Principal s Message Our Beliefs Clovis Unified School District School Accountability Report Card School Vision Statement

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1 Clovis Online School School Accountability Report Card Published During the CUSD Principal s Message The Clovis Online School has recently made many changes and invested in new resources giving our students the maximum benefits when it comes to online learning. Our new learning management system has all the multimedia resources to make learning online a unique reality. Having started our third year under the new system has been both exciting and challenging. Last year was very exciting with enrollment at about 550 and the second graduating class of 74 students. We currently have 400 students enrolled with 15 full-time teachers and three counselors working with our students. We have only begun to realize our full potential and will continue to develop strategies to offer our students, from seven counties, the opportunity to work toward earning a high school diploma. We welcome all the new stakeholders to Clovis Online and promise to create the standards and excellence that is expected in Clovis Unified. Our Beliefs Education is a partnership between the student, teacher, school, parent and community Everyone is a lifelong learner, but we must individually address each student s diversity, learning style and levels of proficiency Success is an individual journey of continuous achievement and learners should be enabled and empowered to make critical decisions for their futures through alternative learning processes Students should continue to be given the opportunity to learn and become an academic achiever The knowledge and use of information, technology, and online technologies and resources are crucial for future employment needs Equitable access to various types of learning is a key component of education Quality Standards-based online curriculum with rigorous coursework will prepare students for high school graduation and beyond Technology used with an engaging purpose will enhance the learning process The one size fits all approach is not for all students Students should exhibit higher-level thinking skills while using a variety of learning strategies Choice is a very powerful tool for parents and students online programs offer a choice to students who want to try or may need something different Online virtual programs offer many students an educational platform that better suits their learning style Students can learn self-discipline, responsibility and accountability as an independent learner Students who learn the quality skills of being an independent online learner will have a leg up as they continue their lifelong journey (in higher education, the number of students taking at least one online course is more than 3 million out of 15 million, that number is increasing by 20-25% each year according to The Journal, 2011). Learning comes at different times and stages, it is COS philosophy to continue to foster education at these different times and stages Giving last-chance students an opportunity and a different format to learn and work toward a high school diploma All students can learn and should be proficient at reading, writing, listening and speaking effectively We can better get to know students with the amount of one-on-one attention given and the habits created by the fingerprints left with students in online education All teachers should be lifelong coaches, motivators and advocate for all students To maintain a curriculum aligned with District and State A-G requirements All students can learn when provided with the right resources, time and motivation School Vision Statement The vision and purpose of Clovis Online School is to take in and ensure all students acquire the academic skills to succeed as critical independent thinkers, academic achievers through technology, responsible citizens and effective communicators. This is accomplished through an alternative learning environment with a caring, committed, qualified staff working in partnership with our diverse students and community. Mike Paustin, Learning Director Kevin Cookingham, Director of Online and Adult School kevincookingham@cusd.com 1655 David E. Cook Way Clovis, CA Phone: (559) CDS Code: Grades: Clovis Unified School District Dr. Janet L. Young, Superintendent janetyoung@cusd.com 1450 Herndon Avenue Clovis, CA Phone: (559) School Accountability Report Card 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.

2 2 Enrollment by Grade Level The bar graph displays the total number of students enrolled in each grade for the school year. Enrollment by Student Group The total enrollment at the school was 359 students for the school year. The pie chart displays the percentage of students enrolled in each group. Demographics School Year Enrollment by Grade Two or More Races 3.6% White 45.4% Hispanic or Latino 38.7% American Indian or Alaska Native 3.3% Black or African American 2.2% Asian 5.0% Filipino 1.1% Native Hawaiian or Pacific Islander 0.6% District Mission Statement To be a quality educational system providing the resources for all students to reach their potential in mind, body, and spirit. Socioeconomically Disadvantaged 35.10% English Learners 3.60% Students with Disabilities 3.90% Class Size Distribution The 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 Data Comparison Average Class Size Suspensions and Expulsions This table shows the school and district suspension and expulsion rates for the most recent three-year period. Please note, a new method for calculating suspension and expulsion rates was implemented starting in the school year the rates in and beyond cannot be truly compared to previous rates since they are calculated differently. Suspension and Expulsion Rates Clovis OS English-Language Arts Number of Classrooms by Size Mathematics Science History-Social Science Three-Year Data Comparison Suspension Rates Expulsion Rates Suspension Rates Expulsion Rates % 1.0% 0.0% 0.0% 0.0% 0.0% CUSD % 6.5% 5.2% 0.3% 0.2% 0.2% Subject English-Language Arts 1 ± ± ± «««Mathematics ± ± ± «««Science 1 ± ± ± «««History-Social Science 1 ± ± ± «««± Information not available. «For school year, there were 35 students with 15 all housed teachers teaching all subjects.

