Each Aspire school in California is governed by Aspire’s Board of Directors, and each school strives for the same goal – educational excellence in preparing students for “College for Certain.” Aspire encourages all stakeholders – families, teachers, leaders, staff members, and community members – to participate in and take responsibility for the educational process. Every year, we compile information about our schools into accountability reports that capture progress across various metrics.
We invite you to view these reports on each of our individual school landing pages, found on our four regional landing pages.
Aspire Public Schools is committed to equal opportunity for all individuals in education. Aspire Public Schools does not allow discrimination, intimidation, harassment (including sexual harassment) or bullying based on a person’s actual or perceived race, color, ancestry, nationality/national origin, immigration status, ethnic group identification/ethnicity, age, religion, marital status/ pregnancy/ parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, gender expression, genetic information, medical information or association with a person or group with one of more of these actual or perceived characteristics.
What Is Title IX?
Title IX of the Education Amendments of 1972 prohibits sex discrimination in education, including K-12 schools. Title IX is a federal law that has been used to promote equity in education by ensuring that girls and women receive equal resources and treatment in the classroom and provides protections for students who are sexually harassed and discriminated against and/or bullied based on their gender.
To understand more about Title IX and your rights, please feel free to visit the Department of Education, Office of Civil Rights information on Title IX and California’s Department of Educations’ Office of Equal Opportunity.
In addition, please review the list of rights specified in Section 221.8, based on the relevant provisions of the federal regulations implementing Title IX of the Education Amendment of 1972 (20 U.S.C. Sec 1681 et seq.):
(a) You have the right to fair and equitable treatment and you shall not be discriminated against based on your sex.
(b) You have the right to be provided with an equitable opportunity to participate in all academic extracurricular activities, including athletics.
(c) You have the right to inquire of the athletic director of your school as to the athletic opportunities offered by the school.
(d) You have the right to apply for athletic scholarships.
(e) You have the right to receive equitable treatment and benefits in the provision of all of the following:
1. Equipment and supplies.
2. Scheduling of games and practices.
3. Transportation and daily allowances.
4. Access to tutoring.
6. Locker rooms.
7. Practice and competitive facilities.
8. Medical and training facilities and services.
(f) You have the right to have access to a gender equity coordinator to answer questions regarding gender equity laws.
(g) You have the right to contact the State Department of Education and the California Interscholastic Federation to access information on gender equity laws.
(h) You have the right to file a confidential discrimination complaint with the United States Office of Civil Rights or the State Department of Education if you believe you have been discriminated against or if you believe you have received unequal treatment on the basis of your sex.
(i) You have the right to pursue civil remedies if you have been discriminated against.
(j) You have the right to be protected against retaliation if you file a discrimination complaint.
How Do I File a Title IX Complaint?
Aspire will follow our uniform complaint procedures when addressing complaints alleging unlawful discrimination or concerns related to protections under Title IX.
Aspire recommends families work with their schools and regional offices when they have concerns and they may file a complaint form with the school site principal. However, if an individual or family feels uncomfortable going to through the school site, they may file their complaint with the Title IX Coordinator for their region. A link to our Uniform Complaint Process and Forms is below
Aspire Uniform Complaint Process: Uniform Complaint Process
The following individuals are designated as the Title IX Coordinators/Non-discrimination Compliance Officers for Aspire Public Schools in each of our regions:
Bay Area Schools
Lindsey Fuller, Regional Director of Student Services
1001 22nd Ave
Oakland, CA 94606
Central Valley Schools
Hugo Vazquez, Regional Director of Student Services
3311 E. Morada Lane
Stockton, CA 95212
Los Angeles Schools
Alejandra Velez, Regional Director of Student Services
5901 E. Slauson Avenue
Commerce, CA 90040
Additionally, families may bring their Title IX concerns directly to the United State Department of Education Office for Civil Rights by filling out the following form: https://www2.ed.gov/about/offices/list/ocr/complaintform.pdf. Contact information for the Department is listed below:
U.S. Department of Education
Office for Civil Rights
Lyndon Baines Johnson Department of Education Bldg
400 Maryland Avenue, SW
Washington, DC 20202-1100
FAX: 202-453-6012; TDD: 800-877-8339
Statute of limitations and information on how a complaint may be filed following the statute of limitations.
