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2019–2020 School Accountability Report Card

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.

Shawn T. Loescher, Chief Executive Officer

  • Principal, Urban Discovery Schools (Urban Discovery Academy Charter)
Principal Photo

About Our School

Urban Discovery Schools (UDS) is an internationally award-winning free public school serving grades T/K-12th grade in the heart of downtown San Diego's I.D.E.A. District and Education Corridor. With two locations, Urban Discovery Academy (T/K-6) and Urban Discovery High School (7-12), UDS is a thought leader in educational innovations that are being implemented throughout the world. UDS emphasizes design thinking and a whole student developmental approach that encourages real-world innovation and problem-solving. Our school system is focused on four goals to support student and family success.

Goal A: Academics.
Effective practice and use of instructional time to advance student development and academic achievement;
Reflection: We believe that time is an irreplaceable resource that should be invested rather than spent. Our students must master a wide variety of academic, social, and technical skills that they will need to be locally, nationally, and internationally competitive over the course of their lives.

Goal B: Culture.
The development and implementation of school cultural norms and expectations for all;
Reflection: What binds us as a school community is our common beliefs, actions, and expectations that we have for everyone. We must have a common set of cultural norms and expectations that create a community of care, respect, positive goals for all, and a belief structure that affirms that together we can achieve our goals.

Goal C: Engagement.
Increase democratic social engagement to construct a learning community inclusive of all;
Reflection: We believe that education is a democratic process that requires the engagement of a broad variety of vested stakeholders. We will take an active stance in developing a variety of forums for parents, students, teachers, and community members.

Goal Intersectionality: Systems Alignment.
Evaluate the effectiveness of curriculum, practices, programs, and services in alignment with design thinking methodology in education for our T/K-12 learning community.
Reflection: Continuous improvement is the aim of Design Thinking. The effectiveness of every program, service, position, method, and system we have adopted must be continuously challenged and re-evaluated to ensure that we are providing the highest level of service to our students, community, faculty, and staff.

Learn more about how Urban Discovery Schools are designed to make a difference at www.urbansd.com.

Principal's Comment

Urban Discovery Schools (Urban Discovery Academy Charter) is T/K-12 school system with multiple locations. The Principal of Primary Education is Devon Phillips, dphillips@urbansd.com, and the Principal of Secondary Education is Chloe Medina, cmedina@urbansd.com.

Contact

Urban Discovery Schools (Urban Discovery Academy Charter)
840 14th St.
San Diego, CA 92101-6608

Phone: 619-788-4668
Email: info@urbansd.com




About This School

Contact Information (School Year 2020–2021)

District Contact Information (School Year 2020–2021)
District Name
San Diego Unified
Phone Number
(619) 725-8000
Superintendent
Cindy Marten
Email Address
cmarten@sandi.net
Website
www.sandi.net
School Contact Information (School Year 2020–2021)
School Name
Urban Discovery Schools (Urban Discovery Academy Charter)
Street
840 14th St.
City, State, Zip
San Diego, Ca, 92101-6608
Phone Number
619-788-4668
Principal
Shawn T. Loescher, Chief Executive Officer
Email Address
info@urbansd.com
Website
http://www.urbansd.com
County-District-School (CDS) Code
37683380135913

Last updated: 1/29/2021



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

About Urban Discovery Schools - Designed to Make a Difference
Urban Discovery Schools are a network of free public schools serving transitional kindergarten (TK) through 12th-grade students in the heart of East Village and downtown San Diego. Urban Discovery Schools currently includes two school sites: Urban Discovery Academy (UDA), a TK-8th grade school located in the IDEA District of East Village which has been in operation since 2008; and IDEATE High Academy, which opened its doors in 2016 as the first design thinking focused high school in San Diego.


Mission
To develop design thinkers who lead by example, making active, positive contributions to their local and global communities.


Vision
Urban Discovery Schools actively pursue a better tomorrow by empowering our communities with the skills, passion, and purpose to make positive contributions to the world around us.


