SARC Report for Hammer Montessori at Galarza Elementary · Additional Hammer programs include Project Cornerstone., Lexia Reading, Achieve 3000 and DreamBox. Our Montessori program

Hammer Montessori at Galarza Elementary

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 aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies toaddress state and local priorit ies. Addit ionally, 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 Educat ion (CDE) SARC web page at https://www.cde.ca.gov/ta/ac/sa/.

For more information about the LCFF or LCAP, see the CDE LCFF web page at https://www.cde.ca.gov/fg/aa/lc/.

For addit ional information about the school, parents/guardians and community members should contact the school principal or the district office.

DataQuest

Internet Access

School Accountability Report CardReported Using Data from the 2017—18 School Year

California Department of Education

DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains addit ional information about thisschool and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., testdata, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

Internet access is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Carmen Loy, PrincipalPrincipal, Hammer Montessori at Galarza Elementary

Carmen Loy is in her first year as the principal at Hammer Montessori, having recent ly served as the principal in anothermagnet school in San Jose Unified. It is her 18th year in educat ion. Carmen's educat ion includes a BS in Liberal Studiesfrom California State University, Monterey Bay, where she also completed her teaching credent ial program. Carmenobtained her Master of Science in Educat ional Administrat ion from National University in 2013. Overall, her experiencesinclude 10 years of teaching, 3 years working as an instruct ional coach to support teachers, and this year marks her 5thyear as an administrator. In March, Carmen w ill have completed her Montessori teacher cert ificat ion program, through theNorth American Montessori Center. She is committed to support ing the Montessori method of instruct ion at Hammer, andstrongly believes that all students can succeed, and w ill be the thinkers, leaders, and creators of tomorrow.

Hammer Montessori at Galarza Elementary1610 Bird Ave.San Jose, CA 95125-1821

Phone: 408-535-6671E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

https://www.cde.ca.gov/ta/ac/sa/

https://www.cde.ca.gov/fg/aa/lc/

https://dq.cde.ca.gov/dataquest/

mailto:[email protected]

Last updated: 1/10/2019


About This SchoolContact Information (School Year 2018—19)

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

District Contact Information (School Year 2018—19)

District Name San Jose Unified

Phone Number (408) 535-6000

Superintendent Nancy Albarr�n

E-mail Address [email protected]

Web Site http://www.sjusd.org

School Contact Information (School Year 2018—19)

School Name Hammer Montessori at Galarza Elementary

Street 1610 Bird Ave.

City, State, Zip San Jose, Ca, 95125-1821

Phone Number 408-535-6671

Principal Carmen Loy, Principal

E-mail Address [email protected]

Web Site http://hammer.ca.campusgrid.net/home

County-District-School(CDS) Code

43696666048565

The mission of Hammer Montessori is to empower all students to develop strategies to gain the knowledge, skills and values needed to part icipate meaningfully inour diverse and global society. As a community, our goal is to elevate opportunit ies for all.

The Montessori classroom is divided into special learning areas that include pract ical life, sensorial, language arts, mathematics, geography, history, science, and thearts. Each classroom learning environment is prepared to meet the academic and social needs of each child. We specialize in individual and small group instruct ion.Uniquely designed and sequenced hands-on materials help isolate skills and lead the child through the curriculum. Montessori teachers help children choosechallenging materials to discover underlying concepts, which leads to mastery of skills. Addit ional Hammer programs include Project Cornerstone., Lexia Reading,Achieve 3000 and DreamBox. Our Montessori program is further enriched by support ive and act ive parent part icipat ion. Our parents support act ivit ies of Spanishclub, garden club, Robot ics, and Fun Fridays. The Hammer Montessori Foundat ion (HMF) provides support for our Start ing Arts program which includes instruct ionin drama, dance, art, and music. The HMF also provides support for the ABC Readers, field trips, and assemblies.

Henry Hammer is the namesake of our school, and was a local act ivist in San Jose during the Civil Rights movement. He sought social just ice and equity for allpeople, which aligns perfect ly w ith the methods designed by Dr. Maria Montessori to ensure that all students receive a high quality educat ion which allows themto be happy, healthy, socially responsible members of our global society.

