Aspire East Palo Alto Phoenix Academy
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
Data and Access
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 about
the condition and performance of each California public school.
For more information about SARC requirements, see the California Department of Education (CDE) SARC W eb page.
For additional information about the school, parents and community members should contact the school principal or the district office.
DataQuest
DataQuest is an online data tool located on the CDE DataQuest W eb page that contains additional information about this school and comparisons of the school to
the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance
Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding
English learners.
Internet Access
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries
and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a
w orkstation may be used (depending on availability), the types of softw are programs available on a w orkstation, and the ability to print documents.
Additional Information
For further information regarding the data elements and terms used in the SARC see the 2012-13 Academic Performance Index Reports Information Guide
located on the CDE API W eb page.
Page 2 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
About This School
Contact Information (School Year 2012-13)
School
District
School Name
Aspire East Palo Alto Phoenix Academy
District Name
Sequoia Union High
Street
1039 Garden St.
Phone Number
(650) 369-1411
City, State, Zip
East Palo Alto, Ca, 94303-1311
Web Site
http://w w w .seq.org
Phone Number
650-325-1460
Superintendent
First Name
James
Principal
Mr. Thomas Madson, Principal
Superintendent
Last Name
Lianides
E-mail Address
data-contact@aspirepublicschools.org
E-mail Address
jlianides@seq.org
County-District41690620118232
School (CDS) Code
Last updated: 1/27/2014
School Description and Mission Statement (School Year 2012-13)
English and Spanish SARCs can be found on the school's w ebsite.
Aspire East Palo Alto Phoenix Academy is a 9-12th grade school in East Palo Alto that is part of the Aspire Public Schools netw ork. Aspire East Palo Alto Phoenix
Academy opened in 2006.
Aspire Public Schools is a non-profit organization that operates high performing charter schools that focus on one goal- preparing urban students for college.
Vision
Every 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 effective educators
• Share successful practices w ith other forw ard-thinking educators, and
• Catalyze change in public schools.
Core Values
Purposefulness: Deliberate action, focused on the organization’s goals and priorities
Collaboration: W orking collectively to accomplish more than w hat is possible alone
Ow nership: Individual and group accountability for results, actions and decisions
Quality: Commitment to excellence and the discipline to continually improve
Customer Service: Responsiveness to the needs of external and internal customers
Aspire East Palo Alto Phoenix Academy is a safe, caring, academically rigorous and inspiring learning environment w here students develop the skills, know ledge and
traits to become college-educated leaders in their communities.
The School’s mission is to provide all students w ith an exceptional education that w ill allow them to excel inside and outside the classroom. The School seeks to
achieve this mission by providing students a rigorous core curriculum, a w ell-trained staff, high standards and expectations, extended instructional hours and
support, personalized learning opportunities, 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 w orld.
Page 3 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
Last updated: 1/29/2014
Opportunities for Parental Involvement (School Year 2012-13)
This is Aspire’s Guarantee to Parents:
At any Aspire campus, parents can expect:
• A demonstrated improvement in their child’s academic performance;
• An open invitation to attend their child’s classes;
• Easy, open communication w ith their child’s teacher
• The 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 education. To help parents and guardians become great coaches for their
children, and to invite parent participation 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.
• Participation in school decision-making: Aspire includes parent representatives on the Advisory School Council and parent participation on the school’s Teacher
Hiring Committee.
• Opportunities to evaluate the School and its staff: Each spring, parents are asked to complete a survey evaluating the School, the principal, and their child’s
teachers. The 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 communication about student learning and behavior: parents, students and teachers meet at least tw ice a year during Family Conferences to plan and
assess the students’ learning progress and determine goals. In addition, the School staff w ill call parents regularly, both to provide positive reinforcement for
academic grow th and to inform parents w hen students make choices that do not match the School’s behavior and academic expectations.
In addition, the School tries to create w ays for families to invest some time in volunteer service each year. The School provides a variety of opportunities to
match w ith different skills and interests. Examples include helping in classrooms, leading extra-curricular activities, coaching sports teams, assisting w ith event
planning, attending field trips, attending ASC meetings, serving on parent committees, fundraising, and communicating w ith other parents.
