Admissions Process
Admissions & Enrollment 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
Board of Directors and Meeting Minutes
Board of Directors Meeting Schedule and Minutes
Board of Directors and Meeting Minutes
Board of Directors and Meeting Minutes
Board of Directors and Meeting Minutes for Escuela Popular
Pablo Reguerin - Chair, Board of Directors
Dolores Huerta - Honorary Member, Board of Directors
Bernard Gifford, Ph.D – Treasurer, Board Member
Rebeca Burciaga, Ph.D - Member, Board of Directors
Lori Ramos Ehrlich – Vice-Chair, Board of Directors
Ezequiel Olvera, Member, Board of Directors
San Juana Ochoa -Secretary, Board Member
Board of Directors and Meeting Minutes
Board of Directors and Meeting Minutes
Title III LEA Plan Goal 2 Budget
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.
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 Lilia G. Sánchez, Bilingual/Migrant Education Consultant, LPLO, by phone at 916-319-0265 or by e-mail at lsanchez@cde.ca.gov [note, the preceding contact has been replaced by 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
Title III LEA Plan Goal 2 Budget
Title III LEA Plan Goal 2 Budget
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
Proposition 30 Spending Plan
Proposition 30 Spending Plan
How does Prop 30 funding work?
Prop 30 money comes from personal income tax and sales tax revenues, as calculated annually by the California Department of Finance. The money is transferred quarterly to the State Education Protection Account, and then disbursed to county offices of education, K-12 school districts, charter schools, and community college districts.
County offices of education, K-12 school districts, charter schools, and community college districts spend Prop 30 money according to their adopted spending plans, which must be made public.
The State Controller’s Office audits the State Education Protection Account to ensure that Prop 30 money is appropriately accounted for and disbursed in a manner consistent with California Constitution article XIII, section 36.
See July 1, 2012 through June 30, 2015 audit report.
Independent auditors verify annually whether Prop 30 money is spent in accordance with the adopted spending plans of the county offices of education, K-12 school districts, charter schools, and community college districts. The Audit Reports are sent to the SCO for review.
EP's Proposition 30 Spending Plan
School Accountability Report Cards (SARC)
School Accountability Report Cards
School Accountability Report Cards
2024-2025 EPAFLC (TK-12) SARCEnglish/Spanish
2024-2025 EPCTC (9-12) SARCEnglish/Spanish
2023-2024 EPAFLC (TK-12) SARCEnglish/Spanish
2023-2024 EPCTC (9-12) SARCEnglish/Spanish
2022-2023 EPAFLC (TK-12) SARCEnglish/Spanish
2022-2023 EPCTC (9-12) SARCEnglish/Spanish
2021-2022 EPAFLC (TK-12) SARCEnglish/Spanish
2021-2022 EPCTC (9-12) SARCEnglish/Spanish
2020-2021 EPAFLC (TK-12) SARCEnglish/Spanish
2020-2021 EPCTC (9-12) SARCEnglish/Spanish
2019-2020 EPAFLC (TK-12) SARCEnglish/Spanish
2019-2020 EPCTC (9-12) SARCEnglish/Spanish
2018-2019 EPAFLC (TK-12) SARCEnglish/Spanish
2018-2019 EPCTC (9-12) SARCEnglish/Spanish
2017-2018 EPAFLC (TK-12) SARCEnglish/Spanish
2017-2018 EPCTC (9-12) SARC
English/Spanish
School Accountability Report Cards
School Accountability Report Cards
Lidia Reguerin
Elementary School
Founder of Escuela Popular
Elementary School
Founder of Escuela Popular
Lidia Reguerin was the beloved and admired educator and champion of love and service to others. The crowning achievement, (logro mayor) of the life of this amazing woman—Lidia Reguerin, is the founding of Escuela Popular, which continues to grow and evolve.
Today, it can proudly boast about being the only school in the nation that provides access to a high quality education for infants, children, adolescents and adults. Lidia held a Masters in Education from Stanford University, and was an educator for 56 years. Her legacy will live on through the generations she has mentored and empowered through her lifelong work to transform lives through education. Lidia believed in her students and taught them that no goal was impossible for them to reach.
Proof of her success is that many of them are now educators themselves. She always celebrated learning, the diverse Latino culture and her community. Lidia wanted to make sure that the Latino voice was not drowned out, but that their concerns would be addressed. The hope and inspiration she left in us, will continue to keep her example of living in this world.
Born in a rural town in Bolivia, Lidia prided herself in her indigenous roots and native Quechuan tongue, and this pride was revealed through the sincerity in the eyes, as well as through her warm and deeply meaningful words.
