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Clovis USD

Clovis North Educational

Center2014-15

School Accountability Report Card

Published in 2015-16

Mr. Scott Dille Principal

[email protected]

2770 East International Avenue Fresno, CA 93730

Grades: 9-12 Phone: (559) 327-5000

cnec.cusd.com

CDS Code: 10-62117-0113555

Janet Young, Superintendent • [email protected] • Phone: (559) 327-9000

Clovis Unified School District • 1450 Herndon Avenue Clovis, CA 93611 • www.cusd.com

2014-15 School Accountability Report Card • Published by School Innovations & Achievement • www.sia-us.com

3Clovis North Educational CenterSARC

Principal’s MessageThe Clovis North Educational Center (CNEC) opened in August 2007. The 2015-16 school year will be our ninth at CNEC, where “Unity, Courage and Commitment” are action words that guide our students and staff. The district’s fifth comprehensive intermediate school and high school are designed and organized to provide a seamless, focused and dynamic seventh through 12th grade educational experience. The collaborative cul-ture of the campus is built upon the core values and beliefs of our district infused with cutting-edge curricular and instructional innovation.

Sincerely,

Scott Dille

Principal

School Mission StatementClovis North Educational Center is dedicated to building a unified campus that inspires all students to maxi-mize their performance in mind, body and spirit.

Clovis USD Governing Board

The Clovis Unified School District Governing Board consists of seven board seats. Each seat represents a geographic

portion of the district. Board member terms are four years.

Ginny Hovsepian, president

Christopher Casado, vice president

Jim Van Volkinburg, D.D.S.; clerk

Sandra A. Bengel, member

Betsy Sandoval, member

Brian Heryford, member

Richard Lake, C.P.A.; member


In accordance with state and federal requirements, the School Accountability

Report Card (SARC) is put forth annually by all public schools as a tool

for parents and interested parties to stay informed of the school’s progress, test

scores and achievements.

District Mission StatementTo be a quality educational system

providing the resources for all students to reach their potential in mind,

body and spirit.

DIstrict Vision StatementClovis Unified School District strives

to be America’s benchmark for excellence in education.

“Where Character Counts”

Clovis Unified School District Core ValuesIn Clovis Unified, we hold ourselves accountable to a set of core values that we consider nonnegotiable. These values are expressed in the following key phrases and words:

• Students: Educate the whole child in mind, body and spirit; a fair break for every kid; every child can learn, and we can teach every child; meet the educational needs of all students; student-centered decision-making.

• Employees: It’s people, not programs; support our employees; mutual respect; professionalism; commitment; shared decision-making; accountability; high standards, both individually and collectively.

• Community: Educational is a partnership; parent involvement; community involvement; business partnerships; collaboration with all stakeholders; mutual effort.

• Expectations: Continuous improvement; quality education; clear expectations; win with class, lose with dignity; do the right thing; integrity; innovation; forward thinking; the higher the expectation, the greater the achievement.

• Schools and facilities: World class; community-centered; kids deserve the best; community accessible.

Parental InvolvementClovis North Educational Center parents are provided a variety of opportunities for involvement. Parent com-mittees such as the School Assessment Review Team (SART) committee, the School Site Council (SSC), the Intercultural and Diversity Advisory Council (IDAC) and the English Language Advisory Committee (ELAC) provide a forum for parent input regarding school operations. The nonprofit Bronco Foundation is a fundrais-ing and volunteer parent organization that provides many opportunities for parent involvement including the annual Family Fest and other dinners. Various parent booster groups are available that are primarily focused on students’ participation and interests. The traditional Open House and Back-to-School Nights annually at-tract parents to our campus to observe our academic and cocurricular programs. Clovis North Educational Center also encourages active parent volunteerism.

For more information on how to become involved at Clovis North Educational Center, contact Deputy Princi-pal Ruth DiSanto at (559) 327-5075 or [email protected].

School SafetyClovis North Educational Center works diligently to provide a safe school environment outside and during the actual school day. Administration and staff provide supervision before school, during the day and after school, long into the evening. The staff understands that student safety is everyone’s responsibility, and this extends out to all staff on campus. Students are also provided opportunities to assist staff in keeping the campus safe and orderly. Clovis North Educational Center fosters a safe school environment by enforcing the district-adopted Zero-Tolerance Policy, a closed-campus policy, and a student dress code.

Clovis North Educational Center has a School Safety Plan and a School Crisis Intervention Plan. These plans are evaluated and updated annually by staff and community members. Our current plan is presented at our before-school staff meetings in August and was recently updated in September 2015. Monthly drills are conducted to ensure the staff and students are prepared in the event of an emergency. The goal is to en-sure a safe and nonviolent environment on all of the CUSD campuses. Specific areas of focus, coupled with appropriate strategies to address concerns, are featured in our school plan. Another indication of CUSD’s commitment to a safe and orderly school environment is the employment of full-time police officers and student-relations liaisons.

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Three-Year DataNumber of Classrooms by Size

2012-13 2013-14 2014-15

SubjectNumber of Students

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English language arts 57 20 36 52 12 48 62 18 44

Mathematics 12 17 39 12 15 45 14 18 21

Science 34 10 37 29 19 37 31 14 42

History/social science 18 10 35 14 16 41 17 17 42

Suspensions and ExpulsionsThis table shows the school, district, and state suspension and expulsion rates for the most recent three-year period. Note: Students are only counted one time, regardless of the number of suspensions.

Suspension and Expulsion Rates

Clovis NEC

12-13 13-14 14-15

Suspension rates 4.1% 3.9% 3.3%

Expulsion rates 0.1% 0.2% 0.1%

Clovis USD

12-13 13-14 14-15



California

12-13 13-14 14-15



Enrollment by Student GroupThe total enrollment at the school was 2,343 students for the 2014-15 school year. The pie chart displays the percentage of students enrolled in each group.

2014-15 School YearDemographics

Socioeconomically disadvantaged

17.5%English

learners2.3%

Students with disabilities

7.7%Foster Youth

0.4%

Enrollment by GradeThe bar graph displays the total number of students enrolled in each grade for the 2014-15 school year.

2014-15 Enrollment by Grade

ESLRs – Expected Schoolwide Learning Results MIND: Maximize student academic achievement

BODY: Maximize physical wellness

SPIRIT: Maximize student involvement and inclusion

Class Size DistributionThe bar graph displays the three-year data for average class size and the table displays the three-year data for the number of classrooms by size.

