At Escuela Popular, we embrace the community school model as a powerful way to transform lives through education. Our vision is to Educate to transform lives, and our mission is to meet students where they are—academically, emotionally, and personally. Inspired by our founder’s legacy, we believe that “knowledge is power, and no one can take it away from us.” We encourage our students and families to be courageous, never give up, and face challenges with determination and support.

As a community school, Escuela Popular goes beyond academics. We create initiatives that care for the whole child and family, providing access to health, wellness, social services, and extended learning opportunities. We are committed to building strong, trusting relationships and working in partnership with students, families, and community-based organizations.

Together, we work to realize a shared vision where every student reaches their highest potential. We walk side by side with our students, using restorative justice practices and responding to the needs of our community with respect, empathy, and compassion. In doing so, we foster growth, resilience, and hope, ensuring that all members of our school community are seen, heard, and supported.

Spanish Version:

En Escuela Popular, adoptamos el modelo de escuela comunitaria como una forma poderosa de transformar vidas a través de la educación. Nuestra visión es educar para transformar vidas, y nuestra misión es encontrar a los estudiantes donde se encuentran, apoyándolos en lo académico, emocional y personal. Inspirados por el legado de nuestra fundadora, creemos firmemente que “el conocimiento es poder, y nadie puede quitárnoslo.” Animamos a nuestros estudiantes y familias a ser valientes, a no rendirse nunca y a enfrentar los desafíos con determinación y apoyo.

Como escuela comunitaria, Escuela Popular va más allá de la enseñanza académica. Creamos iniciativas que cuidan al niño y a la familia de manera integral, ofreciendo acceso a servicios de salud, bienestar, apoyo social y oportunidades de aprendizaje ampliadas. Estamos comprometidos con construir relaciones sólidas y de confianza, trabajando en colaboración con estudiantes, familias y organizaciones comunitarias.

Juntos, trabajamos para hacer realidad una visión compartida en la que cada estudiante pueda alcanzar su máximo potencial. Caminamos lado a lado con nuestros estudiantes, utilizando prácticas de justicia restaurativa y respondiendo a las necesidades de nuestra comunidad con respeto, empatía y compasión. Al hacerlo, fomentamos el crecimiento, la resiliencia y la esperanza, asegurando que todos los miembros de nuestra comunidad escolar se sientan vistos, escuchados y apoyados.

by cmatteo2356

ESSER 3 Expenditure Plan

ESSER III Expenditure Plan

by Berenice Castro

School Accountability Report Cards

2018-2019 EPAFLC (TK-12) SARC

2018-2019 EPCTC (9-12) SARC

2017-2018 EPAFLC (TK-12) SARC

2017-2018 EPCTC (9-12) SARC

2016-2017 EPAFLC (TK-12) SARC

2016 - 2017 EPCTC (9-12) SARC

2015-2016 EPAFLC (TK-12) SARC

2015-2016 EPCTC (9-12) SARC

2014-2015 EPAFLC (TK-12) SARC

2014 - 2015 EPCTC (9-12) SARC

2012-2013 EPAFLC (TK-12) SARC

2012-2013 EPCTC (9-12) SARC

by EP Admin

Admissions Process

Admissions & Enrollment Process

Escuela Popular shall admit all students who wish to attend the school. In the event that the number of students seeking admission to any grade or class exceeds capacity, attendance, except for existing students of the school, shall be determined by a public random drawing.

In the case of a drawing:

Preference will be extended to students currently attending the school and students who reside in the district except as provided for in Section 47614.5 of the Education Code. In addition to the statutorily mandated preferences, Escuela Popular intends to extend preferences to siblings of current students, children of staff, and children of school founders (provided that students admitted under a founders’ preference shall not constitute more than 25 percent of the school’s enrollment). In summary.

Preferences will be extended in the following order:

(1) students currently attending the school

(2) students who reside in the district

(3) siblings of current students

(4) children of staff

(5) children of school founders, provided that students admitted under the founders’ preference shall not constitute more than 25% of the school’s enrollment

Enrollment Process:

Parent/guardian attendance at a school orientation meeting or individual meeting with Deans of Student & Family Engagement or director of student support

Completion of student enrollment forms

Submit appropriate documentation

Submit signed Commitment Form and Handbook Acknowledgment

Patricia Reguerin
Executive Director Escuela Popular

by cmatteo2356

High School English Teacher: 9th – 12th Grade

Title III LEA Plan Goal 2 Budget

LOCAL EDUCATIONAL AGENCY PLAN GOAL 2: REQUIRED ANNUAL UPDATE

The purpose of this letter is to restate that the Elementary and Secondary Education Act (ESEA), Title III, Limited English Proficient (LEP) and Immigrant student program statutes require participating local educational agencies (LEAs) to update their LEA Plan Goal 2 annually, including the budget (ESEA, Title III, Part A, Section 3114).

To confirm that LEAs are fulfilling this obligation, the California Department of Education (CDE) requires LEAs to provide the local Web address link, known as Uniform Resource Locator (URL) where the approved LEA Plan and budget for the current year is posted when LEAs apply for Title III funds on the Consolidated Application and Reporting System (CARS).

In preparation for 2015−16 eligibility, please note that no allocations will be made to LEAs that do not provide the requested Web address link to their updated plan and budget on CARS by June 30, 2015. Hence, in 2015–16, and each year thereafter, in order to receive Title III funds in a timely manner, the LEA Plan Goal 2 and budget should be updated and approved locally before the application due date.

In an effort to guide the LEA with the process of updating the LEA Plan Goal 2, the CDE provides assistance with the process in the “Directions for Updating the LEA Plan Goal 2” document (Enclosure 1) and in the “Local Educational Agency Plan Goal 2 Title III Limited English Proficient/Title III Immigrant Annual Plan and Budget Update” chart (Enclosure 2). The LEA may use the enclosed “Local Educational Agency Plan Goal 2 Title III Allowable Costs” (Enclosure 3) documents when updating the budget, to ensure that the funding is used appropriately. LEAs may use the enclosed sample budget template as an addendum to the multi-year LEA Plan Goal 2 to update the budget each year (Enclosure 4). Also, for future reference, this letter and enclosures will be posted on the CDE Title III Accountability Requirements 2014 Web page at http://www.cde.ca.gov/sp/el/t3/t3amaotargets14.asp.

Additionally, the CDE will provide virtual technical assistance to all Title III grantees in the form of a Webinar presentation that will be posted on the CDE Title III Web page at http://www.cde.ca.gov/sp/el/t3/, for further reference. Also, the County Offices of Education Leads and the Bilingual Coordinators Network are informed about the process and they will disseminate this information to the field.

If you have any questions regarding this subject, please contact Geoffrey Ndirangu, Education Programs Consultant, Language Policy and Leadership Office, by phone at 916-323-5831 or by e-mail at gndirang@cde.ca.gov or Deb Reeves-Gutierrez, Education Programs Consultant, Language Policy and Leadership Office, phone 916-319-0265 or e-mail dreevesgutierrez@cde.ca.gov.

Sincerely,

Lupita Cortez Alcalá, Deputy Superintendent
Instruction and Learning Support Branch

LCA:ls
Enclosures

Last Reviewed: Thursday, July 7, 2016

EP's Title III LEA Plan Goal 2 Budget

by cmatteo2356