3 Clovis Online School SARC 3 STAR Results for All Students The Standardized Testing and Reporting Program (STAR) results are evaluated and compared to state content standards using the following five performance levels: Advanced (exceeds state standards), Proficient (meets state standards), Basic, Below Basic, and Far Below Basic. Students scoring at the Proficient or Advanced level meet state standards in that content area. The tables show the percentage of students who scored at Proficient or Advanced levels in English-language arts, mathematics, science, and history-social science. Students Scoring at Proficient or Advanced Levels Three-Year Data Comparison Students Scoring at Proficient or Advanced Levels Group English- Language Arts Mathematics Science Spring 2013 Results History- Social Science All Students in the District 73% 69% 77% 62% All Students at the School 36% 8% 32% 23% Male 33% 7% 32% 28% Female 40% 10% 31% 20% Black or African American 42% 8% v v American Indian or Alaska Native v v v v Asian v v v v Filipino v v v v Hispanic or Latino 32% 7% 30% 14% Native Hawaiian or Pacific Islander Clovis OS CUSD California Subject English-Language Arts 36% 38% 36% 72% 74% 73% 54% 56% 55% Mathematics 15% 3% 8% 67% 68% 69% 49% 50% 50% Science 38% 35% 32% 74% 78% 77% 57% 60% 59% History-Social Science 31% 26% 23% 60% 61% 62% 48% 49% 49% STAR Results by Student Group: English-Language Arts, Mathematics, Science, and History-Social Science v v v v Standardized Testing and Reporting Program The Standardized Testing and Reporting Program (STAR) aims to identify strengths and weaknesses to improve student learning. The STAR consists of several key tests that are designed for the student s age and individual needs. These tests include the California Standards Test (CST), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). The CSTs are multiple choice tests in English-language arts, mathematics, science, and history-social science for varying grade levels. Some grade levels also participate in an essay writing test. The CSTs are used to determine students achievement of the California Academic Content Standards. These standards describe the knowledge and skills that students are expected to learn at each grade level and subject. The CMA is a modified assessment for students with disabilities who have an Individualized Education Plan. It is designed to assess those students whose disabilities prevent them from achieving grade-level proficiency on an assessment of the content standards with or without accommodations. 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 STAR including tests, participation, groups, and scores by grade level, please visit star.cde.ca.gov. White 37% 9% 30% 24% Two or More Races 46% 17% v 27% Socioeconomically Disadvantaged 36% 7% 27% 15% English Learners 31% v v v Students with Disabilities 6% 6% v v Students Receiving Migrant Education Services v v v v v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

4 4 Academic Performance Index The Academic Performance Index (API) is an annual measure of the academic performance and progress of the schools within California. API is measured on a scale from 200 to 1,000. This score reflects the school, district, or a student group s performance level based on the results of statewide testing. The state has set an API score of 800 as the statewide target. The annual API reporting cycle consists of the Base API (not published in this SARC) and Growth API. The Base API begins the reporting cycle and the results are released approximately a year after testing occurs (e.g. The 2012 Base API is calculated from results of statewide testing in spring 2012, but the results are not released until May 2013). Growth API calculates test results in the same fashion and with the same indicators as the Base API but from test results from the following year (e.g. The 2013 Growth API is calculated from results of statewide testing in spring 2013 and released in September 2013). To represent how much a school s API changed from , the 2012 Base API is subtracted from the 2013 Growth API. The Base API Report includes the Base API, targets, and ranks. The Growth API Report includes Growth API, growth achieved, and whether or not targets were met. To learn more about API, visit for the API information guide and the API overview guide. API Ranks Schools are ranked in 10 categories of equal size, called deciles, from one (lowest) to 10 (highest) based on their API Base reports. A school s statewide API rank compares its API to the APIs of all other schools statewide of the same type (elementary, middle, or high school). A similar schools API rank reflects how a school compares to 100 statistically matched similar schools. This table shows the school s three-year data for statewide API rank and similar schools API rank. API Ranks Three-Year Data Comparison Statewide API Rank Similar Schools API Rank ± ± ± API Growth by Student Group Assessment data is reported only for numerically significant groups. To be considered numerically significant for the API, the group must have either: (1) at least 50 students with valid STAR scores who make up at least 15 percent of the total valid STAR scores, or (2) at least 100 students with valid STAR scores. This table displays, by student group, first, the 2013 Growth API at the school, district, and state level followed by the actual API change in points added or lost for the past three years at the school. API Growth by Student Group 2013 Growth API and Three-Year Data Comparison Group Number of Students 2013 Growth API Clovis OS CUSD California Growth API Number of Students Growth API Number of Students Growth API Clovis OS Actual API Change All Students , ,655, Black or African American 3 v , American Indian or Alaska Native 6 v , Asian 3 v 3, , Filipino 1 v , Hispanic or Latino , ,438, Native Hawaiian or Pacific Islander 0 v , White , ,200, Two or More Races 1 v , Socioeconomically Disadvantaged , ,774, English Learners 9 v 2, ,482, Students with Disabilities 6 v 2, , ± Information not available. v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy. Data are reported only for numerically significant groups.