Advisory School Council
Aspire encourages all groups to participate in and share responsibility for the educational process and educational results. The School has a recently-formed
Advisory School Council (“ASC”), w hich meets occasionally as needed, and consists of teachers, parents, and the School Principal. The School’s ASC is intended to
assist in developing School policies, engaging the community, and fulfilling certain compliance requirements related to state and federal funding. The ASC may
make recommendations about issues related to the School and participate in review ing parental and community concerns. If necessary, the principal is responsible
for communicating all ASC policy recommendations to the Aspire Board of Directors.
Last updated: 1/27/2014
Page 4 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
Student Performance
Standardized Testing and Reporting Program
The Standardized Testing and Reporting (STAR) Program consists of several key components, including:
California Standards Tests (CSTs), w hich include English-language arts (ELA) and mathematics in grades tw o through eleven; science in grades five, eight, and
nine through eleven; and history-social science in grades eight, and nine through eleven.
California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven;
mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed
to assess those students w hose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards w ith or
w ithout accommodations.
Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades tw o through eleven, and science for grades five, eight, and ten. The
CAPA is given to those students w ith significant cognitive disabilities w hose disabilities prevent them from taking either the CSTs w ith accommodations or
modifications or the CMA w ith accommodations.
The assessments under the STAR Program show how w ell students are doing in relation to the state content standards. On each of these assessments, student scores
are reported as performance levels.
For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR
Results W eb site.
Standardized Testing and Reporting Results for All Students - Three-Year
Comparison
Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)
School
Subject
District
State
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
English-Language Arts
45%
58%
59%
59%
64%
64%
54%
56%
55%
Mathematics
11%
15%
30%
41%
44%
43%
49%
50%
50%
Science
66%
78%
74%
63%
65%
65%
57%
60%
59%
History-Social Science
49%
64%
66%
57%
60%
59%
48%
49%
49%
Note: Scores are not show n w hen the number of students tested is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy.
English-Language Arts Percent of Students Scoring at Proficient or
Advanced
Math Percent of Students Scoring at Proficient or Advanced
35
70
30
60
25
50
20
40
15
30
10
20
5
10
0
2010-11
0
2010-11
2011-12
2011-12
2012-13
2012-13
Page 5 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
Science Percent of Students Scoring at Proficient or Advanced
History Percent of Students Scoring at Proficient or Advanced
80
70
70
60
60
50
50
40
40
30
30
20
20
10
10
0
2010-11
2011-12
0
2010-11
2012-13
2011-12
2012-13
Last updated: 1/27/2014
Standardized Testing and Reporting Results by Student Group – Most Recent Year
Percent of Students Scoring at Proficient or Advanced
Group
English-Language Arts
Mathematics
Science
History-Social Science
All Students in the LEA
64%
43%
65%
59%
All Students at the School
59%
30%
74%
66%
Male
54%
33%
83%
73%
Female
63%
28%
67%
60%
Black or African American
N/A
N/A
N/A
N/A
American Indian or Alaska Native
N/A
N/A
N/A
N/A
Asian
N/A
N/A
N/A
N/A
Filipino
N/A
N/A
N/A
N/A
Hispanic or Latino
60%
29%
74%
66%
Native Haw aiian or Pacific Islander
N/A
N/A
N/A
N/A
W hite
N/A
N/A
N/A
N/A
Tw o or More Races
N/A
N/A
N/A
N/A
Socioeconomically Disadvantaged
58%
27%
76%
66%
English Learners
N/A
N/A
N/A
N/A
Students w ith Disabilities
13%
27%
N/A
N/A
Students Receiving Migrant Education Services
N/A
N/A
N/A
N/A
Note: Scores are not show n w hen the number of students tested is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy.
Last updated: 1/27/2014
Page 6 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
California High School Exit Examination Results for All Grade Ten Students –
Three-Year Comparison
The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. How ever, the grade ten results of this exam are also used to establish
the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designations required by the
federal ESEA, also know n as NCLB. For detailed information regarding CAHSEE results, see the CDE CAHSEE W eb site at http://cahsee.cde.ca.gov/.
