2018–2019 School Accountability Report Card
- For more information about SARC requirements, see the California Department of Education (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 additional information about the school, parents/guardians and community members should contact the school principal or the district office.
DataQuest
California School Dashboard
Nicole Enriquez, Principal
- Principal, Sherman Elementary
About Our School
Dear Parents/Guardians,
I want to express how honored I am to continue serving as the principal of Sherman Academy. One of our instructional focuses to start out the new year is to love students and let them know it, so that they can reach their highest potential and beyond!
We want to establish a solid home-school relationship from the start of the school year to support the academic success of each student. One of the most important pillars of academic success is to develop a strong sense of responsibility. Arriving to school on time is as important as coming to school every day. If a student misses class or arrives late, the student loses important opportunities to make connections in the learning sequence. Of equal importance are that your child arrives each day wearing the Sherman uniform and that he/she begins each day with breakfast at school.
If you have specific questions or concerns regarding your child's program here at Sherman, feel free to contact me via telephone, e-mail, or arrange for a conference appointment.
Sincerely,
Nicole C. Enriquez
nenriquez@sandi.net
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Estimados padres/tutores,
Quiero expresarles lo honrada que me siento seguir siendo la directora de la academia Sherman. Uno de nuestros enfoques educativos para comenzar el nuevo año es amar a los estudiantes y hacerles saber, para que puedan alcanzar su máximo potencial y más allá.
Deseamos establecer una relación hogar-escuela sólida desde el inicio del ciclo escolar para apoyar el éxito académico de cada alumno. Uno de los pilares más importantes del éxito académico es desarrollar un fuerte sentido de la responsabilidad. Llegar puntual a la escuela es tan importante como llegar a la escuela todos los días. Si un alumno pierde clases o llega retrasado, el alumno pierde oportunidades importantes para hacer las conexiones en la secuencia de aprendizaje. De igual importancia es que su niño/a llegue cada día vistiendo el uniforme Sherman, y que inicie cada día con un desayuno en la escuela.
Si tiene preguntas específicas o inquietudes en relación con el programa del niño/a en Sherman, puede ponerse en contacto conmigo a través del teléfono, e-mail, o hacer una cita.
Atentamente,
Nicole C. EnríquezNicole Enriquez
nenriquez@sandi.net
Principal's Comment
Nicole Enriquez
Contact
Sherman Elementary301 22nd St.
San Diego, CA 92102-2918
Phone: 619-615-7000
Email: nenriquez@sandi.net
About This School
Contact Information (School Year 2019–2020)
Last updated: 1/26/2020
School Description and Mission Statement (School Year 2019–2020)
Business and Community Partners
Sherman Parent Teacher Association
Sherman Heights Community Center
San Diego City College
San Diego State University
YMCA
Parent Institute for Quality Education
San Diego Food Bank
PASS AmeriCorps Program, San Diego County Office of Education
Our school gratefully acknowledges the tremendous support we receive
from our partners, parents, and community volunteers
Last updated: 1/26/2020
Student Enrollment by Grade Level (School Year 2018–2019)
Most of the data in this SARC are from the 2017–18 school year or the two preceding years (2015–16 and 2016–17). Graduation, dropout, and fiscal data are from 2016–17. Contact information and data on facilities, curriculum and instructional materials, and certain teacher information are from the 2018–19 school year. When no year is specified, data are from the most recent year available. Data included in this SARC are consistent with State Board of Education guidelines, available at the California Department of Education website: www.cde.ca.gov/ta/ac/sa/.
Last updated: 1/26/2020
Student Enrollment by Student Group (School Year 2018–2019)
State Priority: Basic
The SARC provides the following information relevant to the State priority: Basic (Priority 1):
- Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
- Pupils have access to standards-aligned instructional materials; and
- School facilities are maintained in good repair
Teacher Credentials
This table displays the number of teachers assigned to the school who are fully credentialed, who are working without a full credential, and who are credentialed but teaching outside of their subject area of competence. District totals do not include charter schools. Detailed information about teachers’ qualifications can be found on the CDE DataQuest website at dq.cde.ca.gov/dataquest/.
* This year’s data were unavailable at the time of publication. For up-to-date information, contact the San Diego Unified School District’s Human Resources Department: credentials@sandi.net or www.sandiegounified.org/human-resources.
Last updated: 1/26/2020
Teacher Misassignments and Vacant Teacher Positions
This table displays the number of teachers assigned to the school who are fully credentialed, who are working without a full credential, and who are credentialed but teaching outside of their subject area of competence. District totals do not include charter schools. Detailed information about teachers’ qualifications can be found on the CDE DataQuest website at dq.cde.ca.gov/dataquest/.
* This year’s data were unavailable at the time of publication. For up-to-date information, contact the San Diego Unified School District’s Human Resources Department: credentials@sandi.net or www.sandiegounified.org/human-resources.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
Last updated: 1/31/2020
Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2019–2020)
The district adopts textbooks and instructional materials based on the implementation cycle established by the state. The district provides a sufficient number of standards-aligned textbooks and other instructional materials for all students in the subject areas of English language arts, health, history–social science, mathematics, science, and world languages. Science laboratory equipment is available to students enrolled in laboratory science courses in grades 9–12. The following table displays information about the availability of the standards-aligned textbooks and other instructional materials used at the school.
All textbooks and instructional materials come from state or district lists. Descriptions of the district’s courses, including current instructional materials, may be found in the Course of Study, TK–12, revised annually and available on-line at www.sandiegounified.org/course-study.
