Horner Junior High School Chapel Way Fremont, CA (510) Grades 7-8 Steve Musto, Principal

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1 Horner Junior High School Chapel Way Fremont, CA (510) Grades 7-8 Steve Musto, Principal School Accountability Report Card Published During the School Year About the SARC Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. All data are reported for the school-year, unless otherwise indicated. For more information about SARC requirements, see the California Department of Education (CDE) SARC webpage at For additional information about this school, please contact the school administration at (510) Fremont Unified School District 4210 Technology Drive Fremont, CA (510) District Governing Board Lara Calvert-York Desrie Campbell Ann Crosbie Lily Mei Larry Sweeney District Administration James Morris, Ed.D. Superintendent Robert Lee Assistant Superintendent Human Resources Raul Parungao Assistant Superintendent Business Services Deborah Sims, Ed.D. Assistant Superintendent Instructional Services School Vision Horner Junior High s vision is to provide an outstanding and well-rounded education to all of its students. This will be done by ensuring equitable outcomes, a safe campus, highly qualified professional teachers and staff, and opportunities for social growth. Mission Statement It is Horner s mission to provide a safe, purposeful, and caring environment conducive to learning where all students: 1. Acquire knowledge for personal growth and confidence. 2. Develop effective study habits and successful social skills. 3. Learn how to manage personal property, develop self-discipline, and make proper decisions. 4. Increase understanding of personal differences and treat all others with respect. 5. Expand on tools for successfully managing different teacher requirements and classroom environments. Description of the School Community Horner Junior High School is one of five Junior Highs in the Fremont Unified School District. The student population is comprised of approximately over th and 8th graders. The school has a rich history that spans over fifty years. Horner is equipped with modern science labs and a wellmaintained library. The school curriculum includes core curriculum courses in English, Mathematics, Science, Social Studies. All students have a Physical Education course along with electives in the following disciplines: Spanish, Chorus, Band, Leadership, Journalism, Drama, Technology, and Arts and Crafts. Honors classes are provided for English, Mathematics, and Science. Horner has an outstanding activities program to help develop social skills. The ethnic diversity among students is integrated into all aspects of school life. The balance between academics, exploration, social opportunities, and athletics, together with a firm, fair behavior policy, results in an orderly, safe school School Accountability Report Card for Horner Junior High School Page 1 of 8

2 Opportunities for Parental Involvement We have many ways for parents to participate in the life of our school, and we depend on parents to keep our programs running smoothly. Parents join our School Site Council (SSC), which works with administration, teachers, and staff to monitor academic progress and allocate funds. Parents of English Learners are vital to our English Language Advisory Committee (ELAC) and to our outreach efforts on behalf of new families. Our PTSA works with teachers to hold Back-to-School Night in the fall and Open House in the spring. We expect all parents to attend these events. Parents organize the socials, 8th grade field trip, and promotion party. We are continuously recruiting new volunteers and parental assistance to improve the junior high experience for our students. We encourage parent involvement at school. Parents are invited to visit Horner as part of the incoming 7th grade orientation, attend with students on Maze Day, follow their students schedules on Back-to-School Night, and see examples of students work at our Open House. We encourage parents to stay connected through FUSD's online School Loop system. For information about where you can participate or help, parents or guardians may contact the administrators, counselors, and staff by calling Horner Junior High School at (510) or by ing us at Student Enrollment by Grade Level Grade Level Number of Students Gr Gr Total-- 1,016 Student Enrollment by Group Group Percent of Total Enrollment Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian/Pacific Islander 0.8 White 16.5 Two or More Races 1.6 Socioeconomically Disadvantaged 22.4 English Learners 10.4 Students with Disabilities 9.8 Average Class Size and Class Size Distribution Number of Classrooms* Average Class Size Year Gr English Math Science SS * 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, English, Math, Science and Social Science (SS), rather than grade level. Suspensions and Expulsions Schoolwide Suspensions Rate Expulsions Rate Districtwide Suspensions Rate Expulsions Rate * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment (and multiplying by 100). School Safety Plan This section provides information about the school s comprehensive safety plan, including the dates on which the safety plan was last reviewed, updated, and discussed with faculty; as well as a brief description of the key elements of the plan. Our supervision needs are divided into five areas. These areas are monitored by a campus supervisor and other staff members before and after school and during lunch. The safety plan is reviewed with staff at the start of every school year. All components are discussed and teachers regularly review the rules with students for safe, responsible behavior in school and on the grounds. We have a closed campus. Visitors must enter the school through the main door and sign in at the office. Students are not allowed off campus during the school day. We revise our school safety plan annually; it was last revised October 1, The plan includes procedures for emergencies, exit routes, handling chemicals and hazardous materials, and inventories of emergency supplies. Drills are held on a regular basis; fire drills are held four times a year and disaster drills are held twice a year. This school has a fire alarm system to protect the facility. The PTSA updates disaster supply needs and works with the staff on the school disaster plan. The Horner Site Safety Committee meets four times a year to review and revise the school safety plan. This plan is available upon request School Accountability Report Card for Horner Junior High School Page 2 of 8

