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2015-16 SARC - School of Unlimited LearningELA - Grade 11Student GroupTotal EnrollmentNumber TestedPercent TestedPercent Met or ExceededAll 82.2%19.4%Black or African American--------American Indian or Alaska c or Latino534890.6%14.6%Native Haw aiian or Pacific Islander--------W hite--------Tw o or More Races--------Socioeconomically Disadvantaged725981.9%19.0%English Learners141392.9%--Students w ith Disabilities--------Students Receiving Migrant Education Services--------Foster Youth--------Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students w ho met the standard on the CAAsdivided by the total number of students w ho participated in both assessments.Double dashes (--) appear in the table w hen the number of students is ten or less, either because the number of students in this category is too small for statisticalaccuracy or to protect student privacy.Note: The number of students tested includes all students w ho participated in the test w hether they received a score or not; how ever, the number of students testedis not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using only students w ho receivedscores.Last updated: 1/9/2017Page 9 of 21

2015-16 SARC - School of Unlimited LearningMathematics - Grade 11Student GroupTotal EnrollmentNumber TestedPercent TestedPercent Met or ExceededAll %--Black or African American--------American Indian or Alaska c or Latino533973.6%--Native Haw aiian or Pacific Islander--------W hite--------Tw o or More Races--------Socioeconomically Disadvantaged724461.1%--English Learners14964.3%--Students w ith Disabilities--------Students Receiving Migrant Education Services--------Foster Youth--------Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students w ho met the standard onthe CAAs divided by the total number of students w ho participated in both assessments.Double dashes (--) appear in the table w hen the number of students is ten or less, either because the number of students in this category is too small for statisticalaccuracy or to protect student privacy.Note: The number of students tested includes all students w ho participated in the test w hether they received a score or not; how ever, the number of students testedis not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using only students w ho receivedscores.Last updated: 1/9/2017Page 10 of 21

2015-16 SARC - School of Unlimited LearningCAASPP Test Results in Science for All StudentsPercentage of Students Scoring at Proficient or AdvancedSchoolSubjectScience (grades 5, 8, and .0%34.0%60.0%56.0%54.0%Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) ingrades five, eight, and ten.Note: Scores are not show n w hen the number of students tested is ten or less, either because the number of students in this category is too small for statisticalaccuracy or to protect student privacy.Last updated: 1/9/2017CAASPP Tests Results in Science by Student GroupGrades Five, Eight and Grade Ten (School Year 2015-16)TotalEnrollmentNumber of Students with ValidScoresPercent of Students with ValidScoresPercent Proficient orAdvancedAll 83.3%30.0%Black or African American--------American Indian or Alaska panic or Latino292689.7%7.7%Native Haw aiian or Pacific Islander000.0%0.0%W hite--------Tw o or More Races000.0%0.0%Socioeconomically Disadvantaged352982.9%17.2%English Learners--------Students w ith Disabilities--------Students Receiving Migrant EducationServices000.0%0.0%Foster Youth--------Student GroupNote: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of studentsw ho scored at Proficient or Advanced on the science assessment divided by the total number of students w ith valid scores.Note: Scores are not show n w hen the number of students tested is ten or less, either because the number of students in this category is too small for statisticalaccuracy or to protect student privacy.Last updated: 1/9/2017Page 11 of 21

2015-16 SARC - School of Unlimited LearningCareer Technical Education Programs (School Year 2015-16)The School of Unlimited Learning offers an introductory Career Exploration course primarily to 12th grade students. This course is considered an elective courseand contains a w ork experience component w hich offers SOUL students practical on-the-job experience at a designated w orksite. Students also complete careerassessments, prepare resumes, and learn successful interview ing techniques to secure employment. The Career Exploration course is has a w riting and researchcomponent. This course is considered an elective course. Inaddition, SOUL provides eligible students paid w ork experience and training through Fresno EOC'sEmplopyment and Training Program.Last updated: 1/9/2017Career Technical Education Participation (School Year 2015-16)MeasureNumber of Pupils Participating in CTECTE Program Participation20Percent of Pupils Completing a CTE Program and Earning a High School Diploma20.0%Percent of CTE Courses Sequenced or Articulated Betw een the School and Institutions of Postsecondary Education0.0%Last updated: 1/9/2017Courses for University of California (UC) and/or California State University (CSU) AdmissionUC/CSU Course MeasurePercent2015-16 Pupils Enrolled in Courses Required for UC/CSU Admission10.0%2014-15 Graduates W ho Completed All Courses Required for UC/CSU Admission8.0%Page 12 of 21

