clark intermediate school - clovis unified school district clark intermediate school 3 principal’s...

SARC2015-16

School Accountability Report Card

Published in 2016-17

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

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

Clark Intermediate

SchoolTeresa Barber

Principal [email protected]

902 Fifth Street Clovis, CA 93612

Grades: 7-8 Phone: (559) 327-1500

clark.cusd.com

CDS Code: 10-62117-6066617

2015-16 School Accountability Report Card • Published by School Innovations & Achievement • www.sia-us.com

Clark Intermediate SchoolSARC 3

Principal’s MessageThe School Accountability Report Card (SARC) was established by Proposition 98, an initiative passed by California voters in November 1988. Local school boards for each public elementary and secondary school in the state issue the SARC annually. It provides parents and other interested people with a variety of informa-tion about the school, its resources, its successes and the areas in which improvements are needed. As you read this SARC for Clark Intermediate School, I believe you will find what emerges is a picture of a school with a definite, articulated message; a faculty that is professionally skilled and personally committed to meet-ing the learning needs of all students; and a student body that is motivated to perform well. Clark Intermediate School is proud to be recognized as one of the Schools To Watch - Taking Center Stage model schools. We have received this designation in 2009 and 2012, and we were awarded it again for the third time for 2015. Clark was also recognized by the California Department of Education as a California Distinguished School in 2015. These special awards are a reflection of our outstanding community, staff and amazing students. You may request additional information regarding the SARC by calling your student’s learning director at (559) 327-1500.

Sincerely,

Teresa Barber

Principal

School Mission StatementClark Intermediate School will provide all students with a caring transition as they move from elementary to high school. Our students will be “connected” to the goals and purposes of our school through their involve-ment in various academic and cocurricular activities. All students will leave Clark Intermediate School aca-demically prepared to meet the challenges of high school and will be lifelong learners.


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.

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.

District Aims 1. Maximize student achievement for all

students

2. Operate with increasing efficiency and effectiveness

3. Develop, sustain and value a quality workforce

District Mission StatementTo be a quality educational system

providing the resources for all students to reach their potential in

mind, body and spirit.

Parental InvolvementCommunity and parental support, combined with the availability of sufficient funding, are critical factors that influence the success or failure of any school. Without this support, schools cannot be expected to produce the results desired for students. Clark enjoys the benefits of a very supportive community and provides a variety of options for parents who want to be involved.

Parents and community members are invited and encouraged to attend any of the academic, athletic, per-forming arts or cocurricular events. The Clark Parent Teacher Club is an essential school support group. Another opportunity for community and parental involvement is offered on a monthly basis with the School Assessment Review Team (SART) meetings. Additionally, parents are invited to attend quarterly Intercultural Diversity Advisory Council (IDAC) meetings. For further details on how to offer your time at Clark, please contact the PTC co-presidents, Michele Harrell and Tish Broussard, at (559) 283-4800.

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.

Sandra A. Bengel, president

Brian D. Heryford, vice president

Jim Van Volkinburg, DDS.; member

Christopher Casado, member

Elizabeth “Betsy” Sandoval, member

Ginny L. Hovsepian, member

Steven G. Fogg, M.D.; member

4

Enrollment by GradeThe bar graph displays the total number of students enrolled in each grade for the 2015-16 school year.

2015-16 Enrollment by Grade

Enrollment by Student GroupThe total enrollment at the school was 1,447 students for the 2015-16 school year. The pie chart displays the percentage of students enrolled in each group.

2015-16 School YearDemographics

Socioeconomically disadvantaged

53.80%English

learners3.20%

Students with disabilities

8.00%Foster youth

0.40%

Number of Classrooms by Size Three-Year Data

2013-14 2014-15 2015-16

SubjectNumber of Students

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

English language arts 5 4 36 4 7 31 4 12 28

Mathematics 4 19 25 5 10 22 20

Science 4 3 28 2 11 20 2 7 23

History/social science 4 4 36 3 7 31 3 12 28

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

Clark IS

13-14 14-15 15-16

Suspension rates 11.4% 11.4% 11.8%

Expulsion rates 0.1% 0.0% 0.2%

Clovis USD

13-14 14-15 15-16



California

13-14 14-15 15-16



District Vision StatementClovis Unified School District strives

to be America’s benchmark for excellence in education.

