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Heritage Peak Charter Address: 6450 20th St. Rio Linda Ca. 95673 Phone: (866) 992-9033 Director: Kevin Taylor Grade Span: K-12th 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 first-come, 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.

California Department of Education

School Accountability Report Card Reported Using Data from the 2014–15 School Year

Published During 2015–16

About This School

District Contact Information – Most Recent Year District Name Twin Rivers Unified Phone Number (916) 566-1600 Superintendent Martinez, Steven E-mail Address [email protected] Web Site www.twinriversusd.org

School Contact Information – Most Recent Year School Name Heritage Peak Charter Street 6450 20th St. City, State, Zip Rio Linda, CA,95673 Phone Number (866) 992-9033 Principal Kevin Taylor, Director E-mail Address [email protected] Web Site www.pacificcharters.org County-District-School (CDS) Code 34765050108415

School Description and Mission Statement – Most Recent Year

School Description and Mission Statement (School Year 2014-15)

Heritage Peak Charter School (HPCS) is a ten-year old college preparatory public charter that uses an Independent Study/Home

school method of instruction for grades K-12.

Vision Developing educated individuals in the Sacramento region who will spread the wealth of knowledge worldwide in a meaningful way.

Mission Heritage Peak Charter School empowers students to take charge of their education by connecting their individual needs and interests to

a rigorous learning plan, creating responsible citizens, critical problem-solvers, and lifelong learners.

Accreditation

HPCS is accredited by the Western Association of Schools and Colleges (WASC) through June 30, 2021 and is an active member California Charter Schools Association and Charter School Development Center.

Goals The following strategic focuses align with the Vision and Mission of Heritage Peak Charter School:

1. Create excellence for every student through the school Mission Statement.

2. Student retention and loyalty based on customer-driven quality.

3. Enhance operational performance through capacity and

Learning Centers/Programs

HPCS - Broadway Learning Center 3307 Broadway Avenue, Suite 200

Sacramento, CA 95817 Tel: 866-992-9033 ext. 1000

Fax: 916-451-0403 Broadway Learning Center Website

HPCS - Elk Grove Learning Center 8065 Elk Grove-Florin Road, Ste. 160

Sacramento, CA 95829 Tel: 916-405-6600 Fax: 916-405-6650

Elk Grove Learning Center Website

HPCS - Rio Linda Learning Center 6450 20th Street

Rio Linda, CA 95673 Tel: 866-992-9033 Fax: 916-991-5770

Rio Linda Learning Center Website

HPCS - Vacaville Learning Center 354 Parker Street

Vacaville, CA 95770 Tel/Fax: 707-446-2506

Vacaville Learning Center Website

HPCS - West Sacramento Learning Center HPCS – Sacramento K-12 Home School

840 Jefferson Blvd. West Sacramento, CA 95691

Tel: 916-375-0401 Fax: 916-375-0031

West Sacramento Learning Center Website

Student Enrollment by Grade Level (School Year 2014–15) Grade Level Number of Students

Kindergarten 44 Grade 1 48 Grade 2 44 Grade 3 46 Grade 4 55 Grade 5 47 Grade 6 53 Grade 7 78 Grade 8 100 Ungraded Elementary 0 Grade 9 106 Grade 10 122 Grade 11 151 Grade 12 223 Ungraded Secondary 0 Total Enrollment 1117

Student Enrollment by Student Group (School Year 2014–15)

Student Group Percent of

Total Enrollment Black or African American 9.1% American Indian or Alaska Native 1.4% Asian 3% Filipino 1.7% Hispanic or Latino 25.2% Native Hawaiian or Pacific Islander 0.4% White 52.7% Two or More Races 5.8% Socioeconomically Disadvantaged 63.8% English Learners 9.4% Students with Disabilities 12.4%

Foster Youth 0.5%

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

District 2015–16

With Full Credential 65 76 74 74 Without Full Credential 0 0 0 0 Teaching Outside Subject Area of Competence (with full credential) 0 0 0 0

Teacher Misassignments and Vacant Teacher Positions

Indicator 2013–14 2014–15 2015–16

Misassignments of Teachers of English Learners 0 0 0 Total Teacher Misassignments* 0 0 0 Vacant Teacher Positions 0 0 2 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

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 100% 0% All Schools in District 78.48% 21.52% High-Poverty Schools in District 78.48% 21.52% Low-Poverty Schools in District 0% 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: Feb. 2015.