2015-16 SARC - School of Unlimited LearningState Priority: Other Pupil OutcomesLast updated: 1/25/2017The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):Pupil outcomes in the subject area of physical educationCalifornia Physical Fitness Test Results (School Year 2015-16)Percentage of Students Meeting Fitness StandardsGrade LevelFour of Six StandardsFive of Six StandardsSix of Six StandardsNote: Percentages are not calculated w hen the number of students tested is ten or less, either because the number of students in this category is too small forstatistical accuracy or to protect student privacy.Last updated: 1/25/2017Page 13 of 21

2015-16 SARC - School of Unlimited LearningC. EngagementState Priority: Parental InvolvementThe SARC provides the follow ing 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 schoolsiteOpportunities for Parental Involvement (School Year 2016-17)Parent involvement is essential to student success. Parents/guardians are encouraged to participate in the education of their child through a variety of avenues.Parents are kept abreast of school activities, events, and the educational progress of their child. The student’s case manager, teachers, school administration,and counseling staff contact parents through phone, mail, and/or personal visits. For each student, an individual parent/student orientation is provided by a casemanager upon enrolling into school. Communication betw een the school and home is regular and meaningful thus providing a foundation of trust andcollaboration. As parents and educators successfully correspond, problems w ill be more readily resolved and students w ill make greater academic progress. Parentsare encouraged to participate actively in selecting placement options w ith their child. Regular attendance, providing basic clothing and supplies, assisting w ithhomew ork, and taking a personal interest in the academic advancement of their child are strongly encouraged. Parents can help the school through assisting inthe classroom; in other learning environments; in co-curricular and extra-curricular activities; volunteering to assist w ith clerical tasks; sharing special skills orknow ledge; or mentoring other youth. Parents w ill contribute to decisions benefiting the school environment and student instruction through a variety of means:parental representation on the Governing Council, parent and leadership on the Parent Advisory Committee. The annual Parent Involvement Policy isupdated eachyear.Enrollment in the School of Unlimited Learning is an acknow ledgement by parent/guardianthat they1) are w illing to remain/become active in the learning of their child w hile he/she is enrolled in the school;2) understand and support the distinctive nature of the school and agree to adhere to the school’s policies andprocedures.Each parent/guardian receives a Parent/Student handbook that enumerates the policies andprocedures as w ell as graduation requirements and courses offered.State Priority: Pupil EngagementLast updated: 1/25/2017The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):High school dropout rates; andHigh school graduation ratesPage 14 of 21

2015-16 SARC - School of Unlimited LearningCompletion of High School Graduation Requirements - Graduating Class of 2015(One-Year Rate)Student GroupSchoolDistrictStateAll Students328385Black or African American187777American Indian or Alaska Native08175Asian339399Filipino09797Hispanic or Latino348184Native Haw aiian or Pacific Islander010085W hite388587Tw o or More Races06991Socioeconomically Disadvantaged308177English Learners256551Students w ith Disabilities446368Foster Youth------Page 15 of 21

2015-16 SARC - School of Unlimited LearningLast updated: 1/25/2017State Priority: School ClimateThe SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safetySuspensions and .35School SuspensionsDistrict SuspensionsState Suspensions12.5School ExpulsionsDistrict ExpulsionsState 0.002013-142014-152015-162013-142014-152015-16Last updated: 1/25/2017School Safety Plan (School Year 2016-17)Each year SOUL develops a comprehensive Safe School and Disaster Preparedness Program Plan in conjunction w ith the Fresno Unified School District. Thecomprehensive school safety plan is revised on an annual basis each Spring and review ed w ith school staff at the beginning of each school year. The 2015/2016Safe School Plan w as approved by the SOUL Governing Council in February 2015 and review ed w ith staff on August 10, 2015. Key elements of the plan includethe identification of the follow ing:Threat Assessment Management TeamImmediate Care RespondersPandemic Influenza Management PlanParent Reunification TeamEvacuation PlanFire Drill, Lockdow n, and Imminent Danger Procedures and ScheduleEmployee Phone TreePage 16 of 21

2015-16 SARC - School of Unlimited LearningLast updated: 1/25/2017Page 17 of 21

2015-16 SARC - School of Unlimited LearningD. Other SARC InformationThe information in this section is required to be in the SARC but is not included in the state priorities for LCFF.Federal Intervention Program (School Year 2016-17)IndicatorSchoolDistrictIn PIIn PI1999-20002004-2005Year 5Year 3Number of Schools Currently in Program ImprovementN/A84Percent of Schools Currently in Program ImprovementN/A89.4%Program Improvement StatusFirst Year of Program ImprovementYear in Program ImprovementNote: Cells w ith NA values do not require data.Last updated: 1/25/2017Page 18 of 21

