SARC Report for Aspire ERES Academy · ERES Academy is a safe, caring, academically rigorous and...

Aspire ERES Academy

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).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/.

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/guardians, and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2015-16 School Year

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates,dropouts, course enrollments, staffing, and data regarding English learners).

Internet access is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Courtney Walker, PrincipalPrincipal, Aspire ERES Academy

ERES is dedicated to preparing all of our students for college success. Everything about ERES, from the college flags in ourhallway to our data-driven rigorous instruct ion, is designed to put our students on the road to a four-year degree. Helpingour students realize the college dream is a challenge that requires the hard work of every member of our school family:our students love learning and achieve amazing results; our staff is the hardest-working group of professionals in thebusiness; our parents and families are involved in support ing every aspect of our college-going culture; and our communitypartners, volunteers and supporters enable us to meet the unique needs of our students and our community

Aspire ERES Academy1936 Court land Ave.Oakland, CA 94601-4614

Phone: 510-976-9760E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

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

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

http://dq.cde.ca.gov/dataquest/

mailto:[email protected]

Last updated: 1/6/2017

About This School

Contact Information (School Year 2016-17)Contact Information (School Year 2016-17)

District Contact Information (School Year 2016-17)

District Name Oakland Unified

Phone Number (510) 434-7790

Superintendent Antwan W ilson

E-mail Address antwan.w [email protected]

Web Site http://www.ousd.org

School Contact Information (School Year 2016-17)

School Name Aspire ERES Academy

Street 1936 Court land Ave.

City, State, Zip Oakland, Ca, 94601-4614

Phone Number 510-976-9760

Principal Courtney Walker, Principal

E-mail Address [email protected]

Web Site www.aspirepublicschools.org

County-District-School (CDS) Code

01612590120188

School Description and Mission Statement (School Year 2016-17)School Description and Mission Statement (School Year 2016-17)

English and Spanish SARCs can be found on the school's website.

Aspire ERES Academy is a K-8th grade school in Oakland that is part of the Aspire Public Schools network. ERES Academy opened in 2009.

Aspire Public Schools is a non-profit organizat ion that operates high performing charter schools across the state of California that focus on one goal- preparingurban students for college.

VisionEvery student is prepared to earn a college degree.

Mission Statement

To open and operate small, high-quality charter schools in low-income neighborhoods, in order to:

• Increase the academic performance of underserved students• Develop effect ive educators• Share successful pract ices w ith other forward-thinking educators, and• Catalyze change in public schools.

Core Values

Purposefulness: Deliberate act ion, focused on the organizat ion’s goals and priorit iesCollaborat ion: Working collect ively to accomplish more than what is possible aloneOwnership: Individual and group accountability for results, act ions and decisionsQuality: Commitment to excellence and the discipline to cont inually improveCustomer Service: Responsiveness to the needs of external and internal customers

ERES Academy is a safe, caring, academically rigorous and inspiring learning environment where students develop the skills, knowledge and traits to becomecollege-educated leaders in their communit ies.The School’s mission is to provide all students w ith an except ional educat ion that w ill allow them to excel inside and outside the classroom. The School seeks to

2015-16 SARC - Aspire ERES Academy

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http://www.ousd.org


www.aspirepublicschools.org

http://aspirepublicschools.org/schools/regions/california-schools/aspire-eres-academy


achieve this mission by providing students a rigorous core curriculum, a well-trained staff, high standards and expectat ions, extended instruct ional hours andsupport, personalized learning opportunit ies, and early access to college-preparatory experiences. By ensuring students become voracious, self-motivated,competent and lifelong learners, the School w ill prepare them not only for college but also for the 21st Century world.