Hispanic or Latino39.3%

American Indian or Alaska Native

1.1%

Asian9.7%

Native Hawaiian or Pacific Islander

0.3%

Filipino1.4%

Black or African-American

2.4%

White43.7%

Two or More Races2.1%

7

8

748

699

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. The 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.

14-1513-14 15-16

Three-Year DataAverage Class Size

English languagearts

Mathematics Science History/socialscience

3331

33 3433

10

3234

3228

33 32


Types of Services FundedContinued from the left

School Site Council: All schools receiving categorical funds are required to form a SSC. The SSC is composed of parents, students at the secondary level and school personnel. It is responsible for developing, implementing and evaluating the Single Plan for Student Achievement programs. Members serve for two years and are elected by their peers.

District Advisory Committee and School Advisory Committee: The entirety of the SSC acts as the SAC. The SAC serves as an advisory committee for the purpose of advising schools regard-ing supplemental 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 disadvan-taged, English learners, or are foster or at-risk youth. The SSC has approved to designate our SSC pursuant to California Education Code Section 52852 to function as the School Advisory Committee.

English Learner Advisory Committee: All schools enrolling 21 or more English learners are required 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 conducts an annual survey. Members serve for two years.

Continued on page 6

Types of Services Funded“Children Are Our Most Precious Resource”

On an annual basis, Clovis Unified School District submits the application for funding consolidated categori-cal aid programs, commonly called the ConApp (short for Consolidated Application). The application is sub-mitted in two parts: Part I, which contains program and demographic information, is submitted each year by June 1; Part II, which contains the budget information and additional program data, is submitted each year by January 31. The categorical programs included in the application are Title I, Part A – Improving the Academic Achievement of the Disadvantaged; 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. Essentially, 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 fund-ing 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 funding based on the demographic profile of the students they serve and gain greater flex-ibility to use these funds to improve outcomes of students. The LCFF creates funding targets based on these student characteristics.

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 pu-pils, with specific activities to address state and local priorities identified pursuant to Education Code 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 parental 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:

• School Site Council (SSC)

• English Learner Advisory Committee (ELAC)

• District Advisory Committee (DAC) and School Advisory Committee (SAC)

• District 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, schoolwide and district level. Each school’s Single Plan for Student Achievement (SPSA) describes the school’s basic educational program and the categorical supplementary programs and services that are de-signed 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 pro-vide input into each of the 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 councils or committees, please call your child’s school. The principal, learning director or guidance instructional specialist (GIS) would be happy to assist you; or you may go to www.cusd.com/specialprojects for info. 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.

Continued on the sidebar

“Clark Intermediate School is proud to be recognized as one of the Schools To Watch - Taking Center Stage model schools.”

6

School SafetyClark has a School Safety Plan and a School Crisis Intervention Plan on file, and both are available to parents as well as the general public. The school’s plans are reviewed and updated annu-ally. Most recently, the plan was updated in August 2016. The staff develops both plans with input from parents and com-munity members to work to ensure a safe and nonviolent environment on all of the CUSD campuses. Specific areas of focus, coupled with appropriate strategies to ad-dress 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 offi-cers and a campus liaison assigned to our high school and intermediate campuses and available to our elementary schools when needed. In addition, security cameras have been strategically placed throughout the Clark campus to monitor potential safety issues.

Types of Services FundedContinued from page 5

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

The following is an overview of the categorical funding and programs in CUSD. These funds are further discussed 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 children 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 English 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 ma-terials 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 kinds 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 curriculum) 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 in-crease 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 improve academic achievement and provide enrichment opportunities that reinforce and complement the academic pro-gram.