2015-16 SARC - School of Unlimited LearningAverage Class Size and Class Size Distribution (Secondary)2013-142014-15Number of Classes *Subject2015-16Number of Classes *Number of Classes *Average Class Size1-2223-3233 Average Class Size1-2223-3233 Average Class Size1-2223-3233 80014.0800Science14.080014.080014.0800Social Science14.081014.041014.0800* 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 isreported by subject area rather than grade level.Last updated: 1/25/2017Academic Counselors and Other Support Staff (School Year 2015-16)TitleNumber of FTE* Assigned to SchoolAverage Number of Students per Academic CounselorAcademic Counselor1.0200.0Counselor (Social/Behavioral or Career Development)1.0N/ALibrary Media Teacher (librarian)0.0N/ALibrary Media Services Staff (paraprofessional)0.0N/APsychologist0.0N/ASocial W orker0.0N/ANurse0.0N/ASpeech/Language/Hearing Specialist0.0N/AResource Specialist (non-teaching)0.0N/AOtherN/ANote: Cells w ith N/A values do not require data.*One Full Time Equivalent (FTE) equals one staff member w orking full time; one FTE could also represent tw o staff members w ho each w ork 50 percent of full time.Last updated: 1/25/2017Page 19 of 21

2015-16 SARC - School of Unlimited LearningTypes of Services Funded (Fiscal Year 2015-16)Most students w ho enroll at SOUL arrive having lacked a connectedness to the traditional high school setting, leaving them unmotivated and at risk of droppingout. To address this, SOUL has developed a more diagnostic approach to providing intervention and support services to its students. In addition to theaforementioned intervention strategies dealing w ith a student’s academic needs, special resources are made available to address the student’s personal, social,mental, emotional, and in some cases, physical needs.Many of SOUL’s students have needs reach far beyond a diagnosed deficiency in Reading or Math. Their educational shortcomings can usually be traced to ahistory of chronic truancy, often caused by insurmountable problems in the child’s life that he/she has not been able to cope w ith or successfully overcome.Learning best occurs w hen a student’s social and family dynamics are conducive to learning. Unfortunately, many students come to school unprepared to learnbecause of undue emotional stress in their lives. W ith the help of the case managers at SOUL, along w ith a plethora of prescriptive supportive services, thesestudents receive the attention and assistance they need to overcome the barriers that have led to truancy, lack of motivation and a history of academic failure.Each student receives case management services primarily aimed at cultivating a stronger personal and social acumen. Their ability to deal w ith w hat is often adysfunctional family and/or environment is vital to their personal and academic development. Case managers w ork closely w ith the students to access resourcesprovided by Fresno EOC and other community agencies to address personal, family, social, and emotional needs. In addition to case management services, SOULoffers mental health counseling through Kaiser Permanente’s Psychology department, as w ell as additional supportive services through Fresno State’s Social W orkprogram. Case managers are available to every student at SOUL, w hether enrolled in the classroom-based program or in Independent Study. A family meeting isheld upon enrollment, follow ed by several individual meetings so that a trusting relationship can be developed. Due to the typical SOUL student’s history of pooracademic performance, truancy, and misbehavior, meeting w ith a SOUL case manager is often times the first positive interaction parents have had w ith theeducational system in years. Case managers are w ell versed in student needs assessment, and appropriate service and resource referrals. Many of these referralbased services are offered on, or near SOUL’s campus such as: Mental health counseling provided by Kaiser Permanente’s Psychology Department Interns. Personal coaching and support provided by Social W ork interns. Temporary shelter and counseling for runaw ay and out-of-control youth Child care and child development classes offered by Fresno EOC’s Head Start/Early Head Start Program at SOUL’s Early Head Start child development center Health service needs provided by Fresno EOC’s health clinic. Housing and homelessness issues addressed by Fresno EOC’s Transitional Living Center.SOUL’s greatest resource is not merely an academic program that mirrors other traditional and non-traditional high schools. Rather, SOUL provides a w ide varietyof avenues designed to connect students to school, w hether it be through delivery of special resources and support services, or through participation inextracurricular activities. SOUL’s alternative educational setting is a vehicle of opportunity, providing it‘s students a w ay out of their previous cycle of truancy anddisconnectedness. SOUL delivers relevant prescriptive resources and services designed to increase school attendance, connectedness, and involvement inextracurricular activities. Services include home visits to identified truants, individualized counseling, parent engagement opportunities, and scheduled participationin extracurricular and community activities.Last updated: 1/25/2017Page 20 of 21

2015-16 SARC - School of Unlimited LearningProfessional DevelopmentThe School of Unlimited Learning schedules a total of five school days per year to staff development, w hich is detrmined using student assessment

City, State, Zip Fresno, Ca, 93721-1104 Phone Number 559-498-8543 Principal Mark A. Wilson, Principal E-mail Address mark.wilson@fresnoeoc.org County-District- . Without Full Credential 0 0 0 Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 1 2014-15 2015-16 2016-17 0 2 4 6 8 10 12