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Student Enrollment by Grade Level (School Year 2015-16)Student Enrollment by Grade Level (School Year 2015-16)

Grade Level Number of Students

Kindergarten 22

Grade 1 22

Grade 2 23

Grade 3 22

Grade 4 26

Grade 5 26

Grade 6 25

Grade 7 27

Grade 8 25

Total Enrollment 218

KindergartenGrade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 80

5

10

15

20

25

30

Student Enrollment by Student Group (School Year 2015-16)Student Enrollment by Student Group (School Year 2015-16)

Student Group Percent of Total Enrollment

Black or African American 2.3 %

American Indian or Alaska Nat ive 0.0 %

Asian 0.5 %

Filipino 0.9 %

Hispanic or Lat ino 94.5 %

Native Hawaiian or Pacific Islander 0.0 %

White 0.0 %

Two or More Races 1.4 %

Other 0.4 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 94.0 %

English Learners 56.9 %

Students w ith Disabilit ies 10.6 %

Foster Youth 0.5 %


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (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

2014-15

2015-16

2016-17

2016-17

With Full Credent ial 13 12 9

Without Full Credent ial 0 0 2

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

0 2 0

2014-15 2015-16 2016-170.0

2.5

5.0

7.5

10.0

12.5

15.0Teachers 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

Indicator2014-

152015-

162016-

17

Misassignments of Teachers of EnglishLearners

0 12 2

Total Teacher Misassignments* 0 0 2

Vacant Teacher Posit ions 1 2 0

2014-15 2015-16 2016-170

2

4

6

8

10

12

14Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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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 2017

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)

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 87.0% 13.0%

All Schools in District 80.0% 20.0%

High-Poverty Schoolsin District

79.0% 21.0%

Low-Poverty Schoolsin District

95.0% 5.0%

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)

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

SubjectTextbooks and Instructional Materials/year of

AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own Assigned

Copy

Reading/Language ArtsReading and Writ ing Workshop Units of Study (2015)

Yes 0.0 %

MathematicsStepping Stones (2016), College Preparatory Math

(2014)

Yes 0.0 %

ScienceAmplify Science (2016)

Yes 0.0 %

History-Social ScienceFacing History (2016)

Yes 0.0 %

Foreign Languagen/a

0.0 %

HealthTeacher Created Materials

0.0 %

Visual and Performing ArtsTeacher Created Materials

0.0 %

Science Lab Eqpmt (Grades9-12)

N/A N/A 0.0 %


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School Facility Good Repair StatusYear and month of the most recent FIT report: December 2016

Overall Facility RateYear and month of the most recent FIT report: December 2016

School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements

ERES Academy is located at 1936 Court land Avenue in Oakland, CA. The most recent site inspect ion determined the site to be in fair condit ion.

We’ve worked to improve the safety of our facility by repairing fences around the campus and adding 2 addit ional security cameras (for a total of 3). Safety andcleanliness cont inue to be a concern, as the building is quite old and we share space w ith 2 churches - there are many events that happen on campus duringnon-school hours. Also, we have safety concerns surrounding the yard space which is used for Physical Educat ion, but is not very large or appropriate for effect iveP.E. Fence and light ing repair, heater/AC installments, new drinking fountains, replaced damaged rubber ground w ith turf, security cameras happened in Fall 2014and again in Fall 2016. Structural reinforcements were made in December 2016 to the cafeteria building.

Planned – new building in 2018

System Inspected RatingRepair Needed and Action Taken

or Planned

Systems: Gas Leaks,Mechanical/HVAC, Sewer

Fair

Interior: Interior Surfaces Fair

Cleanliness: OverallCleanliness, Pest/VerminInfestat ion

Fair

Electrical: Electrical FairSome electrical out lets coming out

of the wall

Restrooms/Fountains:Restrooms, Sinks/Fountains

PoorFrequent bathroom leaks, no hot

water in student restrooms

Safety: Fire Safety, HazardousMaterials

FairOvercrowding in classrooms

Structural: StructuralDamage, Roofs

PoorFrequent flooding during rainy

season (in shared church buildings)

External: Playground/SchoolGrounds,W indows/Doors/Gates/Fences

PoorPlayground too small, pavement

cracking (used as a parking lot bychurch on the weekends), school

grounds frequentlyvandalized/covered in trash

Overall Rat ing Fair


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing 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 SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA andmathematics, which were eliminated in 2015. Only eligible students may part icipate in the administrat ion of the CAAs. CAA items are aligned w ith alternateachievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith significant cognit ive disabilit ies); and

The percentage of students 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: 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.