As the first woman to receive her doctorate in Italy in 1896, Dr. Montessori worked to build a Children's House, teaching students living in low socioeconomiccondit ions. She developed a unique methodology of teaching, based on students' developmental stages and on their unique interests. Follow ing the child, andoften teaching 1:1 or in small groups, students in a Montessori classroom are exposed to many different materials and content. Students have the opportunity(w ith focus and self determinat ion), to choose from a w ide range of content areas to learn from each day. As a result , the students who attend Hammer w ill bethe thinkers, leaders, and creators of tomorrow.

2017-18 SARC - Hammer Montessori at Galarza Elementary

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http://www.sjusd.org


http://hammer.ca.campusgrid.net/home


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

Student Enrollment by Student Group (School Year 2017—18)

Grade Level Number of Students

Kindergarten 59

Grade 1 60

Grade 2 56

Grade 3 53

Grade 4 47

Grade 5 38

Total Enrollment 313

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 50

10

20

30

40

50

60

70

Student Group Percent of Total Enrollment

Black or African American 7.3 %

American Indian or Alaska Nat ive 0.3 %

Asian 10.9 %

Filipino 6.1 %

Hispanic or Lat ino 34.8 %

Native Hawaiian or Pacific Islander 0.6 %

White 30.0 %

Two or More Races 9.9 %

Other 0.1 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 26.8 %

English Learners 10.2 %

Students w ith Disabilit ies 6.7 %

Foster Youth 0.3 %


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Teacher Credentials

Teacher Misassignments and Vacant Teacher Positions

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Teachers

School2016—17

School2017—18

School2018—19

District2018—

19

With Full Credent ial 11 14 12 1368

Without Full Credent ial 1 0 1 70

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

1 1 0 1298

0.0 1.0 2.00.0

2.5

5.0

7.5

10.0

12.5

15.0Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Indicator2016—

172017—

182018—

19

Misassignments of Teachers of EnglishLearners

0 0 1

Total Teacher Misassignments* 0 0 1

Vacant Teacher Posit ions 0 0 0

2016—17 2017—18 2018—190.0

0.2

0.4

0.6

0.8

1.0

1.2Misassignments of Teachers of English Learners

Total Teacher Misassignments*

Vacant Teacher Positions


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Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2018—19)Year and month in which the data were collected:

Note: Cells w ith N/A values do not require data.

Subject Textbooks and Instructional Materials/year of AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own

Assigned Copy

Reading/Language ArtsInstruct ional materials and adopt ion dates for all content areas can be

found at the follow ing link:

Instruct ional Materials

0.0 %

Mathematics 0.0 %

Science 0.0 %

History-Social Science 0.0 %

Foreign Language 0.0 %

Health 0.0 %

Visual and PerformingArts

0.0 %

Science Lab Eqpmt(Grades 9-12)

N/A N/A 0.0 %


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https://sjusd.box.com/s/ln466phjnf076p9vfmiiv8ujjxx1pepn



School Facility Conditions and Planned Improvements

School Facility Good Repair StatusYear and month of the most recent FIT report: October 2018

Overall Facility RateYear and month of the most recent FIT report: October 2018

The two-story indoor environment that Hammer Montessori resides at provides a safe learning atmosphere for all students and staff. Fixtures, appliances, andfacilit ies are all in working condit ion. One dayt ime custodian is responsible for the cleanliness of student bathrooms, the cafeteria, and the emptying of trashthroughout the school. A district coordinated ‘night-crew ’ is assigned for two hours daily to vacuum stairways, maintain the office, health office, staff room andadult bathrooms.

A weekly grounds crew weeds, rakes, waters and completes general grounds maintenance. An LCD board has been installed at the site to provide visualcommunicat ion for families when dropping off or picking up students before or after school. The LCD board provides valuable written information both duringschool and when school is not in session. Security gates and fencing have been installed both at the front and rear entrance of the school, and provide addedsecurity for our school after hours and on week ends.