Three-Year DataAverage Class Size

13-1412-13 14-15

Hispanic or Latino21.8%

American Indian or Alaska Native

0.4%

Asian15.1%

Native Hawaiian or Pacific Islander

0.2%

Filipino3.5%

Black or African-American

3.3%

White52.1%

Two or more races3.5%

No response 0.1%

9

10

11

12

647

611

592

493

English languagearts

Mathematics Science History/socialscience

18

30

23

27

20

30

24

29

19

2624

27


Federal Intervention ProgramSchools and districts receiving Title I funding that fail to meet AYP over two consecutive years in the same content area (English language arts or mathematics) or on the same indicator enter into Program Improvement (PI). Each additional year that the district or school(s) do not meet AYP results in advancement to the next level of intervention. The percentage of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district.

This table displays the 2015-16 Program Improvement status for the school and district. For detailed information about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

2015-16 School YearFederal Intervention Program

Clovis NEC Clovis USD

Program Improvement status Not Title I In PI

First year of Program Improvement ² 2011-2012

Year in Program Improvement ² Year 3

Number of schools currently in Program Improvement 9

Percentage of schools currently in Program Improvement 56.30%

California Physical Fitness TestEach spring, all students in grades 5, 7 and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram® is the designated PFT for students in California public schools put forth by the State Board of Education. The PFT measures six key fitness areas:

1. Aerobic Capacity

2. Body Composition

3. Flexibility

4. Abdominal Strength and Endurance

5. Upper Body Strength and Endurance

6. Trunk Extensor Strength and Flexibility

Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram. The table shows the percentage of students meeting the fitness standards of being in the “healthy fitness zone” for the most recent testing period. For more detailed information on the California PFT, please visit www.cde.ca.gov/ta/tg/pf.

Percentage of Students Meeting Fitness Standards

2014-15 School Year

Grade 9

Four of six standards 11.6%

Five of six standards 14.4%

Six of six standards 61.6%

Adequate Yearly ProgressThe federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Ad-equate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in the following four target areas:

• Participation rate on statewide assessments in English language arts and mathematics

• Percentage of students scoring proficient on statewide assessments in English language arts and mathematics

• Attendance rates for schools with enrollment in Transitional Kindergarten through grade eight (TK-8)

• Graduation rate for high schools

The table displays whether or not the school, district, and state met each of the AYP criteria and made overall AYP for 2014-15. For more information, visit www.cde.ca.gov/ta/ac/ay.

2014-15 School YearAdequate Yearly Progress Criteria

Clovis NEC Clovis USD California

Met overall AYP Yes Yes Yes

Met participation rate:

English language arts Yes Yes Yes

Mathematics Yes Yes Yes

Met percent proficient:

English language arts n n n

Mathematics n n n

Met attendance rates Ù Yes Yes

Met graduation rate Yes Yes Yes

²Not applicable. The school is not in Program Improvement.

Ù Not applicable. This AYP indicator is only applicable for schools or districts that enrolled 30 or more students in Transitional Kindergarten through grade eight (TK-8) on Fall Census Day.

Not applicable. Due to the transition to the Smarter Balanced Summative Assessments, the U.S. Department of Education approved the California Department of Education’s waiver request to exclude the percent proficient results from AYP determinations. For more information on the AYP reports, please visit http://data1.cde.ca.gov/dataquest/.

n

6

California Standards Tests for All Students: Science (grades 5, 8 and 10)The tables show the percentage of students in grades 5, 8 and 10 who scored at Proficient or Advanced levels (meeting or exceeding state standards) in science.

Three-Year DataStudents Scoring at Proficient or Advanced Levels

Clovis NEC Clovis USD California

Subject 12-13 13-14 14-15 12-13 13-14 14-15 12-13 13-14 14-15

Science 73% 71% 72% 76% 79% 77% 59% 60% 56%

California Standards Tests Results by Student Group: Science (grades 5, 8 and 10)

2014-15 School YearStudents Scoring at Proficient or Advanced Levels

Group Science

All students in the district 77%

All students at the school 72%

Male 73%

Female 72%

Black or African-American 76%

American Indian or Alaska Native v

Asian 83%

Filipino 82%

Hispanic or Latino 66%

Native Hawaiian or Pacific Islander v

White 70%

Two or more races 78%

Socioeconomically disadvantaged 64%

English learners v

Students with disabilities 31%

Students receiving Migrant Education services v

Foster youth ±

California Assessment of Student Performance and Progress/Standardized Testing and Reporting Results Beginning in the 2013-14 school year, the Standardized Testing and Reporting (STAR) Program was eliminated and replaced by a new set of assessments called the California Assessment of Student Performance and Progress (CAASPP).

For the 2015 school year, the CAASSP included a mix of online and paper-pencil assessments. The online component contained the Smarter Balanced English language arts/literacy and mathematics tests. The paper-pencil science assessments of CAASPP included the California Standards Test (CST), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA). There was also the optional Standards-based Tests in Spanish for reading/language arts.

The CST is a multiple-choice test in science for varying grade levels. The CMA is a modified assessment for students with disabilities who have an Individualized Education Plan (IEP). The CAPA is an alternate assessment for students with significant cognitive disabilities who are unable to take the CST with accommodations or modifications or the CMA with accommodations.

For more information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca.

CAASPP by Student Group: English Language Arts and MathematicsThe tables on the following page display the information on student achievement at each performance level in English language arts and mathematics for the school by student groups for grade 11.

Levels of achievement include:

• Level 1 = Standard not met

• Level 2 = Standard nearly met

• Level 3 = Standard met

• Level 4 = Standard exceeded

Note: The number of students tested includes students that did not receive a score. However, the number of students tested is not the number that was used to calculate the performance level percentages. The performance level percentages are calculated using students with scores.

v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

± Information is not available at this time.

California Assessment of Student Performance and Progress Results for All Students (grades 3-8 and 11)The table below shows the percentage of students meeting or exceeding the state standards in English language arts/literacy and mathematics.

2014-15 School YearPercentage of Students Meeting or Exceeding State Standards

Subject Clovis NEC Clovis USD California

English language arts/literacy 74% 60% 44%

Mathematics 46% 50% 33%


CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 11

Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded


2014-15 School YearStudents Achieving at Each Performance LevelEnglish Language Arts: Grade 11 Total