Subject Textbooks and Instructional

Materials/year of Adoption

From Most Recent Adoption?

Percent Students Lacking Own

Assigned Copy

Reading/Language Arts

Houghton Mifflin/Glencoe/Prentice

Hall/Hampton Brown/2006

Yes* New adoption in process to be complete by Spring 2016

0%

Mathematics Holt/PLATO/2015 Yes 0%

Science Glencoe/Holt/ 2013 Yes 0%

History-Social Science Glencoe/Holt/ 2010 Yes 0%

Foreign Language PLATO/Rosetta

Stone/Glencoe/2012 Yes 0%

Health Glencoe Yes 0%

Visual and Performing Arts N/A N/A N/A

Science Laboratory Equipment (grades 9-12) N/A N/A N/A

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

School Facility Conditions and Planned Improvements – Most Recent Year

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:.

System Inspected Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

Yes all other sites

Yes Rio Linda

HVAC Units at Rio Linda Site are very old and thus require constant maintenance to ensure heating or air conditioning.

Interior: Interior Surfaces Yes Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

Yes

Electrical: Electrical Yes Restrooms/Fountains: Restrooms, Sinks/ Fountains

Yes

Safety: Fire Safety, Hazardous Materials

Yes

Structural: Structural Damage, Roofs

Yes

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

Yes

Overall Facility Rate – Most Recent Year Year and month in which the data were collected: Feb, 2016.

Overall Rating Exemplary Good Fair Poor

Yes

B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (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 Percent of Students Meeting or Exceeding the State Standards

School District State English Language Arts/ Literacy (grades 3-8 and 11)

32% 26% 44%

Mathematics (grades 3-8 and 11)

19% 21% 33%

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 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 Tested

Percent Tested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

Percent Achievement

Level 3*

PercentAchievement

Level 4*

All Students 51 44 86.3% 45% 25% 20% 5% Male 25 56% 16% 12% 8% Female 19 32% 37% 32% 0% Black or African American 1 no data no data no data no data

American Indian or Alaska Native 2 no data no data no data no data

Asian no data no data no data no data no data Filipino 1 no data no data no data no data Hispanic or Latino 12 50% 33% 8% 8% Native Hawaiian or Pacific Islander no data no data no data no data no data

White 24 38% 29% 29% 0% Two or More Races 4 no data no data no data no data Socioeconomically Disadvantaged 18 44% 33% 11% 11%

English Learners 4 no data no data no data no data Students with Disabilities 5 no data no data no data no data

Students Receiving Migrant Education Services

no data no data no data no data no data

Foster Youth no data no data no data no data no data 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

ELA - Grade 4



Percent Tested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

Percent Achievement

Level 3*

PercentAchievement

Level 4*



Asian no data no data no data no data no data Filipino no data no data no data no data no data Hispanic or Latino 16 44% 31% 13% 6% Native Hawaiian or Pacific Islander no data no data no data no data no data






ELA - Grade 5



Percent Tested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

Percent Achievement

Level 3*

PercentAchievement

Level 4*



Asian 1 no data no data no data no data Filipino 1 no data no data no data no data Hispanic or Latino 10 no data no data no data no data Native Hawaiian or Pacific Islander no data no data no data no data no data






ELA - Grade 6



Percent Tested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

Percent Achievement

Level 3*

PercentAchievement

Level 4*



Asian 1 no data no data no data no data Filipino no data no data no data no data no data Hispanic or Latino 11 64% 9% 27% 0% Native Hawaiian or Pacific Islander 1 no data no data no data no data






ELA - Grade 7



Percent Tested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

Percent Achievement

Level 3*

PercentAchievement

Level 4*



Asian 3 no data no data no data no data Filipino 3 no data no data no data no data Hispanic or Latino 18 39% 33% 17% 6% Native Hawaiian or Pacific Islander no data no data no data no data no data