3 School Facility Conditions and Planned Improvements (School Year ) This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: Description of the safety, cleanliness, and adequacy of the school facility Description of any planned or recently completed facility improvements The year and month in which the data were collected Description of any needed maintenance to ensure good repair Year and month in which data were collected: 10/26/13 Horner Junior High opened in 1958 with an administrative office/classrooms building and a library building. In 1959, we added two classroom wings and a multiuse room. In 1964, a locker room building and classroom wing were added, and in 1990 and 1992 two modular classrooms were added. Three modular classrooms and a restroom modular were added in 1996, one modular was added in both 1999 and 2001, and three science lab modular classrooms were added in In 2005, our new community-use gymnasium was completed and provides additional PE classroom space as well as courts for our basketball and volleyball teams. The primary buildings at Horner Junior High measure 72,413 square feet, while the auxiliary buildings measure 1,424 square feet. In the fall of 2007, there was a new covered area with tables added at which students can eat lunch. The new structure is by the portable classrooms. Restrooms were remodeled to become Americans with Disabilities Act (ADA) compliant. During the summer of 2008, the school had a new walkway installed in front of the school. In April 2013, the FUSD Board of Education approved the funds to convert the former wood shop, currently sitting unused, into two classrooms. Our hope is to have that project completed in the very near future. The school has been allocated 28 hours of daily custodial time, and the services of district maintenance and gardening crews help ensure that the school is clean and maintained. The custodial time allowance is based on a formula that factors in the size of the school, the number of students, and the number of carpeted rooms. Fremont USD maintenance staff works very hard to ensure that repairs necessary to keep the school in good repair and working order are completed in a timely manner. District maintenance staff uses a work order priority process to ensure that efficient service and emergency repairs are given the highest priority. To determine the condition of our facilities, our district sent experts from our facilities team to perform an inspection using a survey called the Facilities Inspection Tool, which is issued by the Office of Public School Construction. Based on that survey, we ve answered the questions you see on this report. Please note that the information reflects the condition of our buildings as of the date of the report. Since that time, those conditions may have changed. School Facility Good Repair Status (School Year ) This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: Determination of repair status for systems listed Description of any needed maintenance to ensure good repair The Overall Rating (bottom row) Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces School Facility Good Repair Status System Repair Status Repair Needed and Inspected Good Fair Poor Action Taken or Planned Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Overall outside appearance is poor School Accountability Report Card for Horner Junior High School Page 3 of 8

