Payne (George C.) School in Moreland School District

The best afterschools that pick up your child from Payne (George C.) School.


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Payne (George C.) School

Address: 3750 Gleason Ave, San Jose, CA 95130
Phone: (408) 874-3700
Highest grade: Fifth grade
Lowest grade: Kindergarten
Principal: Katie Berg
Assistant Principal: Chelsea Armann

Monday, Tuesday, Thursday, Friday
TK and Kindergarten: 8:15 to 1:45
1st, 2nd grades: 8:15 to 2:50
3rd to 5th grades: 8:15 to 2:50

TK and Kindergarten: 8:15 to 12:05
1st, 2nd grades: 8:15 to 12:00
3rd to 5th grades: 8:15 to 12:05

Moreland Elementary School District serves over 4,800 kindergarten through eighth grade students in the San Jose area. The district is comprised of five elementary schools, one K-8 school, and one 6-8 middle school. Once a small farming city, San Jose became a magnet for suburban newcomers between the 1960s and the 1990s, and is now the third largest city in California. The city is located in Silicon Valley, at the southern end of the San Francisco Bay Area, and is home to more than one million residents.
The school operates on a traditional calendar schedule. The school provides a family-oriented, nurturing, and safe place for students to learn, grow, and develop intellectually. Teachers, staff, and administrators continue to act on the principle that students come first.


Source: SARC, see the California Department of Education (CDE) SARC webpage at

School districts receive financial support from the state for the education of the students they serve based on how many students attend each day. Most importantly, attendance is critical to academic achievement and regular daily attendance is a priority at the school.
Student attendance is carefully monitored to identify those students exhibiting excessive absences. The school staff make daily phone calls to parents when children are absent. Attendance, tardy, and truancy policies are clearly stated, consistently enforced, and consequences are fairly administered.
Parents are advised of their responsibilities, including proper notification of when and why students are absent. Students who continue to exhibit excessive absences are directed to the appropriate authorities. In the event of habitual truancy, students may be referred to the District’s School Attendance Review Board (SARB). The SARB is utilized when students have persistent attendance and behavior problems in school and when the normal avenues of classroom, school, and district counseling are not effective.
The chart illustrates the trend in enrollment.

Enrollment Trend by Grade Level
2014-15 2015-16 2016-17
K 135 117 124
1st 118 98 96
2nd 101 107 95
3rd 117 99 102
4th 93 106 96
5th 88 97 105
Enrollment by Student Group
Black or African American 3.4%
American Indian or Alaska Native 0.8%
Asian 22.7%
Filipino 5.3%
Hispanic or Latino 32.2%
Native Hawaiian or Pacific Islander 0.3%
White 26.4%
Two or More Races 8.9%
EL Students 27.7%
Socioeconomically Disadvantaged 28.6%
Students with Disabilities 10.2%
Foster Youth 0.3%



Source: SARC, see the California Department of Education (CDE) SARC webpage at

The California Assessment of Student Performance and Progress (CAASPP) includes computer-based assessments. The computer-based assessments are the Smarter Balanced English Language Arts/Literacy (ELA) and Mathematics tests, administered to grades three through eight and eleven. There is also the optional Standards-based Tests in Spanish (STS) for Reading/Language Arts (RLA).

In the 2014-15 and 2015-16 school years, the Science assessments were paper-pencil tests for grades five, eight, and ten: the California Standards Tests (CSTs) for Science, the California Modified Assessment (CMA) for Science, and California Alternate Performance Assessment (CAPA) for Science. During the 2016–17 school year, the new California Science Test was pilot tested. This pilot test replaced the California Standards Tests and California Modified Assessment for Science. Because this was a pilot year, no Science scores will be disclosed.
The Smarter Balanced Assessment System utilizes computer-adaptive tests and performance tasks that allow students to show what they know and are able to do. Smarter Balanced summative assessment results include student scores, achievement levels, and descriptors that describe performance. These assessment results are only one of several tools used to measure a student’s academic performance in ELA/Literacy and mathematics. Smarter Balanced assessment results are most appropriately interpreted alongside other available information about a student’s academic achievement, including such measures as District assessments, classroom assignments and grades, classrooms tests, report cards, and teacher feedback.