2. Title I, Part A (Improving the Academic Achievement of the Disadvantaged): This federally funded program provides 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, Education for Homeless Children and Youths: Title I, Part A funds provide comparable services to homeless children that assist them to effectively take advantage of edu-cational 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 loca-tions where children may live, institutions for neglected children and, where appropriate, local institu-tions such as local community day school programs. This reservation requirement is not formula driven.

4. Title I, Part C (Migrant Education Program): This federally funded program focuses on providing services for migratory students and their families.

5. Title II, Part A (Preparing, Training and Recruiting High-Quality Teachers and Principals): This federally funded program focuses on teacher and principal training and recruitment programs.

6. Title III (Language Instruction for English learners and Immigrants): This federally funded program focuses 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 re-quired of all other students.

7. Title VII (Indian Education Formula Grant): This federally funded program focuses 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 assist you in learning more about categorical programs. You may want to become involved in your school’s School Site Council (SSC), English Learner Advisory Committee (ELAC) and/or attend the Annual Title I Par-ent 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 encourage and look forward to your involve-ment 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/specialprojects.

Public Internet AccessInternet access is available at all CUSD school sites, public libraries and other locations that are publicly accessible (e.g., 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.


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.

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

Percentage of Students Meeting Fitness Standards

2015-16 School Year

Grade 7

Four of six standards 16.8%

Five of six standards 18.1%

Six of six standards 58.0%

Three-Year DataProfessional Development Days

2014-15 2015-16 2016-17

Clark IS 5 days 5 days 5 days

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

Professional DevelopmentThe new content standards will have an impact on the way teachers teach and students learn. Professional development is ongoing to ensure the Clark staff keep abreast of new learning strategies, innovative teach-ing techniques and applied technology in the field of education. Master teachers, guidance instructional specialists and learning directors all provide teacher in-services, which focus on the essential elements of instruction. These in-services also present model classroom lessons and provide opportunities for teachers to observe other classroom teachers conducting lessons. Teachers also utilize their professional learning community (PLC) meetings to share best practices that make the most impact on student learning.

In 2015, Clark began working with internal coherence training to heighten our instructional awareness of practices that are research-based that demonstrate the highest degree of student learning. Clark Intermedi-ate is also participating in Visible Learning Professional Development. We currently have 12 teachers and three administrators participating in the internal coherence training and seven participating in Visible Learn-ing. This training is take place over five days during the 2015-16 school year. Teachers are supported through the implementation of these objectives through workshops, conferences, walk-throughs and mentoring.

The district focused all professional development activities around five identified needs: First time best in-struction, mastery learning, professional learning communities, transitioning to the Common Core State Standards, and systematic interventions.

In the 2014-15 school year, we dedicated two additional days for professional development. This brings a total of five professional development days for our certificated staff. During the 2015-16 school year, teachers were offered professional development opportunities during professional development days, release days during the school year, in after-school workshops, on early release days and within the classroom. Two-hundred-and-ninety four mentors and participating teachers received continuous professional development and class-room coaching through the CUSD 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.

Clark IS 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%

2016-17 School YearFederal Intervention Program

Federal Intervention ProgramSchools and districts will not be newly identified for Program Improvement (PI) in the 2016-17 school year under the Every Student Succeeds Act (ESSA) that became law in December 2015, which reauthorized the Elementary and Secondary Education Act (ESEA). Schools and districts receiving Title I, Part A funding for the 2015-16 school year and were “In PI” in 2015-16 will retain their same PI status and placement year for 2016-17. Schools and districts receiving Title I, Part A funding for the 2015-16 school year and either had a status of “Not in PI” for the 2015-16 school year or did not receive Title I, Part A funding in the 2014-15 school year will have a status of “Not in PI” for the 2016-17 school year. 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 2016-17 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.

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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 (CAASPP)For the 2015-16 school year, the CAASSP consists of several key components, including:

California Alternate Assessment (CAA) test includes both ELA/literacy and mathematics in grades 3-8 and 11. The CAA is given to those students with significant cognitive disabilities which prevent them from taking the Smarter Balanced Assessments with universal tools, designated supports or accommodations.

Smarter Balanced Assessments include ELA/literacy in grades 3-8 and 11. Smarter Balanced Assessments are designed to measure student progress toward college and career readiness.

