SARC Report for Escuela Popular Accelerated Family … · Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1

Escuela Popular Accelerated Family Learning

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 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 Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate 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 http://www.cde.ca.gov/ta/ac/sa/.

View this SARC online at the school and/or LEA Web sites.

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

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

California Department of Education

School Accountability Report CardReported Using Data from the 2013-14 School Year

Published During 2014-15

Ms. Patricia Lidia Reguerin, Executive DirectorPrincipal, Escuela Popular Accelerated Family Learning

Message from K-8 Principal

Queridos estudiantes y familias de la Academia de Doble Inmersión (DL),

Les doy la bienvenida al año escolar 2014-15. ¡Será un año de construir sobre las muchas cosas maravillosas queempezamos el año pasado, especialmente a medida que cont inuamos expandiendo nuestros servicios. Vamos añadir unkindergarten de transición y una clase de cuarto grado! Juntos vamos a cont inuar el desarrollo de las relaciones y lossistemas que nos ayudan para asegurar que nuestros estudiantes se sientan seguros, respetados y amados. Otra metaimportante para nosotros es que nuestros estudiantes siempre están progresando académicamente en alineamiento con laimplementación de los nuevos Estándares Básicos Comunes.

Les pido su apoyo en el compromiso de seguir nuestras expectat ivas de la escuela. Es importante que todos losestudiantes lleguen a la escuela a t iempo, sigan el código de vest imenta, se traten a sí mismos y a otros con cuidado ytomen buenas decisiones.

También quiero aprovechar este momento para hacerles saber que siempre estoy disponible para escuchar sus preguntas,comentarios, preocupaciones y alabanzas. Si t iene algo que les gustaría compart ir conmigo por favor no duden enacercarse a mí alrededor de la escuela, dejarme una nota, correo electrónico, texto o llamarme.

Por favor, sepan que todas las familias son valorados y una parte integral de nuestro ambiente escolar. Espero ver a lasfamilias de por toda la escuela cumpliendo con más de la cant idad del t iempo requerido. No puedo esperar para ver comonuestros niños van a crecer y aprender este año escolar.

R.I.S.E. ¡Somos los Jaguares!

Su directora,

Mrs. Barocio

[email protected]

Oficina: (408) 275-7190

Celular: (408) 426-6592

Dear Dual-Language Students and Families,

I welcome you to our 2014-2015 school year. It w ill be a year of building upon the many wonderful things we started last

About Our SchoolAbout Our School

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

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

year, especially as we cont inue to expand our services. We w ill be adding a transit ional kindergarten and fourth gradeclassroom! Together we w ill be cont inuing to develop relat ionships and systems that help us move towards ensuring thatour students feel safe, respected, and loved. Another important goal for us is that our students are always workingtowards making academic progress as we move forward w ith the implementat ion of the new Common Core Standards.

I ask for your support in committ ing to follow ing our school expectat ions. It is important that all students arrive to schoolon t ime, follow the dress code, treat themselves and others w ith care, and make good decisions.

I also want to take this moment to reach out and let you know that I am always available to listen to your quest ions,comments, concerns, and praises. If you have anything that you would like to share w ith me please feel free to approachme around school, leave me a note, e-mail, text or call me.

Please know that all families are valued and an integral part of our school environment. I hope to see families aroundcampus for more than the required amount of t ime. I look forward to start ing this school year and watching everyonegrow and learn.

R.I.S.E. We are the R.I.S.E.ing Jaguars!

Your Principal,

Mrs. Barocio

[email protected]

Office: (408) 275-7190 Cell:

(408) 426-6592

Message from 9-12 Principal

20 de octubre del 2014

Est imadas familias:

Espero que se encuentren bien. Muchas gracias por ser parte de nuestra comunidad de Escuela Popular. Los quecont inúan con nosotros, ¡gracias! Y a su vez les doy la bienvenida a todas las familias que se unen a la gran familia deEscuela Popular este año escolar. Espero conocerlos más para poder servir y apoyar a su estudiante(s) y familia en sueducación.

Este año nos estamos enfocando en las 12 prioridades que nuestra comunidad (estudiantes, maestros, familias,administración, etc.) selecciono por medio de la encuesta, TEN. Nuestros maestros y personal han formado comunidadesde aprendizaje designados para desarrollar las prioridades indicadas. Adjunto a esta carta encontrara un documento quedetalla las 12 prioridades.