5 Clovis Online School SARC 5 Adequate Yearly Progress The federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in the following four target areas: 1. Participation rate on statewide assessments in English-language arts and mathematics 2. Percentage of students scoring proficient on statewide assessments in English-language arts and mathematics 3. API scores 4. Graduation rate for high schools The table displays whether or not the school and district met each of the AYP criteria and made overall AYP for For more information, visit Adequate Yearly Progress Criteria Clovis OS School Year CUSD Met Overall AYP No No Met Participation Rate Clovis USD Governing Board The Clovis Unified School District Governing Board is comprised of seven board seats. Each seat represents a geographic portion of the District. Board Member terms are four years. Sandra A. Bengel, President Betsy Sandoval, Vice President Christopher Casado, Clerk Brian D. Heryford, Member Ginny Hovsepian, Member Richard Lake, C. P. A. Jim Van Volkinburg, D. D. S. English-Language Arts Yes Yes Mathematics Yes Yes Met Percent Proficient English-Language Arts No No Mathematics No No Met API Criteria No Yes Met Graduation Rate ± Yes Federal Intervention Program Schools 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 (API or graduation rate) 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. This table displays the Program Improvement status for the school and district. For detailed information about PI Identification, please visit Federal Intervention Program Clovis OS CUSD Program Improvement Status Not Title I In PI First Year of Program Improvement ² Year in Program Improvement ² Year 3 Number of Schools Identified for Program Improvement 9 Percent of Schools Identified for Program Improvement 60.00% ± Information not available. ² Not applicable. California Physical Fitness Test Each 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 Percentage of Students Meeting Fitness Standards School Year Grade 9 Four of Six Standards 13.50% Five of Six Standards 16.20% Six of Six Standards 24.30%

6 6 California High School Exit Exam Results The California High School Exit Exam (CAHSEE) is primarily used as a graduation 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: Englishlanguage arts and mathematics. For the purposes of calculating AYP, three performance levels are set: Advanced, Proficient, and Not Proficient. California High School Exit Exam Grade Ten Results The table displays the percentage of students scoring at Proficient or Advanced levels for the most recent three-year period. Note the score a student must achieve to be considered Proficient is different than the passing score for graduation requirement. Students Scoring at Proficient or Advanced Levels English-Language Arts Three-Year Data Comparison Mathematics Clovis OS 40% 63% 48% 35% 40% 37% CUSD 69% 71% 70% 70% 68% 70% California 59% 56% 57% 56% 58% 60% CAHSEE Grade Ten Results by Student Group: English-Language Arts and Mathematics This 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 cahsee.cde.ca.gov/. Students Achieving at Each Performance Levels School Year English-Language Arts Mathematics Group Not Proficient Proficient Advanced Not Proficient Proficient Advanced All Students in the District 30% 25% 46% 30% 44% 26% All Students at the School 52% 30% 18% 63% 33% 4% Male 54% 27% 19% 61% 37% 2% Female 52% 34% 14% 66% 28% 6% Black or African American v v v v v v American Indian or Alaska Native v v v v v v Asian v v v v v v Filipino v v v v v v Hispanic or Latino 64% 21% 14% 71% 25% 4% Native Hawaiian or Pacific Islander v v v v v v White 50% 35% 15% 63% 32% 5% Two or More Races v v v v v v Socioeconomically Disadvantaged 68% 25% 8% 77% 21% 3% English Learners v v v v v v Students with Disabilities v v v v v v Students Receiving Migrant Education Services v v v v v v v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