The assessments under CAASPP show how well students are doing in relation to the state-adopted content standards. On each of these assessments, student aggregate scores are reported as achievement standards. For more information on the CAASPP assessments, please visit www.cde.ca.gov/ta/tg/ca.

CAASPP by Student Group: English Language Arts/Literacy and MathematicsThe tables on the following pages display the percentage of students that met or exceeded state standards in English language arts and mathematics for the school by student groups for grades 7 and 8.

The “percentage 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 on the CAAs divided by the total number of students who participated in both assessments.

Note: The number of students tested includes all students who participated in the test whether they received a score or not. However, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

CAASPP Test Results for All Students: English Language Arts/Literacy and Mathematics (grades 3-8 and 11)The table below shows the percentage of students meeting or exceeding the state standards in English language arts (ELA) and literacy and mathematics.

Two-Year DataPercentage of Students Meeting or Exceeding State Standards

Clark IS Clovis USD California

Subject 14-15 15-16 14-15 15-16 14-15 15-16

English language arts/literacy 53% 58% 60% 66% 44% 48%

Mathematics 50% 49% 50% 54% 33% 36%

CAASPP Test Results by Student Group: Science (grades 5, 8 and 10)Science test results include CSTs, CMA, and CAPA in grades 5, 8, and 10. The “Proficient or Advanced” is calculated by taking the total number of students who scored proficient or Advanced on the science assess-ment divided by the total number of students with valid scores.

2015-16 School YearPercentage of Students Scoring at Proficient or Advanced

Group Total Enrollment

Number of Students with Valid Scores

Percentage of Students with Valid Scores

Percentage Proficient or Advanced

All students 688 675 98.11% 70.52%

Male 350 342 97.71% 73.10%

Female 338 333 98.52% 67.87%

Black or African-American 11 10 90.91% 80.00%

American Indian or Alaska Native v v v v

Asian 63 62 98.41% 70.97%

Filipino v v v v

Hispanic or Latino 254 251 98.82% 63.75%

Native Hawaiian or Pacific Islander v v v v

White 323 315 97.52% 74.92%

Two or more races 18 18 100.00% 88.89%

Socioeconomically disadvantaged 366 360 98.36% 63.33%

English learners 18 18 100.00% 27.78%

Students with disabilities 44 43 97.73% 46.51%

Students receiving Migrant Education services v v v v

Foster youth v v v v

CAASPP Test Results for All Students: Science (grades 5, 8 and 10)Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA) in grades 5, 8 and 10. The tables show the percentage of students scoring at proficient or advanced.

Three-Year DataPercentage of Students Scoring at Proficient or Advanced

Clark IS Clovis USD California

Subject 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16

Science 76% 68% 71% 79% 77% 77% 60% 56% 54%


CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 7

Percentage of Students Meeting or Exceeding State Standards 2015-16 School Year

English Language Arts: Grade 7

Group Total Enrollment Number Tested Percentage Tested Percentage Met or Exceeded

