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SARC Contact:
Research, Planning and Accountability
Ritu Khanna, Executive Director
Phone: 415-241-6454 Fax: 415-241-6035
The School Accountability Report Card (SARC) is required by law to be published annually, by Feb 1st each year.
It 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) which describes how they intend to meet annual school-specific goals for all pupils, with specific activities
to address state and local priorites. Additionally, data reported in an LCAP is to be consistent with data reported in the
SARC.
- For more information about SARC requirements, see the California Department of Education (CDE) SARC Web
page at http://www.cde.ca.gov/ta/ac/sa/.
- For more information about the LCFF or LCAP, see the CDE LCFF Web page at
http://www.cde.ca.gov/fg/aa/lc/.
- For more information about the school, parents and community members should contact the school principal or
district office.
DataQuest is an online data tool located at http://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. test data, enrollment, graduates, dropouts, course enrollments, staffing
and data regarding English learners.
Internet access is available at public libraries and other locations that are publicly accessible.
Buena Vista Horace Mann is a recently formed K-8 Two Way Immersion school in the heart of the
Mission, the product of two schools with rich histories. Buena Vista has the proud distinction of being
San Francisco Unified School District’s first Two-Way Spanish Immersion School and the second
oldest one in California! Horace Mann is the oldest middle school in San Francisco, named after the
educational reformer, who is remembered for arguing that children from all social classes should
share a common education.
Now in our second year together, we are proud to announce that our vision is to grow Buena Vista
Horace Mann K-8 Community School into the premier Two-Way Immersion School in the nation
where all students become bilingual and multicultural and experience the opportunity to grow into
successfully academic students with deep social consciousness and flexible minds and bodies.
In Two-Way Immersion programs in SFUSD, the ratio of Spanish to English begins in Kindergarten
with ninety- percent of the day in Spanish and ten percent of the day in English. This shifts over time
as students move up the grade to 50-50 by fifth grade. Our belief is that raising bilingual children
gives them a richer and broader understanding of the world and provides them with a competitive
advantage in our increasing global economy.
Our goal at Buena Vista Horace Mann is to successfully provide every one of our students with a
strong education in both Spanish and English, so that every single child that leaves us is prepared to
be competitive in high schools in San Francisco and across the nation, and is well underway to being
college ready or prepared for a career.
In addition to being committed to high expectations academically for all students, BVHM is also
dedicated to providing students with diverse music, visual arts, dance and theatrical education that
connects Buena Vista Horace Mann students and their families to the rich cultural communities of
San Francisco. The talented and accomplished teachers and staff at BVHM provide children with an
inclusive, loving, and creative environment in which to learn and grow. We are dedicated to
recognizing our impact on the earth and strive to be green and teach our children how they too can
reduce their carbon footprint. Combine this with the high rate of Parental/Guardian involvement at
BVHM and you get a school community that is ripe for learning.
Percent of
Group Total Enrollment
African American 0.8
American Indian or Alaska Native 0.2
Asian 0.8
Filipino 0.2
Hispanic or Latino 81.3
Pacific Islander 0.2
White (Not Hispanic) 9
Two or More Races 2.7
Socioeconomically Disadvantaged 59.8
English Learners 53
Students with Disabilities 17.3
Foster Youth 1
Teacher Credentials
This table displays the number of teachers assigned to the school with a full credential, without a full credential,
and those teaching outside of their subject area of competence. Detailed information about teacher qualifications
can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
The San Francisco Unified School District adopts instructional materials following the
cycle of state frameworks and standards, and provides sufficient textbooks for all
students to use in class and to take home in the core curriculum areas of
reading/language arts, mathematics, science, and history/social studies. Class sets of
health instructional materials were provided for high school health teachers. In addition,
other Board-adopted core curriculum materials were provided to remedy all
insufficiencies identified through a survey and other activities at the annual Instructional
Materials Hearing at the October 9, 2018 meeting of the Board of Education. All adopted
high school instructional materials have been evaluated and determined locally to meet
state standards for grades 9-12. Appropriate science laboratory equipment is available
for all laboratory science courses.