EnrollmentNumber Tested

Percentage Tested of Total

Enrollment

Percent Achievement

Group Level 1 Level 2 Level 3 Level 4

All students 569 550 96.7% 8% 18% 31% 42%

Male 294 51.7% 12% 17% 31% 40%

Female 256 45.0% 4% 19% 32% 45%

Black or African-American 13 2.3% 8% 31% 23% 38%

American Indian or Alaska Native 2 0.4% v v v v

Asian 101 17.8% 8% 12% 29% 51%

Filipino 16 2.8% 0% 6% 50% 44%

Hispanic or Latino 120 21.1% 15% 28% 36% 21%

Native Hawaiian or Pacific Islander 0 0.0% v v v v

White 271 47.6% 7% 15% 30% 48%

Two or more races 27 4.7% 4% 19% 33% 44%

Socioeconomically disadvantaged 111 19.5% 13% 31% 36% 21%

English learners 6 1.1% v v v v

Students with disabilities 26 4.6% 15% 50% 27% 8%

Students receiving Migrant Education services 0 0.0% v v v v

Foster youth ± ± ± ± ± ±

Mathematics: Grade 11 Total Enrollment

Number Tested

Percentage Tested of Total

Enrollment

Percent Achievement

Group Level 1 Level 2 Level 3 Level 4

All students 569 549 96.5% 28% 25% 24% 22%

Male 294 51.7% 29% 24% 24% 23%

Female 255 44.8% 27% 26% 24% 22%

Black or African-American 13 2.3% 46% 23% 15% 15%

American Indian or Alaska Native 2 0.4% v v v v

Asian 101 17.8% 16% 17% 23% 45%

Filipino 16 2.8% 13% 31% 13% 38%

Hispanic or Latino 120 21.1% 44% 28% 21% 4%

Native Hawaiian or Pacific Islander 0 0.0% v v v v

White 270 47.5% 25% 26% 28% 21%

Two or more races 27 4.7% 26% 30% 19% 26%

Socioeconomically disadvantaged 111 19.5% 42% 30% 15% 10%

English learners 6 1.1% v v v v

Students with disabilities 25 4.4% 68% 28% 0% 4%

Students receiving Migrant Education services 0 0.0% v v v v



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California High School Exit Exam ResultsThe California High School Exit Exam (CAHSEE) is primarily used as a gradu-ation requirement in California. Students are first tested in grade 10 and have multiple chances to retake the test if the student does not pass the first time. The grade 10 results of this exam are also used to determine AYP for high schools as required by the federal NCLB law. The CAHSEE has two sections: English language arts and mathematics. For the purposes of calculating AYP, three performance levels are set: Advanced, Proficient and Not Proficient. Ô

California High School Exit Exam Grade 10 ResultsThe table displays the percentage of students scoring at Proficient or Advanced levels for the most recent three-year period. Note that the score a student must achieve to be considered Proficient is different than the passing score for graduation requirement.

Three-Year DataStudents Scoring at Proficient or Advanced Levels

English Language Arts Mathematics

12-13 13-14 14-15 12-13 13-14 14-15

Clovis NEC 87% 84% 83% 83% 88% 83%

Clovis USD 70% 72% 70% 70% 73% 70%

California 57% 56% 58% 60% 62% 59%

CAHSEE Grade 10 Results by Student Group: English Language Arts and MathematicsThis table displays the percentage of students, by group, achieving at each performance level in English language arts and mathematics for the most recent testing period. For detailed information regarding the CAHSEE results, visit www.cahsee.cde.ca.gov.

2014-15 School YearStudents Achieving at Each Performance Level

English Language Arts Mathematics

Group Not Proficient Proficient Advanced Not Proficient Proficient Advanced

All students in the district 30% 28% 43% 30% 47% 23%

All students at the school 17% 25% 58% 17% 45% 38%

Male 22% 25% 53% 16% 44% 40%

Female 12% 25% 63% 17% 46% 37%

Black or African-American 22% 41% 37% 25% 54% 21%

American Indian or Alaska Native v v v v v v

Asian 14% 15% 71% 6% 31% 64%

Filipino 13% 30% 57% 9% 35% 57%

Hispanic or Latino 19% 37% 44% 24% 54% 22%

Native Hawaiian or Pacific Islander v v v v v v

White 17% 22% 61% 16% 46% 38%

Two or more races 16% 20% 64% 29% 29% 42%

Socioeconomically disadvantaged 27% 38% 36% 21% 52% 27%

English learners 69% 23% 8% 46% 38% 15%

Students with disabilities 78% 13% 10% 68% 27% 5%

Students receiving Migrant Education services v v v v v v


Ô Due to Senate Bill 172 passed in July 2015, the CAHSEE has been suspended through the 2017-18 school year.




Admission Requirements for California’s Public UniversitiesUniversity of California: Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for university-level work. For general admissions requirements, please visit the UC Admissions Information Web page at http://admission.universityofcalifornia.edu.

California State University: Eligibility for admission to California State University (CSU) is determined by three factors: 1. specific high school courses, 2. grades in specified courses and test scores, and 3. graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission-guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application and fee information, see the CSU Web page at www.calstate.edu/admission/admission.shtml.

Career Technical Education ProgramsInformation about Career and Technical Education programs, including a list of CTE and ROP courses can be found in the 2014-15 Course Description Catalog available at the school or online at www.cusd.com/parent/school-info/course-catalogs. At Clovis North Educational Center, we have a Health Careers CTE program. This elective course and its pathway classes are aligned to district, state and applicable model curriculum standards. Our CTE committee works closely with each of the hospitals in our area as well as the CSU Fresno Nursing Program.

The primary representative of the district’s career technical advisory committee is Gregory Lomack and the industries represented are agriculture and natural resources; arts, media, and entertainment; building trades and construction; education, child development, and family services; fashion and interior design; finance and business; health science and medical technology; information technology; manufacturing and product development; marketing, sales, and service; public services; and transportation.

The CNEC Health Careers Academy is a high-school curriculum that provides a four-year health careers pathway for students pursuing health-related careers after graduation. Freshman and sophomores are in a cohort with teachers in the Health Careers Pathway where their academic core classes are all integrated.

These integrated classes encompass English, health, science, social science, math and foreign language.

Through our CTE classes we expose the students to medical topics and ideas and how they relate to what they are learning in school today. This helps prepare them for their junior and senior years where they will be involved in a Capstone/ROP class such as Medical Careers or Principles of Athletic Training. The Capstone/ROP class prepares students to enter the health-care workforce and/or postsecondary health care education while developing proficient skills essential in the industry. Another opportunity we have for our Health Careers Academy students is volunteering with the Future Health Professionals organization HOSA. This is a club open to our Health Careers Academy students as well as all other students. Many of our HOSA students are not involved with the Health Careers Academy due to various reasons, but want to be involved in the medical field in some way. HOSA allows for opportunities for knowledge, skill and leadership development of all health-science technology of education students, therefore helping students meet the needs of the health-care community. This is done through medical guest speakers, community volunteering, officer and competitive opportunities and chapter, state and National Affiliation Membership with HOSA.

In the Capstone/ROP classes, students have the opportunity to work out in the medical community getting hands-on experience. Students work in hospitals, medical offices, with athletic teams and other health professions. The feedback from our community where these students are serving has been very positive, and the increase in the number of health professions that are opening their doors for us has validated the strength of our program and the students who are involved.

Course Enrollment for UC/CSU AdmissionThe table displays two measures related to the school’s courses that are required for University of California and/or California State University admission for the most recent year for which data is available. For more detailed information, visit http://dq.cde.ca.gov/dataquest.