Security cameras around the perimeter of the main building have also bee installed for security purposes.

Last year, solar panels were installed on the roof and field. The field solar panels provide another shade structure for students during outdoor act ivit ies andpermanent metal benches offer extra seat ing.

System Inspected Rating Repair Needed and Action Taken or Planned

Systems: Gas Leaks, Mechanical/HVAC, Sewer Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness, Pest/Vermin Infestat ion 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, W indows/Doors/Gates/Fences Good

Overall Rat ing Exemplary


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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, which includes the Smarter Balanced SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. Only eligible students may part icipate in the administrat ion of the CAAs. CAAs items arealigned w ith alternate achievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith the most significant cognit ivedisabilit ies); and

The percentage of students who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.

CAASPP Test Results in ELA and Mathematics for All StudentsGrades Three through Eight and Grade Eleven Percentage of Students Meeting or Exceeding the State Standard

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 forstat ist ical 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 thetotal 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 part icipated in both assessments.

SubjectSchool

2016—17School

2017—18District

2016—17District

2017—18State

2016—17State

2017—18

English Language Arts / Literacy (grades 3-8 and 11) 75.0% 72.0% 53.0% 54.0% 48.0% 50.0%

Mathematics (grades 3-8 and 11) 63.0% 69.0% 42.0% 43.0% 37.0% 38.0%


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CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2017—18)CAASPP Assessment Results – English Language Arts (ELA)

Disaggregated by Student Groups, Grades Three Through Eight and Grade Eleven

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 ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achievedLevel 3–Alternate) on the CAAs divided by the total number of students who part icipated 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 forstat ist ical accuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students 138 137 99.28% 72.26%

Male 77 77 100.00% 70.13%

Female 61 60 98.36% 75.00%

Black or African American -- -- --

American Indian or Alaska Nat ive

Asian 14 13 92.86% 84.62%

Filipino -- -- --

Hispanic or Lat ino 48 48 100.00% 62.50%

Native Hawaiian or Pacific Islander -- -- --

White 42 42 100.00% 80.95%

Two or More Races 20 20 100.00% 75.00%

Socioeconomically Disadvantaged 41 41 100.00% 48.78%

English Learners 25 24 96.00% 58.33%

Students w ith Disabilit ies 12 11 91.67% 9.09%

Students Receiving Migrant Educat ion Services

Foster Youth -- -- --


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CAASPP Test Results in Mathematics by Student GroupGrades Three through Eight and Grade Eleven (School Year 2017—18)CAASPP Test Results in Mathematics

Disaggregated by Student Group, Grades Three Through Eight and Grade Eleven

Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber 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 part icipated 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 forstat ist ical accuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students 138 137 99.28% 69.34%

Male 77 77 100.00% 71.43%

Female 61 60 98.36% 66.67%


American Indian or Alaska Nat ive

Asian 14 13 92.86% 76.92%

Filipino -- -- --

Hispanic or Lat ino 48 48 100.00% 50.00%

Native Hawaiian or Pacific Islander -- -- --

White 42 42 100.00% 80.95%

Two or More Races 20 20 100.00% 80.00%

Socioeconomically Disadvantaged 41 41 100.00% 51.22%

English Learners 25 24 96.00% 62.50%

Students w ith Disabilit ies 12 11 91.67% 9.09%

Students Receiving Migrant Educat ion Services



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CAASPP Test Results in Science for All StudentsGrades Five, Eight and High SchoolPercentage of Students Meeting or Exceeding the State StandardHtml.RenderAct ion("SarcDescript ion", new { sect ionID = 80, cdscode = ViewBag.Cdscode });


Note: The 2016–17 and 2017–18 data are not available. The CDE is developing a new science assessment based on the Next Generat ion Science Standards for CaliforniaPublic Schools (CA NGSS). The new California Science Test (CAST) was pilot-tested in spring 2017 and field-tested in spring 2018. The CAST w ill be administeredoperat ionally during the 2018–19 school year. The CAA for Science was pilot-tested for two years (i.e., 2016–17 and 2017–18) and the CAA for Science w ill be field-tested in 2018–19.

