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2019–2020 School Accountability Report Card

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School Accountability Report Card

Reported Using Data from the 2019–2020 School Year

California Department of Education
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 and 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 https://www.cde.ca.gov/ta/ac/sa/.
  • For more information about the LCFF or LCAP, see the CDE LCFF web page at https://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 https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. 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).

California School Dashboard

The California School Dashboard (Dashboard) https://www.caschooldashboard.org/ reflects California’s new accountability and continuous improvement system and provides information about how LEAs and schools are meeting the needs of California’s diverse student population. The Dashboard contains reports that display the performance of LEAs, schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.

Sonja Clause, Administrator

  • Principal, EPIC Charter (Excellence Performance Innovation Citizenship)

About Our School

Authorized by the Orange County Board of Education, EPIC is proud to serve students in Orange, Los Angeles, San Bernardino, Riverside, and San Diego counties as a non-classroom based independent study school.

EPIC Charter School's learning model, while convenient, is also rigorous. Our most successful students come from all walks of life and levels of education, but the one thing they have in common is their dedication to learning. EPIC’s programs are designed to fit:

  • Students who want a personalized education that is custom tailored to their individual needs.
  • Students who want to attend school in a non-classroom based environment.
  • Students with scheduling conflicts and students who are not well-suited to a traditional classroom setting. Students who desire to learn at an accelerated pace.
  • Students who desire to learn at personalized pace.
  • Students who need to remediate or learn at a slower pace and need the individualized instruction that
  • the program provides.
  • Students who live in school districts that cannot offer the breadth of curricular offerings available online. Students whose parents desire to be with their children more and exercise more control over their social and learning environments, and still want them to remain part of a public school program and ultimately earn a high school diploma at no cost to the family.
  • Students of varying ethnic and socioeconomic backgrounds who desire an alternative to the traditional public education model that has not worked for them.

EPIC is dedicated to providing students and families with a learning environment that can meet an individual student’s unique needs. The core values of honesty, respect, tolerance, fairness, self-discipline, integrity, responsibility, citizenship, work ethic, and trust are the foundation upon which our school is built.

Education should be personalized to the learning needs of each individual…and now it can be! Every student is unique, and so is their education at EPIC Charter School. You are invited to experience a personalized learning model that has helped tens of thousand students succeed since EPIC was founded nationally in 2011 and is now available to students in Southern California.

Sonja Clause - Principal

Contact

EPIC Charter (Excellence Performance Innovation Citizenship)
100 South Anaheim Blvd., Ste. 150
Anaheim, CA 92805-3848

Phone: 657-220-1000
Email: info@epiccharterschools.org




About This School

Contact Information (School Year 2020–2021)

District Contact Information (School Year 2020–2021)
District Name
Orange County Department of Education
Phone Number
714-966-4000
Superintendent
Aracely Chastain
Email Address
achastain@ocde.us
Website
http://www.ocde.us
School Contact Information (School Year 2020–2021)
School Name
EPIC Charter (Excellence Performance Innovation Citizenship)
Street
100 South Anaheim Blvd., Ste. 150
City, State, Zip
Anaheim, Ca, 92805-3848
Phone Number
657-220-1000
Principal
Sonja Clause, Administrator
Email Address
info@epiccharterschools.org
Website
http://www.epiccalifornia.org
County-District-School (CDS) Code
30103060134239

Last updated: 1/28/2021



School Description and Mission Statement (School Year 2020–2021)

EPIC Charter School is a personalized learnintg public charter school that serves families living in Los Angeles, Orange, Riverside, San Bernardino, and San Diego counties. EPIC was authorized by the Orange County Board of Education in March of 2016 and our first day of school was September 6th, 2016. EPIC students live in all residential categories throughout Southern California.



EPIC Charter School's mission is:



Fulfilling every student’s individual potential by personalizing an educational plan that focuses on school and family partnership to achieve
optimal student performance.