English Learners 4 no data no data no data no data Students with Disabilities 13 54% 46% 0% 0%




ELA - Grade 8



Percent Tested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

Percent Achievement

Level 3*

PercentAchievement

Level 4*

All Students 110 103 93.6% 27% 37% 30% 5% Male 46 37% 39% 20% 2% Female 57 19% 35% 39% 7% Black or African American 14 43% 21% 29% 7%




English Learners 11 55% 45% 0% 0% Students with Disabilities 6 no data no data no data no data




ELA - Grade 11



Percent Tested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

Percent Achievement

Level 3*

PercentAchievement

Level 4*





English Learners 17 71% 24% 6% 0% Students with Disabilities 15 53% 20% 20% 0%




CAASPP Assessment Results – Mathematics

Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014–15)

Mathematics - Grade 3



Percent Tested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

Percent Achievement

Level 3*

PercentAchievement

Level 4*



Asian no data no data no data no data no data Filipino 1 no data no data no data no data Hispanic or Latino 12 25% 58% 8% 8% Native Hawaiian or Pacific Islander no data no data no data no data no data









Percent Tested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

Percent Achievement

Level 3*

PercentAchievement

Level 4*



Asian no data no data no data no data no data Filipino no data no data no data no data no data Hispanic or Latino 16 56% 31% 13% 0% Native Hawaiian or Pacific Islander no data no data no data no data no data









Percent Tested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

Percent Achievement

Level 3*

PercentAchievement

Level 4*



Asian 1 no data no data no data no data Filipino 1 no data no data no data no data Hispanic or Latino 10 no data no data no data no data Native Hawaiian or Pacific Islander no data no data no data no data no data





Foster Youth no data no data no data no data 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




Percent Tested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

Percent Achievement

Level 3*

PercentAchievement

Level 4*



Asian 1 no data no data no data no data Filipino no data no data no data no data no data Hispanic or Latino 11 64% 27% 9% 0% Native Hawaiian or Pacific Islander 1 no data no data no data no data









Percent Tested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

Percent Achievement

Level 3*

PercentAchievement

Level 4*





English Learners 4 no data no data no data no data Students with Disabilities 13 69% 31% 0% 0%







Percent Tested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

Percent Achievement

Level 3*

PercentAchievement

Level 4*





English Learners 11 64% 27% 9% 0% Students with Disabilities 6 no data no data no data no data







Percent Tested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

Percent Achievement

Level 3*

PercentAchievement

Level 4*





English Learners 17 65% 24% 12% 0% Students with Disabilities 15 87% 7% 7% 0%



Foster Youth no data no data no data 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

California Standards Tests for All Students in Science – Three-Year Comparison

Subject

Percent 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

Science (grades 5, 8, and 10)

42% 49% 48% 43% 47% 43% 59% 60% 56%

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 Percent of Students Scoring at

Proficient or Advanced

All Students in the LEA 43% All Students at the School 48% Male 48% Female 48% Black or African American 44% American Indian or Alaska Native no data Asian no data Filipino no data Hispanic or Latino 26% Native Hawaiian or Pacific Islander no data White 57% Two or More Races no data Socioeconomically Disadvantaged 46% English Learners no data Students with Disabilities no data Students Receiving Migrant Education Services no data Foster Youth no data 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.

Career Technical Education Programs (School Year 2014–15)

In the 2014-15 school year, all HPCS students interested in taking CTE courses had access to local programs through the county R.O.P. offices as well as 2 hosted and Board approved programs provided at both our Broadway Resource Center and our Rio Linda Resource Center. 38 students participated in these local CTE programs, all finishing the required number of classroom and externship hours to receive their certificate. The two industries students took courses in were in EKG Technician and Medical Assisting.

Changes in this program for the 2014-15 school year include a CTE Coordinator that has implemented a series of Medical Career Programs and will soon offer a Technology certification pathway for students that are interested in these careers. These pathways and their classes will be fully articulated to surrounding area Community Colleges to allow for dual credit offerings.

A total of 37 students completed either Medical Assisting or EKG (10 point lead) classes with 37 being awarded certificates.