2013-14 and 2014-15 School YearsUC/CSU AdmissionClovis NEC

Percentage of students enrolled in courses required for UC/CSU admission in 2014-15 98.17%

Percentage of graduates who completed all courses required for UC/CSU admission in 2013-14 65.96%

Career Technical Education ParticipationThis table displays information about participation in the school’s Career Technical Education (CTE) programs.

Career Technical Education Data

Clovis NEC

2014-15 Participation

Number of pupils participating in CTE 482

Percentage of pupils who completed a CTE program and earned a high school diploma

24%

Percentage of CTE courses that are sequenced or articulated between a school and institutions of postsecondary education

17%

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Advanced Placement CoursesThe following is a list of Advanced Placement (AP) courses offered by subject at the school.

Advanced Placement Courses

2014-15 School Year

Percentage of total enrollment enrolled in AP courses 1.40%

Number of AP courses offered at the school 54

Number of AP Courses by Subject

Computer science 0

English 7

Fine and performing arts 1

Foreign language 2

Mathematics 7

Science 12

Social science 25

School Motto:Unity, Courage and Commitment.

“Be the Best You Can be in Mind, Body and Spirit”

Graduating Class of 2014Completion of High School Graduation Requirements

Group Clovis NEC Clovis USD California

All students 95.36% 86.62% 84.60%

Black or African-American 92.86% 83.96% 76.00%

American Indian or Alaska Native 100.00% 69.23% 78.07%

Asian 96.92% 91.63% 92.62%

Filipino 100.00% 89.47% 96.49%

Hispanic or Latino 90.65% 82.96% 81.28%

Native Hawaiian or Pacific Islander v 75.00% 83.58%

White 96.39% 87.57% 89.93%

Two or more races 100.00% 92.73% 82.80%

Socioeconomically disadvantaged 88.78% 80.73% 81.36%

English learners 90.00% 66.37% 50.76%

Students with disabilities 65.00% 36.74% 61.28%

Foster youth ± ± ±

Graduates and DropoutsThis table displays the graduation and dropout rates for the most recent three-year period for which data is available. Please visit www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf for more information.

Three-Year DataGraduation and Dropout Rates

Graduation Rate Dropout Rate

11-12 12-13 13-14 11-12 12-13 13-14

Clovis NEC 98.73% 98.83% 97.74% 0.50% 0.00% 0.20%

Clovis USD 92.59% 92.12% 92.11% 3.70% 4.20% 3.90%

California 78.87% 80.44% 80.95% 13.10% 11.40% 11.50%

Completion of High School Graduation RequirementsThis table displays school, district and California data for the percentages of students in the most recent graduating class who met all state and local graduation requirements for grade 12 completion, including having passed both the English language arts and mathematics portions of the CAHSEE, or received a local waiver or state exemption. The formula for the completion of graduation requirements is the number of grade 12 students who met all graduation requirements, divided by, the number of students enrolled in grade 12 at the time of the Fall Census Day. Therefore, results can include percentages over 100% if students transferred into the school and graduated but were not there at the time of the Fall Census Day enrollment count. For more information, please visit www.cde.ca.gov/ta/tg/hs.




Textbooks and Instructional MaterialsClovis Unified School District sets a high priority upon ensuring there are sufficient textbooks and materi-als to support the district’s instructional program. CUSD Board Policy Number 3301 establishes criteria and procedures for the adoption of all textbooks. All K-8 textbooks purchased have been approved by the State Board of Education and adopted by the Clovis Unified Governing Board. Textbooks and instructional materi-als purchased for grades 9-12 are aligned to the State content standards and adopted by the Clovis Unified Governing Board.

The Department of Supplemental Services continues to support the school sites with funding that allows for the purchase of supplementary instructional material for our students, including English Learners in grades K-12. The supplemental material is designed to accelerate pupils as rapidly as possible toward grade-level proficiency in the core subjects of English-language arts, math, social science, and science. These supple-mental materials are used in addition to the basic reading/language arts and other core materials provided for every student and are correlated to state content standards.

Availability of Textbooks and Instructional MaterialsThe following lists the percentage of pupils who lack their own assigned textbooks and instructional materials.

Percentage of Students Lacking Materials by Subject

2015-16 School Year

Reading/language arts 0%

Mathematics 0%

Science 0%

History/social science 0%

Visual and performing arts 0%

Foreign language 0%

Health 0%

Science laboratory equipment 0%

Currency of Textbook DataThis table displays the date when the textbook and instructional materials information was collected and verified.

Currency of Textbooks

2015-16 School Year

Data collection date 10/2015

2015-16 School YearTextbooks and Instructional Materials List

Subject Textbook Adopted

English language arts The Language of Literature, McDougal Littell (9) 2006


English language arts Literature, Platinum Level; Prentice Hall 2002

English language arts Literature, Gold Level; Prentice Hall 2002

English language arts Literature, McDougal Littell (10) 2009



English language arts American Literature, McDougal Littell 2009




English language arts British Literature, McDougal Littell 2009

English language arts The American Experience, Prentice Hall Literature 2005

English language arts The Language of Composition, Bedford 2009



English language arts Literature: An Introduction to Reading and Writing, Prentice Hall

2004

English language arts Literature: An Introduction to Reading and Writing, Prentice Hall

1998

English language arts Readings for Writers, Holt McDougal 2010


English language arts The Language of Literature: World Literature, McDougal Littell

2006

Mathematics Pearson Integrated High School Mathematics Common Core (Mathematics I, II and III)

2014

Mathematics Pearson Integrated High School Mathematics Common Core (Mathematics III)