Last updated: 1/28/2021

Student Enrollment by Grade Level (School Year 2019–2020)

Enrollment as of Fall census day 2016

Grade Level Number of Students
Kindergarten 83
Grade 1 74
Grade 2 50
Grade 3 51
Grade 4 64
Grade 5 63
Grade 6 63
Grade 7 90
Grade 8 113
Grade 9 59
Grade 10 53
Grade 11 41
Grade 12 34
Total Enrollment 838

Last updated: 1/28/2021

Student Enrollment by Student Group (School Year 2019–2020)

Student Group Percent of Total Enrollment
Black or African American 12.50 %
American Indian or Alaska Native 0.40 %
Asian 2.60 %
Filipino 0.50 %
Hispanic or Latino 30.20 %
Native Hawaiian or Pacific Islander 0.60 %
White 44.00 %
Two or More Races 7.00 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 47.70 %
English Learners 2.30 %
Students with Disabilities 7.20 %
Foster Youth 0.20 %
Homeless 3.00 %

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
2018–2019
School
2019–2020
School
2020–2021
District
2020–2021
With Full Credential 25 33 36
Without Full Credential 0 0 0
Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 0

Last updated: 1/28/2021

Teacher Misassignments and Vacant Teacher Positions

Indicator 2018–2019 2019–2020 2020–2021
Misassignments of Teachers of English Learners 0 0 0
Total Teacher Misassignments* 0 0 0
Vacant Teacher Positions
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.

Last updated: 1/28/2021


Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2020–2021)

Year and month in which the data were collected: August 2019

Subject Textbooks and Other Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy
Reading/Language Arts
  • Apex Learning
  • Calvert Education
  • Compass Learning
  • Embark
  • FuelEd
  • GradPoint
  • MobyMax
  • Odysseyware
Yes 0.00 %
Mathematics
  • Apex Learning
  • Calvert Education
  • Compass Learning
  • Embark
  • FuelEd
  • GradPoint
  • MobyMax
  • Odysseyware
Yes 0.00 %
Science
  • Apex Learning
  • Calvert Education
  • Compass Learning
  • Embark
  • FuelEd
  • GradPoint
  • MobyMax
  • Odysseyware
Yes 0.00 %
History-Social Science
  • Apex Learning
  • Calvert Education
  • Compass Learning
  • Embark
  • FuelEd
  • GradPoint
  • MobyMax
  • Odysseyware
Yes 0.00 %
Foreign Language

Middlebury Interactive Languages

Yes 0.00 %
Health

Positive Prevention PLUS

Yes 0.00 %
Visual and Performing Arts

• Apex Learning
• Calvert Education
• FuelEd
• GradPoint
• Odysseyware

Yes 0.0 %
Science Lab Eqpmt (Grades 9-12) N/A N/A 0.0 %
Note: Cells with N/A values do not require data.

Last updated: 1/28/2021


School Facility Conditions and Planned Improvements

EPIC Charter School is a non-classroom based independent study school. The administrative office is the only school facility.

Last updated: 1/28/2021


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] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and

  • The percentage of students 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.


CAASPP Test Results in ELA and Mathematics for All Students
Grades Three through Eight and Grade Eleven
Percentage of Students Meeting or Exceeding the State Standard

Subject
School
2018–2019
School
2019–2020
District
2018–2019
District
2019–2020
State
2018–2019
State
2019–2020
English Language Arts / Literacy (grades 3-8 and 11) 38.0% N/A 44.0% N/A 50% N/A
Mathematics (grades 3-8 and 11) 22.0% N/A 32.0% N/A 39% N/A

Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.
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.
Note: ELA and mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.