Year and month in which the data were collected: December 2019
Note: Cells with N/A values do not require data.Last updated: 1/26/2020
School Facility Conditions and Planned Improvements
Last updated: 1/26/2020
School Facility Good Repair Status
- Determination of repair status for systems listed
- Description of any needed maintenance to ensure good repair
- The year and month in which the data were collected
- The rate for each system inspected
- The overall rating
Year and month of the most recent FIT report: August 2019
Overall Facility Rate
Year and month of the most recent FIT report: August 2019
Last updated: 1/26/2020
State Priority: Pupil Achievement
The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):
- Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and
- The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.
CAASPP Test Results in ELA and Mathematics for All Students
Grades Three through Eight and Grade Eleven
Percentage of Students Meeting or Exceeding the State Standard
CAASPP scores are ranked according to four “performance levels”: Level 1 indicates that the student has not met the standard tested; Level 2 indicates that the student has nearly met the standard; Level 3 indicates that the student has met the standard; Level 4 indicates that the student has exceeded the standard. Students scoring at Levels 3 and 4 have met state standards in that content area.
Note: In the tables that follow the number of students tested includes students who did not receive a valid test score; however, achievement-level percentages have been calculated using only those students who did receive valid scores.
Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Note: ELA and mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.
Last updated: 1/26/2020
CAASPP Test Results in ELA by Student GroupGrades Three through Eight and Grade Eleven (School Year 2018–2019)
Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.
Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.
Last updated: 1/26/2020
CAASPP Test Results in Mathematics by Student GroupGrades Three through Eight and Grade Eleven (School Year 2018–2019)
Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.
Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.
Last updated: 1/26/2020
CAASPP Test Results in Science for All Students
Grades Five, Eight and High School
Percentage of Students Meeting or Exceeding the State Standard
Note: The 2016–17 and 2017–18 data are not available. The CDE is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was pilot-tested in spring 2017 and field-tested in spring 2018. The CAST will be administered operationally 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 will 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 or exceeded 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 the total number of students who participated on both assessments.
Note: This is a placeholder for the California Science Test (CAST) which was administered operationally during the 2018–19 school year. However, these data are not available for inclusion in the 2018–19 SARC posting due February 1, 2020. These data will be included in the 2019–20 SARC posting due February 1, 2021.
Last updated: 1/26/2020
Career Technical Education (CTE) Participation (School Year 2018–2019)
Last updated: 1/26/2020
Courses for University of California (UC) and/or California State University (CSU) Admission
Last updated: 1/26/2020
State Priority: Other Pupil Outcomes
The SARC provides the following 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 2018–2019)
The California Physical Fitness Test provides the outcomes in physical education and is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percentage of students tested who met the fitness standards for the most recent testing period. Data on students receiving migrant education services are not available. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found at the CDE website at www.cde.ca.gov/ta/tg/pf/.
Note: Percentages are not calculated and double dashes (--) appear in the table 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.
Last updated: 1/26/2020
State Priority: Parental Involvement
The SARC provides the following 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 2019–2020)
Last updated: 1/26/2020
State Priority: Pupil Engagement
The SARC provides the following 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)
This table displays the school’s four-year “cohort” dropout rates and graduation rates for the most recent three-year period for which data are available. (A cohort is the group of first-time grade 9 students in a given school year, plus students who transfer in, less students who transfer out, emigrate, or die, during that and the following three school years. A graduate is a cohort member who earns a regular high school diploma by the end of the cohort’s fourth year.) For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found on the DataQuest website at dq.cde.ca.gov/dataquest/.
Last updated: 1/26/2020
State Priority: School Climate
The SARC provides the following information relevant to the State priority: School Climate (Priority 6):
- Pupil suspension rates;
- Pupil expulsion rates; and
- Other local measures on the sense of safety
The following table shows the rates of suspensions and expulsions. Rates per 100 students are the total number of incidents divided by the school’s enrollment for the given year, multiplied by 100. The district comparison rates are the expected rates for the school’s enrollment and grade-level composition, based on actual districtwide rates. Because suspension and expulsion rates vary greatly by grade level, and since any given two schools are not likely to have identical enrollment numbers per grade, schools will have different district comparison rates. District figures do not include charter schools.
Last updated: 1/26/2020
School Safety Plan (School Year 2019–2020)
Last updated: 1/26/2020
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
** "Other" category is for multi-grade level classes.
Last updated: 1/26/2020
Ratio of Pupils to Academic Counselor (School Year 2018–2019)
*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.
**Average Number of Pupils per Counselor
Last updated: 1/26/2020
Student Support Services Staff (School Year 2018–2019)
This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff members who are assigned to the school. The table also displays the average number of students for each 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.
Last updated: 1/26/2020
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2017–2018)
The following table displays this school’s expenditures per student from basic (unrestricted) sources, from any supplemental (restricted) sources, and its total per-pupil expenditures. The table also provides a comparison of the school’s per-pupil expenditures from basic sources with other schools in the district and throughout the state. Finally, it compares the average teacher salary at the school with average teacher salaries in the district and the state.
Basic orunrestricted sources are funds that, except for general guidelines, are not controlled by law or by a donor. Supplemental or restricted sources are funds whose use is controlled by law or by a donor. Money that is designated for specific purposes by the Board of Education is not considered restricted.
For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education and Per-pupil Spending webpage: www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries and Benefits webpage: www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data website at: www.ed-data.org
Note: Cells with N/A values do not require data.
Last updated: 2/4/2020
Types of Services Funded (Fiscal Year 2018–2019)
Last updated: 1/26/2020
Teacher and Administrative Salaries (Fiscal Year 2017–2018)
This table displays district-level salary information for teachers, principals, and the superintendent, and compares these figures to the state averages for districts of the same type and size. The table also displays teachers and administrative salaries as a percentage of a district’s budget, and compares these figures to the state averages for districts of the same type and size.
For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/ .
Last updated: 1/26/2020