Accountability

Website Accessibility Information

If you have a disability and the format of any material on this website interferes with your ability to access information, please contact our communications team at at 510-434-5000 or communications@aspirepublicschools.org.

To enable us to respond in a manner most helpful to you, please indicate:
· the nature of your accessibility problem
· the preferred format in which to receive the material
· the web address of the requested material
· your contact information

If you would like to file a formal grievance with Aspire Public Schools pursuant to Section 504 of the Rehabilitation Act or Title II of the Americans with Disabilities Act, please follow the steps outlined in our Uniform Complaint Procedure Policy, which can be found on the “Accessibility” under Discover Aspire.

School Site Council (SSC)

Aspire encourages all stakeholders to participate in and share responsibility for the educational process and educational results.  In order to achieve this important end, pursuant to Education Code (EC) Section 52852, the Charter School shares local control with a School Site Council (SSC).  The SSC is comprised of the principal and representatives of teachers, other school personnel, and parents of students attending the school; in secondary schools, students themselves may be part of the group.  The group is generally responsible for assessing the needs of the students, analyzing student data to make programmatic recommendations, collaborating on the development of The Charter School’s Local Control Accountability Plan, reviewing and allocating available supplemental categorical funds, and working with other school committees. The SSC is an integral part of the success of the students and the school as a whole; however, there are certain areas that NOT the scope of the SSC:

• Management of the school
• Policy-making
• Political organizing
• Fundraising
• Socializing
• Personnel recommendations and decisions

Additionally, in order to encourage and support stakeholder involvement, each school’s website contains the following information in both Spanish and English:

1. Timely notices of board meetings and other school committee meetings that involve parents.
2. Meetings held/interpreted in Spanish and English.
3. Opportunities to share thoughts and opinions through email and ParentSquare, the interactive parent communication platform used by the school.
4. Short summaries of issues, ideas, and decisions of school committees
5. At least two opportunities for parents to give detailed input on the Local Control Accountability Plan

As the leader of the school, the principal also plays a vital role in the success of the SSC and all stakeholder involvement.  He/she is responsible to ensure clear communication, a fair voting and/or voice process, timely budgeting, careful agenda creation, essential resources and training, collaboration on stakeholder priorities and concerns, and guidance for the overall implementation and success of the group.

Aspire Nutrition

Our policy regarding Aspire’s free and reduced-price meal program is summarized below. For more information, please contact any of our school sites for a full copy of the policy.

2017-18 Aspire Public Schools Free and Reduced-Priced Meal Information

2017-18 Aspire Public Schools Wellness Policy

Aspire Fiscal Control Policies

Aspire Public Schools Mathematics Placement Policy

Aspire Public School has adopted the “Enhanced Pathway” in the California Mathematics Framework, 2013 as it allows students to develop a solid foundation on key middle school mathematical concepts, it also gives students time to make key choices on their mathematics pathway.

The pathway is depicted below:

The rationale for this decision is based upon evidence including:

• From the California Mathematics Framework, 2013, on acceleration options:
  • “Common Core Standards for grades 6–8 are comprehensive, rigorous, and non-redundant. Acceleration will require compaction and not the former strategy of deletion.”
  • “Acceleration may get students to advanced coursework, but this might create gaps in students’ mathematical background.”
  • “Decisions to accelerate students into the Common Core State Standards for higher mathematics before ninth grade should not be rushed. Placing students into an accelerated pathway too early should be avoided at all costs.”
• From the National Center on Education and the Economy’s key findings:
  • “Don’t rush through middle school mathematics; master Algebra I by sophomore year.”

Placement Policy

As there is a single mathematics pathway, all students in Aspire Public Schools go from Math 8 in 8th grade to Algebra 1 in 9th grade.

Placement Checkpoint

A student placement metric is not used as the Aspire Public Schools mathematics pathway dictates that all 8th grade students enroll in Algebra 1 in 9th grade. Assessments will be used to determine how to best support 9^th graders in Algebra 1. These measures may include:

• Diagnostic placement tests such as STAR Math or Think Through Math Diagnostics
• Standardized tests that reflect statewide mathematics assessments
• Students grades that reflect comprehension and mastery of subject matter from both semesters of seventh and eighth
• Teacher created unit and formative assessments

Parental or Guardian Recourse

Parents or guardians who have questions or comments about their student’s placement in a 9th grade mathematics course should contact their student’s school counselor.

Students Transferring to Aspire Public Schools from Other Districts

Any students new to Aspire Public Schools will be placed in the mathematics course corresponding to the course after the highest completed course.

Data Collection

The Aspire Data and Analysis Team will aggregate annual data to ensure pupils who qualify for progress are not held back in a disproportionate manner on the basis of race, ethnicity, gender or socioeconomic background.

Alignment with Aspire’s Equity Belief Statements

Ensuring that our students are provided with equitable opportunity aligns with our Equity Belief Statements and our mission to increase the academic performance of underserved students.

At Aspire we:

• Understand the significant difference between equity and equality. Every student deserves to receive what he/she needs to succeed (equity), not that every student receives the same amount of resources, instruction, attention, etc. (equality).
• Develop school environments where all students are actively and meaningfully engaged in rigorous instruction.
• Interrupt the “school to prison pipeline” (policies and practices that are directly and indirectly pushing the most at risk students out of school and on a pathway to the juvenile and criminal justice systems.)
• Engage families as partners in meaningful ways in our work.
• Build the capacity of diverse teams that are more reflective of our students.
• Nurture an open, collaborative, and trusting environment because the work is enormous, deeply personal, emotional and often difficult.