Last updated: 1/28/2021



CAASPP Test Results in ELA by Student Group
Grades Three through Eight and Grade Eleven (School Year 2019–2020)
Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded
All Students N/A N/A N/A N/A N/A
Male N/A N/A N/A N/A N/A
Female N/A N/A N/A N/A N/A
Black or African American N/A N/A N/A N/A N/A
American Indian or Alaska Native N/A N/A N/A N/A N/A
Asian N/A N/A N/A N/A N/A
Filipino N/A N/A N/A N/A N/A
Hispanic or Latino N/A N/A N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A
White N/A N/A N/A N/A N/A
Two or More Races N/A N/A N/A N/A N/A
Socioeconomically Disadvantaged N/A N/A N/A N/A N/A
English Learners N/A N/A N/A N/A N/A
Students with Disabilities N/A N/A N/A N/A N/A
Students Receiving Migrant Education Services N/A N/A N/A N/A N/A
Foster Youth N/A N/A N/A N/A N/A
Homeless N/A N/A N/A N/A N/A

Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.

Last updated: 1/28/2021



CAASPP Test Results in Mathematics by Student Group
Grades Three through Eight and Grade Eleven (School Year 2019–2020)
Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded
All Students N/A N/A N/A N/A N/A
Male N/A N/A N/A N/A N/A
Female N/A N/A N/A N/A N/A
Black or African American N/A N/A N/A N/A N/A
American Indian or Alaska Native N/A N/A N/A N/A N/A
Asian N/A N/A N/A N/A N/A
Filipino N/A N/A N/A N/A N/A
Hispanic or Latino N/A N/A N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A
White N/A N/A N/A N/A N/A
Two or More Races N/A N/A N/A N/A N/A
Socioeconomically Disadvantaged N/A N/A N/A N/A N/A
English Learners N/A N/A N/A N/A N/A
Students with Disabilities N/A N/A N/A N/A N/A
Students Receiving Migrant Education Services N/A N/A N/A N/A N/A
Foster Youth N/A N/A N/A N/A N/A
Homeless N/A N/A N/A N/A N/A

Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waives the requirement for statewide testing for the 2019–2020 school year.

Last updated: 1/28/2021



CAASPP Test Results in Science for All Students
Grades Five, Eight and High School
Percentage of Students Meeting or Exceeding the State Standard

Subject
School
2018–2019
School
2019–2020
District
2018–2019
District
2019–2020
State
2018–2019
State
2019–2020
Science (grades 5, 8, and high school) 14 N/A 26 N/A 30 N/A

Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.
Note: The new California Science Test (CAST) was first administered operationally in the 2018–2019 school year.

Last updated: 1/28/2021




CAASPP Tests Results in Science by Student Group
Grades Five, Eight and High School (School Year 2019–2020)
Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded
All Students N/A N/A N/A N/A N/A
Male N/A N/A N/A N/A N/A
Female N/A N/A N/A N/A N/A
Black or African American N/A N/A N/A N/A N/A
American Indian or Alaska Native N/A N/A N/A N/A N/A
Asian N/A N/A N/A N/A N/A
Filipino N/A N/A N/A N/A N/A
Hispanic or Latino N/A N/A N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A
White N/A N/A N/A N/A N/A
Two or More Races N/A N/A N/A N/A N/A
Socioeconomically Disadvantaged N/A N/A N/A N/A N/A
English Learners N/A N/A N/A N/A N/A
Students with Disabilities N/A N/A N/A N/A N/A
Students Receiving Migrant Education Services N/A N/A N/A N/A N/A
Foster Youth N/A N/A N/A N/A N/A
Homeless N/A N/A N/A N/A N/A
Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.

Last updated: 1/28/2021

Courses for University of California (UC) and/or California State University (CSU) Admission

EPIC Chater School recieved Accrediting Commission for Schools, Western Association of Schools and Colleges (ACS WASC) accredidation in February of 2018. EPIC will have pupils enrolled in courses required for UC/CSU admission begining in the 2018-19 school year. 

UC/CSU Course Measure Percent
2019–2020 Pupils Enrolled in Courses Required for UC/CSU Admission 5.85%
2018–2019 Graduates Who Completed All Courses Required for UC/CSU Admission 0.00%

Last updated: 1/28/2021

State Priority: Other Pupil Outcomes

The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8):

  • Pupil outcomes in the subject area of physical education

California Physical Fitness Test Results (School Year 2019–2020)

Grade Level Percentage of Students Meeting Four of Six Fitness Standards Percentage of Students Meeting Five of Six Fitness Standards Percentage of Students Meeting Six of Six Fitness Standards

Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-56-20 was issued which waived the requirement to administer the physical fitness performance test for the 2019–2020 school year.