2015

Mathematics Algebra, California Edition; Prentice Hall 2009

Mathematics Algebra 2, McDougal Littell 2004

Mathematics Geometry: Concepts and Skills, McDougal Littell 2003

Mathematics Geometry, McDougal Littell 2007

Mathematics Algebra 2, McDougal Littell 2007

Mathematics Precalculus with Limits, Houghton Mifflin 2008

Mathematics Advanced Mathematics, McDougal Littell 2003

Continued on page 12

12





Mathematics Calculus of a Single Variable, McDougal Littell 2006

Mathematics Calculus of a Single Variable With Analytic Geometry, HarperCollins

1996

Mathematics Elements of Calculus and Analytic Geometry, Addison-Wesley

1989

Mathematics Calculus, Scott Foresman 1999

Mathematics Calculus, Houghton Mifflin 2002

Mathematics Statistical Tutor for Elementary Statistics, 9th Edition; Thomson

2004

Mathematics Elementary Statistics, McGraw-Hill 2004

Mathematics Elementary Statistics, 7th Edition; Duxbury Press 1996

Mathematics Elementary Statistical Concepts, Prentice Hall 1986

Mathematics Stats: Modeling the World, by David E. Bock; Pearson 2007

Mathematics The Practice of Statistics, W.H. Freeman and Company 2003

Mathematics Introduction to the Practice of Statistics, W.H. Freeman and Company

2008

Mathematics Introduction to the Practice of Statistics, W.H. Freeman and Company

1998

Science Hole's Essentials of Human Anatomy & Physiology, Glencoe

2007

Science Anatomy & Physiology, 5th Edition; Pearson 2007

Science Anatomy & Physiology, 5th Edition; Pearson 2001

Science Anatomy & Physiology, McGraw-Hill 2000

Science Anatomy & Physiology, Mosby 1999

Science Biology, Prentice Hall 2007

Science Modern Biology, Holt 2006

Science Biology: The Dynamics of Life, Glencoe 2005

Science Biology, Pearson 2005

Science Biology by Mader, 6th Edition; McGraw-Hill 2002

Science Biology, McGraw-Hill 2001

Science Biology, McGraw-Hill 1999

Science The Science of Agriculture, Cengage 1999

Science Chemistry, Prentice Hall 2007

Science Modern Chemistry, Holt 2006

Science Chemistry by Zumdahl, Houghton Mifflin 2007

Science AP Environmental Science, McGraw-Hill 2005

Science Living in the Environment, Wadsworth Publishing 1998

Science Environment Science Peoples 2009

Science Earth Science: Geology, the Environment, and the Universe; Glencoe

2002

Science Physics: Principles and Problems, Glencoe 2005



Quality of TextbooksThe following table outlines the criteria required for choosing textbooks and instructional materials.

Quality of Textbooks

2015-16 School Year

Criteria Yes/No

Are the textbooks adopted from the most recent state-approved or local governing-board-approved list?

Yes

Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education?

Yes

Do all students, including English learners, have access to their own textbooks and instructional materials to use in class and to take home?

Yes

Public Internet AccessInternet access is available at all CUSD school sites, public libraries, and other locations that are publicly accessible (i.e., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a worksta-tion, and the ability to print documents.

For information on usage of Fresno County public libraries, including public use of computers with Internet access, please call (559) 488-3195 or visit www.fresnolibrary.org.

Textbooks and Instructional Materials - Continued from page 11





Science Physics for Scientists & Engineers, Thompson-Wiley 2004

Science Physics by Giancoli, 4th Edition; Prentice Hall 1995

Science College Physics, 2nd Edition; Addison-Wesley 2010

Science Earth Science, Prentice Hall 2006

Science Chemistry: Matter and Change, Glencoe 2002

Science Biology of Animals, William C. Brown Publishers 1998

Science Biology of Animals, McGraw-Hill 1998

History/social science United States Government, Holt McDougal 2009

History/social science Government in America, 11th Edition; Longman 2004

History/social science American Government, Houghton Mifflin 2001

History/social science Government in America, 12th Edition; Longman 2006

History/social science The American Pageant, 12th Edition; McDougal Littell 2002

History/social science The American Pageant, 11th Edition; Houghton Mifflin 1998

History/social science Economics: Today and Tomorrow, Glencoe 2008

History/social science Economics, 15th Edition; McGraw-Hill 2002

History/social science Economics, 19th Edition; McGraw-Hill 2012

History/social science A History of Western Society, 5th Edition; Houghton Mifflin 1995

History/social science A History of Western Society, 8th Edition; Houghton Mifflin 2006

History/social science The Americans: Reconstruction Through the 20th Century, McDougal Littell

2006

History/social science Modern World History: Patterns of Interaction, McDougal Littell

2006

History/social science Traditions and Encounters, McGraw-Hill 2006



History/social science Introduction to Psychology, Wadsworth Publishing (AP) 2008

History/social science AP Psychology, Worth 1995



History/social science Psychology: An Introduction, Prentice Hall 1996

History/social science Psychology: Principles in Practice, Holt 1998

History/social science Understanding Psychology, Glencoe 2003

History/social science Sociology and You, Glencoe 2003

History/social science Sociology, Holt 1995

History/social science World Geography: Building a Global Perspective, Prentice Hall

1998

History/social science World Geography: Building a Global Perspective, Prentice Hall

2007

Types of Services Funded“Children Are Our Most Precious

Resource”

On an annual basis, Clovis Unified School District submits the application for funding consolidated categorical aid programs, commonly called the ConApp. The ap-plication is submitted in two parts: Part I, which contains program and demographic information, is submitted by June 1 each year; Part II, which contains the budget information and additional program data, is submitted by January 31 each year. The categorical programs included in the ap-plication are Title I, Part A – Improving the Academic Achievement of the Disadvan-taged Improving; Title I, Part C – Migrant Education; Title II, Part A – Preparing, Training, and Recruiting High Quality Teachers and Principals; and Title III – Language Instruction for Limited English Proficient and Immigrant Students. Essen-tially, these funds are designed to assist students in mastering state standards.

The 2013-14 California Department of Education (CDE) budget package replaces the previous K-12 finance system with a new Local Control Funding Formula (LCFF). For school districts and charter schools, the LCFF creates base, supplemental, and concentration grants in place of most previously existing K-12 funding streams, including revenue limits and most state categorical programs. For county offices of education (COEs), the LCFF creates separate funding streams for oversight activities and instructional programs.

The goal of the LCFF is to significantly simplify how state funding is provided to local educational agencies (LEAs). Under the new funding system, revenue limits and most state categorical programs are eliminated. LEAs will receive fund-ing based on the demographic profile of the students they serve and gain greater flexibility to use these funds to improve outcomes of students. The LCFF creates funding targets based on these student characteristics.


District Aims 1. Maximize student achievement for all

students

2. Operate with increasing efficiency and effectiveness

3. Develop, sustain and value a quality workforce

Textbooks and Instructional Materials - Continued from page 12

14

Types of Services FundedContinued from page 13

The Local Control Accountability Plan (LCAP) is an important component of the LCFF. Under the LCFF, all districts are required to prepare an LCAP, which describes how they intend to meet annual goals for all pupils, with specific activities to address state and local priorities identified pursuant to Education Code (EC) Section 52060(d). Each school district must engage parents, educators, employees and the community to establish these plans. Parental and community engagement of all stakeholders is critical to the development of the district LCAP. CUSD continues to work with all stakeholder groups in holding various district and school com-mittee meeting and forums designed to gather information on various specific areas of importance.

The plans will describe the school district’s overall vision for students, annual goals and specific actions the district will take to achieve the vision and goals.

The LCAPs must focus on eight areas identified as state priorities. District plans will also demonstrate how the district’s budget will help achieve the goals and assess each year how well the strategies in the plan were able to improve outcomes.