La meta de Escuela Popular siempre ha sido de responder a las necesidades de nuestra comunidad, y siempre luchamos ytrabajamos para mantener nuestra cultura e idioma, mientras nuestros estudiantes se desarrollan para ser:

• Ciudadanos Responsables

• Inteligentes y Curiosos

• Saludable

• Comunicadores Bi-lingues y Efect ivos en ingles y español (idioma materno)

Esperamos que su estudiante(s):

• Asista todos los días y a t iempo

• Complete todas sus tareas

• Pase todas sus clases con calificaciones de “B” o “A”

• Sea respetuoso en la escuela, en la comunidad, y en el hogar

• Demuestre desarrollo y progreso académico en matemáticas y lectura, basado en el examen de “NWEA MAP”

Queremos mantener a su estudiante motivado en la escuela y la meta de largo plazo es preparar y guiar a cada estudianteal colegio. Estamos preparando nuestros cursos para que sean reconocidos y aprobados por el sistema de la Universidad deCalifornia, nombrado “A-G Pathway,” para que nuestros estudiantes tengan la opción de aplicar a cualquier universidad dede su preferencia después de completar su diploma de preparatorio o bachillerato. En este momento, tenemos dos cursosaprobados y estamos trabajando en cursos adicionales para entregarlos durante la primavera.

Yo estaría encantada en poder conocerlos en persona, es por esto que los invito a que nos tomemos un cafecito y pandulce durante la fecha indicadas. Este nos dará la oportunidad de conocernos, que conozca la escuela y de hacerpreguntas. Por favor de venir y compart ir conmigo. Nos reunimos en la biblioteca.

Fechas para “Cafecito con la Directora” Hora: 9 A.M Lugar: Biblioteca

Mes Día

Noviembre 5

Diciembre 3

2013-14 SARC - Escuela Popular Accelerated Family Learning

Page 2 of 29

View Larger Map

Enero 7

Febrero 4

Marzo 4

Abril 15

Mayo 6

Junio 3

Tengo mucho que compart ir. Los espero ver durante estas fechas. Cada trimestre tenemos Noche de Familia y duranteeste t iempo pueden reunirse con los maestros. La comunicación entre la escuela y el hogar es necesaria para el éxito desu estudiante. Por favor de asist ir con su estudiante durante las Noches de Familias. También cont inuare enviando “HighSchool Years” que incluye ideas e información para usted y su familia. Espero que lo lean.

Muchas gracias por ser parte de nuestra familia y comunidad y les doy gracias por haber escogido a Escuela Popular para laeducación de su estudiante. Esperamos cont inuar a sirviéndoles de la mejor manera posible. Si t ienen cualquier pregunta,por favor escribirme al correo electrónico [email protected] o de llamarme al 408.426.6586.

Sinceramente,

Gricelda H. González

Directora

467 North White Rd. San Jose, CA95127-1936

Phone: 408-275-7190E-mail: [email protected]

ContactContact


Page 3 of 29

https://maps.google.com/maps?q=467+North+White+Rd.%2cSan+Jose%2cCA&t=m&z=16

mailto:[email protected]

Last updated: 1/21/2015

About This School

Contact Information - Most Recent YearContact Information - Most Recent Year

School

School Name Escuela Popular Accelerated Family Learning

Street 467 North White Rd.

City, State, Zip San Jose, Ca, 95127-1936

Phone Number 408-275-7190

Principal Ms. Patricia Lidia Reguerin, Execut ive Director

E-mail Address [email protected]

Web Site www.escuelapopular.org

County-District-School (CDS) Code

43694274330726

District

District Name East Side Union High

Phone Number (408) 347-5000

Web Site www.esuhsd.org

SuperintendentFirst Name

Chris

SuperintendentLast Name

Funk

E-mail Address [email protected]

School Description and Mission Statement (Most Recent Year)School Description and Mission Statement (Most Recent Year)

PENDING BOARD APPROVAL

Escuela Popular Accelerated Family Learning Center (hereinafter referred to as “EP- AFLC”, “EPAFLC”, “EP”, or “Escuela Popular”) is a K-12 family learning center.EPAFLC began as a community-based grassroots school to address the grow ing need for English instruct ion in East San Jose; as a consequence, Escuela Popularhas been providing educat ional services since 1986. W ithin the first year of operat ion, the demand for learning and schooling grew rapidly and Escuela Popularcont inued to expand in number of students, classes, and services. In 1999, Escuela Popular was asked to operate as a satellite campus of a new charter schoolorganizat ion. We seized the opportunity to expand our services to the community at large by providing a dual language kindergarten through eighth gradeacademy, along w ith a high school academy for youth, and in keeping w ith our vision of Escuela Popular as a family learning center, an academy for parents andadults. In 2002, Escuela Popular was able to funct ion independently and acquired its own non-profit status, assuming the name Escuela Popular del Pueblo. It wasthen when our school opened its doors as Escuela Popular Accelerated Family Learning Center. This ent ire enterprise was started by Lidia Reguerin, a Stanfordalumna w ith over fifty years teaching experience, whose vision was driven by the educat ional principles of Paulo Freire. She firmly believed that teaching is an actof love and that we should teach our students to pursue their dreams.

Escuela Popular Accelerated Family Learning Center current ly provides educat ional services to over 325 students in two academies:

1. The Dual Language Academy: The Dual Language Academy, a dual immersion elementary school, serves students in grades K-8.