Design Thinking Approach
What makes Urban Discovery Schools unique is our core approach based on design thinking best practices in partnership with the UC San Diego Design Lab. This approach involves five reflective and interconnected processes: connect, discovery, ideate, create, and evaluate. These are educationally based upon an adaptation of the design thinking system developed by IDEO and the Stanford d.school. Students engage with Design Thinking principles on a daily basis and across the curriculum, both in the IDEATE Lab and in their classrooms. Design Thinking is taught, applied, and explored through design challenges, integrated projects that require real-world problem-solving, and independent exploration. This philosophy embeds, promotes, and enables all students to achieve the objective to become self-motivated, socially responsible, competent, and lifelong learners.


Urban Discovery Schools’ programming and academic culture are unique and inspiring. Our interdisciplinary design thinking modules culminate in schoolwide exhibitions at the end of each semester or trimester. Students present their academic work, share the connections they made across disciplines, highlight what they have learned and/or contributed to our community, and inspire us as they lead us through their design journey of empathizing, defining, ideating, prototyping, and testing their solutions to problems.


College and Career Readiness
With the design thinking approach, learners develop key 21st Century skills such as critical thinking, creativity, communication, collaboration, empathy, and problem-solving – all skills necessary to be successful in our ever-changing global society. Further, opportunities for applied projects, job shadows, and internship experiences with organizations, colleges, and universities, and businesses in San Diego provide Urban Discovery High School students with valuable, resume-quality experiences to enhance their learning. High school students earn free college credit through an agreement with the San Diego Community College District and free college credit and certifications in design thinking through an agreement with UC San Diego Extensions. 

Last updated: 1/29/2021

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

Grade Level Number of Students
Kindergarten 66
Grade 1 42
Grade 2 52
Grade 3 53
Grade 4 60
Grade 5 60
Grade 6 57
Grade 7 56
Grade 8 56
Grade 9 30
Grade 10 41
Grade 11 29
Grade 12 21
Total Enrollment 623

Last updated: 1/29/2021

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

Student Group Percent of Total Enrollment
Black or African American 9.60 %
American Indian or Alaska Native 0.30 %
Asian 1.10 %
Filipino 2.10 %
Hispanic or Latino 49.40 %
Native Hawaiian or Pacific Islander 0.20 %
White 29.20 %
Two or More Races 7.70 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 46.90 %
English Learners 16.50 %
Students with Disabilities 15.90 %
Foster Youth 0.20 %
Homeless 0.80 %

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 31 29 22
Without Full Credential 3 5 5
Teachers Teaching Outside Subject Area of Competence (with full credential) 0 1 5

Last updated: 1/29/2021

Teacher Misassignments and Vacant Teacher Positions

Indicator 2018–2019 2019–2020 2020–2021
Misassignments of Teachers of English Learners 2 2 0
Total Teacher Misassignments* 2 2 3
Vacant Teacher Positions 1 2 1
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: 1/29/2021


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

All students have access to standards-aligned instructional materials in each core subject area, including textbooks, digital resources, and other instructional materials provided by teachers.

Year and month in which the data were collected: January 2020

Subject Textbooks and Other Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy
Reading/Language Arts

The school adopts textbooks and instructional materials based on the implementation cycle established by the state. The school provides a sufficient number of standards-aligned texts and other instructional materials for all students in the subject areas of English language arts, health, history-social science, mathematics, science, and world languages. Science laboratory equipment is available to students enrolled in laboratory science courses. Texts and instructional materials come from the state or district lists. Descriptions of the school's UC approved high school courses are available on the UC A-G course list site.

 Yes 0.00 %
Mathematics

The school adopts textbooks and instructional materials based on the implementation cycle established by the state. The school provides a sufficient number of standards-aligned texts and other instructional materials for all students in the subject areas of English language arts, health, history-social science, mathematics, science, and world languages. Science laboratory equipment is available to students enrolled in laboratory science courses. Texts and instructional materials come from the state or district lists. Descriptions of the school's UC approved high school courses are available on the UC A-G course list site.

 Yes 0.00 %
Science


The school adopts textbooks and instructional materials based on the implementation cycle established by the state. The school provides a sufficient number of standards-aligned texts and other instructional materials for all students in the subject areas of English language arts, health, history-social science, mathematics, science, and world languages. Science laboratory equipment is available to students enrolled in laboratory science courses. Texts and instructional materials come from the state or district lists. Descriptions of the school's UC approved high school courses are available on the UC A-G course list site.