Note: Science test results include the CAST and the CAA for Science. The “Percent Met or Exceeded” is calculated by taking the total number of students who met orexceeded the standard on the CAST plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAA for Science divided by thetotal number of students who part icipated on both assessments.

Career Technical Education (CTE) Programs (School Year 2017—18)

Career Technical Education (CTE) Participation (School Year 2017—18)

Courses for University of California (UC) and/or California State University (CSU) Admission

SubjectSchool

2016—17School

2017—18District

2016—17District

2017—18State

2016—17State

2017—18

Science (grades 5, 8, and high school) N/A N/A N/A N/A N/A N/A

N/A

Measure CTE Program Participation

Number of Pupils Part icipat ing in CTE 0

Percent of Pupils Complet ing a CTE Program and Earning a High School Diploma 0.0%

Percent of CTE Courses Sequenced or Art iculated Between the School and Inst itut ions of Postsecondary Educat ion 0.0%

UC/CSU Course Measure Percent

2017—18 Pupils Enrolled in Courses Required for UC/CSU Admission 0.0%

2016—17 Graduates Who Completed All Courses Required for UC/CSU Admission --


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State Priority: Other Pupil Outcomes

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 educat ion

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

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 forstat ist ical accuracy or to protect student privacy.

GradeLevel

Percentage of Students Meeting Four of SixFitness Standards

Percentage of Students Meeting Five of SixFitness Standards

Percentage of Students Meeting Six of SixFitness Standards

5 36.8% 26.3% 18.4%


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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 school site

Opportunities for Parental Involvement (School Year 2018—19)

Parents are involved in the governance of Hammer Montessori by part icipat ing in monthly School Site Council (SSC) and School English Language Advisory Council(SELAC) meetings. At the monthly “Principal’s Coffee,” parents are informed and updated on current school act ivit ies. Parent volunteers work in the classrooms,coordinate classroom projects, chaperone field trips and assist w ith special act ivit ies. The Hammer Montessori Foundat ion (HMF) provides funding for studentenrichment and Montessori training for teachers. Their work to raise funds has supported the Start ing Arts program and various residencies. HMF current ly funds aMad Science Residency in which each classroom of students receive mult iple hands on Science lessons. The HMF promotes service to others by sponsoring theHenry Hammer Day, as well as coordinat ing service projects w ithin the community. For further information on the HMF please visit our web site. ProjectCornerstone’s ABC parent readers support our posit ive behavior goals. Parents are assigned to classrooms and each month they read a story and lead studentsthrough act ivit ies focused on ant i bulling and acceptable behaviors. If you are interested in volunteering at Hammer, please contact our office at (408) 535-6671.


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State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

For the formula to calculate the 2016–17 adjusted cohort graduat ion rate, see the 2017—18 Data Element Definit ions document located on the SARC web page athttps://www.cde.ca.gov/ta/ac/sa/.

IndicatorSchool

2014—15School

2015—16District

2014—15District

2015—16State

2014—15State

2015—16

Dropout Rate -- -- 7.7% 6.4% 10.7% 9.7%

Graduat ion Rate -- -- 85.4% 87.7% 82.3% 83.8%

IndicatorSchool

2016—17District

2016—17State

2016—17

Dropout Rate -- 5.2% 9.1%

Graduat ion Rate -- 89.5% 82.7%

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

2014—15 2015—16 2016—17-1.0

-0.5

0.0

0.5

1.0Dropout Rate

Graduation Rate


Page 13 of 21

https://www.cde.ca.gov/ta/ac/sa/

Completion of High School Graduation Requirements - Graduating Class of 2017 (One-Year Rate)

Student Group School District State

All Students -- -- --


American Indian or Alaska Nat ive -- -- --

Asian -- -- --

Filipino -- -- --

Hispanic or Lat ino -- -- --

Nat ive Hawaiian or Pacific Islander -- -- --

White -- -- --

Two or More Races -- -- --

Socioeconomically Disadvantaged -- -- --

English Learners -- -- --

Students w ith Disabilit ies -- -- --



Page 14 of 21




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; andOther local measures on the sense of safety