2. The Under 19 High School Academy: Serving grades 9-12, this academy serves recent immigrants, the children of immigrants whose primary language isSpanish, and students who have been unsuccessful in other public schools.

Demographically, Escuela Popular serves a predominant ly low-income, Lat ino community. A brief summary of pert inent demographic information follows:

96% Lat ino, 2% American Indian or Alaska Nat ive, and less than one percent in each of the follow ing categories: African American, Filipino, and White.

Most students (87%) qualify for the free & reduced cost lunch program or fall under the federal poverty guidelines. • 92% of the student body areclassified as English Learners:

In the High School Academy, the majority of students are recent immigrants who are monolingual Spanish speakers.


Page 4 of 29


www.escuelapopular.org

www.esuhsd.org



In the Dual Language Academy, the majority of the students are English Learners.

Mobility:

Due to the economy the mobility at the Dual Language Academy has increased.

The High School Academy student populat ion is more mobile, given the nature of the populat ion served.

From the outset, our students’ status in society and the result ing problems that they face have been central to our educat ional approach. Crit ical issues ourstudents face include:

poverty

language isolat ion from the dominant culture

immigrat ion issues and result ing insecurit ies

culture shock result ing in a feeling of disempowerment and dependency

life threatening travel to the US result ing in trauma

family separat ion which is part icularly hard on the youth

frequently interrupted educat ional cycle

We realize that no individual can be successful academically unless these issues are addressed. So, while we present a rigorous educat ion, we do so in aframework shaped by our understanding of their day-to-day life’s circumstances. Experience teaches us, that in spite of those circumstances, students can and dosucceed beyond their w ildest expectat ions.


Page 5 of 29



Student Enrollment by Grade Level (School Year 2013-14)Student Enrollment by Grade Level (School Year 2013-14)

Grade Level Number of Students

Kindergarten 47

Grade 1 39

Grade 2 35

Grade 3 34

Grade 4 22

Grade 5 21

Grade 6 12

Grade 7 21

Grade 8 18

Grade 9 50

Grade 10 16

Grade 11 7

Grade 12 8

Total Enrollment 330

KindergartenGrade

1

Grade

2

Grade

3

Grade

4

Grade

5

Grade

6

Grade

7

Grade

8

Grade

9

Grade

10

Grade

11

Grade

12

0

10

20

30

40

50

60

Student Enrollment by Student Group (School Year 2013-14)Student Enrollment by Student Group (School Year 2013-14)

Group Percent of Total Enrollment

Black or African American 0.6

American Indian or Alaska Nat ive 2.1

Asian 0.0

Filipino 0.3

Hispanic or Lat ino 96.4

Native Hawaiian or Pacific Islander 0.0

White 0.0

Two or More Races 0.6

Socioeconomically Disadvantaged 89.4

English Learners 78.5

Students w ith Disabilit ies 1.8

Black or African American

American Indian or A laska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

2%

96%


Page 6 of 29



A. Conditions of Learning

State Priority: Basic

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

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.

Teacher CredentialsTeacher Credentials

Teachers School District

2012-13

2013-14

2014-15

2014-15

With Full Credent ial 18 17 17

Without Full Credent ial 1 3

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

2012-13 2013-14 2014-150

5

10

15

20Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2012-

132013-

142014-

15

Misassignments of Teachers of EnglishLearners

5 6 8

Total Teacher Misassignments* 5 6 9

Vacant Teacher Posit ions

2012-13 2013-14 2014-154.5

5.0

5.5

6.0

6.5

7.0

7.5

8.0

8.5

9.0

9.5Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


Page 7 of 29


Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected: January 2014

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 96 4

All Schools in District 97 3

High-Poverty Schoolsin District

96 4

Low-Poverty Schoolsin District

99 1

Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent YearQuality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year

Subject Textbooks and Instructional Materials/year of Adoption

From MostRecent

Adoption?Percent Students Lacking

Own Assigned Copy

Reading/Language Arts

K-8

Calle de la Lectura (Pearson) (K-5) (adopted 2012-13)

Reading Street (Pearson) (3-5) (adopted 2012-2013)

Estrellita K-1 Reading Program (Estrellit) (K-1) (adopted 2012-13)

Teacher created materials for 6-8 along w ith a variety of literature books, dependingon the year and unit of study

9-12

Edge Hampton-Brown (adopted 2008)

Visions Language, Literature, Content Book A (Heinle Cengage Learning 2004)(adopted 2008)

Visions Language, Literature, Content Book B (Heinle Cengage Learning 2004)(adopted 2008)

Visions Language, Literature, Content Book C (Heinle Cengage Learning 2004)Longman Keystone Book B (Pearson Educat ion 2008) (adopted 2011)

Keys to Learning (Pearson Educat ion 2005) (adopted 2011)