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All StudentsCAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

English Language Arts / Literacy (grades 3-8 and 11) 23.0% 29.0% 31.0% 33.0% 44.0% 48.0%

Mathematics (grades 3-8 and 11) 22.0% 26.0% 26.0% 27.0% 34.0% 36.0%


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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 ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAsdivided by the total number of students who part icipated 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 stat ist icalaccuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

CAASPP Test Results in ELA by Student Group CAASPP Test Results in ELA by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)

ELA - Grade 3ELA - Grade 3

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students 22 22 100.0% 4.6%

Male -- -- -- --

Female 12 12 100.0% 8.3%

Black or African American -- -- -- --

American Indian or Alaska Nat ive -- -- -- --

Asian -- -- -- --

Filipino -- -- -- --

Hispanic or Lat ino 21 21 100.0% 4.8%

Native Hawaiian or Pacific Islander -- -- -- --

White -- -- -- --

Two or More Races -- -- -- --

Socioeconomically Disadvantaged 22 22 100.0% 4.6%

English Learners 16 16 100.0% --

Students w ith Disabilit ies -- -- -- --

Students Receiving Migrant Educat ion Services -- -- -- --

Foster Youth -- -- -- --


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All Students 26 26 100.0% 30.8%

Male 15 15 100.0% 13.3%

Female 11 11 100.0% 54.6%



Asian -- -- -- --




White -- -- -- --



English Learners 12 12 100.0% 8.3%





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All Students 26 26 100.0% 30.8%

Male -- -- -- --

Female 16 16 100.0% 31.3%



Asian -- -- -- --




White -- -- -- --








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ELA- ELA- Grade 6Grade 6


All Students 25 25 100.0% 28.0%

Male 12 12 100.0% 25.0%

Female 13 13 100.0% 30.8%



Asian -- -- -- --




White -- -- -- --



English Learners -- -- -- --





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All Students 28 27 96.4% 44.4%

Male 15 15 100.0% 40.0%

Female 13 12 92.3% 50.0%



Asian -- -- -- --




White -- -- -- --








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All Students 25 25 100.0% 32.0%

Male 11 11 100.0% 36.4%

Female 14 14 100.0% 28.6%



Asian -- -- -- --




White -- -- -- --








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All Students -- -- -- --

Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --


Hispanic or Lat ino -- -- -- --

Nat ive Hawaiian or Pacific Islander -- -- -- --

White -- -- -- --


Socioeconomically Disadvantaged -- -- -- --






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Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard onthe CAAs divided by the total number of students who part icipated in both assessments.



CAASPP Test Results in Mathematics by Student GroupCAASPP Test Results in Mathematics by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)

Mathematics - Grade 3Mathematics - Grade 3


All Students 22 22 100.0% 18.2%

Male -- -- -- --

Female 12 12 100.0% 8.3%



Asian -- -- -- --




White -- -- -- --








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All Students 26 26 100.0% 34.6%

Male 15 15 100.0% 26.7%

Female 11 11 100.0% 45.5%



Asian -- -- -- --




White -- -- -- --








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All Students 26 26 100.0% 19.2%

Male -- -- -- --

Female 16 16 100.0% 18.8%



Asian -- -- -- --




White -- -- -- --








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All Students 25 25 100.0% 24.0%

Male 12 12 100.0% 33.3%

Female 13 13 100.0% 15.4%



Asian -- -- -- --




White -- -- -- --








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All Students 28 27 96.4% 40.7%

Male 15 15 100.0% 40.0%

Female 13 12 92.3% 41.7%



Asian -- -- -- --




White -- -- -- --








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All Students 25 25 100.0% 20.0%

Male 11 11 100.0% 18.2%

Female 14 14 100.0% 21.4%



Asian -- -- -- --




White -- -- -- --








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All Students -- -- -- --

Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --


Hispanic or Lat ino -- -- -- --

Nat ive Hawaiian or Pacific Islander -- -- -- --

White -- -- -- --


Socioeconomically Disadvantaged -- -- -- --






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Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) ingrades five, eight, and ten.