For 2015–16 and 2016–17, this section includes the school, district,, and state information on the percent of students meeting or exceeding the State standards on the California Assessment of Student Performance and Progress (CAASPP) Smarter Balanced Summative Assessments and California Alternate Assessments (CAAs) for English language arts/literacy (ELA) and mathematics for grades three through eight and grade eleven. It also displays Science scores (grades 5, 8, and 10) for 2014-15 and 2015-16.

The following table displays information on student achievement by student groups for the school in ELA and Mathematics with all grades combined (grades three through eight and eleven).

Note: ELA test results include the Smarter Balanced Summative Assessment and the California Alternate Assessment. 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 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.

California Assessment of Student Performance and Progress
Percent of Students Meeting or Exceeding the State Standards
Subject School District State
2015 2016 2017 2015 2016 2017 2015 2016 2017
English Language Arts/Literacy (Grades 3-8 and 11) 70 68 69 68 48 48
Mathematics (Grades 3-8 and 11) 66 67 61 62 36 37
Science (Grades 5, 8, and 10) 75 71 71 70 56 54
California Assessment of Student Performance and Progress
English-Language Arts Mathematics
Student Groups Total Enrollment Number Tested Percent Tested % Met or Exceeded CA Standard Number Tested Percent Tested % Met or Exceeded CA Standard
All Students 300 296 98.67 68.24 298 99.33 67.45
Asian 52 51 98.08 84.31 51 98.08 88.24
Black or African American 13 13 100.00 53.85 13 100.00 53.85
English Learners 101 98 97.03 59.18 100 99.01 58.00
Female 143 141 98.60 74.47 142 99.30 61.27
Filipino 18 18 100.00 83.33 18 100.00 83.33
Hispanic or Latino 100 99 99.00 44.44 100 100.00 44.00
Male 157 155 98.73 62.58 156 99.36 73.08
Socioeconomically Disadvantaged 89 88 98.88 37.50 89 100.00 35.96
Students with Disabilities 34 34 100.00 35.29 34 100.00 38.24
Two or More Races 30 30 100.00 83.33 30 100.00 76.67
White 84 82 97.62 80.49 83 98.81 79.52


Source: SARC, see the California Department of Education (CDE) SARC webpage at

In the spring of each year, all schools in Moreland School District are required by the state to administer a physical fitness test to all fifth and seventh grade students. The physical fitness test measures each student’s ability to perform fitness tasks in six major areas: aerobic capacity, body composition, abdominal strength, trunk extension strength, upper body strength, and flexibility. Students who either meet or exceed the standards in all six fitness areas are considered to be physically fit or in the ‘healthy fitness zone’ (HFZ). Results are displayed in the chart.

Percentage of Students in Healthy Fitness Zone
Grade Level Four of Six Standards Five of Six Standards Six of Six Standards
5 17.5 25.2 20.4
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.


Source: SARC, see the California Department of Education (CDE) SARC webpage at

The table indicates the average class size by grade level, as well as the number of classrooms that fall into each size category.

Class Size Distribution
Average Classrooms Containing:
Class Size 1-20 Students 21-32 Students 33+ Students
15 16 17 15 16 17 15 16 17 15 16 17
By Subject Area
K 20 20 18 2 2 2 5 4 5
1 22 25 23 5 4 4
2 25 21 24 1 4 4 4
3 23 25 26 5 4 4
4 31 27 32 3 4 3
5 29 32 26 3 2 4 1