 Yes 0.00 %
History-Social Science

The school adopts textbooks and instructional materials based on the implementation cycle established by the state. The school provides a sufficient number of standards-aligned texts and other instructional materials for all students in the subject areas of English language arts, health, history-social science, mathematics, science, and world languages. Science laboratory equipment is available to students enrolled in laboratory science courses. Texts and instructional materials come from the state or district lists. Descriptions of the school's UC approved high school courses are available on the UC A-G course list site.

 Yes 0.00 %
Foreign Language

The school adopts textbooks and instructional materials based on the implementation cycle established by the state. The school provides a sufficient number of standards-aligned texts and other instructional materials for all students in the subject areas of English language arts, health, history-social science, mathematics, science, and world languages. Science laboratory equipment is available to students enrolled in laboratory science courses. Texts and instructional materials come from the state or district lists. Descriptions of the school's UC approved high school courses are available on the UC A-G course list site.

 Yes 0.00 %
Health


The school adopts textbooks and instructional materials based on the implementation cycle established by the state. The school provides a sufficient number of standards-aligned texts and other instructional materials for all students in the subject areas of English language arts, health, history-social science, mathematics, science, and world languages. Science laboratory equipment is available to students enrolled in laboratory science courses. Texts and instructional materials come from the state or district lists. Descriptions of the school's UC approved high school courses are available on the UC A-G course list site

 Yes 0.00 %
Visual and Performing Arts

The school adopts textbooks and instructional materials based on the implementation cycle established by the state. The school provides a sufficient number of standards-aligned texts and other instructional materials for all students in the subject areas of English language arts, health, history-social science, mathematics, science, and world languages. Science laboratory equipment is available to students enrolled in laboratory science courses. Texts and instructional materials come from the state or district lists. Descriptions of the school's UC approved high school courses are available on the UC A-G course list site.

 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: 1/29/2021


School Facility Conditions and Planned Improvements

Urban Discovery Schools has two locations. Urban Discovery Academy (UDA; TK-6th grade) campus is located in a beautiful new facility at 840 14th Street, in the East Village of downtown San Diego. The building is in good repair throughout, with new construction as of 2015 and subsequent repairs kept current as needed. UDA's building is rich with vibrant colors, modern classrooms, and technology integrated throughout. A janitorial crew cleans the building daily, and services and cleans student restrooms at least twice per day. As of January 2019, additional play space for students has been added. Urban Discovery High School (UDHS; 7-12 grade) is located at a permanent facility at 1400 Park Blvd. The current building has DSA approval, is up to date in repairs, and is serviced by a janitorial crew daily.

Last updated: 1/29/2021

School Facility Good Repair Status

Using the most recently collected Facility Inspection Tool (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 rate for each system inspected
  • The overall rating

Year and month of the most recent FIT report: January 2020

System Inspected Rating Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer Good
Interior: Interior Surfaces Good
Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Good
Electrical: Electrical Good
Restrooms/Fountains: Restrooms, Sinks/Fountains Good
Safety: Fire Safety, Hazardous Materials Good
Structural: Structural Damage, Roofs Good
External: Playground/School Grounds, Windows/Doors/Gates/Fences Good

Overall Facility Rate

Year and month of the most recent FIT report: January 2020

Overall Rating Exemplary

Last updated: 1/29/2021


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) 41.0% N/A 55.0% N/A 50% N/A
Mathematics (grades 3-8 and 11) 23.0% N/A 46.0% 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: 1/29/2021



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: 1/29/2021



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: 1/29/2021



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) N/A N/A 34 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: 1/29/2021




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: 1/29/2021


Career Technical Education (CTE) Programs (School Year 2019–2020)

All high school students are programmed to take a Design I and Design II course in 9th and 10th grade which is a career technical education course that receives UC "f" credit for fine arts admissions requirements. Design Methodology I and Design Methodology II receive UC "g" credit for electives and this course receives free college credit and a design certification through UC San Diego Extensions. 