Percent of Students Scoring at Proficient or Advanced
School
Subject
District
State
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
English-Language Arts
44%
65%
65%
68%
65%
67%
59%
56%
57%
Mathematics
38%
74%
75%
66%
70%
69%
56%
58%
60%
Note: Scores are not show n w hen the number of students tested is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy.
English-Language Arts Percent of Students Scoring at Proficient or
Advanced
Mathematics Percent of Students Scoring at Proficient or Advanced
80
70
70
60
60
50
50
40
40
30
30
20
20
10
10
0
2010-11
0
2010-11
2011-12
2011-12
2012-13
2012-13
Last updated: 1/27/2014
Page 7 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
California High School Exit Examination Grade Ten Results by Student Group
English-Language Arts
Group
Mathematics
Not Proficient
Proficient
Advanced
Not Proficient
Proficient
Advanced
All Students in the LEA
33%
21%
46%
31%
30%
39%
All Students at the School
35%
33%
31%
25%
55%
20%
Male
35%
31%
35%
27%
54%
19%
Female
36%
36%
28%
24%
56%
20%
Black or African American
N/A
N/A
N/A
N/A
N/A
N/A
American Indian or Alaska Native
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 Latino
36%
32%
32%
26%
55%
19%
Native Haw aiian or Pacific Islander
N/A
N/A
N/A
N/A
N/A
N/A
W hite
N/A
N/A
N/A
N/A
N/A
N/A
Tw o or More Races
N/A
N/A
N/A
N/A
N/A
N/A
Socioeconomically Disadvantaged
34%
39%
26%
26%
56%
18%
English Learners
N/A
N/A
N/A
N/A
N/A
N/A
Students w ith Disabilities
N/A
N/A
N/A
N/A
N/A
N/A
Students Receiving Migrant Education Services
N/A
N/A
N/A
N/A
N/A
N/A
Note: Scores are not show n w hen the number of students tested is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy.
Last updated: 1/27/2014
Page 8 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
California Physical Fitness Test Results (School Year 2012-13)
The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students
meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school’s test results to the district and
state, see the CDE PFT W eb page.
Percent of Students Meeting Fitness Standards
Grade level
9
Four of Six Standards
Five of Six Standards
Six of Six Standards
32.7%
12.2%
2.0%
Note: Scores are not show n w hen the number of students tested is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy.
Last updated: 1/27/2014
Page 9 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
Accountability
Academic Performance Index
The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000,
w ith a statew ide target of 800. For detailed information about the API, see the CDE API W eb page.
Academic Performance Index Ranks – Three-Year Comparison
This table displays the school’s statew ide and similar schools’ API ranks. The statew ide API rank ranges from 1 to 10. A statew ide rank of 1 means that the school has an
API score in the low est ten percent of all schools in the state, w hile a statew ide rank of 10 means that the school has an API score in the highest ten percent of all
schools in the state.
The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic
performance is comparable to the low est performing ten schools of the 100 similar schools, w hile a similar schools rank of 10 means that the school’s academic
performance is better than at least 90 of the 100 similar schools.
API Rank
Statew ide
2010-11
2011-12
2012-13
8
6
6
Similar Schools
10
Last updated: 1/27/2014
Academic Performance Index Growth by Student Group – Three-Year Comparison
Group
Actual API Change 2010-11
Actual API Change 2011-12
Actual API Change 2012-13
-27
8
39
-34
11
44
Socioeconomically Disadvantaged
-42
8
43
English Learners
-49
-4
26
All Students at the School
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Haw aiian or Pacific Islander
W hite
Tw o or More Races
Students w ith Disabilities
Note: “N/D” means that no data w ere available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Grow th or target
information. “C” means the school had significant demographic changes and there is no Grow th or target information.
Last updated: 1/27/2014
Page 10 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
Academic Performance Index Growth by Student Group – 2012-13 Growth API
Comparison
This table displays, by student group, the number of students included in the API and the Grow th API at the school, LEA, and state level.