Animal Farm (adopted 2012)

Parrot in the Oven (adopted 2012)

Narrat ive of Frederick Douglas (adopted 2012)

For Colored Girls (adopted 2012) Night (adopted 2012)

I Know Why the Caged Bird Sings (adopted 2012)

Diary of Anne Frank (adopted 2011)

The Pearl (adopted 2012)

The Circuit (adopted 2013)

The Glass Menagerie (adopted 2013)

Breaking Through (adopted 2013)

And the Earth Did Not Devour Him (adopted 2013)

Macbeth (adopted 2013)

Our Town (adopted 2013)

Chicana Falsa (adopted 2013)

0.0


Page 8 of 29

Bronx Masquerade (adopted 2013)

MathematicsK-8

Envision Math (Pearson) (K-5) (adopted 2011-2102)

Teacher-created materials and lessons (6-8)

9-12

Pre Algebra; Malloy, Price, et al.; Glencoe McGraw-Hill; 2003, Columbus, Ohio(adopted 2008)

Elementary and Intermediate Algebra (A Combined Course); Charles P. McKeague;Thomson Brooks/Cole; 2004, Belmont, CA (adopted 2008)

Geometry; Siegfried Haenisch; AGS; 2001, USA (adopted 2008)

0.0

ScienceK-8

GLAD strategies and teacher-developed lessons (K-6)

Life Science (Prent ice Hall) (7)

Physical Science (Prent ice Hall) (8)

9-12

Science Explorer Series “From Bacteria to Plants” (Prent ice Hall, 2002) (adopted2007)

Science Explorer Series “Cells and Heredity” (Prent ice Hall, 2005) (adopted 2007)

Science Explorer Series “Human Biology” (Prent ice Hall, 2002) (adopted 2007)

Science Explorer Series “Environmental Science” (Prent ice Hall, 2002) (adopted 2007)

Earth Science (AGS Publishing 2004) (adopted 2005)

Physical Science (AGS Publishing 2004) (adopted 2005)

0.0

History-Social ScienceK-8

Teacher-created materials

9-12

New Ways of Thinking EMC Publishing (2007) (adopted 2011)

American Government MaGruders Prent ice Hall (2002) (adopted 2010)

Modern World History (Patterns and Interact ion) Holt McDougal (Houghton Mifflin)(2012) (adopted 2013)

The Americans (Reconstruct ion to the 21st Century) Holt McDougal (HoughtonMifflin) (2012) (adopted 2013)

Voices of Freedom 4th Edit ion (Pearson Educat ion 2012) (adopted 2001)

0.0

Foreign Language 0.0

HealthK-8

SPARK PE K-2 (K-2)

SPARK PE 3-6 (3-6)

9-12

The Physiology Coloring Book Kapit/Macey/Meirsami (1987) (adopted 2008)

Essent ials of Human Anatomy & Physiology John W. Hole Jr. (1987) (WBC) (adopted2008)

Prent ice Hall Explorador de Ciencias (2000) (adopted 2008)

0.0


Page 9 of 29


Visual and PerformingArts 9-12

History of Modern Art by H.H. Arnason 3rd Edit ion (Holt , Rinehart, W inston) (adopted2012)

Holt Literature and Language Arts Fine Arts Transparencies (adopted 2012)

0.0

Science LaboratoryEquipment (grades 9-12)

Equipment (grades 9-12) Compound Microscopes (Nasco)

Triple-Beam Balances (OHAUS)

0.0


Page 10 of 29



School Facility Good Repair Status - Most Recent Year

Overall Facility Rate - Most Recent Year

School Facility Conditions and Planned Improvements - Most Recent YearSchool Facility Conditions and Planned Improvements - Most Recent Year

The EP-AFLC K-8 students are located at 467 N. White Rd., San Jose, CA 95127. This facility is rented from a church. While there current ly is adequateclassroom space, there is lit t le room for expansion. In addit ion, outdoor play areas are limited to one playground and a parking lot. Finally, there is a mult ipurposeroom and a gym. School and church staff ensure that the repairs necessary to keep the school in good repair and working order are completed in a t imelymanner. The campus is cleaned daily to ensure a clean and safe school. In 2013-14, EP increased its bandwith at the K-8 campus to better incorporatetechnology into the classroom.

The EP-AFLC 9-12 students are co-located w ith the EP-CTC students at 149 N. White Road, San Jose, CA. The current high school academies facility is safe,funct ional, clean, and well maintained. In addit ion to housing the high school academies, it houses the child care. School staff ensure that the repairs necessary tokeep the school in good repair and working order are completed in a t imely manner. The campus is cleaned daily to ensure a clean and safe school. In 2013-14,the high school campus undertook several capt ial improvements:

increased the campus's bandwith

replaced the roof of the cafeteria

upgraded plumbing in the office bathroom

In July 2011, Escuela Popular entered into a one-year Re-Use Agreement w ith the City of San Jose to operate the Alum Rock Youth Center. The agreement hasbeen renewed each year since. Through this agreement, students have access to a gymnasium that they use for P.E. and extracurricular act ivit ies. The K-8Afterschool Program runs out of the Alum Rock Youth Center. It is close to public transportat ion.