The complaint shall be initiated no later than six months from the date when the alleged unlawful discrimination occurred, or six months from the date when the complainant first obtained knowledge of the facts of the alleged unlawful discrimination.
The time for filing may be extended for up to 90 days by the Title IX Coordinator for good cause upon written request by the complainant setting forth reasons for the requested extension.
Website Accessibility Information
Aspire Public Schools is committed to ensuring accessibility of its website for students, parents, and members of the Aspire community, including those with disabilities. Aspire’s websites will be maintained in accordance with Section 504 of the Rehabilitation Act (“Section 504”) and Title II of the Americans with Disabilities Act (“Title II”). Aspire shall ensure that all new, updated, and existing webpages are accessible to all persons, including those with disabilities. Aspire shall ensure that all website content or functionality on the District’s websites shall conform to Web Content Accessibility Guidelines 2.0, Level AA standards, or updated equivalents of these guidelines.
If you have trouble accessing any of our webpages or documents, please contact us, as we are continually striving to improve the experience for all of our visitors and users. Please help us respond to you in the most beneficial way by indicating the nature of your accessibility problem, the preferred format(s) in which you want to receive the material, and your contact information.
A student, parent or member of the public who wishes to submit a complaint regarding a violation of Section 504 or Title II related to accessibility of any Aspire’s webpages that are developed or maintained by Aspire may initiate a complaint pursuant to our Uniform Complaint Procedure Policy, which can be found on the “Accessibility” page under “Discover Aspire.”
Aspire strives to adhere to the accepted guidelines and standards for accessibility and usability as comprehensively as possible on this website. We are continually seeking solutions that will bring all areas of the site up to the same level of overall web accessibility. In the meantime, should you experience any difficulty in accessing the Aspire Public Schools website, please do not hesitate to contact communications team at at 510-434-5000 or email@example.com.
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
- Political organizing
- 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:
- Timely notices of board meetings and other school committee meetings that involve parents.
- Meetings held/interpreted in Spanish and English.
- Opportunities to share thoughts and opinions through email and ParentSquare, the interactive parent communication platform used by the school.
- Short summaries of issues, ideas, and decisions of school committees
- 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 Public Schools’ Fiscal Control Policy
Please access Aspire’s policy for Fiscal Control.
After School Education & Safety (ASES)
All of our after school programs that receive funding through the ASES grant are evaluated on an annual basis, as part of our Continuous Quality Improvement process. Scores from the Program Quality Assessment by region are available here. Individual program reports are available by contacting the Compliance Manager.
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.
All stakeholders are able to participate in the development, review, update, and implementation of the Local School Wellness Policy. Please contact the school office for more details.
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.”
As there is a single mathematics pathway, all students in Aspire Public Schools go from Math 8 in 8th grade to IM I in 9th grade.
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 9th graders in Algebra 1. These measures may include:
- Math diagnostic assessments such as i-Ready or NWEA’s Measures of Academic Progress (MAP)
- 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.
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. Visit the Equity page to learn more about our Equity Belief Statements.
Aspire Public Schools Board Meetings
Meetings are held at Aspire Public Schools’ Home Office, 1001 22nd Avenue, Oakland, CA 94606, unless otherwise indicated. The Public can participate in the meetings via teleconference and by video conference (when available or upon request) at our Los Angeles Regional Office, 5901 E. Slauson Avenue, Commerce, CA 90040 and Central Valley Regional Office, 3311 East Morada Lane, Stockton, CA 95212. The agenda and location(s) are posted on our website 72 hours prior to the meeting and the agenda is available at each Aspire school site. Board materials are available to members of the public at the Aspire Home Office front desk at 1001 22nd Avenue, Ste. 100 Oakland, CA 94606. All meetings of the Board are meetings in which the public may attend and participate; however, public participation in the meeting is limited by Board Policy. In compliance with the Americans with Disabilities Act (ADA) and upon request, Aspire Public Schools may furnish reasonable auxiliary aids and services to qualified individuals with disabilities. Individuals who require appropriate alternative modification of the agenda in order participate in Board meetings are invited to contact Aspire’s Home Office.
Child Abuse and Neglect (E.C. 33133.5)
Cardiac Arrest Symptoms & Warning Signs (E.C. 33479.2)
LAUSD Education Protection Account
Los Angeles Unified School District: Education Protection Account, Fiscal Year 2019-2020