Career Technical Education Participation (School Year 2014–15)

Measure CTE Program Participation

Number of Pupils Participating in CTE 37 Percent of Pupils Completing a CTE Program and Earning a High School Diploma 78%

Percent of CTE Courses Sequenced or Articulated Between the School and Institutions of Postsecondary Education 2

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

UC/CSU Course Measure Percent 2014–15 Pupils Enrolled in Courses Required for UC/CSU Admission 38.92% 2013–14 Graduates Who Completed All Courses Required for UC/CSU Admission

0.74%

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 High School Exit Examination Results for Grade Ten Students – Three-Year Comparison (if applicable)

Subject Percent of Students Scoring at Proficient or Advanced

School District State 2012–13 2013–14 2014–15 2012–13 2013–14 2014–15 2012–13 2013–14 2014–15

English Language Arts

41% 53% 53% 34% 32% 33% 57% 56% 58%

Mathematics 39% 50% 50% 35% 34% 36% 60% 62% 59% 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 for statistical accuracy or to protect student privacy.

California High School Exit Examination Grade Ten Results by Student Group (School Year 2014–15) (if applicable)

Student Group

English Language Arts Mathematics Percent

Not Proficient

Percent Proficient

Percent Advanced

Percent Not

Proficient

Percent Proficient

Percent Advanced

All Students in the LEA 61% 24% 16% 57% 33% 10% All Students at the School 47% 29% 25% 50% 34% 16% Male 40% 36% 24% 42% 39% 19% Female 51% 23% 26% 56% 30% 14% Black or African American 73% 9% 18% no data no data no data American Indian or Alaska Native

no data no data no data no data no data no data

Asian no data no data no data no data no data no data Filipino no data no data no data no data no data no data Hispanic or Latino 66% 31% 3% 72% 22% 6% Native Hawaiian or Pacific Islander


White 34% 31% 35% 36% 42% 22% Two or More Races no data no data no data no data no data no data Socioeconomically Disadvantaged

61% 28% 11% 60% 27% 13%

English Learners no data no data no data no data no data no data Students with Disabilities 94% no data 6% 94% 6% no data Students Receiving Migrant Education Services


Foster Youth no data no data no data no data no data 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 for statistical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2014–15)

Grade Level Percent of Students Meeting Four of Six Fitness Standards

Percent of Students Meeting Five of Six Fitness Standards

Percent of Students Meeting Six of Six Fitness Standards

5 22.7% 15.9% 20.5% 7 21.1% 25% 25%

9 22.5% 15.7% 24.5% 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 for statistical accuracy or to protect student privacy.

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 Heritage Peak Charter uses a range of methods to consult with and receive parental input. Methods currently in use For parents of students that are attending Heritage Peak Schools include but are not limited to parent, student, and teacher Academic Triangle (c) collaboration, email and phone communication, parent and student surveys, parent participation in school activities, and parent contributions to school protocols development. The use of a Site Council as well as learning sites having a parent advisory councils increase the opportunities for parents to be actively involved in the decision making process of students learning and the programs associated to student learning. The Academic Triangle (c) is a powerful and unique feature to Heritage Peak Charter in which the three major stakeholders; the teacher, the student, and the parent work together to develop solid academic plans for the student based on various criteria. The criteria include the student’s past academic performance, personal direction in education, home life, personal life, affiliations and relationships, and current status. Based on these criteria, the Academic Triangle (c) is best able to determine the intensity of the educational experience and the right combination of opportunities. All staff will have cellular phones and email access with the expectation that they return all calls and emails within 24 hours to their students. This availability of each teacher reinforces the one-on-one connection with the teacher that the Academic Triangle © is modeled after. Parents and students are surveyed annually to determine their satisfaction with Heritage Peak Charter. This reflective survey is used annually to assist the school in making and aligning program modifications to better serve our students. The faculty, administration, and the board review the results of the surveys to determine how Heritage Peak Charter compares to other schools in the region. We now use this critical information in developing and aligning our Local Control Accountability Plan in accordance with the Local Control Funding Formula that is required of the state in assuring that our 8 Basic State Priorities are addressed, implemented and revisited annually. Our Parents often participate through their daily activities with their children, which will also include opportunities with clubs and events at the school site. These are often directed by the parents in coordination with instructional faculty at Heritage Peak.