To maintain a safe facility, EP employs four campus supervisors. Two are available during the morning sessioin, and two are available during the evening session.

Eventually, Escuela Popular plans to house all of its programs on one campus. Facilit ies planning is on-going and appears on the Escuela Popular del Pueblo Board ofDirectors’ agenda as a recurring item.

System Inspected Rating

Repair Needed andAction Taken or

Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Fair

Restrooms/Fountains: Restrooms,Sinks/Fountains

Fair

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Fair

External: Playground/School Grounds,W indows/Doors/Gates/Fences

Fair

Overall Rat ing Good


Page 11 of 29


B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the Pupil Achievement State Priority (Priority 4):

Statew ide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Test ing and Report ing Program);The Academic Performance Index; andThe percentage of pupils 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.

Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA).

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 stat ist icalaccuracy or to protect student privacy.

Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10.

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 stat ist icalaccuracy or to protect student privacy.

California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for AllCalifornia Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All

Students in Science – Three-Year ComparisonStudents in Science – Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School District State

2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Science (grades 5, 8, and 10) 44 9 26 52 52 53 60 59 60

California Assessment of Student Performance and Progress Results by Student Group in Science (School YearCalifornia Assessment of Student Performance and Progress Results by Student Group in Science (School Year

2013-14)2013-14)

Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 53

All Students at the School 26

Male 29

Female 21


American Indian or Alaska Nat ive

Asian

Filipino

Hispanic or Lat ino 24


White

Two or More Races

Socioeconomically Disadvantaged 28

English Learners 4

Students w ith Disabilit ies

Students Receiving Migrant Educat ion Services


Page 12 of 29





Note: STAR Program was last administered in 2012–13. Percentages are not calculated when the number of students tested is ten or less, either because the number ofstudents in this category is too small for stat ist ical accuracy or to protect student privacy.

Note: For 2014 and subsequent years, the statew ide and similar schools ranks w ill no longer be produced.

Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or targetinformation. “C” means the school had significant demographic changes and there is no Growth or target information.

Standardized Testing and Reporting Results for All Students - Three-Year ComparisonStandardized Testing and Reporting Results for All Students - Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Arts 16% 18% 13% 49% 50% 52% 54% 56% 55%

Mathematics 28% 26% 24% 30% 29% 28% 49% 50% 50%

History-Social Science 8% 13% 12% 43% 43% 45% 48% 49% 49%

Academic Performance Index Ranks – Three-Year ComparisonAcademic Performance Index Ranks – Three-Year Comparison

API Rank 2011 2012 2013

Statew ide 1 1 1

Similar Schools 1 1 1

Academic Performance Index Growth by Student Group – Three-Year ComparisonAcademic Performance Index Growth by Student Group – Three-Year Comparison

Group Actual API Change 2011 Actual API Change 2012 Actual API Change 2013

All Students at the School -2 24 -48


American Indian or Alaska Nat ive

Asian

Filipino

Hispanic or Lat ino -6 27 -49


White

Two or More Races

Socioeconomically Disadvantaged -6 32 -64

English Learners -6 55 -54

Students w ith Disabilit ies


Page 13 of 29


Career Technical Education Programs (School Year 2013-14)Career Technical Education Programs (School Year 2013-14)

NA

Courses for University of California and/or California State University AdmissionCourses for University of California and/or California State University Admission

UC/CSU Course Measure Percent

2013-14 Students Enrolled in Courses Required for UC/CSU Admission 0.0

2012-13 Graduates Who Completed All Courses Required for UC/CSU Admission 0.0


Page 14 of 29



State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the Other Pupil Outcomes State Priority (Priority 8):

Pupil outcomes in the subject areas of English, mathematics, and physical educat ion.

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.

California High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (ifCalifornia High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (if

applicable)applicable)

Subject

Percent of Students Scoring at Proficient or Advanced


2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

English-Language Arts N/A 15% N/A 54% 56% 50% 56% 57% 56%

Mathematics N/A 8% N/A 61% 63% 56% 58% 60% 62%

English-Language Arts Percent of Students Scoring at Proficient orAdvanced

2011-12 2012-13 2013-14

0.0

2.5

5.0

7.5

10.0

12.5

15.0

17.5

Mathematics Percent of Students Scoring at Proficient or Advanced

2011-12 2012-13 2013-14

0

1

2

3

4

5

6

7

8

9


Page 15 of 29





California High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14) (ifCalifornia High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14) (if

applicable)applicable)