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.

CAASPP Tests Results in Science by Student GroupGrades Five, Eight and Grade Ten (School Year 2015-16)

Note: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of studentswho scored at Proficient or Advanced on the science assessment divided by the total number of students w ith valid scores.

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.

CAASPP Test Results in Science for All StudentsCAASPP Test Results in Science for All Students

Subject

Percentage of Students Scoring at Proficient or Advanced


2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Science (grades 5, 8, and 10) 45.0% 42.0% 18.0% 44.0% 38.0% 39.0% 60.0% 56.0% 54.0%

Student GroupTotal

EnrollmentNumber of Students with Valid

ScoresPercent of Students with Valid

ScoresPercent Proficient or

Advanced

All Students 51 51 100.0% 17.7%

Male 21 21 100.0% 23.8%

Female 30 30 100.0% 13.3%


American Indian or Alaska Nat ive 0 0 0.0% 0.0%

Asian 0 0 0.0% 0.0%

Filipino 0 0 0.0% 0.0%


Native Hawaiian or Pacific Islander 0 0 0.0% 0.0%

White 0 0 0.0% 0.0%





Students Receiving Migrant Educat ionServices

0 0 0.0% 0.0%



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Career Technical Education Programs (School Year 2015-16)Career Technical Education Programs (School Year 2015-16)

Not applicable. Aspire ERES Academy is an Elementary and Middle School.


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State Priority: Other Pupil Outcomes

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

Pupil outcomes in the subject area of 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 Physical Fitness Test Results (School Year 2015-16)California Physical Fitness Test Results (School Year 2015-16)

Grade Level

Percentage of Students Meeting Fitness Standards

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

5 3.8% 11.5% 0.0%

7 18.5% 3.7% 0.0%


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing 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 schoolsite

State Priority: Pupil Engagement

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

High school dropout rates; andHigh school graduat ion rates

Opportunities for Parental Involvement (School Year 2016-17)Opportunities for Parental Involvement (School Year 2016-17)

At any Aspire campus, parents can expect:· A demonstrated improvement in their child’s academic performance;· An open invitat ion to attend their child’s classes;· Easy, open communicat ion w ith their child’s teacher· T he opportunity to rate the performance of teachers and the school annually; and· Eligibility to serve on the school’s governing body, the Advisory School Council.

The School recognizes that children learn best w hen parents are engaged in their educat ion. To help parents and guardians become great coaches for theirchildren, and to invite parent part icipat ion in all aspects of school life, the School features:• Special Saturday classes: Scheduled at the beginning of the year, these three mandatory half-day sessions allow parents to attend school w ith their children.• Part icipat ion in school decision-making: Aspire includes parent representat ives on the Advisory School Council and parent part icipat ion on the school’s TeacherHiring Committee.• Opportunit ies to evaluate the School and its staff: Each spring, parents are asked to complete a survey evaluat ing the School, the principal, and their child’steachers. T he survey results are review ed by the School staff as w ell as Aspire’s Home Office and are a factor in personnel decisions such as merit raises.• Regular communicat ion about student learning and behavior: parents, students and teachers meet at least tw ice a year during Family Conferences to plan andassess the students’ learning progress and determine goals. In addit ion, the School staff w ill call parents regularly, both to provide posit ive reinforcement foracademic growth and to inform parents w hen students make choices that do not match the School’s behavior and academic expectat ions.