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

High school dropout rates; and

High school graduation rates

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

Indicator School District State

2011–12 2012–13 2013–14 2011–12 2012–13 2013–14 2011–12 2012–13 2013–14Dropout Rate 32.9% 24.2% 25.3% 19.4% 16.4% 15.3% 13.1% 11.4% 11.5% Graduation Rate 43.88% 50.41% 56.9% 72.32% 75.31% 77.59% 78.87% 80.44% 80.95%

Completion of High School Graduation Requirements – Graduating Class of 2014

Group School District State All Students 60.99% 65.03% 84.6% Black or African American 55.17% 51.88% 76% American Indian or Alaska Native 50% 56.25% 78.07% Asian 77.78% 74.09% 92.62% Filipino 50% 82.61% 96.49% Hispanic or Latino 42.47% 62.22% 81.28% Native Hawaiian or Pacific Islander 50% 68% 83.58% White 76.14% 73.07% 89.93% Two or More Races 68.75% 58.21% 82.8% Socioeconomically Disadvantaged 59.77% 64.3% 81.36% English Learners 56.67% 48.88% 50.76%

Students with Disabilities 54.35% 51.95% 61.28%

Foster Youth no data no data no data

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 2014–15Suspensions 0% 0% 0% 9.33% 8.79% 7.71% 5.07% 4.36% 3.8% Expulsions 0% 0% 0% 0.03% 0.06% 0.02% 0.13% 0.1% 0.09% School Safety Plan – Most Recent Year Heritage Peak Charter School safety plan is developed in collaboration with the school's insurance company for best practices. All learning centers have local safety plans that comply with expectations by the state of California and expected by the insurance carrier for the school. Safety plans for each learning center include but are not limited to sign in and out for guests and students, Earthquake, Stranger/Suspicious person, egress plan for fire and emergencies, lock down plans, chemical accident, and fire and bomb threat.* *All Site Safety plans are scheduled to be updated by Spring 2016

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 Yes Met Participation Rate – English Language Arts Yes Yes Yes Met Participation Rate – Mathematics Yes Yes Yes Met Percent Proficient – English Language Arts N/A N/A N/A Met Percent Proficient – Mathematics N/A N/A N/A Met Attendance Rate Yes Yes Yes Met Graduation Rate Yes Yes Yes Federal Intervention Program (School Year 2015–16)

Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement 2011-2012 2010-2011 Year in Program Improvement Year 3 Year 3 Number of Schools Currently in Program Improvement N/A 48 Percent of Schools Currently in Program Improvement N/A 90.6% 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


Avg. Class Size


1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ K 21 4 no data no data 18 5 no data no data 14.6 5 0 0 1 76 4 no data no data 19.2 5 no data no data 13.5 5 0 0 2 22 5 no data no data 21 5 no data no data 13 5 0 0 3 19.5 5 no data no data 22 4 no data no data 13.5 5 0 0 4 21 5 no data no data 19 4 no data no data 14 5 0 0 5 21 5 no data no data 3 103 no data no data 12 4 0 0 6 23 4 no data no data 3 131 no data no data 15.75 4 0 0

Other n/a no data no data no data 3 no data no data no data 17 6 0 0 * Number of classes indicates how many classes fall into each size category (a range of total students per class).

Average Class Size and Class Size Distribution (Secondary)

Subject Avg. Class Size


Avg. ClassSize


Avg. Class Size


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

English 21 10 no data 1 27 8 2 no data 23 8 0 0 Mathematics 23 10 4 no data 19 8 2 no data 15.25 8 0 0 Science 13.5 10 1 1 13.75 7 3 no data 17.5 7 1 0 Social Science

26 8 2 no data 25 8 2 no data19.5 8 0 0

* 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.

