Empower Charter School

Empower Charter School California Department of Education School Accountability Report Card Reported Using Data from the 2014 15 School Year Published During 2015 16 Address: 2230 East Jewett St., San Diego CA 92111 Phone: (858) 292-1304 Principal: Demi Brown Grade Span: K-6 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 about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents/guardians and community members should contact the school principal or the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, 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 firstcome, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. About This School District Contact Information Most Recent Year District Name San Diego Unified Phone Number (619) 725-8000 Superintendent Cindy Marten E-mail Address cmarten@sandi.net Web Site www.sandi.net

Page 3 of 28 School Contact Information Most Recent Year School Name Empower Charter Street 2230 East Jewett St City, State, Zip San Diego, CA 92111 Phone Number 858-292-1304 Principal Mrs. Demetria Royal Brown, Executive Director E-mail Address dbrown@empowercharter.org Web Site www.empowercharter.org County-District-School (CDS) Code 37683380129387

Page 4 of 28 School Description and Mission Statement Most Recent Year Vision: We will empower a generation of creative thinkers and effective communicators who lead healthy and fit lifestyles. Mission: Our caring school community w ill provide students from all backgrounds with an educational experience that honors multilingualism, critical thinking, and fitness. Our students w ill explore and question in a writing-centered, creative, and collaborative learning environment. Details About Education Programs: Innovative Learning Inquiry-based learning Arts infused into curriculum Easy Access to tablets and / or laptops (ultimate goal: 1:1 student to technology ratio) Students use blogs in a globally connected classroom, take virtual field trips Students create videos to demonstrate their learning Global Leadership: Spanish Immersion Program 80% of parents desire their children to learn a foreign language. Knowledge of a foreign language results in increased pay and job opportunities. Foreign language study promotes multicultural awareness and respect for diversity. Every young child has an inherent desire to communicate, and language introduction and acquisition will be facilitated in a positive and nurturing environment. An 80/20 model of Spanish to English is used for the kindergarten and first grade levels. Each year after first grade more English will be added so students w ill develop linguistically and academically in both languages. Writing-Centered Students write daily across content areas to become powerful communicators Writing includes real-life audiences and purposes which makes it authentic to students. When you can write it, you KNOW it! Studies show that putting our learning into writing results in a deeper understanding of the concept being taught. Fitness CrossFit Kids Fitness Program: A fun and safe fitness program that addresses a variety of fitness domains: strength, aerobic, gymnastic Exercise will be scalable to individual needs and will occur regularly.

Page 5 of 28 Character Education Character education is an important component in creative a collaborative learning environment. Having a sense of camaraderie cheering each other on as we finish workouts- helps students build a sense of community that will help them achieve their fitness and academic goals. Empower Charter School students learn about core values like integrity, responsibility, and respect through classroom and school-wide activities. Goal-Setting- both academic and fitness takes place regularly. Health Healthy school lunch choices Healthy school environment School garden Student Enrollment by Grade Level (School Year 2014 15) Grade Level Number of Students Kindergarten 27 Grade 1 9 Grade 2 12 Grade 3 6 Grade 4 5 Grade 5 9 Total Enrollment 68 Student Enrollment by Student Group (School Year 2014 15) Student Group of Total Enrollment Black or African American 10.3% American Indian or Alaska Native 0.0% Asian 0.0% Filipino 0.0% Hispanic or Latino 70.6% Native Hawaiian or Pacific Islander 0.0% White 10.3% Two or More Races 8.8% Socioeconomically Disadvantaged 76.5% English Learners 51.5% Students with Disabilities 5.9% Foster Youth 0.0%