Group
Number of Students
School
Number of Students
LEA
Number of Students
State
All Students at the School
143
819
5,810
808
4,655,989
790
Black or African American
5
158
672
296,463
708
American Indian or Alaska Native
0
34
829
30,394
743
Asian
1
369
946
406,527
906
Filipino
0
83
889
121,054
867
2,528
703
2,438,951
744
Hispanic or Latino
136
818
Native Haw aiian or Pacific Islander
0
151
679
25,351
774
W hite
1
2,269
911
1,200,127
853
Tw o or More Races
0
218
869
125,025
824
Socioeconomically Disadvantaged
124
817
2,417
687
2,774,640
743
English Learners
66
746
2,143
679
1,482,316
721
Students w ith Disabilities
17
611
603
603
527,476
615
Last updated: 1/27/2014
Adequate Yearly Progress Overall and by Criteria (School Year 2012-13)
The federal ESEA requires that all schools and districts meet the follow ing Adequate Yearly Progress (AYP) criteria:
• Participation rate on the state’s standards-based assessments in ELA and mathematics
• Percent proficient on the state’s standards-based assessments in ELA and mathematics
• API as an additional indicator
• Graduation rate (for secondary schools)
For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP W eb page.
AYP Criteria
School
District
Made AYP Overall
Yes
No
Met Participation Rate - English-Language Arts
Yes
Yes
Met Participation Rate - Mathematics
Yes
Yes
Met Percent Proficient - English-Language Arts
Yes
No
Met Percent Proficient - Mathematics
Yes
No
Met API Criteria
Yes
Yes
Met Graduation Rate
N/A
Yes
Last updated: 1/27/2014
Page 11 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
Federal Intervention Program (School Year 2013-14)
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for tw o consecutive years in the same content area (ELA
or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention w ith each additional
year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations W eb page .
Indicator
Program Improvement Status
School
District
Not in PI
First Year of Program Improvement
Year in Program Improvement
Number of Schools Currently in Program Improvement
N/A
Percent of Schools Currently in Program Improvement
N/A
%
Note: Cells shaded in black or w ith N/A values do not require data.
Last updated: 1/27/2014
Page 12 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
School Climate
Student Enrollment by Grade Level (School Year 2012-13)
Grade Level
Number of Students
60
Grade 9
52
Grade 10
54
Grade 11
46
Grade 12
45
Total Enrollment
197
50
40
30
20
10
0
Grade 9
Grade 10
Grade 11
Grade 12
Last updated: 1/27/2014
Student Enrollment by Student Group (School Year 2012-13)
Group
Percent of Total Enrollment
Black or African American
4.6
American Indian or Alaska Native
0.0
Asian
0.5
Filipino
0.0
Hispanic or Latino
92.9
Native Haw aiian or Pacific Islander
1.5
W hite
0.5
Tw o or More Races
0.0
Socioeconomically Disadvantaged
85.8
English Learners
49.7
Students w ith Disabilities
9.6
1%4%
Black or African American
American Indian or Alaska Native
Asian
Filipino
95%
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races
Last updated: 1/27/2014
Average Class Size and Class Size Distribution (Secondary)
2010-11
Number of Classes *
2011-12
Number of Classes *
2012-13
Number of Classes *
Page 13 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
Subject
Average Class Size
1-22
23-32
33+
Average Class Size
1-22
23-32
33+
Average Class Size
1-22
23-32
English
16.8
4
0
1
23.1
3
5
0
22.0
6
5
Mathematics
30.3
2
0
1
25.7
2
5
0
22.0
5
4
Science
28.0
2
0
1
24.0
1
3
0
23.0
5
3
Social Science
85.0
0
0
1
24.7
2
5
0
21.0
5
3
33+
1
* 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 is
reported by subject area rather than grade level.
Last updated: 1/27/2014
School Safety Plan (School Year 2012-13)
It is the policy of Aspire Public Schools (“Aspire”) to strive for the highest safety standards and to provide a safe w orkplace for all employees and a safe school for
all students. Aspire has developed a comprehensive Injury and Illness Prevention Program (“IIP Program”) to achieve this end. The goal of this program is to
minimize the frequency and severity of employee and student accidents and to comply w ith the law s and regulations that pertain to our operations. The program
has been designed to eliminate physical hazards from the w ork and school environment and train all employees in safe w ork practices.
ASSIGNMENT OF RESPONSIBILITY
Aspire Principals have the ultimate responsibility for the implementation and enforcement of the IIP Program at their school site. Aspire Office Managers are
responsible for the record keeping and coordination of the safety training programs at their school site.