In addit ion, ERES creates ways for families to invest some t ime in volunteer service each year. The School provides a variety of opportunit ies to match w ithdifferent skills and interests. Examples include helping in classrooms, leading extra-curricular act ivit ies, coaching sports teams, assist ing w ith event planning,attending field trips, attending ASC meetings, serving on parent committees, fundraising, and communicat ing w ith other parents.

Aspire encourages all groups to part icipate in and share responsibility for the educat ional process and educat ional results. T he School has a recent ly-formedAdvisory School Council (“ASC”), which meets occasionally as needed, and consists of teachers, parents, and the School Principal. T he School’s ASC is intendedto assist in developing School policies, engaging the community, and fulfilling certain compliance requirements related to state and federal funding. The ASC maymake recommendations about issues related to the School and part icipate in review ing parental and community concerns. If necessary, the principal is responsiblefor communicat ing all ASC policy recommendations to the Aspire Board of Directors.

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

Indicator


2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Dropout Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 11.4% 11.5% 10.7%

Graduat ion Rate 0.00 0.00 0.00 59.60 62.60 66.80 80.44 80.95 82.27

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

1.0


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2012-13 2013-14 2014-15-1.0

-0.5

0.0

0.5

1.0Dropout Rate

Graduation Rate


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State Priority: School Climate

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

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

School Safety Plan (School Year 2016-17)

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Suspensions 16.0 9.3 3.9 4.4 3.8 3.7

Expulsions 0.4 0.0 0.0 0.1 0.1 0.1

Suspensions

2013-14 2014-15 2015-160.0

2.5

5.0

7.5

10.0

12.5

15.0

17.5School Suspensions

District Suspensions

State Suspensions

Expulsions

2013-14 2014-15 2015-160.00

0.05

0.10

0.15

0.20

0.25

0.30

0.35

0.40

0.45School Expulsions

District Expulsions

State Expulsions

The school has safety plans on file and fire and safety drill procedures that are pract iced monthly.It is the policy of Aspire Public Schools (“Aspire”) to strive for the highest safety standards and to provide a safe workplace for all employees and a safe school forall students. Aspire has developed a comprehensive Injury and Illness Prevent ion Program (“IIP Program”) to achieve this end. T he goal of this program is tominimize the frequency and severity of employee and student accidents and to comply w ith the law s and regulat ions that pertain to our operat ions. Theprogram has been designed to eliminate physical hazards from the work and school environment and train all employees in safe work pract ices.

ASSIGNMENT OF RESPONSIBILITYAspire Principals have the ult imate responsibility for the implementat ion and enforcement of the IIP Program at their school site.Aspire Office Managers areresponsible for the record keeping and coordinat ion of the safety training programs at their school site.

Employees-It is the responsibility of all Aspire employees to bring any unsafe act ions, pract ices, or condit ions to the attent ion of his/her manager or supervisor.

DISASTER PLANSDisaster plans are located in each classroom. Each plan is site and classroom specific and covers such disasters as fire safety, earthquake safety, flood, severeweather warnings, electrical failure, gas line problems, water main breaks, water contaminat ion, chemical spills, lock down/shoot ing incidents, bomb threats,explosions, and intruders.


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Last updated: 1/6/20172015-16 SARC - Aspire ERES Academy

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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.

Average Class Size and Class Size Distribution (Elementary)

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

Federal Intervention Program (School Year 2016-17)Federal Intervention Program (School Year 2016-17)

Indicator School District

Program Improvement Status In PI

First Year of Program Improvement 2004-2005

Year in Program Improvement Year 3

Number of Schools Current ly in Program Improvement N/A 84

Percent of Schools Current ly in Program Improvement N/A 78.5%

2013-14 2014-15 2015-16

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 58.0 0 6 2 58.0 0 6 2 22.0 0 1 0

1 22.0 0 6 0 23.0 0 6 0 21.0 0 1 0

2 22.0 0 6 0 22.0 0 6 0 22.0 0 1 0

3 23.0 0 6 0 22.0 0 6 0 23.0 0 1 0

4 26.0 0 6 0 26.0 0 6 0 26.0 0 1 0

5 26.0 0 6 0 26.0 0 6 0 26.0 0 1 0

6 26.0 0 6 0 26.0 0 6 0 26.0 0 1 0

Other 0.0 0 0 0 0.0 0 0 0 0.0 0 0 0


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* 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.