Source: SARC, see the California Department of Education (CDE) SARC webpage at

In addition to academics, the staff at George C. Payne Elementary strives to assist students in their social and personal development. Staff members are trained to recognize at-risk behavior in all students. The school values the importance of on-site counseling and has procedures in place to ensure that students receive the services they need. Staff members are devoted to helping students deal with problems and assisting them to reach positive goals.
The school offers a variety of programs to students who are struggling to meet grade-level standards. Once students are identified as academically at-risk, an improvement program is developed that may include after-school intervention or instruction from specialized personnel. Students may be referred to Special Education for further evaluation. The school also staffs an EL program tutor and offers after school care through the Extended Care Program for all students.
Students are identified as English Learners (EL) during the enrollment process and through the California English Language Development Test (CELDT). George C. Payne Elementary provides English Language Development (ELD) through a push-in program during the regular school day. Teachers incorporate SDAIE (Specially Designed Academic Instruction in English) methods throughout their lessons to better support EL students. An EL program tutor is also available to assist EL students in their acquisition of the English language.
Students with special education needs are accommodated with a variety of options and in the least restrictive environment possible. The Student Study Team (SST) develops a Problem Solving Plan for students with emotional, social, and/or developmental disabilities who have been referred by staff or parents. The IEP defines the individualized instruction a special needs student will receive, which may include placement in a Special Day Class, the Resource Specialist Program, and/or sessions with other members of the support staff.
Gifted and Talented Education (GATE) is offered to fourth through eighth grade students district-wide, who have been identified through multiple measures. GATE students are provided with differentiated instruction and may participate in special enrichment activities throughout the school year.
The chart displays a list of support services that are offered to students. Note: 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.

Counseling & Support Services Staff
Number of Staff Full Time Equivalent
Psychologist 1 0.5
Speech/Language Specialist 1 1.0
Resource Specialist Program (RSP) Teacher 1 1.0
RSP Aide 1 1.0
SDC Aide 5 5.0
Special Day Class (SDC) Teacher 3 3.0
EL Program Tutors 1 0.6
Nurse 2 As Needed
BAFTTA 3 0.8


Source: SARC, see the California Department of Education (CDE) SARC webpage at

The table displays the suspension and expulsion rates at the school, in the district, and throughout the state. Expulsions occur only when required by law or when all other alternatives are exhausted.

Suspensions & Expulsions
Suspensions Expulsions
14-15 15-16 16-17 14-15 15-16 16-17
School 0.29 0.15 0.30 0.00 0.00 0.00
District 1.09 0.84 1.16 0.00 0.02 0.02
State 3.79 3.65 3.65 0.09 0.09 0.09


Source: SARC, see the California Department of Education (CDE) SARC webpage at

The safety of students and staff is a primary concern of George C. Payne Elementary. All guests to the campus must sign in at the office and wear a visitor’s badge at all times. Supervision is provided to ensure the safety of each student before school, during breaks, at lunch, and after school. Supervision is a responsibility shared among teachers and school administrators.
To safeguard the well-being of students and staff, a comprehensive School Site Safety Plan has been developed, which was most recently updated in October 2016. Any revisions made to the plan are reviewed immediately with the staff. Key elements of the Safety Plan focus on the following: disaster response procedures, schoolwide dress code, child abuse reporting procedures, bullying components, sexual harassment policy, teacher notification of dangerous pupils procedures, safe ingress and egress of pupils, parents, and school employees.
The school is always in compliance with the laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. Safety drills, including fire, earthquake and intruder drills, are held on a rotating basis.


Source: SARC, see the California Department of Education (CDE) SARC webpage at

Parental Engagement

The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):
• Efforts the school district makes to seek parent input in making decisions for the school district and each school site.

Parent Involvement

Parents and the community are very supportive of the educational programs at Payne Elementary. Parents are encouraged to volunteer at the school, chaperone events, and participate in fundraising efforts. Additional opportunities for involvement include: Home & School Club, Art Docent, ABC Reader, Los Dichos, School Site Council, Science Docent, and English Learner Advisory Committee.
The school receives additional support from the Moreland Educational Foundation, local business, and community service organizations throughout the San Jose area.