Clovis Unified Schools are committed to establishing a true partnership with all facets of the Clovis Learning Community. CUSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. We know from research that participation in your child’s education will not only bring success to your child, but other children in the school. Our parents truly make a difference in the lives of Clovis kids!

CUSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the CUSD include the following:

• School Site Council (SSC)• English Learner Advisory Committee (ELAC)• District Advisory Committee (DAC)• District English Learner Advisory Committee (DELAC)• District Migrant Education Parent Advisory Committee (DMEPAC)• District Indian Education Parent Advisory Committee (IPAC)• School- and district-level School Assessment Review Team (SART)• Intercultural and Diversity Advisory Council (IDAC)

We encourage all parents and guardians to become involved with their child’s education, at the classroom level, the schoolwide level, as well as the district level. Each school’s Single Plan for Student Achievement (SPSA) describes the school’s basic educational program and the categorical supplementary programs/ser-vices that are designed to support student achievement of each and every student. Parental involvement is a necessary and vital part of developing the SPSA as well as our overall program. At the district level, parent committees provide input into each site’s SPSA and to the district’s Local Education Agency Plan (LEAP). If you would like additional information on any of the District Parent Council or Committee, please call your child’s school. The principal, learning director or guidance instructional specialist (GIS) would be happy to assist you. You could also visit www.cusd.com/?s=special+projects. These two school committees meet on a quarterly basis. The committees consist of administration, staff and parents. Students are also involved at the intermediate and secondary level.

Listed below are several parent committees that assist with categorical programs and funding. For more information, please call your school or go to: www.cusd.com/?s=special+projects.

School Site Council (SSC): All schools receiving categorical funds are required to form an SSC. The SSC is composed of parents, school personnel and students at the secondary level and is responsible for devel-oping, implementing and evaluating the SPSA programs. Members serve for two years and are elected by their peers.

District Advisory Committee (DAC)/School Advisory Committee (SAC): The entirety of the SSC acts as the SAC. The SAC serves as an advisory committee for the purpose of advising schools regarding supple-mental education programs and acting as a liaison for their school community. They serve to share informa-tion and comments both at the district and site level. These education programs are supplemental education opportunities provide to students who are disadvantaged, English learners (ELs), foster youth or at-risk. The SSC has approved to designate our SSC pursuant to California Education Code Section 52852 to function as the School Advisory Committee.

English Language Advisory Committee (ELAC): All schools enrolling 21 or more English learners are re-quired to form an ELAC. The ELAC is composed of parents and school personnel. The ELAC provides input and makes recommendations to the principal, staff and SSC regarding services for English learners, as well as conducting an annual survey. Members serve for two years.

District English Language Advisory Committee (DELAC): Whenever there are 51 or more EL students in the district, there shall be a functioning DELAC. It is important that each school site ELAC elect a DELAC representative and arrange to have that representative attend every DELAC meeting. Currently, the DELAC bylaws require each DELAC representative to be: 1) a parent/guardian of an EL or former EL (i.e., a reclassi-fied fluent English-proficient student) currently enrolled at the site he/she represents, and 2) elected to serve as the DELAC representative by the site ELAC.


Professional DevelopmentStaff development is provided for our staff on a variety of levels. Site and district programs include in-services in the areas of technology, instructional strategies and multicultural awareness. Staff-development funds are also used to send teachers to conferences and provide release time to develop new programs and share strategies. The focus on staff devel-opment is decided by a staff survey and district initiatives. Clovis North Educational Center has a bell schedule that allows for two mornings each week of collaboration time for the teachers to have staff develop-ment, review student-performance data and adjust instruction to meet the needs of students.

The district focused all professional de-velopment activities around five identified needs: First time best instruction, mastery learning, professional learning communi-ties, transitioning to the Common Core, and systematic interventions.

In the 2014-15 school year, we dedicated two additional days for professional devel-opment. This brings a total of five profes-sional development days for our cer-tificated staff. During the 2015-16 school year, teachers were offered professional development opportunities during profes-sional development days, release days during the school year, in after-school workshops, on early release days and within the classroom. Two-hundred-and-forty-one teachers received continuous professional development and classroom coaching through the CUSD Begin-ning Teacher Support and Assessment (BTSA) Induction program. In addition, 114 elementary teachers are participating in a three-year math partnership grant that includes 61 hours of intensive professional development plus 42 hours of follow-up coaching in the classroom.

Professional Development Days

2013-14 3 days

2014-15 5 days

2015-16 5 days


Types of Services FundedContinued from page 14

The following is an overview of the categorical funding and programs in CUSD. These funds are further dis-cussed and outlined in each school’s SPSA and at the committee meetings.

Rationale: General district funds provide support for the district’s base/core curriculum program. Some chil-dren have special characteristics, not reflective of the general school population, that affect their success in the base/core programs.

Some come from economically disadvantaged homes. Some are educationally disadvantaged or lack Eng-lish-language proficiency because they have a primary language other than English. Children, such as those described above, require supplemental services and materials not generally provided through the base/core curriculum program. The needs of our children are identified and supplemental services and materials are planned and targeted to meet their special needs. Categorical funds are to be used to provide the financial support to meet these special needs.

Philosophy: All CUSD schools offer students with special needs the same kind of high-quality learning opportunities and access to the core curriculum in all curricular areas. Categorical funds are designed to support additional assistance to help students succeed in the regular classroom program (base/core cur-riculum) and address any learning gaps. The focus is on the effective utilization of supplementary materials, personnel, and staff development. Staff development activities are used to improve instructional practices and strategies to increase the ability of teachers and other staff to challenge and assist all students to reach their fullest potential.

Categorical Program Descriptions

1. After School Safety and Education Funds (ASES): This state-funded and administered program provides three year grant funding to establish or expand after school programs that provide students with academic support and intervention, enrichment opportunities and supportive services to help the students meet state and local standards in core content areas. The purpose of the ASES program is to create additional educational and recreational opportunities for students within the learning community while providing a safe environment for students. The goals of this program are to: 1) improve academic achievement, and 2) provide enrichment opportunities that reinforce and complement the academic program.

2. Title I, Part A (Improving the Academic Achievement of the Disadvantaged): A federal-funded program to provide high-quality opportunities for students in high-poverty schools to meet district and state content and performance standards.

3. Title I, Part A, Title X, Part C (Homeless Education): Education for Homeless Children and Youths: Title I, Part A funds to provide comparable services to homeless children that assist them to effectively take advantage of educational opportunities as provided to children in schools funded under Title I, Part A. These comparable services shall be provided to homeless children in public and private schools, shelters and other locations where children may live, institutions for neglected children and, where appropriate, local institutions such as local community day school programs. This reservation requirement is not formula driven.

4. Title I, Part C (Migrant Education Program): A federal-funded program focused on providing services for migratory students and their families.