Lidia was passionate about her family who supported her vision and mission to act with love. Jorge, her husband of 59 years, and her children, Jorge, Roger, Patricia and Pablo and her five grandchildren will continue their lives carrying a piece of Lidia’s legacy of love and hope inside their hearts.
Her beloved students knew Lidia as Maestra Lidia. They describe her as a woman of great heart because besides teaching with inexhaustible patience, she was known to support them as they solved some of their personal problems. She would buy books for them, and was also known to give them money out of her own pocket for transportation. Most importantly, she provided shelter for students who would otherwise have been homeless. A testament to the high regard in which Lidia was held is evidenced by the fact that on the afternoon of before her passing, nearly 200 of her students gathered at her home, while her family surround her bed to pay their last respects, and to uplift her in prayer and song.
We were privileged and blessed to have known this extraordinary woman who chose to live her life fearlessly, with a great sense of faith and who always acted with a deep sense of love.
(Compliments of The San Jose Mercury News)
Biografía de Maestra Lidia Reguerin
Lidia Reguerin nació el 30 de diciembre de 1932 en un pequeño pueblo rural conocido como Aiquile, en una finca llamada Tenería, en Cochabamba, Bolivia. Lidia aprendió a leer y escribir a una edad muy temprana, lo que la llevó a ser una excelente estudiante de niña. Quizás esto es lo que la llevó a convertirse en la excelente educadora. A los 16 años su madre falleció y se fue a vivir a la ciudad de La Paz con su hermana mayor Ercilia. Su hermana tuvo mucha influencia sobre ella y se aseguró de que Lidia fuera educada. Su hermana le dijo a ella que convertirse en profesora de inglés le abriría las puertas al mundo. Lidia inmediatamente se dio cuenta de que a través de la educación la gente puede liberarse. Lidia se graduó de Liceo Venezuela una escuela secundaria para niñas. Dspues ella se inscribió en Normal Superior Simón Bolívar, un Colegio de Formación Docente. Lidia se graduó como profesora de inglés. En 1960 llegó por primera vez a los Estados Unidos con una beca otorgada a ella por el Departamento de Educación del Estado. Esta fue un viaje de estudio donde visitó colegios de este a oeste. Ella regresó a Bolivia y enseñó durante seis años. En 1965 ella y su familia emigraron a los Estados Unidos. Ella se matriculó en la Universidad de Stanford y se graduó en 1967 con una Maestria en Educación. Posteriormente esto abrió las puertas para su exitosa metodología de enseñanza. A Lidia le apasionaba su familia que apoya. Su visión y misión es actuar con amor. Jorge, su esposo de 59 años, y su hijos Jorge, Roger, Patricia y Pablo y sus cinco nietos continúan sus vidas llevando un pedazo del legado de amor y esperanza de Lidia dentro sus corazones.
La Maestra Lidia Reguerin creó hace 37 años la Escuela Popular, dedicada a la enseñanza del inglés como segundo idioma. Inspirada por educador brasileño Paulo Freire, Maestra Lidia quiso trabajar con la comunidad Latina. Fue entonces que pensó en crear una escuela espcífica, que atendiera sus necesidades y se ajustara a su cultura. Así, salio a la calle a buscar alumnos hispanos y habló con el pastor de la iglesia metodista La Trinidad, en San Jose, para poder usar un salon y comenzar a dictar sue clases gratuitas. La Maestra Lidia dice, “El primer día, solo tuve siete alumnos. El segundo dia vinieron 35 estudiantes y el tercer día, ya eran más de 100. En noviembre del 1986, la ley de amnistía abrió la puerta a unos tres millones de inmigrantes que recibieron el estatus legal par quedarse el país. Yo también abrí mis puertas, mas grandes que todos”. Para entonces, enseñaba, ella en la Escuela Popular de sies de la mañana hasta las nueve de la noche, a hispanos que buscaban mejores su vida. Hoy Escuela Popular sirve a más de 1,200 estudiantes que no pagan nada por aprender. Y
aunque la Maestra Lidia ya no esta en la escuela en persona, sus enseñazas y legado siguen vivos.
Patricia Reguerin
Elementary School
Elementary School
Executive Director
Born in Bolivia, Patricia Reguerin is currently the Executive Director of Escuela Popular, but originally migrated with her family to the United States when she was 5 years old. Her experience as an immigrant student gave birth to her passion for equity in education. Patricia began her career as a childcare provider at Escuela Popular in 1986. It was then that she realized she wanted to become a teacher. In 1991, Patricia graduated from the University of California at Santa Cruz with a Bachelor’s in Sociology and decided to continue for an additional year to obtain her Multiple Subject Bilingual Credential. Her first teaching assignment was as a bilingual kindergarten teacher, and she has taught bilingual and dual immersion grades K-2, served as a migrant education resource teacher, and a Title VII coordinator. Patricia has a Master’s in Bilingual/Bicultural Education from Teachers College, Columbia University.