Last updated: 1/28/2021



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 school site

Opportunities for Parental Involvement (School Year 2020–2021)

Parents are a key stakeholder in the success of their child’s education. EPIC parents participate in their child’s education from the beginning starting with the Individualized Learning Plan meeting between the parent, teacher, and student. This meeting lays the foundation and sets the expectations for a successful school year. Parents are encouraged to contact their student’s teacher anytime they have a question or need support. Teachers meet with parents and students a minimum of once every learning period (20 days). Parents have the opportunity to provide input each year for the school’s Local Control and Accountability Plan through surveys and online meetings. Additional opportunities for parental engagement include meet ups and regional school events.

Last updated: 1/28/2021


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
2016–2017
School
2017–2018
School
2018–2019
District
2016–2017
District
2017–2018
District
2018–2019
State
2016–2017
State
2017–2018
State
2018–2019
Dropout Rate 38.10% 37.50% 56.50% 33.80% 30.10% 26.90% 9.10% 9.60% 9.00%
Graduation Rate 38.10% 59.40% 39.10% 31.60% 36.00% 38.80% 82.70% 83.00% 84.50%
Dropout/Graduation Rate (Four-Year Cohort Rate) Chart
Indicator School District State
2016–2017 2017–2018 2018–2019 2016–2017 2017–2018 2018–2019 2016–2017 2017–2018 2018–2019
Dropout Rate 38.10% 37.50% 56.50% 33.80% 30.10% 26.90% 9.10% 9.60% 9.00%
Graduation Rate 38.10% 59.40% 39.10% 31.60% 36.00% 38.80% 82.70% 83.00% 84.50%

Last updated: 1/28/2021


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

(data collected between July through June, each full school year respectively)

Rate School
2017–2018
School
2018–2019
District
2017–2018
District
2018–2019
State
2017–2018
State
2018–2019
Suspensions 0.00% 0.00% 1.80% 1.60% 3.50% 3.50%
Expulsions 0.00% 0.00% 0.00% 0.00% 0.10% 0.10%


Suspensions and Expulsions for School Year 2019–2020 Only

(data collected between July through February, partial school year due to the COVID-19 pandemic)

Rate School
2019–2020
District
2019–2020
State
2019–2020
Suspensions -- -- 2.50%
Expulsions -- -- 0.10%

Note: The 2019–2020 suspensions and expulsions rate data are not comparable to prior year data because the 2019–2020 school year is a partial school year due to the COVID-19 crisis. As such, it would be inappropriate to make any comparisons in rates of suspensions and expulsions in the 2019–2020 school year compared to prior years.

Last updated: 1/28/2021


School Safety Plan (School Year 2020–2021)

The school safety and emergency plan was last reviewed, updated and discssed with the school faculty in June 2020. The safety plan may be viewed on request.

Last updated: 1/28/2021

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Average Class Size and Class Size Distribution (Elementary) School Year (2017–2018)

EPIC Charter School is a non-site based school therefore no data is shown for average class size and class size distribution.

Grade Level Average Class Size Number of Classes *
1-20
Number of Classes *
21-32
Number of Classes *
33+
K
1
2
3
4
5
6
Other**

* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.

Average Class Size and Class Size Distribution (Elementary) School Year (2018–2019)

Grade Level Average Class Size Number of Classes *
1-20
Number of Classes *
21-32
Number of Classes *
33+
K
1
2
3
4
5
6
Other**

* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.

Average Class Size and Class Size Distribution (Elementary) School Year (2019–2020)

Grade Level Average Class Size Number of Classes *
1-20
Number of Classes *
21-32
Number of Classes *
33+
K 3.00 29
1 3.00 26
2 3.00 20
3 3.00 19
4 3.00 25
5 3.00 22
6 2.00 27
Other**
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.