Employees - It is the responsibility of all Aspire employees to bring any unsafe actions, practices, or conditions to the attention of his/her manager or supervisor.
DISASTER PLANS
Disaster plans are located in each classroom. Each plan is site and classroom specific and covers such disasters as fire safety, earthquake safety, flood, severe
w eather w arnings, electrical failure, gas line problems, w ater main breaks, w ater contamination, chemical spills, lockdow n/shooting incidents, bomb threats,
explosions, and intruders.
The school safety plan w as review ed, updated and discussed w ith faculty in August 2013.
Last updated: 1/27/2014
Page 14 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
Suspensions and Expulsions
School
Rate *
District
2010-11
2011-12
2012-13
Suspensions
8.60
7.10
21.30
Expulsions
0.00
0.00
0.00
2010-11
2011-12
2012-13
* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment.
Suspensions
Expulsions
25
1.0
School Suspensions
School Expulsions
District Suspensions
District Expulsions
20
0.5
15
0.0
10
-0.5
5
0
-1.0
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
Last updated: 1/27/2014
Page 15 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
School Facilities
School Facility Conditions and Planned Improvements (School Year 2013-14)
Aspire East Palo Alto Phoenix Academy is located at 1039 Garden Street in East Palo Alto. The school is located in a new ly constructed facility built in 2011. A
recent facility inspection determined the facility to be in good condition.
Last updated: 1/27/2014
School Facility Good Repair Status (School Year 2013-14)
System Inspected
Repair
Status
Systems: Gas Leaks,
Mechanical/HVAC, Sew er
Good
Interior: Interior Surfaces
Good
Repair Needed and Action Taken
or Planned
There are no repairs needed at this
time.
There are no repairs needed at this
time.
Cleanliness: Overall
Cleanliness, Pest/ Vermin
Infestation
Good
Electrical: Electrical
Good
Routine maintenance in completed to
ensure the facility is clean and free of
pests.
There are no repairs needed at this
time.
Restrooms/Fountains:
Restrooms, Sinks/ Fountains
Good
Safety: Fire Safety,
Hazardous Materials
Good
Structural: Structural
Damage, Roofs
Good
External: Playground/School
Grounds, W indow s/
Doors/Gates/Fences
Good
Routine maintenance is completed to
ensure the restrooms are sanitary and
properly functioning.
Material Safety Data Sheets are
avaialable for all hazardous materials.
There are no repairs needed at this
time.
There are no repairs needed at this
time.
Overall Facility Rate (School Year 2012-13)
Overall Rating
Good
Last updated: 1/27/2014
Page 16 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
Teachers
Teacher Credentials
Teachers
School
District
201011
201112
201213
W ith Full Credential
13
13
18
W ithout Full Credential
1
1
0
Teachers Teaching Outside Subject
Area of Competence (w ith full
credential)
0
0
0
201213
20
Teachers with Full Credential
Teachers without Full Credential
Teachers Teaching Outside Subject Area of Competence
15
10
5
0
2010-11
2011-12
2012-13
Last updated: 1/27/2014
Teacher Misassignments and Vacant Teacher Positions
201112
201213
201314
Misassignments of Teachers of English
Learners
0
0
0
Total Teacher Misassignments*
0
0
0
Vacant Teacher Positions
0
0
0
Indicator
1.0
Misassignments of Teachers of English Learners
Total Teacher Misassignments
Vacant Teacher Positions
0.5
0.0
-0.5
-1.0
2011-12
2012-13
2013-14
Note: “Misassignments” refers to the number of positions filled by teachers w ho lack legal authorization to teach that grade level, subject area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
Last updated: 1/27/2014
Page 17 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2012-13)
The federal ESEA, also know n as NCLB, requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an
appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal
Quality W eb page.
Percent of Classes In Core Academic Subjects Taught by
Highly Qualified Teachers
Percent of Classes In Core Academic Subjects Not Taught by
Highly Qualified Teachers
This School
93
7
All Schools in District
93
7
High-Poverty Schools
in District
93
7
Low -Poverty Schools
in District
0
0
Location of Classes
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.