A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair Teacher Credentials Teachers School 2013 14 School 2014 15 School 2015 16 With Full Credential 4 5 Without Full Credential 0 0 Teaching Outside Subject Area of Competence (with full credential) 0 0 District 2015 16 Teacher Misassignments and Vacant Teacher Positions Indicator 2013 14 2014 15 2015 16 Misassignments of Teachers of English Learners 0 0 Total Teacher Misassignments* 0 0 Vacant Teacher Positions 0 0 Note: Misassignments refers to the number of positions filled by teachers who 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. Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014 15) Location of Classes of Classes In Core Academic Subjects Taught by Highly Qualified Teachers of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School 100.0% 0.0% All Schools in District 98.0% 2.0% High-Poverty Schools in District 98.0% 2.0% Low-Poverty Schools in District 98.0% 2.0% Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Quality, Currency, Availability of Textbooks and Instructional Materials Most Recent Year Year and month in which the data were collected September 2014Se[ Subject Reading/Language Arts Mathematics Science History-Social Science Foreign Language Health Visual and Performing Arts Science Laboratory Equipment (grades 9-12) Note: Cells with N/A values do not require data. Textbooks and Instructional Materials/year of Adoption McGraw Hill Language Arts o Students in Dual Language Immersion program use Maravillas o Students in English only program use Wonders Teachers also have supplemental resources with access to Reading A-Z and Raz Kids (in English and Spanish) Eureka Math, which is aligned to Common Core standards. Supplemental: Math SRA Foss Science Kits in English and Spanish Social Studies Alive, available in English and Spanish All curricula are available in Spanish. Inquiry-based thematic units integrate health standards, as well as weekly gardening lessons. Inquiry-based thematic units integrate visual and performing arts standards. N/A From Most Recent Adoption? Students Lacking Own Assigned Copy Yes 0.0% Yes 0.0% Yes 0.0% Yes 0.0% N/A

Page 3 of 28 School Facility Conditions and Planned Improvements Most Recent Year Using the most recent Facility Inspection Tool (FIT) data (or equivalent) provide the following: Description of the safety, cleanliness, and adequacy of the school facility Description of any planned or recently completed facility improvements Description of any needed maintenance to ensure good repair The facility is located inside of a Boys & Girls Club (Club), which is not used during the school day by Club members. Our students have full access to classroom learning spaces, an indoor gym, outdoor basketball court, lunch arbor, playground, and a STEM lab (Science, Technology, Engineering, Math). The site also has a garden and various little outdoor learning nooks. There is also a pool onsite, which we may have access to when arrangements are made. We installed a new fire alarm system and made other safety improvements to the site (paint, flooring, new doors). We upgraded the existing technological blueprint of the site. School Facility Good Repair Status Most Recent Year Using the most recent FIT data (or equivalent), provide the following: Determination of repair status for systems listed Description of any needed maintenance to ensure good repair The year and month in which the data were collected The overall rating Year and month in which the data were collected: June 2015. System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Repair Needed and Action Taken or Planned Good Fair Poor x x x x x x x x Plumbing is in working order and all drinking fountains work. Two toilet paper holders need to be replaced.

Overall Facility Rate Most Recent Year Year and month in which the data were collected: June 2015. Overall Rating Exemplary Good Fair Poor x

B. Pupil Outcomes State Priority: Pupil The SARC provides the following information relevant to the State priority: Pupil (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); and The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study California Assessment of Student Performance and Progress Results for All Students (School Year 2014 15) Subject of Students Meeting or Exceeding the State Standards School District State English Language Arts/ Literacy (grades 3-8 and 11) 24.0% 50.0% 44.0% Mathematics (grades 3-8 and 11) 20.0% 41.0% 33.0% Note: ages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

CAASPP Assessment Results English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014 15) ELA - Grade 3 Student Groups Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students 9 8 88.9% -- -- -- -- Male 5 5 100.0% -- -- -- -- Female 4 3 75.0% -- -- -- -- Black or African American 3 3 100.0% -- -- -- -- American Indian or Alaska Native Asian Filipino Hispanic or Latino 5 5 100.0% -- -- -- -- Native Hawaiian or Pacific Islander White 1 1 100.0% -- -- -- -- Two or More Races Socioeconomically Disadvantaged 9 9 100.0% -- -- -- -- English Learners 5 4 80.0% -- -- -- -- Students with Disabilities 1 1 100.0% -- -- -- -- Students Receiving Migrant Education Services Foster Youth -- -- -- -- -- -- -- Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

Page 3 of 28 ELA - Grade 4 Student Groups Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students 7 7 100.0% -- -- -- -- Male 5 5 100.0% -- -- -- -- Female 2 2 100.0% -- -- -- -- Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino 7 7 100.0% -- -- -- -- Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged 7 7 100.0% -- -- -- -- English Learners 3 3 100.0% -- -- -- -- Students with Disabilities 1 1 100.0% -- -- -- -- Students Receiving Migrant Education Services Foster Youth -- -- -- -- -- -- -- Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