5. Title I, Part D: Local Delinquent Programs: A funded program that serve students who are neglected, delinquent or at-risk, including programs involving collaboration with locally operated correctional facilities.

6. Title II, Part A (Preparing, Training, and Recruiting High Quality Teachers and Principals): A federal-funded program focused on teacher and principal training and recruitment programs.

7. Title III (Language Instruction for Limited English Proficient and Immigrant Students): A federal-funded program focused on assisting school districts in teaching English to limited English proficient students (English learners) and immigrants and helping these students meet the same challenging state standards required of all other students.

8. Title VII (Indian Education Formula Grant): A federal-funded program focused on helping Native American/Alaskan Native students meet the same challenging state standards required of all other students.

The goal of the CUSD staff is to create and maintain the best educational environment possible. This can be accomplished with your support and input. If you have any questions, concerns or would like to become more involved in the educational process at your school, please contact your school principal. Your school can as-sist you in learning more about categorical programs. You may want to become involved in your school’s SSC, ELAC or attend the annual Title I Parent Meeting. During the fall, each school will send additional Information about these activities. At the district level, we encourage you to become involved with our DELAC. We encour-age and look forward to your involvement in the programs we offer our learning community.

If you have any questions, please call your child’s school or the CUSD Department of Supplemental Services at (559) 327-9086, additional information may be found at www.cusd.com/?s=special+projects.

“The collaborative culture of the campus is built upon the core values and beliefs of our district infused with

cutting-edge curricular and instructional innovation.”

Social MediaFollow Clovis Unified news and events on Twitter and Facebook; Clovis Unified uses Facebook and Twitter to update our com-munity on current events and decisions impacting our schools. Parents, students, employees and community members are invited to follow the district by clicking on the social-media icons located on the right-hand side of the district website, www.cusd.com.

16

• Systems: Gas systems and pipes, sewer, mechanical systems (heating, ventilation and air-conditioning)

• Interior: Interior surfaces (floors, ceilings, walls and window casings)

• Cleanliness: Pest/vermin control, overall cleanliness (school grounds, buildings, rooms and common areas)

• Electrical: Electrical systems (interior and exterior)

• Restrooms/fountains: Restrooms, sinks and drinking fountains (interior and exterior)

• Safety: Fire-safety equipment, emergency systems, hazardous materials (interior and exterior)

• Structural: Structural condition, roofs

• External: Windows/doors/gates/fences, playgrounds/school grounds

School Facility Items Inspected The tables show the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. The following is a list of items inspected.

School FacilitiesClovis North Educational Center opened August 2007. We provide a clean, safe learning environment in a state-of-the-art facility. The grounds are well maintained and provide adequate space for the multitude of activities that a large high school and intermediate school sponsors. Leadership students, in cooperation with teachers, continue efforts to maintain a clean and safe environment for learning. Our custodians perform basic cleaning operations daily and maintain the grounds and buildings. In addition, deep cleaning is conducted two times a year at each site. We have a custodial staff of 21 extremely qualified staff members. Our SART committee conducts eight clean-campus inspections each year. This committee of parents inspects the campus grounds and restrooms on a regular basis to provide feedback to our student body.

Graffiti is removed immediately. Through increased community awareness, school pride and an open-campus policy, we hope to keep vandalism and burglary to an all-time low.

Clovis North High School has 123 classrooms and is adequate to support teacher need as well as have teacher stations to facilitate collaboration. There are two gymnasiums, a library, computer lab, lecture hall, weight room, and elective classrooms. In addition, the site is home to the Clovis Unified Performing Arts Center. This state-of-the-art facility seats 750 for musical performances and an additional 200 in a black-box theater setting. The campus has a swim complex that includes two 50-meter swimming pools and is equipped with a world-class Colorado scoring system.

Philosophically, the district believes schools are the hub of their neighborhoods. As a result, a high priority is placed on building and maintaining excellent facilities as economically as possible.

Staff supervision is provided before, during and after school. An administrator oversees teachers on supervision duty before and after school. The supervision roster is created annually and adjusted as needed during the year to provide the safety and supervision required. In addition, an administrator is normally on campus before 7 a.m. and well after 5 p.m.

With Career and Technical Education funding from California voters, Clovis North Educational Center has converted two rooms into a CTE Health Services Career Pathways setting. These rooms mimic hospital-room settings with patient and nursing stations.

Deficiencies and RepairsThe table lists the repairs required for all deficiencies found during the site inspection. Regardless of each item’s repair status, all deficiencies are listed.

For all items inspected that were found to not be in “good repair,” a work-order has been created and main-tenance will be done before the end of the 2015-16 school year. Maintenance items will be prioritized so that student safety is not compromised.

2015-16 School YearDeficiencies and Repairs

Items Inspected Deficiencies, Action Taken or Planned, and Date of Action

Systems R-156: A/C Unit Is Leaking On Floor

Interior

R-143, R-162, R-161, R-152, R-154, R-155, R-157, R-165, R-164, R-185, R-191, R-176, R-172, West Gym, Theatre, 500/Office, 554, 553, 552, 282, 290: Water Stains Ceiling Tiles; Kitchen: Water Damage To Ceiling; Boys Locker Rm: Water Damage To Ceiling Outside Office; 295: Water Damage To Ceiling In Hallway By Smoke Detector; 551: Ceiling Tile Is Missing Above Desk

Cleanliness R-173: Roaches Are Apparent

Electrical Boys Locker Rm: Injury Hazard/ Thermostat Cover Is Missing

Safety Nurses Ofc: Paint Is Chipping On Wall; 700/ Dance: Fire Extinguisher Handle Is Broken Off/ Injury Hazard

External Nurses Ofc: Door Will Not Close At Rr

School Facility Good Repair Status This inspection determines the school facility’s good repair status using ratings of good condition, fair condition or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair or poor.

In order to maintain our facilities in top condition, CUSD has utilized the services from a third party to perform the 2015-16 Williams inspection utilizing the Facilities Inspection Tool (FIT). This will allow Clovis Unified to obtain an objective evaluation of our facilities in order to continue to maintain the safest and best facilities for students and staff.

2015-16 School YearSchool Facility Good Repair Status

Items Inspected Repair Status Items Inspected Repair Status

Systems Good Restrooms/fountains Good

Interior Fair Safety Good

Cleanliness Good Structural Good

Electrical Good External Good

Overall summary of facility conditions Good

Date of the most recent school site inspection 10/14/2015

Date of the most recent completion of the inspection form 10/14/2015


Academic Counselors and School Support StaffThis table displays information about aca-demic counselors and support staff at the school and their full-time equivalent (FTE).