Suspensions and Expulsions

School Safety Plan (School Year 2018—19)

School School School District District District State State State

Rate 2015—16 2016—17 2017—18 2015—16 2016—17 2017—18 2015—16 2016—17 2017—18

Suspensions -- -- -- -- -- -- 3.7% 3.7% 3.5%

Expulsions -- -- -- -- -- -- 0.1% 0.1% 0.1%

Suspensions

2015—16 2016—17 2017—180.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0School Suspensions

District Suspensions

State Suspensions

Expulsions

2015—16 2016—17 2017—180.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

Date Safety Plan updated: September 2018

Safety Plans are reviewed annually in the Fall, most recent ly, on the above date. The key element in the plan is student safety as well as their respect for oneanother. Providing a safe, clean, and secure learning environment is important to the Hammer faculty and community. A school-w ide behavior management plan(Posit ive Behavior Intervent ions and Supports) is in place w ith school and classroom behavioral expectat ions that are reinforced throughout the year w ith ourROSE rules (Respect Others, Self, Environment). Campus supervisors are hired to supervise students at the bus area, valet area, blacktop, and cafeteria beforeschool. After school, students are supervised in the bus, blacktop, and valet areas. A well supplied, secured storage area houses emergency supplies. Regularpreparedness and safety drills are conducted in accordance w ith state and district guidelines.


Page 15 of 21


D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Average Class Size and Class Size Distribution (Elementary) School Year (2015—16)

Grade Level Average Class SizeNumber of Classes *

1-20Number of Classes *


33+

K 30.0 2

1 27.0 1

2 30.0 3

3 27.0 1

4 30.0 2

5 31.0 2

6

Other** 9.0 1

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





33+

K 29.0 2

1 30.0 1

2 30.0 3

3 28.0 1

4 29.0 1

5 23.0 1 3

6

Other** 2.0 1






33+

K 30.0 2

1 29.0 1

2 29.0 3

3 27.0 2

4

5 24.0 1 3

6

Other**



Page 16 of 21


Average Class Size and Class Size Distribution (Secondary) (School Year 2015—16)

Subject Average Class SizeNumber of Classes *



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 isreported by subject area rather than grade level.





33+

English

Mathematics

Science

Social Science






33+

English

Mathematics

Science

Social Science



Page 17 of 21



Academic Counselors and Other Support Staff (School Year 2017—18)


*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2016—17)


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) 0.3 N/A

Library Media Teacher (Librarian) 0.0 N/A

Library Media Services Staff (Paraprofessional) 0.3 N/A

Psychologist 0.2 N/A

Social Worker 0.1 N/A

Nurse 0.2 N/A

Speech/Language/Hearing Specialist 0.5 N/A

Resource Specialist (non-teaching) 0.2 N/A

Other 0.0 N/A

Level Total Expenditures Per PupilExpenditures Per Pupil

(Restricted)Expenditures Per Pupil

(Unrestricted) Average Teacher Salary

School Site $10740.1 $2336.2 $8403.9 $76931.2

District N/A N/A $8863.8 $75422.0

Percent Difference – School Site and District N/A N/A -5.2% 1.8%

State N/A N/A $7125.0 $80764.0

Percent Difference – School Site and State N/A N/A 18.0% -4.8%


Page 18 of 21


Types of Services Funded (Fiscal Year 2017—18)

Teacher and Administrative Salaries (Fiscal Year 2016—17)

For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/ .

GATEIn the spring, all second grade students are screened for the Gifted and Talented Educat ion program using the Ravens 3 Matrix. Students new to the district , aswell as current fifth grade students w ith previous ‘borderline’ results are screened in the fall. Montessori Curriculum by design is different iated at all levels toprovide GATE students w ith opportunit ies for challenging, self-guided work. Hands-on projects allow students to explore topics at greater depth and complexity.