Group

English-Language Arts Mathematics

Percent NotProficient

PercentProficient

PercentAdvanced

Percent NotProficient

PercentProficient

PercentAdvanced

All Students in the LEA 45% 23% 32% 38% 33% 30%

All Students at the School 0% 0% N/A 0% 0% N/A

Male N/A N/A N/A N/A N/A N/A

Female N/A N/A N/A N/A N/A N/A

Black or African American N/A N/A N/A N/A N/A N/A

American Indian or Alaska Nat ive N/A N/A N/A N/A N/A N/A

Asian N/A N/A N/A N/A N/A N/A

Filipino N/A N/A N/A N/A N/A N/A

Hispanic or Lat ino N/A N/A N/A N/A N/A N/A

Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A N/A

White N/A N/A N/A N/A N/A N/A

Two or More Races N/A N/A N/A N/A N/A N/A

Socioeconomically Disadvantaged N/A N/A N/A N/A N/A N/A

English Learners N/A N/A N/A N/A N/A N/A

Students w ith Disabilit ies N/A N/A N/A N/A N/A N/A

Students Receiving Migrant Educat ionServices

N/A N/A N/A N/A N/A N/A

California Physical Fitness Test Results (School Year 2013-14)California Physical Fitness Test Results (School Year 2013-14)

Grade level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

5 50.0% 22.7% 13.6%

7 22.2% 5.6% 66.7%

9 18.5% 16.7% 7.4%


Page 16 of 29


C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing 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 schoolsite.

State Priority: Pupil Engagement

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

High school dropout rates; andHigh school graduat ion rates.

Opportunities for Parental Involvement - Most Recent YearOpportunities for Parental Involvement - Most Recent Year

As a family learning center, EP believes that parents are partners in their children’s educat ion. Parental involvement at EP extends well beyond volunteering andparent conferences. Many parents are enrolled in the high school academy offered by EP- CTC, while their children are enrolled in the lower grades at EP. Inaddit ion to the formal structures described above, EP works to create a welcoming environment for families, many of whom do not have posit ive associat ions w iththeir children’s schools. One important way of welcoming families and students is by valuing and celebrat ing their primary language. All correspondence is senthome in both English and Spanish. All school meetings are bilingual. Addit ionally, the vast majority of staff, and all staff who answer the phone or greet parents,speak Spanish. Escuela Popular uses the follow ing strategies to involve parents/families in student learning:

Newsletters to parents/families

Home visits

Monthly orientat ions for new families

Family Nights

Parent Committee

Volunteer opportunit ies

Family cultural events throughout the year (e.g., Dia de los Muertos, Reyes Magos, and Dia de los Ninos, etc.)

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

Indicator


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

Dropout Rate 42.4 53.8 81.5 17.4 14.8 13.5 14.7 13.1 11.4

Graduat ion Rate 24.24 23.08 7.41 77.13 80.11 81.95 77.14 78.87 80.44

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

90


Page 17 of 29


2010-11 2011-12 2012-130

10

20

30

40

50

60

70

80

90Dropout Rate

Graduation Rate


Page 18 of 29

Completion of High School Graduation RequirementsCompletion of High School Graduation Requirements

Group

Graduating Class of 2013


All Students 100 82 84

Black or African American 79 75

American Indian or Alaska Nat ive 62 77

Asian 92 92

Filipino 90 92

Hispanic or Lat ino 100 73 80

Native Hawaiian or Pacific Islander 86 84

White 88 90

Two or More Races 88 89

Socioeconomically Disadvantaged 114 75 82

English Learners 37 55 53

Students w ith Disabilit ies 59 60


Page 19 of 29



State Priority: School Climate

The SARC provides the follow ing information relevant to the School Climate State Priority (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety.

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Suspensions 2.00 1.50 0.50 5.40 4.20 4.50 5.70 5.10 4.40

Expulsions 0.00 0.50 0.00 0.10 0.10 0.10 0.10 0.10 0.10

Suspensions

2011-12 2012-13 2013-140

1

2

3

4

5

6School Suspensions

District Suspensions

State Suspensions

Expulsions

2011-12 2012-13 2013-140.00

0.10

0.20

0.30

0.40

0.50

0.60School Expulsions

District Expulsions

State Expulsions

School Safety Plan - Most Recent YearSchool Safety Plan - Most Recent Year

Safety Plan for K-8 Campus

In June of the 2012-13 school year, staff agreed to a revised and more comprehensive safety plan that was developed and implemented in the 2013-14 schoolyear. This new plan includes:

All emergency phone numbers (district and emergency services)

Detailed explanat ion of procedures for assigned sweepers

Detailed procedures of how to set-up assigned drills for the school year

Approved schedule for Fire, Earthquake, and Lockdown drills, which includes:

Fire Drills: 10 per school year (1 per month)

Earthquake Drills: 4 per school year


Page 20 of 29


Lockdown Drills: 4 per school year

Procedure for Evacuat ion

Procedures for Fire Drills

Procedures for Earthquake Drills

Procedures for Lockdown Drills

Procedures for Shelter-in-place

Classroom guides (to post) for all drills and evacuat ions

The most recent revisions to the safety plan were made on January 8, 2014 and were shared w ith the staff on August 21, 2014.