Last updated: 1/27/2014
Page 18 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
Support Staff
Academic Counselors and Other Support Staff (School Year 2012-13)
Title
Number of FTE* Assigned to School
Average Number of Students per Academic Counselor
1.0
162.0
Academic Counselor
Counselor (Social/Behavioral or Career Development)
N/A
Library Media Teacher (librarian)
N/A
Library Media Services Staff (paraprofessional)
N/A
Psychologist
0.2
N/A
Social W orker
N/A
Nurse
N/A
Speech/Language/Hearing Specialist
0.2
N/A
Resource Specialist (non-teaching)
2.0
N/A
Other
2.0
N/A
Note: Cells shaded in black or w ith N/A values do not require data.
* One Full-Time Equivalent (FTE) equals one staff member w orking full-time; one FTE could also represent tw o staff members w ho each w ork 50 percent of full-time.
Last updated: 1/27/2014
Page 19 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
Curriculum and Instructional Materials
Quality, Currency, Availability of Textbooks and Instructional Materials (Fiscal
Year 2013-14)
This section describes w hether the textbooks and instructional materials used at the school are from the most recent adoption; w hether there are sufficient textbooks
and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.
Year and month in w hich data w ere collected: May 2013
Core Curriculum Area
Textbooks and instructional
materials
Reading/Language Arts
Mathematics
From most recent
adoption?
Percent students lacking own assigned
copy
Yes
0.0
Yes
0.0
CPM Algebra 1 Connetions
Prentice Hall Algebra 2
CPM Geometry Connections
Pearson Prentice Hall-Blitzer
Pre-Calculus 4th Edition
Science
0.0
History-Social Science
Yes
0.0
Foreign Language
Yes
0.0
Health
Yes
0.0
Visual and Performing Arts
0.0
NA
Science Laboratory Equipment (grades 912)
Yes
0.0
Last updated: 1/27/2014
Page 20 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
School Finances
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2011-12)
Total Expenditures
Per Pupil
Expenditures Per Pupil (Supplemental
/ Restricted)
Expenditures Per Pupil (Basic /
Unrestricted)
Average Teacher
Salary
$10,791
$1,564
$9,227
$46,927
District
N/A
N/A
N/A
$81,674
Percent Difference – School Site
and District
N/A
N/A
N/A
42.50%
State
N/A
N/A
$5,537
$71,584
Percent Difference – School Site
and State
N/A
N/A
39.90%
34.40%
Level
School Site
Note: Cells shaded in black or w ith N/A values do not require data.
Supplemental/Restricted expenditures come from money w hose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or
governing board is not considered restricted. Basic/unrestricted expenditures are from money w hose use, except for general guidelines, is not controlled by law or by a
donor.
For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending W eb page. For information on
teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits W eb page. To look up expenditures and salaries for a specific school district, see
the Ed-Data W eb site.
Last updated: 1/27/2014
Types of Services Funded (Fiscal Year 2012-13)
NA
Last updated: 1/27/2014
Teacher and Administrative Salaries (Fiscal Year 2011-12)
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$52,261
$42,865
Mid-Range Teacher Salary
$79,630
$69,484
Highest Teacher Salary
$96,739
$89,290
Average Principal Salary (Elementary)
$00
N/A
Average Principal Salary (Middle)
$00
$119,946
Average Principal Salary (High)
$147,333
$128,378
Superintendent Salary
$197,109
$202,664
Percent of Budget for Teacher Salaries
34.0%
37.0%
Percent of Budget for Administrative Salaries
5.0%
5.0%
For detailed information on salaries, see the CDE Certificated Salaries & Benefits W eb page.
Page 21 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
Teacher Salary Chart
Principal Salary Chart
100000
175000
150000
80000
125000
60000
100000
75000
40000
50000
20000
0
Beginning Teacher Salary
25000
Mid-Range Teacher Salary
Highest Teacher Salary
0
Average Principal Salary
(Elementary)
Average Principal Salary
(Middle)
Average Principal Salary
(High)
Last updated: 1/27/2014
Page 22 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
School Completion and Postsecondary Preparation
Admission Requirements for California’s Public Universities
University of California
Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, w hich requires that the top one-eighth of the state’s high
school graduates, as w ell as those transfer students w ho have successfully completed specified college course w ork, be eligible for admission to the UC. These
requirements are designed to ensure that all eligible students are adequately prepared for University-level w ork.