Academic Counselors and School Support Staff Data

2014-15 School Year

Academic Counselors

FTE of academic counselors 7

Average number of students per academic counselor 334

Support Staff FTE

Social/behavioral or career development counselors 2.0

Library media teacher (librarian) 1.0

Library media services staff (paraprofessional) 2.3

Psychologist 3.3

Social worker 2.0

Nurse 3.0

Speech/language/hearing specialist 3.0

Resource specialist (nonteaching) 0.0

Other FTE

Police officers 2.0

Student relations liaisons 8.0

Teacher QualificationsThis table shows information about teacher credentials and teacher qualifications. Teachers without a full credential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit www.ctc.ca.gov.

Three-Year DataTeacher Credential Information

Clovis USD Clovis NEC

Teachers 15-16 13-14 14-15 15-16

With full credential 1,710 79 89 93

Without full credential 28 2 2 2

Teaching outside subject area of competence (with full credential) 11 8 0 0

Teacher Misassignments and Vacant Teacher PositionsThis table displays the number of teacher misassignments (positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Please note total teacher misassignments includes the number of teacher misassignments of English learners.

Three-Year DataTeacher Misassignments and Vacant Teacher Positions

Clovis NEC

Teachers 13-14 14-15 15-16

Teacher misassignments of English learners 0 0 0

Total teacher misassignments 0 0 0

Vacant teacher positions 0 0 0

Core Academic Classes Taught by Highly Qualified TeachersThe No Child Left Behind Act (NCLB) extended the Elementary and Secondary Education Act (ESEA) to require that core academic subjects be taught by “highly qualified” teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated competence for each core academic subject area he or she teaches. The table displays data regarding highly qualified teachers from the 2014-15 school year.

High-poverty schools are defined as those schools with student participation of approximately 40 percent or more in the free and reduced priced meals program. Low-poverty schools are those with student participation of approximately 39 percent or less in the free and reduced priced meals program. For more information on teacher qualifications related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.

2014-15 School YearNo Child Left Behind Compliant Teachers

Percentage of Classes in Core Academic Subjects

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

Clovis NEC 96.73% 3.27%

All schools in district 94.67% 5.33%

High-poverty schools in district 91.84% 8.16%

Low-poverty schools in district 96.36% 3.64%

Data for this year’s SARC was provided by the California Department of Education (CDE), school and district offices. For additional information on California schools and districts and comparisons of the school to the district, the county and the state, please visit DataQuest at http://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing and data regarding English learners. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year.

All data accurate as of December 2015.


Published by:

www.sia-us.com | 800.487.9234

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Financial Data The financial data displayed in this SARC is from the 2013-14 fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the California Department of Education (CDE) Current Expense of Education & Per-pupil Spending Web page at www.cde.ca.gov/ds/fd/ec. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at www.cde.ca.gov/ds/fd/cs. To look up expenditures and salaries for a specific school district, see the Ed-Data website at www.ed-data.org.

District Financial DataThis table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note: The district salary data does not include benefits.

2013-14 Fiscal YearDistrict Salary Data

Clovis USD Similar Sized District

Beginning teacher salary $36,325 $43,165

Midrange teacher salary $57,508 $68,574

Highest teacher salary $78,122 $89,146

Average elementary school principal salary $98,119 $111,129

Average middle school principal salary $101,937 $116,569

Average high school principal salary $110,146 $127,448

Superintendent salary $225,000 $234,382

Teacher salaries: percentage of budget 37% 38%

Administrative salaries: percentage of budget 6% 5%

Financial Data ComparisonThis table displays the school’s per-pupil expenditures from unrestricted sources and the school’s average teacher salary and compares it to the district and state data.

2013-14 Fiscal YearFinancial Data ComparisonExpenditures

Per Pupil From Unrestricted Sources

Annual Average Teacher Salary

Clovis NEC $4,109 $59,331

Clovis USD $4,397 $65,629

California $5,348 $72,971

School and district: percentage difference -6.5% -9.6%

School and California: percentage difference -23.2% -18.7%

School Financial Data

2013-14 Fiscal Year

Total expenditures per pupil $4,193

Expenditures per pupil from restricted sources $84

Expenditures per pupil from unrestricted sources $4,109

Annual average teacher salary $59,331

School Financial DataThe following table displays the school’s average teacher salary and a breakdown of the school’s expenditures per pupil from unrestricted and restricted sources.

Expenditures Per PupilSupplemental/restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

Local Control Accountability Plan (LCAP) Requirements Aligned in Your SARCThe tables below outline the state priority areas that are included in the School Accountability Report Card.

Note: State Priority 2 and 7 are not required in the SARC, as well as certain portions of Priority 4 and 5. For detailed information about LCAP and frequently asked questions, please visit www.cde.ca.gov/fg/aa/lc/lcfffaq.asp.

Conditions of LearningThe table below describes information in the SARC that is relevant to the Basic State Priority (Priority 1).

Alignment Between State Priority Areas and the SARCLocal Control Accountability Plan Requirements

Conditions of Learning

State Priority: Basic

Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching. Education Code (EC) § 52060 (d)(1)

Pupils have access to standards-aligned instructional materials. EC § 52060 (d)(1)

School facilities are maintained in good repair. EC § 52060 (d)(1)

Pupil OutcomesThe table below describes information in the SARC that is relevant to Pupil Achievement State Priority (Priority 4) and Other Pupil Outcomes State Priority (Priority 8).


Pupil Outcomes

State Priority: Pupil Achievements

Statewide assessments (e.g., California Assessment of Student Performance and Progress). EC § 52060 (d)(4)(A)

The Academic Performance Index. EC § 52060 (d)(4)(B)

The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and California State University or career technical education sequences or programs of study. EC § 52060 (d)(4)(C)

State Priority: Other Pupil Outcomes

Pupil outcomes in subject areas such as English, mathematics, social sciences, science, visual and performing arts, health, physical education, career technical education, and other studies prescribed by the governing board.1 EC § 52060 (d)(8)

EngagementThe table below describes information in the SARC that is relevant to the Parental Involvement State Priority (Priority 3), Pupil Engagement State Priority (Priority 5) and School Climate State Priority (Priority 6).

English, mathematics and physical education are the only subject areas included in Other Pupil Outcomes (Priority 8) that are reflected in the SARC. 1

The school safety plan is the only other local measure of School Climate (Priority 6) that is reflected in the SARC.2


Engagement

State Priority: Parent Involvement

Efforts the school district makes to seek parent input in making decisions for the school district and each school site. EC § 52060 (d)(3)

State Priority: Pupil Engagement

High school dropout rates. EC § 52060 (d)(5)(D)

High school graduation rates. EC § 52060 (d)(5)(E)

State Priority: School Climate

Pupil suspension rates. EC § 52060 (d)(6)(A)

Pupil expulsion rates. EC § 52060 (d)(6)(B)

Other local measures including surveys of students, parents and teachers on the sense of safety and school connectedness.2 EC § 52060 (d)(6)(C)

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