Source: SARC, see the California Department of Education (CDE) SARC webpage at

The SARC provides the following information relevant to the Basic State Priority (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.


Source: SARC, see the California Department of Education (CDE) SARC webpage at

The district recruits and employs qualified credentialed teachers. This chart shows information about teacher credentials.
Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.
Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire semester or year.

Teacher Credential Status
School District
15-16 16-17 17-18 17-18
Fully Credentialed 21 26 27 194
Without Full Credentials 0 0 0 1
Teaching Outside Subject Area of Competence (with full credential) 0 0 0 0
15-16 16-17 17-18
Misassignments of Teachers of English Learners 0 0 0
Misassignments of Teachers (other) 0 0 0
Total Misassignments of Teachers 0 0 0
Vacant Teacher Positions 0 0 0


Source: SARC, see the California Department of Education (CDE) SARC webpage at

Pursuant to the settlement of Williams vs. the State of California, Moreland Elementary School District thoroughly inspected each of its school sites at the start of the 2016-17 school year to determine whether or not each school had sufficient and good quality textbooks, instructional materials, and/or science laboratory equipment. The date of the most recent District Resolution on the Sufficiency of Textbooks was September 20, 2016.
All students, including English Learners, are required to be given their own individual textbooks and/or instructional materials (in core subjects), for use in the classroom and to take home if necessary. Additionally, all textbooks and instructional materials used within the District must be aligned with the California State Content Standards and frameworks, with final approval by the Board of Education. The textbook chart displays data collected in October 2016.

District-Adopted Textbooks
Grade Levels Subject Publisher Adoption Year From Most Recent Adoption % Lacking
K-5 English/Language Arts Houghton Mifflin 2003 Yes 0.0%
K-5 Mathematics McGraw-Hill 2009 Yes 0.0%
K-5 Science MacMillan/ McGraw Hill 2008 Yes 0.0%
K-5 Social Science/History Houghton Mifflin 2007 Yes 0.0%


Source: SARC, see the California Department of Education (CDE) SARC webpage at

Payne Elementary was originally constructed in 1961 and is currently comprised of 25 regular education classrooms, three special education classrooms, a cafeteria, two playgrounds, grassy play areas, a library, computer lab, and the Moreland Preschool.
Cleaning Process
Payne Elementary provides a safe and clean environment for students, staff, and volunteers. The district has adopted cleaning standards for all schools. Basic cleaning operations are performed on a daily basis throughout the school year with emphasis on classrooms and restrooms. A joint effort between students and staff helps keep the campus clean and litter-free. The principal works daily with the custodial staff to develop sanitation schedules that ensure a clean, safe, and functional learning environment.
Maintenance & Repair
A scheduled maintenance program is administered by Payne Elementary School’s custodial staff on a regular basis, with heavy maintenance functions occurring during vacation periods. Additionally, a scheduled maintenance program is administered by Moreland Elementary School District to ensure that school grounds and facilities remain in excellent repair. A work order process is used when issues arise that require immediate attention. Emergency repairs are given the highest priority; repair requests are completed efficiently and in the order in which they are received.
The table shows the results of the most recent school facilities inspection. While reviewing this report, please note that even minor discrepancies are reported in the inspection process. The items noted in the table have been corrected or were in the process of remediation. The data in the table was collected in October 2016.

School Facility Conditions
Date of Last Inspection: 11/21/2017
Overall Summary of School Facility Conditions: Exemplary
Items Inspected Facility Component System Status Deficiency & Remedial Actions Taken or Planned
Good Fair Poor
Cleanliness (Overall Cleanliness, Pest/Vermin Infestation) X
Electrical X
External (Grounds, Windows, Doors, Gates, Fences) X
Interior X
Restrooms/Fountains X
Safety (Fire Safety, Hazardous Materials) X
Structural (Structural Damage, Roofs) X
Systems (Gas Leaks, Mech/HVAC, Sewer) X


Source: SARC, see the California Department of Education (CDE) SARC webpage at