Page 4 of 28 ELA - Grade 5 Student Groups Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students 9 9 100.0% -- -- -- -- Male 6 6 100.0% -- -- -- -- Female 3 3 100.0% -- -- -- -- Black or African American 3 3 100.0% -- -- -- -- American Indian or Alaska Native Asian Filipino Hispanic or Latino 5 5 100.0% -- -- -- -- Native Hawaiian or Pacific Islander White 1 1 100.0% -- -- -- -- Two or More Races -- -- -- -- -- -- -- Socioeconomically Disadvantaged 5 5 100.0% -- -- -- -- English Learners 3 3 100.0% -- -- -- -- Students with Disabilities 2 2 100.0% -- -- -- -- Students Receiving Migrant Education Services Foster Youth -- -- -- -- -- -- -- Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

Page 5 of 28 CAASPP Assessment Results Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014 15) Mathematics - Grade 3 Student Groups Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students 9 9 100.0% -- -- -- -- Male 5 5 100.0% -- -- -- -- Female 4 4 100.0% -- -- -- -- Black or African American 3 3 100.0% -- -- -- -- American Indian or Alaska Native Asian Filipino Hispanic or Latino 5 5 100.0% -- -- -- -- Native Hawaiian or Pacific Islander White 1 1 100.0% -- -- -- -- Two or More Races Socioeconomically Disadvantaged 9 9 100.0% -- -- -- -- English Learners 5 5 100.0% -- -- -- -- Students with Disabilities 1 1 100.0% -- -- -- -- Students Receiving Migrant Education Services Foster Youth -- -- -- -- -- -- -- Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

Page 6 of 28 Mathematics - Grade 4 Student Groups Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students 7 7 100.0% -- -- -- -- Male 5 5 100.0% -- -- -- -- Female 2 2 100.0% -- -- -- -- Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino 7 7 100.0% -- -- -- -- Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged 7 7 100.0% -- -- -- -- English Learners 3 3 100.0% -- -- -- -- Students with Disabilities 1 1 100.0% -- -- -- -- Students Receiving Migrant Education Services Foster Youth -- -- -- -- -- -- -- Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

Page 7 of 28 Mathematics - Grade 5 Student Groups Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students 9 9 100.0% -- -- -- -- Male 6 6 100.0% -- -- -- -- Female 3 3 100.0% -- -- -- -- Black or African American 3 3 100.0% -- -- -- -- American Indian or Alaska Native Asian Filipino Hispanic or Latino 5 5 100.0% -- -- -- -- Native Hawaiian or Pacific Islander White 1 1 100.0% -- -- -- -- Two or More Races -- -- -- -- -- -- -- Socioeconomically Disadvantaged 5 5 100.0% -- -- -- -- English Learners 3 3 100.0% -- -- -- -- Students with Disabilities 2 2 100.0% -- -- -- -- Students Receiving Migrant Education Services Foster Youth -- -- -- -- -- -- -- Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

Page 8 of 28 California Standards Tests for All Students in Science Three-Year Comparison Subject Science (grades 5, 8, and 10) of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State 2012 13 2013 14 2014 15 2012 13 2013 14 2014 15 2012 13 2013 14 2014 15 -- 65.0% 56.0% 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 statistical accuracy or to protect student privacy. California Standards Tests Results by Student Group in Science (School Year 2014 15) Student Group of Students Scoring at Proficient or Advanced All Students in the LEA 65.0% All Students at the School -- Male -- Female -- Black or African American -- American Indian or Alaska Native -- Asian -- Filipino -- Hispanic or Latino -- Native Hawaiian or Pacific Islander -- White -- Two or More Races -- Socioeconomically Disadvantaged -- English Learners -- Students with Disabilities -- Students Receiving Migrant Education Services -- Foster Youth -- 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 statistical accuracy or to protect student privacy.