4 Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences School Facility Good Repair Status System Repair Status Repair Needed and Inspected Good Fair Poor Action Taken or Planned [ ] [X] [ ] Rotted wood along roof edges in various places Overall Rating Exemplary Good Fair Poor [ ] Teacher Credentials Schoolwide Fully Credentialed Without Full Credential Teaching Outside Subject Area Districtwide Fully Credentialed 1477 Without Full Credential 10 Teacher Misassignments and Vacant Teacher Positions at this School Schoolwide Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions * Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Professional Development This section provides information on the number of days provided for professional development and continuous professional growth in the most recent three year period. Teachers take some time each year to improve their teaching skills and to extend their knowledge of the subjects they teach. Below is the amount of time we set aside for the past three years for their continuing education and professional development: : 2 days : 3 days : 3 days Three days are set aside each year, but due to budget cuts and related negotiations these days are sometimes reduced. Core Academic Classes Taught by Highly Qualified Teachers The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality webpage at: Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers Location of Classes Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers This School Districtwide All Schools High-Poverty Schools Low-Poverty Schools * High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program. Academic Counselors and Other Support Staff at this School Number of Full-Time Equivalent (FTE) Academic Counselor Social/Behavioral or Career Development Counselor 0.0 Library Media Teacher (Librarian) 0.0 Library Media Services Staff (Paraprofessional) 1.0 Psychologist Social Worker Nurse Speech/Language/Hearing Specialist 0.8 Resource Specialist Other Average Number of Students per Staff Member Academic Counselor * One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time School Accountability Report Card for Horner Junior High School Page 4 of 8

5 Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Expenditures Per Pupil Level Total Restricted Unrestricted Average Teacher Salary School Site- $5,515 $910 $4,605 $80,763 District $5,366 $77,246 - State $5,537 $69,704 Percent Difference: School Site/District Percent Difference: School Site/ State * Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. * Basic/Unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending webpage at For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits webpage at To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: Teacher and Administrative Salaries (Fiscal Year ) Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $54,572 $41,462 Mid-Range Teacher Salary $75,112 $66,133 Highest Teacher Salary $99,391 $85,735 Average Principal Salary (ES) $124,575 $107,206 Average Principal Salary (MS) $134,763 $111,641 Average Principal Salary (HS) $151,417 $122,628 Superintendent Salary $240,910 $225,176 Percent of District Budget Teacher Salaries 47.9% 38.3% Administrative Salaries 5.3% 5.1% * For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at Types of Services Funded (Fiscal Year ) This section provides specific information about the types of programs and services available at the school that support and assists students. For example, this narrative may include information about supplemental educational services related to the school s federal Program Improvement (PI) status. Categorical Funding for Supplemental Services: Federal Title I funds support eligible schools. The purpose of this funding is to ensure all children have a fair and significant opportunity to obtain a high-quality education, meeting the challenging state standards. Schools identified as Program Improvement follow the federal guidelines for use of the funds. Federal Title III funds are used to support Immigrant and English Learners at all schools, kindergarten through grade twelve. State Economic Impact Aid (EIA) is a categorical program for kindergarten through grade twelve to support additional programs and services for English Learners and limited English proficient students. Examples of supplemental services include: before- and after-school intervention programs, summer categorical intervention programs, instructional assistants, supplemental instructional materials, professional development for staff, and parent involvement activities School Accountability Report Card for Horner Junior High School Page 5 of 8

6 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school s use of any supplemental curriculum or non-adopted textbooks or instructional materials. Year and month in which data were collected: 10/31/2013 The main fact about textbooks that the Williams legislation calls for described whether schools have enough books in core classes for all students. The law also asks districts to reveal whether those books are presenting what the California Content Standards call for. All of our textbooks are the most recently approved by the State Board of Education or our Local Governing Agency. Core Curriculum Area Reading/Language Arts The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: Mathematics The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: Yes 0% Yes 0% Textbooks and Instructional Materials Timeless Voices, Timeless Themes, Prentice Hall Adopted 2003 Algebra 1, CGP Adopted 2008 Textbooks and Instructional Materials/Year of Adoption Concepts, Skills & Problem Solving (Pre-Algebra), Glencoe Adopted 2008 Science The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: Yes 0% Physical Science: Concepts in Action, Pearson Adopted 2008 Focus on Life Science, Pearson Adopted 2007 Focus on Physical Science, Pearson Adopted 2007 History-Social Science The textbooks listed are from most recent adoption: Percent of students lacking their own assigned textbook: Yes 0% US: Independence to 1914, Holt Adopted 2006 WH: Medieval to Early Modern Times, Holt Adopted School Accountability Report Card for Horner Junior High School Page 6 of 8