All students 751 737 98.10% 56.45%

Male 346 341 98.60% 53.08%

Female 405 396 97.80% 59.34%



Asian 84 82 97.60% 62.20%

Filipino 13 13 100.00% 84.62%



White 305 299 98.00% 62.54%

Two or more races 11 11 100.00% 36.36%






Mathematics: Grade 7


All students 752 737 98.00% 48.30%

Male 346 340 98.30% 50.88%

Female 406 397 97.80% 46.10%



Asian 84 82 97.60% 56.10%

Filipino 13 13 100.00% 76.92%



White 305 299 98.00% 57.53%

Two or more races 11 10 90.90% 50.00%







10

CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 8

Percentage of Students Meeting or Exceeding State Standards 2015-16 School Year

English Language Arts: Grade 8


All students 688 678 98.60% 58.79%

Male 350 344 98.30% 53.35%

Female 338 334 98.80% 64.37%

Black or African-American v v v v


Asian 63 62 98.40% 66.13%

Filipino v v v v



White 323 316 97.80% 62.66%

Two or more races 18 18 100.00% 66.67%






Mathematics: Grade 8


All students 688 677 98.40% 48.96%

Male 350 343 98.00% 49.42%

Female 338 334 98.80% 48.50%

Black or African-American v v v v


Asian 63 62 98.40% 64.52%

Filipino v v v v



White 323 316 97.80% 53.16%

Two or more races 18 18 100.00% 61.11%








2016-17 School YearTextbooks and Instructional Materials List

Subject Textbook Adopted

Reading/language arts McDougal Littell 7th California Literature 2010

Reading/language arts McDougal Littell 8th California Literature 2010

Mathematics California Mathematics, Glencoe/McGraw-Hill (6-8) 2014

Mathematics Math Accelerated, Glencoe/McGraw-Hill (7) 2014

Science Focus on Physical Science, Glencoe/McGraw-Hill 2007

Science California Life Science; Holt, Rinehart and Winston 2007

History/Social Science Discovering Our Past: Medieval and Early Modern Times, Glencoe

2006

History/Social Science United States History: Independence to 1914; Holt, Rinehart and Winston

2007

Currency of TextbooksThis table displays the date when the most recent hearing was held to adopt a resolution on the sufficiency of instructional materials.

2015-16 School YearCurrency of Textbook Data

Data collection date 10/12/2016

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

2015-16 School YearPercentage of Students Lacking Materials by Subject

Clark IS Percentage Lacking

Reading/language arts 0%

Mathematics 0%

Science 0%

History/social science 0%

Visual and performing arts 0%

Foreign language 0%

Health 0%

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

“Where Character Counts”

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.

School FacilitiesIn 2013, voters passed another bond measure for $298 million in projects. Clark Intermediate has been fortunate to have many upgrades. In 2014, Clark got new play courts for basketball and tennis, three new baseball/softball diamonds, new soc-cer fields, new grass, and new irrigation. The entire administration building was redone and includes 12 new classrooms. The new building was completed in Au-gust 2015. Many updates took place over the summer of 2014. Classroom ventila-tors were updated in Buildings A, B, C and D to allow for better flow and usage of the heating and cooling systems. Buildings A, B, C and D had the roof replaced. Ceiling-mounted projectors have been added to Buildings A, B, C and D. Both the drama and computer-technology classrooms have been remodeled. Air-conditioning units have been added to the gymnasium. New HVAC units have been added to Buildings A, B and C. The pool deck was replaced, and the plaster in the pool was also redone. The pool project was com-pleted in March 2015.

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• 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 FacilitiesContinued from page 11

Clark Intermediate is 65 years old. We provide a clean, safe learning environ-ment. Our custodians perform basic cleaning operations daily and maintain the grounds and buildings. In addition, deep cleaning is conducted two times a year. Our School Assessment Review Team (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. When asked to grade how well the buildings and grounds are maintained at their child’s school, 80 percent of parents rated the grounds as “good” to “excellent.” Districtwide, 90 percent of parents rated their school “good” to “excellent.” 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.

Clark Intermediate has 26 regular classrooms, six science labs, a library, a computer lab, a multipurpose room and five special-education rooms. Athletic facilities include a gymnasium, boys and girls’ locker rooms, and a wrestling room.

There is sufficient classrooms, play-grounds as well as staff spaces to support teaching and learning. Our maintenance crew works to keep our beautiful campus shining brightly.

Campus safety is of highest importance. Newly installed security cameras as well as established boundaries for students to stay within are part of the safety measures used by our staff as they are on duty before and after school.

Philosophically, the district believes our schools are the hub of our communities. As a result, a high priority is placed on building and maintaining excellent facilities as economically as possible. “Our facilities belong to the people” is a common saying in Clovis. Our campus is well maintained and open to our communities. We are proud of this partnership and believe it is a key component of our strong relationship with our community.

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 2016-17 school year. Maintenance items will be prioritized so that student safety is not compromised.