Last updated: 1/29/2021


Career Technical Education (CTE) Participation (School Year 2019–2020)

Measure CTE Program Participation
Number of Pupils Participating in CTE 76
Percent of Pupils that Complete a CTE Program and Earn a High School Diploma 100.00%
Percent of CTE Courses that are Sequenced or Articulated Between the School and Institutions of Postsecondary Education 100.00%

Last updated: 1/29/2021

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

UC/CSU Course Measure Percent
2019–2020 Pupils Enrolled in Courses Required for UC/CSU Admission 100.00%
2018–2019 Graduates Who Completed All Courses Required for UC/CSU Admission --

Last updated: 1/29/2021

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
5 N/A N/A N/A
7 N/A N/A N/A
9 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-56-20 was issued which waived the requirement to administer the physical fitness performance test for the 2019–2020 school year.

Last updated: 1/29/2021



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)

Parental involvement is highly encouraged at Urban Discovery Schools, with plentiful opportunities for involvement. Volunteer opportunities may include: helping with school events, classroom support, chaperoning field trips, lunch assistance, School Advisory Council participation, Local Control Accountability Plan development workshops, and attendance/leadership at various community/design workshops specifically designed for parent participation. There is a parent-teacher-student organization that focuses on community building, culture, and a spirit of volunteerism across our dynamic schools. Parents receive regular communication about community involvement opportunities through our weekly school communications. 

Last updated: 1/29/2021


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)

As Urban Discovery Schools has not yet graduated its first senior class, this information is not relevant at this time. We look forward to graduating our first senior class in June of 2020.


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 0.00% 0.00% 0.00% 3.70% 4.10% 4.10% 9.10% 9.60% 9.00%
Graduation Rate -- -- -- 82.00% 83.10% 84.70% 82.70% 83.00% 84.50%
Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

Last updated: 1/29/2021


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 3.60% 1.40% 3.50% 3.60% 3.50% 3.50%
Expulsions 0.00% 0.00% 0.10% 0.10% 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 1.30% -- 2.50%
Expulsions 0.10% -- 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: 1/29/2021


School Safety Plan (School Year 2020–2021)

Urban Discovery Schools believes that safety is of utmost importance. We have policies and procedures in place to keep students safe on school grounds before, during, and after the school day. Our safety plans are reviewed and approved annually by our Board of Directors, ensuring updates and oversight with each new school year. Our staff and students are trained each year on important safety procedures and practice regular monthly emergency drills throughout the year, including earthquake, fire evacuation, and lock down drills. Both school sites are locked campuses; visitors must enter through the front office where they are required to sign in and receive a badge from our front office staff.



In fall 2018, our Board of Directors approved a newly revamped and more thorough Comprehensive School Safety Plan, outlining detailed emergency and general school safety procedures; this plan is revised annually. This plan was last updated and reviewed in December of 2020 and includes a section on pandemic response protocols. 

Last updated: 1/29/2021

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)

Grade Level Average Class Size Number of Classes *
1-20 		Number of Classes *
21-32 		Number of Classes *
33+
K 23.00 0 3 0
1 26.00 0 2 0
2 26.00 0 2 0
3 28.00 0 2 0
4 30.00 0 2 0
5 30.00 0 2 0
6 29.00 0 2 0
Other** 30.00 14 0

* 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 21.00 3
1 26.00 2
2 25.00 2
3 28.00 2
4 26.00 2
5 27.00 2
6 25.00 2
Other** 26.00 24

* 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 22.00 3
1 21.00 2
2 26.00 2
3 27.00 2
4 30.00 2
5 30.00 2
6 23.00 2
Other** 26.00 14
* 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: 1/29/2021


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

Subject Average Class Size Number of Classes *
1-22 		Number of Classes *
23-32 		Number of Classes *
33+
English 28.00 3
Mathematics 29.00 7
Science 28.00 10
Social Science 30.00 4

* 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.


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

Subject Average Class Size Number of Classes *
1-22 		Number of Classes *
23-32 		Number of Classes *
33+
English 26.00 3 5
Mathematics 20.00 4 6
Science 25.00 3 5
Social Science 27.00 1 5

* 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.