Page 9 of 28 State Priority: Other Pupil Outcome The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): Pupil outcomes in the subject areas of English, mathematics, and physical education California Physical Fitness Test Results (School Year 2014 15) Grade Level of Students Meeting Four of Six Fitness Standards of Students Meeting Five of Six Fitness Standards of Students Meeting Six of Six Fitness Standards 5 -- -- -- Note: ages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Page 10 of 28 C. Engagement State Priority: Parental Involvement The SARC provides the following 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 Opportunities for Parental Involvement Most Recent Year Parents are partners at Empower Charter School. The majority of parents log over 10 volunteer hours per year. Parents also participate in the following organized activities: -Monthly meeting with the Director to encourage dialogue between parents and administration -Monthly public board meetings, time for public comment and participation on the agenda. Parents are also able to serve as a Board Trustee. -Monthly student awards assemblies -Monthly Empower Parent/Teacher Committee to plan school events -English Learner Advisory Committee -School Site Council State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety Suspensions and Expulsions Rate School District State 2012 13 2013 14 2014 15 2012 13 2013 14 2014 15 2012 13 2013 14 2014 15 Suspensions 0.0 0.0 6.9 4.8 4.2 3.7 5.1 4.4 3.8 Expulsions 0.0 0.0 0.0 0.1 0.1 0.1 0.1 0.1 0.1

Page 11 of 28 School Safety Plan Most Recent Year The safety plan was last reviewed and updated in 2015. The safety committee reviews and updates the plan annually, for approval by the Empower Board of Trustees by March 1. The comprehensive plan includes procedures for Emergency Preparedness and Disaster Plans, internet safety, and school rules along with the school discipline policy. T he plan also identifies traffic/pedestrian safety for safe ingress and egress to the facility. All visitors are required to sign in and out at the front desk and wear a visitor badge. The safety plan includes information about our Background Checks/Fingerprinting Policy, Registered Sex Offender Policy, Anti-Discrimination and Anti-Harassment Policy, Prevention of Child Abuse Policy, and Employee Conduct with Students Policy. All staff receive training in safety procedures and are CPR certified. The local school liaison police officer also makes regular visits to the campus to do safety lessons with our fourth and fifth grade students, and meets annually with the school administrator to advise on safety protocols/procedures. D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Adequate Yearly Progress Overall and by Criteria (School Year 2014 15) AYP Criteria School District State Made AYP Overall Yes Yes Met Participation Rate English Language Arts Yes Yes Met Participation Rate Mathematics Yes Yes Met Proficient English Language Arts N/A N/A Met Proficient Mathematics N/A N/A Met Attendance Rate Yes Yes Met Graduation Rate N/A Yes Federal Intervention Program (School Year 2015 16) Indicator School District Program Improvement Status Not in PI Not in PI First Year of Program Improvement 2009-2010 Year in Program Improvement Year 3 Number of Schools Currently in Program Improvement N/A 155 of Schools Currently in Program Improvement N/A 79.5% Note: Cells with N/A values do not require data.

Average Class Size and Class Size Distribution (Elementary) Grade Level Avg. Class Size 2012 13 Number of Classes* Avg. Class Size 2013 14 Number of Classes* Avg. Class Size 2014 15 Number of Classes* 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ K 18.0 2 1 18.0 1 2 21.0 1 3 21.0 1 4 14.0 1 5 14.0 1 6 Other * Number of classes indicates how many classes fall into each size category (a range of total students per class). Academic Counselors and Other Support Staff (School Year 2014 15) Academic Counselor Title Counselor (Social/Behavioral or Career Development) Library Media Teacher (librarian) Number of FTE* Assigned to School Average Number of Students per Academic Counselor 0.5 N/A Library Media Services Staff (paraprofessional) N/A Psychologist 0.5 N/A Social Worker Nurse 0.3 N/A Speech/Language/Hearing Specialist 0.5 N/A Resource Specialist (non-teaching) Other 2.0 N/A Note: Cells with N/A values do not require data. * One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. N/A N/A N/A Types of Services Funded (Fiscal Year 2014 15) Supplemental services offered include: -Counseling (social/emotional support) -Education Specialist provides push-in or pull-out academic support and services -2 part-time instructional assistants provide push-in academic support -Teachers provided after-school tutoring -Speech therapy -Occupational therapy -Before school program -After school program

Page 3 of 28 Professional Development Most Recent Three Years Teachers receive ongoing professional development. Two weeks before the school year begins are allocated for Professional Development. Teachers attend Saturday workshops. Onsite professional development occurs on designated Wednesdays, which are early-release days (Professional Development occurs at least once per month on these Wednesdays). Teachers also are given at least one work day per year to visit other classrooms or schools. Decisions about w hat Professional Development opportunities are offered are based on: Input from teachers (a committee in place that meets regularly to review needs) Student Data Principal Observations/Walkthroughs Teachers are supported to implement new strategies through coaching, meetings with the principal, and collaboration with colleagues.