For general admissions requirements, please visit the UC Admissions Information W eb page.
California State University
Eligibility for admission to the California State University (CSU) is determined by three factors:
Specific high school courses
Grades in specified courses and test scores
Graduation from high school
Some campuses have higher standards for particular majors or students w ho live outside the local campus area. Because of the number of students w ho apply, a few
campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students w ho
graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU
W eb page.
Dropout Rate and Graduation Rate
School
Indicator
Dropout Rate
District
State
2009-10
2010-11
2011-12
2009-10
2010-11
2011-12
2009-10
2010-11
2011-12
100.0
0.0
15.2
8.7
8.0
11.0
16.6
14.7
13.1
63.64
85.30
85.53
81.27
74.72
77.14
78.73
Graduation Rate
Dropout/Graduation Rate Chart
120
Dropout Rate (1 year)
Graduation Rate
100
80
60
40
20
0
2009-10
2010-11
2011-12
Last updated: 1/27/2014
Page 23 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
Completion of High School Graduation Requirements
This table displays, by student group, the percent of students w ho began the 2011-12 school year in grade tw elve and w ere a part of the school’s most recent
graduating class, meeting all state and local graduation requirements for grade tw elve completion, including having passed both the ELA and mathematics portions of the
CAHSEE or received a local w aiver or state exemption.
Graduating Class of 2012
Group
School
District
State
All Students
22
1,824
418,598
Black or African American
3
102
28,078
American Indian or Alaska Native
18
3,123
Asian
120
41,700
Filipino
28
12,745
707
193,516
Native Haw aiian or Pacific Islander
62
2,585
W hite
760
127,801
6
6,790
Hispanic or Latino
19
Tw o or More Races
Socioeconomically Disadvantaged
20
727
217,915
English Learners
6
587
93,297
153
31,683
Students w ith Disabilities
Note: “N/D” means that no data w ere available to the CDE or LEA to report.
Last updated: 1/27/2014
Career Technical Education Programs (School Year 2012-13)
EPAPA focuses on preparing students for college. There are no career technical education programs offered.
Last updated: 1/27/2014
Courses for University of California and/or California State University Admission
UC/CSU Course Measure
Percent
2012-13 Students Enrolled in Courses Required for UC/CSU Admission
72.5
2011-12 Graduates W ho Completed All Courses Required for UC/CSU Admission
90.9
Last updated: 1/27/2014
Page 24 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
Advanced Placement Courses (School Year 2012-13)
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
2
N/A
Science
N/A
Social Science
N/A
All Courses
2
1.3
Note: Cells shaded in black or w ith N/A values do not require data.
*W here there are student course enrollments.
Last updated: 1/27/2014
Page 25 of 26
2012-13 SARC - Aspire East Palo Alto Phoenix Academy
Instructional Planning and Scheduling
Professional Development
This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.
Aspire is committed to the professional development of all of its team members. Once teachers are hired, Aspire invests in their continued professional
development. Teachers new to Aspire participate in 1-2 w eeks of summer training to build classroom management skills, increase their capacity to plan meaningful
and engaging lessons, and practice specific Instructional Guidelines
that are core to the Aspire education program, and then receive on-going coaching support from a variety of individuals to reinforce and deepen their training.
The School Principal, in his/her capacity as instructional leader, provides on-site coaching 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 time during the regular school day to collaborate and support each other to reach the
Schools’ and individual students’ learning goals, including common preparation time through use of Integral Subjects (e.g. music, Spanish) and early release days
on Fridays. Aspire also has instructional coaches w ho travel betw een school sites to provide additional support, give one on-one consultation, and conduct schoolbased professional development sessions.
Instructional coaches also guide experienced educators in their application for certification from the National Board for Professional Teaching Standards. In
addition, Aspire conducts one or tw o regional training sessions in areas identified as system-w ide w eaknesses based on the prior year’s STAR results.
Last updated: 1/27/2014
Page 26 of 26