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

Subject Average Class Size Number of Classes *
1-22 		Number of Classes *
23-32 		Number of Classes *
33+
English 22.00 5 6
Mathematics 21.00 5 6
Science 25.00 4 6
Social Science 25.00 3 7

* 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.

Last updated: 1/29/2021


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

UDA employs one school psychologist schoolwide. UDA also employs an assistant principal, who leads the academic counseling for our high school students. Additionally, each teacher serves as an advisor for a small group of sutdents, to further assist with personalized academic guidance and college/career counseling for each of our students. 

Title Ratio
Pupils to Academic Counselor* 623.0

*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: 1/29/2021


Student Support Services Staff (School Year 2019–2020)

State data on staffing are incorrect for the 18-19 school year. UDA employed one full-time PPS counselor, one full-time psychologist, and three full-time ed specialists during the 18-19 school year, in addition to eight paraprofessionals. Any other services provided, such as speech language pathology, were contracted with outside vendors.

  Number of FTE* Assigned to School
Counselor (Academic, Social/Behavioral or Career Development) 1.00
Library Media Teacher (Librarian) 0.50
Library Media Services Staff (Paraprofessional)
Psychologist 1.00
Social Worker
Nurse
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching) 2.00
Other 7.50

*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: 1/29/2021


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 $11304.00 $2294.00 $9009.00 $58755.00
District N/A N/A -- $83542.00
Percent Difference – School Site and District N/A N/A -- --
State N/A N/A $7750.12 $83052.00
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)

The following is a sample listing of services that were available to students during the 2019-2020 school year:



  • Design thinking

  • Restorative practices

  • Emergent Bilingual Supports

  • Special Education Services

  • 504 Plans

  • Behavior management

  • School Psychologist

  • After School Programming

  • Arts Education

  • Reading/writing Intervention Session

  • Numeracy Intervention Sessions

  • Design Challenges

  • Interdisciplinary Collaborative Learning 

  • Student Success Team

  • TED-Ed Student Talks

  • Social-emotional Learning

  • Racism & Cultural Biases Interventions

  • Human Reproductive Education (6-12)

  • Crisis Counseling

  • Internships

  • Community-Based Learning

  • Free College Classes for Credit

  • Design Thinking Certification

  • Associated Student Body

  • Credit Recovery

  • K-12 Extended Learning Summer Session

Last updated: 1/29/2021


Teacher and Administrative Salaries (Fiscal Year 2018–2019)

These salaries are reflective of the SDUSD school district. UDA utilizes its own locally approved salary schedules, which are different than that of the district.

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $47,051 $50,029
Mid-Range Teacher Salary $71,495 $77,680
Highest Teacher Salary $97,176 $102,143
Average Principal Salary (Elementary) $128,899 $128,526
Average Principal Salary (Middle) $131,842 $133,574
Average Principal Salary (High) $140,843 $147,006
Superintendent Salary $264,819 $284,736
Percent of Budget for Teacher Salaries 34.00% 33.00%
Percent of Budget for Administrative Salaries 4.00% 5.00%

For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/ .

Teacher Salary Chart
Principal Salary Chart

Last updated: 1/29/2021


Professional Development

Urban Discovery Schools utilize ten professional learning days before the school year starts in addition to multiple days throughout and after the school year to ensure the faculty is trained on our best practices and collaborating to best execute our program to maximize student learning. In addition, regular weekly or biweekly minimum days are utilized to collaborate and focus on professional growth collectively.

Professional learning has focused on the following areas in recent school years:

  • Design thinking
  • Restorative practices
  • EL practices
  • Accommodations and modifications
  • Behavior management
  • Common core state standards
  • Data analysis and goal setting
  • Reading/writing strategies
  • Numeracy
  • Curriculum mapping and alignment
  • Interdisciplinary collaboration
  • Student success team
  • Differentiation
  • Social-emotional learning
  • Racism
  • Cultural Biases
  • Sexism

In addition, our faculty spends an extensive amount of time planning horizontally and vertically to align curriculum, plan scope and sequence, solve community problems, and create interdisciplinary design challenges. Teachers also participate in external professional learning opportunities.

Measure 2018–2019 2019–2020 2020–2021
Number of school days dedicated to Staff Development and Continuous Improvement 17 18 30