2016-17 School YearDeficiencies and Repairs

Items Inspected Deficiencies and Action Taken or Planned

Systems P-M3 & P-M2: Dirty Vents

Interior

R-1A8/ Shop/ Band Rm, Boys Locker Room, R-S7, S5, B1, D1, D3, P-M1, Library/Media: Water Stains Ceiling Tiles; R-1A3/ Shop: Carpet Has Waves Is Ofc Area; R-1A6: Ceiling Tile Is Cracked; Cafeteria: Ceiling Tile Is Missing;R-D4: Floor Tiles Are Missing And Cracked; P-M1: Ceiling Tiles Are Loose

Cleanliness R-D1: Rats Are Apparent In Kitchen Area (Per Teacher)

Electrical R-1A6 & P-M4: Light Diffuser Is Cracked

Safety Gym: Paint Chipping In Men’s Rr; Boys Rr: Paint Is Chipping On Door

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 2016-17 Williams inspection utilizing the Facilities Inspection Tool (FIT). This will allow CUSD to obtain an objective evaluation of our facilities in order to continue to maintain the safest and best facilities for students and staff.

School Facility Good Repair Status 2016-17 School Year

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 10/14/2016

Date of the most recent completion of the inspection form 10/14/2016


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 Data

Clovis USD Clark IS

Teachers 16-17 14-15 15-16 16-17

With a full credential 1,754 55 53 67

Without a full credential 63 0 2 1

Teaching outside subject area of competence (with full credential) 29 0 0 4

Teacher Credential Information

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

2015-16 School Year

Academic Counselors

FTE of academic counselors 2.0

Average number of students per academic counselor 782

Support Staff FTE

Social/behavioral or career development counselors 0.0

Library media teacher (librarian) 0.8

Library media services staff (paraprofessional) 1.0

Psychologist 1.0

Social worker 0.0

Nurse 1.0

Speech/language/hearing specialist Ù

Resource specialist (nonteaching) 1.0

“Clark enjoys the benefits of a very supportive community and provides a variety of

options for parents who want to be involved.”

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 that total teacher misassignments includes the number of teacher misassignments of English learners.

Three-Year DataTeacher Misassignments and Vacant Teacher Positions

Clark IS

Teachers 14-15 15-16 16-17

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 TeachersHigh-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced-priced meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced-priced meals program. For more information about ESEA teacher requirements, visit www.cde.ca.gov/nclb/sr/tq.

2015-16 School YearHighly Qualified Teachers

Percentage of Classes in Core Academic Subjects

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

Clark IS 91.30% 8.70%

All schools in district 96.14% 3.86%

High-poverty schools in district 94.83% 5.17%

Low-poverty schools in district 98.02% 1.98%

Ù One day a week, supplied by the district.

14

Data for this year’s SARC was provided by the California Department of Education and 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.

All data accurate as of January 2017.


Published by:

www.sia-us.com | 800.487.9234

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.

2014-15 Fiscal YearDistrict Salary Data

Clovis USD Similar Sized District

Beginning teacher salary $38,368 $45,092

Midrange teacher salary $60,742 $71,627

Highest teacher salary $82,516 $93,288

Average elementary school principal salary $102,498 $115,631

Average middle school principal salary $106,524 $120,915

Average high school principal salary $116,599 $132,029

Superintendent salary $225,000 $249,537

Teacher salaries: percentage of budget 37% 37%

Administrative salaries: percentage of budget 5% 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.

2014-15 Fiscal YearFinancial Data ComparisonExpenditures

Per Pupil From Unrestricted Sources

Annual Average Teacher Salary

Clark IS $4,894 $71,000

Clovis USD $4,701 $68,555

California $5,677 $75,837

School and district: percentage difference +4.1% +3.6%

School and California: percentage difference -13.8% -6.4%

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.

School Financial Data

2014-15 Fiscal Year

Total expenditures per pupil $4,915

Expenditures per pupil from restricted sources $21

Expenditures per pupil from unrestricted sources $4,894

Annual average teacher salary $71,000

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.

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 upper right-hand corner of the district website, www.cusd.com.

Financial Data The financial data displayed in this SARC is from the 2014-15 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.

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