Academic Counselors and Other Support Staff (School Year 2015-16)


*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.


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

2013-14 2014-15 2015-16

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 28.0 0 2 0 28.0 0 2 0 26.0 1 1 0

Mathematics 28.0 0 2 0 0.0 0 0 0 26.0 1 1 0

Science 27.0 0 1 0 28.0 0 2 0 26.0 1 1 0

Social Science 28.0 0 1 0 28.0 0 2 0 26.0 1 1 0

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

Academic Counselor 0.0 0.0

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

Library Media Teacher (librarian) 0.0 N/A

Library Media Services Staff (paraprofessional) 0.0 N/A

Psychologist 0.5 N/A

Social Worker 0.0 N/A

Nurse 0.0 N/A

Speech/Language/Hearing Specialist 0.5 N/A

Resource Specialist (non-teaching) 2.0 N/A

Other 0.0 N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $10255.0 $3101.0 $7154.0 $53479.0

District N/A N/A $0.0 $58033.0

Percent Difference – School Site andDistrict

-- -- -- --

State N/A N/A $5677.0 $75837.0

Percent Difference – School Site and State -- -- -- --


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

Types of Services Funded (Fiscal Year 2015-16)Types of Services Funded (Fiscal Year 2015-16)

Our regular instruct ional program includes daily instruct ion in reading, writ ing, and math. Each week, scholars also engage in art, physical educat ion, social studies,and science. Intervent ions include small group instruct ion, 1:1 supports, and Leveled Literacy Instruct ion. We also have an afterschool program that runs dailyfrom 3:30-6:00pm for addit ional instruct ional support and enrichment opportunit ies.

Teacher and Administrative Salaries (Fiscal Year 2014-15)Teacher and Administrative Salaries (Fiscal Year 2014-15)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $42,498 $45,092

Mid-Range Teacher Salary $58,516 $71,627

Highest Teacher Salary $76,402 $93,288

Average Principal Salary (Elementary) $94,016 $115,631

Average Principal Salary (Middle) $96,176 $120,915

Average Principal Salary (High) $109,882 $132,029

Superintendent Salary $288,000 $249,537

Percent of Budget for Teacher Salaries 30.0% 37.0%

Percent of Budget for Administrat ive Salaries 9.0% 5.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

10000

20000

30000

40000

50000

60000

70000

80000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000

120000


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


Professional DevelopmentProfessional Development

Aspire is committed to the professional development of all of its team members. Once teachers are hired, Aspire invests in their cont inued professionaldevelopment. Teachers new to Aspire part icipate in 1-2 w eeks of summer training to build classroom management skills, increase their capacity to planmeaningful and engaging lessons, and pract ice specific Instruct ional Guidelines that are core to the Aspire educat ion program, and then receive on-going coachingsupport from a variety of individuals to reinforce and deepen their training. The School Principal, in his/her capacity as instruct ional leader, provides on-sitecoaching to all teachers. Teachers are organized into teams, led by an experienced “lead teacher” w ho has the skills to mentor others. Teachers are given t imeduring the regular school day to collaborate and support each other to reach the Schools’ and individual students’ learning goals, including common preparat iont ime through use of Integral Subjects (e.g. music, Spanish) and early release days on Fridays. Aspire also has instruct ional coaches who travel between schoolsites to provide addit ional support, give one on-one consultat ion, and conduct school-based professional development sessions. Instruct ional coaches also guideexperienced educators in their applicat ion for cert ificat ion from the Nat ional Board for Professional Teaching Standards. In addit ion, Aspire conducts one or tworegional training sessions in areas ident ified as system-wide weaknesses.


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