Buena Vista Horace Mann recently completed a year-long facility upgrade project that ensures ADA compliance
in 2007 and a second one in 2012 for school beautification and improvements. Other improvements were also
made to enhance the general appearance of the campus. Maintaining a neat and clean environment is a priority,
and routine cleaning and repairs are done in a timely manner. The architecture of the buildings is impressive
and creates a highly favorable impression. The auditorium has an nostalgic elegance that creates a warm
- The percentage of pupils 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.
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 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 on the CAAs divided by the total number of students
who participated in both assessments.
Double dashes (--) appear in the table when the number of students that did not receive a score is 10 or less, either because
the number of students is too small for statistical accuracy or to protect student privacy.
The number of students tested includes students that did not receive a score; however, the number of students
tested is not the number that was used to calculate the achievement level precentages. The achievement level percentages
are calculated using students with scores.
Note: Math 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 on the CAAs divided by the total number of students
who participated in both assessments.
Double dashes (--) appear in the table when the number of students that did not receive a score is 10 or less, either because
the number of students is too small for statistical accuracy or to protect student privacy.
The number of students tested includes students that did not receive a score; however, the number of students
tested is not the number that was used to calculate the achievement level precentages. The achievement level percentages
are calculated using students with scores.
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 California Science Test (CAST)
was pilot-tested in spring 2017 and field-tested in spring 2018. The CAST will be administrated operationally during
the 2018-19 school year. The California Alternative Assessment (CAA) for Science was pilot-tested for two years
(i.e., 2016-17 and 2017-18) and will be field-tested in 2018-19.
Indicator Percent
Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Buena Vista Horace Mann has a comprehensive safety plan. It begins with an understanding that safety means
more than just emergency response. It includes careful attendance monitoring. Our counselors, nurse and social
worker collaborate with the attendance secretary, and administrators to implement procedures for truancies. The
school has two security staff who monitor the hallways and grounds and safeguard against intruders. We have a
full time School Resource Officer. All members of the staff contribute to supervising students inside and outside
the classroom, to ensure that discipline rules are followed and violations are reported. In preparation for natural
disasters and other unforseen events, a crisis response team is in place and responsible for search and rescue,
first aid, student release, and other duties. Drills are conducted monthly.
Parents are key stakeholders in the education of our children and, as such, play an active role in the
school. Buena Vista Horace Mann has established various organizations and activities to support
active parent participation. Among these is a Parent Teacher Association (PTA), School Site Council
(SSC), and English Language Advisory Committee (ELAC), all of which meet monthly. The school
also holds a monthly coffee with the principal so parents can share concerns and give input. A
bilingual Parent Liaison provides one-on-one assistance and plans workshops of interest to parents.
Teachers and counselors engage parents in the learning process through regular contacts and
conferences, as well as an open invitation to observe classrooms during instruction. A weekly food
bank is hosted on Monday mornings before community circle so that families that need assistance can
participate and then attend the student and parent community circle. Parents are encouraged to be
room parents, volunteers, chaperones and above all, our partners in education.
If you are interested in parental involvement opportunities, please contact the principal at the school:
Claudia Delarios-Moran 415-695-5881
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2016-17)
This table displays a comparison of the school's per pupil expeditures from unrestricted (basic) sources with other
schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with
average teacher salaries at the district and state levels. The option to report expenditures and salaries for the benefit of
all schools in the district equally has been used. Detailed information regarding school expenditures and teacher
salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.
The school's programs and supplemental services are funded by a number of sources. The primary sourse is the
district WSF allotment which includes general and categorical funds. This pays for most of the personnel and
non-personnel costs. In addition, the school has a comprehensive after-school program supported by a 21st
Century grant. All students who achieved Far Below Basic, Below Basic or Basic on the '11-12 ELA or Math
CST are eligible for tutoring sponsored with SES funds or our own credentialed teachers. We are currently
receiving both a QEIA grant to lower class sizes in grades 4 and up as well as a SIG grant that allows us
additional personnel to better serve our students and families. We have a community school coordinator that
works closely with the parent liaison to ensure that we are community school and are supporting our families
across domains.
Professional Development
This section provides information about the program for training the school's teachers and other professional staff.
Professional development is a part of every site plan and a major component of instructional support to departments.
The district's professional development program provides opportunities for teachers to implement the district's core
curriculum for all students, update subject area expertise, use data to plan instructional improvement strategies and
acquire new instructional strategies. Leadership development across content areas is facilitated centrally, and for
educators and parents each school continues to provide some full days of professional development during the
academic year.