Title
Years at EP
What attracted you to EP?
What’s the best part of your job?
How does your passion align with EP’s vision?
About Escuela Popular
Our Academies
Our Vision
Our family learning center builds on students’ social, linguistic, and cultural strengths with the intent to develop bilingual, biliterate, bi-cultural students fully prepared to continue on to higher education and empowered to pursue their stated goals. Our community of teachers, students, parents, and staff believe that teaching is an act of love and learning is a life-long activity.
- Childcare Academy (For the infants and children of the High School students for AM and PM sessions)
- TK-8th Dual Language Academy (90/10 Immersion Program)
- High School Youth Bilingual Academy (Under 19 years of age)
- High School Adults Bilingual Academy and Vocational Training (AM and PM sessions)
Escuela Popular (EP) began as a community based grassroots school to address a growing need for English instruction in East San Jose and as a consequence, has been providing educational services since 1986.
Within the first year of its operation, the demand for learning and schooling grew rapidly and Escuela Popular continued to expand in numbers of students, classes, and services to meet the growing need.
In 1999, Escuela Popular was invited to operate a satellite campus of a new charter school organization. We seized upon the opportunity to expand our services to the community at large by providing a dual language kindergarten through eighth grade academy, along with a high school academy for youth, and in keeping with our vision of EP as a family learning center, an academy for parents and adults. In 2002, Escuela Popular was able to function independently and acquired its own nonprofit status, assuming the name Escuela Popular del Pueblo.
A Crowning Achievement: a six-term accreditation from the Western Association of Schools and Colleges.
Three successful charter renewals testifying to the confidence of East Side Union High School District in the work that we do.
Escuela Popular’s philosophy is to enhance the opportunity for achievement “before, throughout, and beyond” high school. We are also committed to providing meaningful learning experiences in a small school setting.
Believing that learning is social and connected, we have established interdependent academies:
- Childcare Academy (For the infants and children of the High School students for AM and PM sessions)
- TK-8th Dual Language Academy (90/10 Immersion Program)
- High School Youth Bilingual Academy (Under 19 years of age)
- High School Adults Bilingual Academy and Vocational Training (AM and PM sessions)
We welcome children and adults of all ages to build on their social, linguistic and cultural strengths to develop bilingual, bicultural students fully prepared for higher education and empowered to pursue their life-long goals.
Our balanced curriculum includes English instruction as well as other fundamental courses required by the State of California. Our staff are nurturing and responsive to the needs of each student, making Escuela Popular a well-known center for high school education.
Escuela Popular
Escuela Popular Childcare Academy’s mission is to stimulate the different areas of a child’s development. Its curriculum was inspired by Waldorf’s pedagogy, which uses teaching methods that seek to build a balance between the children’s intellect, imagination, and will. The purpose is to prepare children to reach maturity in all aspects.
The dual language proficiency that is offered to Escuela Popular students is a priceless resource that provides children with the self-confidence to believe that they can, indeed, succeed as students. This belief motivates students to continue their careers as life long learners. A bilingual individual contributes many skills beyond that of speaking another language.
Escuela Popular’s High School Academy under 19 provides intensive English Language Development so that students are able to meet their goal of graduating bilingual and biliterate. Students benefit from the individual attention afforded by a 20:1 student-to-teacher ratio.
Escuela Popular's Center for Training and Careers (EP/CTC) serves several groups of over 19 students. Escuela Popular seeks to serve the community in the best way possible. The overwhelming majority of our students are primarily Spanish speaking.
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Escuela Popular is a family learning center that serves Pre K-12 children and adults who are seeking a high school diploma. Escuela Popular was founded by Lidia Reguerin -- an educator of over 50 years of experience.
We believe teaching is an act of love; therefore, we work to liberate and empower participants for self-determination. Love is an inward development of compassion and the capacity to believe unconditionally in self and others.
The majority of our staff is reflective of the student body. Accordingly, Escuela Popular provides a smooth transition in what is often a new culture for students.
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EP Video
EP Video w/ Spanish Subtitles
EP Standing Together for Our Students and Community
English
Spanish
Excite/CalKids Video Message
English
Spanish
Believing that learning is social and connected, we have established interdependent academies:
Vision
Escuela Popular Educates to Transform Lives.
