learning occurs best w hen teachers and students share responsibility in a nurturing environment.
Last updated: 12/20/2016
Page 32 of 38
2015-16 SARC - Horace Mann Elementary
D. Other SARC Information
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Federal Intervention Program (School Year 2016-17)
Indicator
School
District
In PI
In PI
2009-2010
2009-2010
Year 5
Year 3
Number of Schools Currently in Program Improvement
N/A
17
Percent of Schools Currently in Program Improvement
N/A
94.4%
Program Improvement Status
First Year of Program Improvement
Year in Program Improvement
Note: Cells w ith NA values do not require data.
Last updated: 12/20/2016
Average Class Size and Class Size Distribution (Elementary)
2013-14
2014-15
Number of Classes *
Grade Level
2015-16
Number of Classes *
Number of Classes *
Average Class Size
1-20
21-32
33+
Average Class Size
1-20
21-32
33+
Average Class Size
1-20
21-32
33+
K
29.0
0
4
0
27.0
0
4
0
24.0
3
1
0
1
29.0
0
3
0
26.0
0
3
0
26.0
0
3
0
2
28.0
0
3
0
27.0
0
3
0
22.0
2
1
0
3
28.0
0
2
0
29.0
0
2
0
28.0
0
2
0
4
26.0
0
1
0
31.0
0
2
0
29.0
0
2
0
5
30.0
0
3
0
29.0
0
2
0
30.0
0
2
0
6
0.0
0
0
0
0.0
0
0
0
0.0
0
0
0
Other
23.0
2
3
0
20.0
1
2
0
20.0
1
2
0
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
Last updated: 1/31/2017
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2015-16 SARC - Horace Mann Elementary
Average Class Size and Class Size Distribution (Secondary)
2013-14
2014-15
Number of Classes *
Subject
Average Class Size
1-22
23-32
33+
2015-16
Number of Classes *
Average Class Size
1-22
23-32
Number of Classes *
33+
Average Class Size
1-22
23-32
33+
English
Mathematics
Science
Social Science
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is
reported by subject area rather than grade level.
Last updated: 1/31/2017
Academic Counselors and Other Support Staff (School Year 2015-16)
Title
Number of FTE* Assigned to School
Average Number of Students per Academic Counselor
Academic Counselor
0.0
0.0
Counselor (Social/Behavioral or Career Development)
1.3
N/A
Library Media Teacher (librarian)
0.0
N/A
Library Media Services Staff (paraprofessional)
0.8
N/A
Psychologist
0.5
N/A
Social W orker
0.0
N/A
Nurse
0.3
N/A
Speech/Language/Hearing Specialist
0.6
N/A
Resource Specialist (non-teaching)
3.0
N/A
Other
0.1
N/A
Note: Cells w ith N/A values do not require data.
*One Full Time Equivalent (FTE) equals one staff member w orking full time; one FTE could also represent tw o staff members w ho each w ork 50 percent of full time.
Last updated: 1/11/2017
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)
Level
School Site
District
Percent Difference – School Site and
District
State
Percent Difference – School Site and State
Total Expenditures Per
Pupil
Expenditures Per Pupil
(Supplemental/Restricted)
Expenditures Per
Pupil
(Basic/Unrestricted)
Average Teacher
Salary
$10522.0
$2932.0
$7589.0
$66149.0
N/A
N/A
$11261.0
$70979.0
--
--
-11.2%
-3.9%
N/A
N/A
$5677.0
$75837.0
--
--
33.7%
-14.3%
Note: Cells w ith N/A values do not require data.
Last updated: 1/6/2017
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2015-16 SARC - Horace Mann Elementary
Types of Services Funded (Fiscal Year 2015-16)
GATE
GATE students are identified via an annual district test. Differentiation and teaching strategies are implemented to engage GATE students in the regular
education classroom. W ith the implementation of the International Baccalaureate Primary Years Program (PYP), units of inquiry are used in all classrooms to fully
engage and excite the minds of all students, GATE and otherw ise.
Special Ed
Horace Mann has a Special Day Class for students in grades 3rd through 5th. A fulltime RSP program is available to assist individual students w ho require additional
assistance in core academic areas. A fulltime Speech Therapist is on site as w ell.
At-Risk Students
Academic interventions provided to students may include: extended day, small group and targeted instruction, tutoring, homew ork support and supervision as
w ell as supplemental instruction provided by Resource Teachers as w ell as outside agencies. The COST team meets w eekly to discuss and address the needs of
low -performing students.
Students w ho are at risk emotionally are also part of the SST/COST process. In addition, Horace Mann provides services to these students via BSW (Bachelor in
Social W ork) Interns, and a referral process is in place to connect families and students w ith community organizations.
Horace Mann School is committed to the idea that all students can be successful and should receive any support necessary to achieve academic and social
success.
English Language Learners
Horace Mann has five ALA (Academic Language Acquisition) classes for English Learner (EL) Spanish speaking students. This program teaches EL/ALA students
core academic subjects in their primary language until 3rd grade. Beginning in 3rd grade, EL/ALA students begin their formal transition into English Language Arts.
All students in the ALA program have a parental exception w aiver on file at the site.