Special EducationThrough the COST, Student Success Team process and by way of academic test ing, students may be eligible for special educat ion services for speech, reading,language arts, and/or math. Special educat ion services provided at Hammer are ‘pull- out ’ and ‘push-in’ programs: the majority of t ime is spent in a regularclassroom sett ing w ith same-ability pull-out groups working w ith the Resource Teacher for blocks of 1/2 – 2 hours daily. All progress and goals are monitored inaccordance w ith the individual IEPs. A counselor meets weekly w ith those students who need extra help.

At-Risk Students

Students are ident ified based on academic or social performance as well as outside mit igat ing factors. Init ially, students are taken through the Student SuccessTeam process to help develop a plan whereby the student ’s needs are addressed. Follow up meetings are held monthly to review the plan and adjust, asneeded. Intervent ions may include sessions w ith a counselor, buddy teachers, peer tutoring, or other outside services. Adapt ive technology programs support ourat risk students. Cont inual academic and behavior monitoring is done along the t imeline of the Student Success Team process.

English Language LearnersEnglish learners are provided full access to the balanced core curriculum in English. Both integrated and designat ied language supports are provided duringclassroom instruct ion. Specific t ime is scheduled daily for instruct ion of content and language skills.

Students with Disabilit iesHammer School works w ith the district office to align services for those w ith disabilit ies according to the needs out lined in their individual IEP’s. Current ly, we useRSP, Speech and Occupat ional Therapy services.

After-School ProgramsAfter-school homework assistance, childcare and enrichment act ivit ies are provided through a partnership w ith the YMCA . The Hammer staff provides a variety ofafter-school intervent ions to support students in Language Arts, English Language Development and Math. Hammer students also enjoy various after school clubs.Examples of clubs include Robotics, Soccer, and Chess.

Montessori educat ion believes in combinat ion classrooms where students are able to learn fluidly between grade levels.

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $54,958 $47,903

Mid-Range Teacher Salary $79,132 $74,481

Highest Teacher Salary $97,032 $98,269

Average Principal Salary (Elementary) $103,741 $123,495

Average Principal Salary (Middle) $108,855 $129,482

Average Principal Salary (High) $117,012 $142,414

Superintendent Salary $263,799 $271,429

Percent of Budget for Teacher Salaries 34.0% 35.0%

Percent of Budget for Administrat ive Salaries 5.0% 5.0%

Teacher Salary Chart

100000

Principal Salary Chart

120000


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https://www.cde.ca.gov/ds/fd/cs/


Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000


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Advanced Placement (AP) Courses (School Year 2017—18)


*Where there are student course enrollments of at least one student.

Professional Development

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 0 N/A

English 0 N/A

Fine and Performing Arts 0 N/A

Foreign Language 0 N/A

Mathematics 0 N/A

Science 0 N/A

Social Science 0 N/A

All Courses 0 0.0%

SJUSD provides 3 days of staff development and 3 in-service days throughout each school year. In the beginning of the year, meetings are reserved for analysis ofdata, and student achievement, from the previous year. This is the t ime to realign our goals w ith current student needs. Other days are used for addit ional focuson improving the academic needs of our students. Grade level teaming/planning is always integrated, and at least one day is dedicated for teachers to collaborate.

Our staff regularly init iates on-going Montessori professional development. Our Instruct ional Coach provides each teacher w ith a minimum of two weeks ofacademic coaching annually. Staff collaborates cont inuously, and often attend district and other trainings. These trainings have included Observat ion Surveys,Direct Instruct ion, Lucy Calkins Writers' workshop, Stepping Stones Math and Common Core math. Classroom teachers have completed extensive MontessoriTraining and credent ialing. Teachers of kindergarten through second grade attended a week long Guided Reading training in the summer of 2017, and are in thesecond year of implementat ion. They w ill cont inue to receive support throughout the year in Guided Reading w ith 2 day long trainings.


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Documents

SARC Report for Hammer Montessori at Galarza Elementary · Additional Hammer programs include Project Cornerstone., Lexia Reading, Achieve 3000 and DreamBox. Our Montessori program