Safety Plan for 9-12 Campus

The safety plan for the high school campus maintains a school environment that is safe and secure, and it enhances community trust.

Last Reviewed and Updated: August 6, 2013Last discussed w ith Faculty: August 19, 2013

Key elements of the plan include the follow ing:

Evacuat ion Procedures, including staff and student responsibilit ies

Descript ion of Evacuat ion Areas

Earthquake Plan, including "Drop, Cover, and Hold On" drill information and procedures

Lockdown Procedures, including, Lockdown and Shelter in Place

The fundamental school security plan, which includes daily campus sweeps to ident ify damage to property, suspicious circumstances, and safety risks

Monthly drills, alternat ing between fire and earthquake drills


Page 21 of 29



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.

Note: Cells w ith NA values do not require data.

* DW (determinat ion waiver) indicates that the PI status of the school was carried over from the prior year in accordance w ith the flexibility granted through the federalwaiver process.

Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)

AYP Criteria School District

Made AYP Overall N/A No

Met Part icipat ion Rate - English-Language Arts N/A Yes

Met Part icipat ion Rate - Mathematics N/A Yes

Met Percent Proficient - English-Language Arts N/A No

Met Percent Proficient - Mathematics N/A No

Met Graduat ion Rate N/A Yes

Federal Intervention Program (School Year 2014-15)Federal Intervention Program (School Year 2014-15)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2008-2009 2004-2005

Year in Program Improvement * Year 5 Year 3

Number of Schools Current ly in Program Improvement N/A 16

Percent of Schools Current ly in Program Improvement N/A 84.2%


Page 22 of 29



* Number of classes indicates how many classes fall into each size category (a range of total students per class).

* 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.

Average Class Size and Class Size Distribution (Elementary)Average Class Size and Class Size Distribution (Elementary)

2011-12 2012-13 2013-14

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K 20.0 2 0 0 24.0 2 21.0 2

1 22.0 2 0 0 19.0 2 20.0 2

2 20.0 2 0 0 19.0 2 18.0 2

3 20.0 1 0 0 29.0 1 17.0 2

4 18.0 1 0 0 24.0 1 22.0 1

5 26.0 0 1 0 15.0 1 21.0 1

6 17.0 1 0 0 24.0 5 12.0 1

Other

Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2011-12 2012-13 2013-14

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English 8.7 4 0 0 8.0 10 9.0 8

Mathematics 18.0 3 3 0 8.0 12 1 8.0 9 1

Science 26.0 5 0 1 15.0 4 1 6.0 5

Social Science 15.0 5 1 1 13.0 4 1 7.0 5


Page 23 of 29



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

* 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.


Academic Counselors and Other Support Staff (School Year 2013-14)Academic Counselors and Other Support Staff (School Year 2013-14)

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 1.0 45.0

Counselor (Social/Behavioral or Career Development) 1.0 N/A

Library Media Teacher (librarian) N/A

Library Media Services Staff (paraprofessional) N/A

Psychologist N/A

Social Worker N/A

Nurse N/A

Speech/Language/Hearing Specialist 0.2 N/A

Resource Specialist (non-teaching) 1.0 N/A

Other 0.1 N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site N/A N/A N/A N/A

District N/A N/A N/A $76,437

Percent Difference – School Site andDistrict

N/A N/A N/A N/A

State N/A N/A $4,690 $72,276

Percent Difference – School Site and State N/A N/A N/A N/A


Page 24 of 29


Types of Services Funded (Fiscal Year 2013-14)Types of Services Funded (Fiscal Year 2013-14)

The K-8 academy offers the follow ing supports to its students:

1. An after school program to all students performing below proficiency on grade level language arts assessments as indicated by mult iple measures includingunit assessments, standardized test ing, and other school assessments

2. Bi-monthly gardening classes that are based on science standards

3. Instruct ional aides support kindergarten, grade 1, grade 2, and grade 3 students

4. A Reading Specialist who supports struggling students and ensures that students are reading in Spanish at grade level before 3rd grade

The high school academy provides the follow ing supports to students:

1. CAHSEE prep classes during the regular school day and on Saturdays

2. Expanded elect ive opt ions for students during period 1

3. Counselors help students complete academic plans and to ident ify course requirements

4. Drop-out prevent ion counseling

The K-8 and high school academies both offer the follow ing supports for students:

1. A summer school program for all students performing significant ly below grade level proficiency

2. Small group tutoring during class and after school to students in need of addit ional support

3. Small group instruct ion

4. Counselors provide support to address behavior issues and to support communicat ion between the school and parents to ensure that students receivedappropriate language arts and reading learning opportunit ies.