Academic Counselors and Other Support Staff (School Year 2014–15)

Title Number of FTE*

Assigned to School

Average Number of Students per

Academic Counselor

Academic Counselor 2.6 234 Counselor (Social/Behavioral or Career Development) 0 N/A

Library Media Teacher (librarian) 0 N/A Library Media Services Staff (paraprofessional) 1 N/A

Psychologist 1 N/A Social Worker 0 N/A Nurse .5 N/A Speech/Language/Hearing Specialist 0 N/A Resource Specialist (non-teaching) 0 N/A Other .35 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. Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013–14)

Level Total

Expenditures Per Pupil

Expenditures Per Pupil

(Supplemental/ Restricted)

Expenditures Per Pupil (Basic/

Unrestricted)

Average Teacher Salary

School Site 6908.11 393.39 6514.72 57,933 District N/A N/A 6514.72 $71,162

Percent Difference – School Site and District

N/A N/A 0% -19%

State N/A N/A $5,348 $72,971 Percent Difference – School Site and State

N/A N/A 22% -21%

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

Types of Services Funded (Fiscal Year 2014–15) Heritage Peak Charter School’s goal is to provide quality instruction for all students. Teacher and administrative training has focused on ‘Best Practice’s’ Instruction techniques for all staff members. In addition to improving instructional practice, staff development has also focused on developing an understanding with lesson planning associated to specific contents and Common Core State Standards. This includes textbook adoptions for Math and program shifts for our English Language Arts. Our school offers tutoring supports to all students with the availability of additional tech lab times. Our school provides on-line and direct instruction. We support students that are identified as needing Special Education, Language supports or additional interventions to ensure success academically and socio-behaviorally. Heritage Peak Charter School receives state and federal funding to provide additional services for our students. Our method of funding is in transition. The 2015-16 budget now utilizes the new Local Control Funding Formula model. Heritage Peak Charter School will continue to utilize all available funding it receives to help our students achieve academic success. Those students that are identified as Title 1 or designated as Limited English Proficient receive a variety of instructional supports that include 1-1, small group instruction and tutoring. Federal or State revenues associated to these students have a specific budget coupled to academic supports. All budgets and academic plans are reviewed and must meet approval of the school’s site council. Teacher and Administrative Salaries (Fiscal Year 2013–14)

Category District Amount

State Average For Districts

In Same Category Beginning Teacher Salary

$40,800 $43,165

Mid-Range Teacher Salary $55,607 $68,574 Highest Teacher Salary $84,942 $89,146 Average Principal Salary (Elementary) $100,560 $111,129 Average Principal Salary (Middle) $105,080 $116,569 Average Principal Salary (High) $114,809 $127,448 Superintendent Salary $205,358 $234,382 Percent of Budget for Teacher Salaries 32% 38% Percent of Budget for Administrative Salaries 5% 5% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

Advanced Placement Courses (School Year 2014–15)

Subject Number of

AP Courses Offered* Percent of Students

In AP Courses Computer Science no data N/A English no data N/A Fine and Performing Arts no data N/A Foreign Language no data N/A Mathematics no data N/A Science no data N/A Social Science no data N/A All Courses no data no data Note: Cells with N/A values do not require data. * Where there are student course enrollments. Note: AP means Advanced Placement.

Professional Development – Most Recent Three Years Heritage Peak Charter School conducts 2 days of in-service training at the beginning of each school year. However, an ongoing Professional development plan is in place for our staff based on a three-tiered model. District Wide, Site-Wide and Individual growth model. This allows our instructional staff to achieve competency in multiple paths. With the use of our Common Core monies in addition to our general fund, the following focuses were developed with input from all staff members via a district-wide survey: -Common Core Professional Development which included the following: - BTSA as well as the opportunity for teachers to access all County Office of Education Professional Development Opportunities. - Training on and the use of online access to “Brokers of Expertise”, West-Ed teacher learning. This was utilized by over 85% of the instructional staff at HPCS. -Additional Online Learning Programs and Supports as a result of use of a hybrid model of online learning platforms for student-teacher use. -Instructional Practices with an emphasis on EL strategy instruction. -Using Data to Support Learning and Instruction -Using Technology to Support Learning

This SARC report was compiled on 02/22/16 with version 16.0.1e by Multiple Measures, LLC

www.k12multiplemeasures.com

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