Last updated: 1/28/2021


Ratio of Pupils to Academic Counselor (School Year 2019–2020)

Title Ratio
Pupils to Academic Counselor* 838.0

*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.

Last updated: 1/28/2021


Student Support Services Staff (School Year 2019–2020)

  Number of FTE* Assigned to School
Counselor (Academic, Social/Behavioral or Career Development) 1.00
Library Media Teacher (Librarian)
Library Media Services Staff (Paraprofessional)
Psychologist
Social Worker
Nurse
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
Other 1.00

*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.

Last updated: 1/28/2021


Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2018–2019)

Level Total Expenditures Per Pupil Expenditures Per Pupil
(Restricted)
Expenditures Per Pupil
(Unrestricted)
Average Teacher Salary
School Site $10687.00 $1949.00 $8738.00 $70380.00
District N/A N/A -- --
Percent Difference – School Site and District N/A N/A -- --
State N/A N/A $7750.12 --
Percent Difference – School Site and State N/A N/A -- --

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

Last updated: 1/29/2021


Types of Services Funded (Fiscal Year 2019–2020)

EPIC Charter School ensures that resources are allocated to support learning for all students while adhering to state and federal regulations. These funds are
primarily used to provide intervention support programs for students who need extra assistance. Special Education services are offered within our full- inclusion,
general education, independent study model. These services are available for all students who have been identified as qualifying for special services. All English
Language Learners are provided an English Language Development program that includes online instruction and/or an online English language development
program

Last updated: 1/28/2021

Advanced Placement (AP) Courses (School Year 2019–2020)

Percent of Students in AP Courses 0.50%

Subject Number of AP Courses Offered*
Computer Science 0
English 0
Fine and Performing Arts 0
Foreign Language 0
Mathematics 1
Science 0
Social Science 0
Total AP Courses Offered* 1

*Where there are student course enrollments of at least one student.

Last updated: 1/28/2021


Professional Development

EPIC Charter School utilizes the following resources and procedures to ensure all staff are qualified for their responsibilities.

- EPIC University (EU) is an evolving resource that houses 24/7 access to professional development for all faculty and staff. EU hosts several hundred courses that
are each designed to help faculty and staff master the usage of all systems that are made available to them.

- Quarterly PLC’s are held for instructional staff to provide professional development opportunities which are designed for driving instructional outcomes and student performance. The design of the PLC is a breakout session approach where faculty and staff can choose to attend the areas of needed growth that best fits their need.

- Quarterly collaboration days are held for teachers to share best practices and provide input on effective tools, resources, and processes.

- EPIC has developed an entire department of support staff for our teachers. The Directors of Teacher Development (DTD) are tasked with being one-on-one instructional coaches, training coordinators, motivators, and 24/7 resources for our teachers. Each DTD has specific teachers assigned to them and they work to build relationships with the teachers to help the teacher develop and grow in our organization.

- EPIC has created the System Support Manager (SSM) that is tasked with providing background support for instructional staff on curriculum and supplemental instructional tools.

- EPIC utilizes Safe Schools online training for annual required compliance training for all staff.

All employees at EPIC utilize proprietary internal systems to communicate and understand faculty written policies that define responsibilities, operational practices, decision-making processes and relationships of leadership and staff. This includes the Employee Handbook, new-hire training, ongoing employee development, and employee/supervisor goal setting and review sessions.

Administrators at EPIC utilize weekly data reports that represent student and teacher engagement. These data reports are granular (individualized student data metrics) and are designed to help both the teacher and other supporting staff to develop instructional strategies that advance the student’s academic progress.

Measure 2018–2019 2019–2020 2020–2021
Number of school days dedicated to Staff Development and Continuous Improvement 17 20 20
Questions: SARC TEAM | sarc@cde.ca.gov | 916-319-0406 

California Department of Education
1430 N Street
Sacramento, CA 95814