Parents of EL students, w ho decide not to place their student in the ALA program, are enrolled in the Structured English Immersion (SEI) program. In this
classroom environment, EL students are taught core subjects in English using SDAIE strategies.
An integral part the success of EL students in both ALA and SEI programs at Horace Mann is the English Language Development (ELD) component of instruction.
In grades K-5 EL students are grouped across grade level by their California English Language Development Test (CELDT) score, w hich can range from 1-Beginning
to a 5-Advanced, ensuring that students are instructed at their language proficiency level. For grades 4 and 5, students are regrouped, and ELD is embedded into
the daily English/Language Arts block. Content-based ELD is delivered daily to English Learner students in grades 4 and 5. Teachers also utilize GLAD and Thinking
Maps strategies throughout the day to instruct students.
Horace Mann, in conjunction w ith the District’s Parent Education Office, also offers ESL classes for parents to support their second language acquisition.
Students with Disabilities
Students w ith learning disabilities are served and assisted by the RSP teacher, members of the Resource Team, and the site’s full time Speech-Language
Therapist. Occupational therapy is provided to all qualifying students.
After-School Programs
A variety of site based and off site after-school programs are offered to Horace Mann students. The Think Together program provides a comprehensive on site
after school program that includes homew ork support, Intramural sports, and enrichment activities. Supplemental Educational Service (SES) programs w as available
for our FBB/BB students in 2nd through 5th grades. The various SES providers w ere selected by parent preference.
Third Street Community Center also offers an after school program to Horace Mann students. Through collaboration w ith SJUSD and the Mexican Heritage
foundation w e are able to provide Mariachi for many students.
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2015-16 SARC - Horace Mann Elementary
W ith the support of Team Horace (our PTO), w e w ere able to offer: Choir, LEGO Robotic classes, Math Olympiad for 4th and 5th, a Drama Production for up to
70 students, and Chess Classes.
Tutoring
Students also receive Supplemental Educational Services tutoring.
Last updated: 12/20/2016
Teacher and Administrative Salaries (Fiscal Year 2014-15)
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$51,804
$45,092
Mid-Range Teacher Salary
$75,277
$71,627
Highest Teacher Salary
$90,927
$93,288
Average Principal Salary (Elementary)
$107,108
$115,631
Average Principal Salary (Middle)
$113,822
$120,915
Average Principal Salary (High)
$124,980
$132,029
Superintendent Salary
$243,000
$249,537
Percent of Budget for Teacher Salaries
35.0%
37.0%
Percent of Budget for Administrative Salaries
5.0%
5.0%
For detailed information on salaries, see the CDE Certificated Salaries & Benefits W eb page at http://w w w .cde.ca.gov/ds/fd/cs/ .
Teacher Salary Chart
Principal Salary Chart
100000
140000
120000
80000
100000
60000
80000
60000
40000
40000
20000
0
Beginning Teacher Salary
20000
Mid-Range Teacher Salary
Highest Teacher Salary
0
Average Principal Salary
(Elementary)
Average Principal Salary
(Middle)
Average Principal Salary
(High)
Last updated: 1/31/2017
Page 36 of 38
2015-16 SARC - Horace Mann Elementary
Advanced Placement (AP) Courses (School Year 2015-16)
Subject
Number of AP Courses Offered*
Percent of Students In AP Courses
Computer Science
N/A
English
N/A
Fine and Performing Arts
N/A
Foreign Language
N/A
Mathematics
N/A
Science
N/A
Social Science
N/A
All Courses
--
Note: Cells w ith N/A values do not require data.
*W here there are student course enrollments of at least one student.
Last updated: 1/31/2017
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2015-16 SARC - Horace Mann Elementary
Professional Development
Staff Development Days are scheduled each year. Staff development primarily focuses on Early Literacy, W riting, and IB PYP training.
Staff development opportunities are also offered by the school district. Substitutes are provided for teachers w ho attend all-day trainings. Other trainings take
place on-site before and after school. Teachers are provided “release days’” to w ork on various expectations for the year.
Professional Development at Horace Mann is based on teacher need assessments and focuses on developing and supporting effective teaching. Professional
Development activities including supporting the development of English Language Learners, continuous improvement in direct instructional strategies,
methodology and Common Core State Standards - all necessary to serve a diverse student population. All new teachers are provided w ith mentors and coaches
to ensure they are fully supported and connected to our learning community. In all cases, Horace Mann strives to provide teachers w ith all of the support they
need to develop and continue as effective educators. Professional Development is delivered via a variety of methods depending on teacher and trainer availability.
Site run and developed trainings are given after school. Professional Development delivered by the school district and outside agencies is offered on w eekends,
after school, and during the school day, depending on the length and focus of the training being offered.
Because of our IB-PYP Authorization, all staff members must attend IB Authorized Trainings beginning w ith Level 1 on to Level 3. The Trainings are offered
throughout the year. Teachers are usually sent in teams of tw o or three to support each other after the training. Instructional Coaches and the administration
w ork collaboratively w ith teachers to provide feedback and support in their professional grow th.
Last updated: 12/20/2016
Page 38 of 38