Teacher and Administrative Salaries (Fiscal Year 2012-13)Teacher and Administrative Salaries (Fiscal Year 2012-13)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $47,104 $42,957

Mid-Range Teacher Salary $74,444 $69,613

Highest Teacher Salary $95,445 $89,407

Average Principal Salary (Elementary) $00 N/A

Average Principal Salary (Middle) $00 $120,526

Average Principal Salary (High) $128,614 $129,506

Superintendent Salary $235,000 $207,044

Percent of Budget for Teacher Salaries 39.0% 37.0%

Percent of Budget for Administrat ive Salaries 4.0% 5.0%


Page 25 of 29


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

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

25000

50000

75000

100000

125000

150000


Page 26 of 29

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



*Where there are student course enrollments.

Advanced Placement Courses (School Year 2013-14)Advanced Placement Courses (School Year 2013-14)

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

Computer Science N/A

English N/A

Fine and Performing Arts N/A

Foreign Language N/A

Mathematics N/A

Science N/A

Social Science N/A

All Courses

Professional Development – Most Recent Three YearsProfessional Development – Most Recent Three Years

In general, staff has 22 days of professional development during a school year. Primary areas of focus for the last three years include the follow ing:

K-8

2011-12

August, October, January, May, and June are the heaviest PD months, given that teachers receive extensive training in:

School-w ide systems & procedures

School-w ide curriculum (UBD Stage 1)

School-w ide benchmarks and state assessments

Teachers are also given addit ional days to prepare report cards, and then meet individually w ith each of their student ’s families. Addit ionally, staff received weeklyPD related to pert inant monthly topics every Wednesday during staff meetings.

2012-13

August, October, January, May, and June are the heaviest PD months, given that teachers receive extensive training in: -\


School-w ide curriculum (UBD Stage 1 & 2)


Teachers are also given addit ional days to prepare report cards, and then meet individually w ith each of their student ’s families. In addit ion to PD related tospecific school-w ide systems, teachers part icipate in weekly Wednesday meetings where they may be focusing on UBD development, TLC teacher collaborat ion,


Page 27 of 29

Grade-level collaborat ion, and last ly one Wednesday is focused on preparing and discussing the upcoming month (which may include school programing,curriculum, test ing, report cards, policies…etc).

2013-14

August, October, January, May, and June are the heaviest PD months, given that teachers receive extensive training in:


School-w ide curriculum (UBD Stages 1 & 2, Waldorf best pract ices)


Teachers are also given addit ional days to prepare report cards, and then meet individually w ith each of their student ’s families. In addit ion to PD related tospecific school-w ide systems, teachers part icipate in weekly Wednesday meetings where they may be focusing on UBD development, TLC teacher collaborat ion,Grade-level collaborat ion, and last ly one Wednesday is focused on preparing and discussing the upcoming month (which may include school programing,curriculum, test ing, report cards, policies…etc).

9-12

2012-13

The High School operates on a quarter-based system. Consequently four days are allotted to teachers to calculate and submit final quarter grades. During theremainder of the PD days, t ime was allotted for:

Transformational Change, Cultural Sensit ivity

Workshops on using and navigat ing our Student information systems

Working w ith Mentor/Coaches through the Cycle of Inquiry (Plan – Teach – Reflect – Apply)

WASC Focus Groups, home groups

Planning instruct ion for the new quarter

Developing Stage One of Understanding by Design approach to teaching, Ident ifying Big Ideas, Enduring Understandings, and Essent ial Quest ions of UnitPlanning

Developing Course out lines (per quarter)

Data Analysis of NWEA MAP results

CAHSEE Data Analysis Human Resources

School Safety Procedures

New ELD Standards and CCSS

Teaching Academic Vocabulary

2013-14

The High School operates on a quarter-based system. Consequently, four days are allotted to teachers to calculate and submit final quarter grades. During theremainder of the PD days, t ime was allotted for:



Page 28 of 29


Workshops on using and navigat ing our Student information systems


WASC Focus Groups, home groups


Developing Stage One of Understanding by Design approach to teaching, Ident ifying Big Ideas, Enduring Understandings, and Essent ial Quest ions of UnitPlanning



CAHSEE Data Analysis

Human Resources



UsD – WHERETO Elements of Teaching

2014-2015






CAHSEE Data Analysis

Human Resources/Business Procedures



Developing UsD – WHERETO Elements of Teaching, Stages 1-3 of Understanding by Design Approach to teaching

Professional Learning Communit ies, Praxis Learning Circuits to address Teacher Individual Learning Plans for a Community Responsive School

Teacher Learning Communit ies – Assessment For Learning - Year 2 of Implementat ion


Page 29 of 29

Documents

SARC Report for Escuela Popular Accelerated Family … · Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1