7 Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The Standardized Testing and Reporting (STAR) Program consists of several key components, including: California Standards Tests (CSTs), which include Englishlanguage arts (ELA) and mathematics (Math) in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science (H-SS) in grades eight, and nine through eleven. California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels. For detailed information regarding the STAR Program results for each grade and performance level, including the Percent of Students not tested, see the CDE STAR Results Web site at star.cde.ca.gov. STAR Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced Subject School District State ELA Math Science H-SS Internet Access Internet access is available at public libraries and other locations that are publicly accessible. 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 workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. Group 2013 STAR Results by Student Group Percent of Students Scoring at Proficient or Advanced ELA Math Science H-SS All Students in the LEA All Students at the School Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian/Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services California Physical Fitness Test Results The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the Percent of Students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school s test results to the district and state, see the CDE PFT webpage at Grade Percent of Students Meeting Fitness Standards Level 4 of 6 5 of 6 6 of DataQuest DataQuest is an online data tool located on the CDE DataQuest webpage at dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners School Accountability Report Card for Horner Junior High School Page 7 of 8

8 Academic Performance Index The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API webpage at API Growth by Student Group Three-Year Comparison Actual API Change Group All Students at the School Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian/Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities -45 Academic Performance Index Ranks - Three-Year Comparison This table displays the school s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched similar schools. A similar schools rank of 1 means that the school s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school s academic performance is better than at least 90 of the 100 similar schools. Academic Performance Index Ranks - Three-Year Comparison API Rank Statewide Similar Schools Federal Intervention Program (School Year ) Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations webpage: Indicator School District Program Improvement Status 0 In PI First Year of Program Improvement Year in Program Improvement 0 Year 2 Number of Schools Currently in Program Improvement 4 Percent of Schools Currently in Program Improvement 80.0 API Growth by Student Group Growth API Comparison This table displays, by student group, the number of students included in the API and the 2013 Growth API (API-G) at the school, district, and state level. All Students at the School Black or African American American Indian or Alaska Native Group School District State Students ,523 4,655,989 API-G Students ,463 API-G Students ,394 API-G Asian Students , ,527 API-G Filipino Students 52 1, ,054 Hispanic or Latino Native Hawaiian/ Pacific Islander API-G Students 135 3,610 2,438,951 API-G Students ,351 API-G White Students 165 4,088 1,200,127 Two or More Races Socioeconomically Disadvantaged API-G Students ,025 API-G Students 220 5,807 2,774,640 API-G English Learners Students 93 4,383 1,482,316 Students with Disabilities API-G Students 109 2, ,476 API-G Adequate Yearly Progress The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: Participation rate on the state s standards-based assessments in ELA and mathematics Percent proficient on the state s standards-based assessments in ELA and mathematics API as an additional indicator Graduation rate (for secondary schools) Detailed information about AYP, can be found at the CDE Adequate Yearly Progress (AYP) webpage at AYP Criteria School District Made AYP Overall No No Met Participation Rate: English-Language Arts Yes Yes Met Participation Rate: Mathematics Yes Yes Met Percent Proficient: English-Language Arts No No Met Percent Proficient: Mathematics No No Met API Criteria Yes Yes Met Graduation Rate (if applicable) N/A Yes School Accountability Report Card for Horner Junior High School Page 8 of 8

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