7 Clovis Online School SARC 7 Admission Requirements for California s Public Universities University 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 admission.universityofcalifornia.edu/. California State University: Eligibility for admission to the 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 Course Enrollment for UC/CSU Admission The 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 dq.cde.ca.gov/dataquest. UC/CSU Admission Percentage of Students Enrolled in Courses Required for UC/CSU Admission in Percentage of Graduates Who Completed All Courses Required for UC/CSU Admission in and School Years Clovis OS 55.79% 15.63% Career Technical Education Participation This table displays information about participation in the school s Career Technical Education (CTE) programs. Career Technical Education Data Clovis OS Participation Career Technical Education Programs The Clovis Online School does not provide any type of CTE programs at this time. However, several online courses are correlated to CTE standards in the science area, business area, and health area. Clovis Online School is currently purchasing and developing courses that will be in the Career Tech areas. School Safety The mission of Clovis Online School is to prepare all students, academically, to be successful and productive members of society by establishing relationships and providing services and support in a safe learning environment. The administration and staff strive to project a school culture that promotes a very positive, high achievement for all students, parental involvement, and technology climate. Staff is responsible for supervision of the campus and reports any unusual activity. The campus sits in the middle of the District office facilities so a lot of traffic comes and goes. All staff has access to call the CUSD police office which is approx. 300 yards away. Both Clovis Police Department and CUSD police actively participate in overseeing and maintaining campus security. Signs are posted informing the public that the campus is free of violence, tobacco and drugs. First aid and CPR is offered to all employees; currently three staff members are certified. All teachers are trained on safe exit drills and lockdown procedures. Performance goal No. 4 of our District ELA plan outlines the Environments Conducive to Learning plan. Our students only come on campus once every six weeks or scheduled academic help hours. We still conduct safety drills and post all emergency plans on the walls and with each teacher. The School Safety Plan was last reviewed, updated, and discussed with the school faculty in September Number of Pupils Participating in CTE Percentage of Pupils Who Completed a CTE Program and Earned a High School Diploma Percentage of CTE Courses that are Sequenced or Articulated Between a School and Institutions of Postsecondary Education 0 ² ² School Motto All students can learn when provided with the right resources, time and motivation. School Mission Statement Clovis Online School is committed to providing students with a nontraditional distance-learning program designed to meet the individual needs and learning abilities of students who may have not been successful at traditional comprehensive schools or have been successful, but at this time, need an alternative approach to learning. All students can learn and we must explore different approaches to learning so that all students can graduate and have the opportunity to be the Best in mind, body and spirit ² Not applicable. Core Values Students Employees Community Schools and Facilities

8 8 Completion of High School Graduation Requirements This table displays school, District, and California data for the number 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 California High School Exit Exam (CAHSEE) or received a local waiver or State exemption. For more information, please visit Completion of High School Graduation Requirements Graduating Class of 2013 Group Clovis OS CUSD California All Students 57 2, ,598 Black or African American v 88 28,078 American Indian or Alaska Native v 23 3,123 Asian v ,700 Advanced Placement Courses No information is available for Clovis Online School regarding Advanced Placement (AP) courses offered. Filipino v 49 12,745 Hispanic or Latino ,516 Native Hawaiian or Pacific Islander v 11 2,585 White 31 1, ,801 Two or More Races v 47 6,790 We welcome all the new stakeholders to Clovis Online and promise to create the standards and excellence that is expected in Clovis Unified. Socioeconomically Disadvantaged ,915 English Learners v 98 93,297 Students with Disabilities v ,683 CUSD Where Character Counts Graduates and Dropouts This table displays the graduation and dropout rates for the most recent three-year period for which data is available. Please note, a new method for calculating graduation and dropout rates was implemented starting with the class of The new rates should not be compared to data from previous years. Please visit www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf for more information. Graduation and Dropout Rates Three-Year Data Comparison Graduation Rate Dropout Rate District AIMS Clovis OS ± 50.00% 36.23% ± 50.00% 34.80% CUSD 90.25% 93.72% 92.59% 6.40% 3.20% 3.70% 1. Maximize Student Achievement for ALL Students 2. Operate with Increasing Efficiency and Effectiveness 3. Develop, Sustain, and Value a Quality Workforce California 74.72% 77.14% 78.73% 16.60% 14.70% 13.10% v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy. ± Information not available.

9 Clovis Online School SARC 9 Textbooks and Instructional Materials Clovis Unified School District sets a high priority upon ensuring there are sufficient textbooks and materials 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. Textbooks and instructional materials purchased for grades 9-12 are aligned to the State content standards and adopted by the Clovis Unified Governing Board. The Department of Special Projects 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 supplemental 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. Textbooks and Instructional Materials List Subject Textbook Adopted English-Language Arts McDougal Littell, Language of Literature English-Language Arts McDougal Littell, Language of Literature English-Language Arts Prentice Hall, Literature Platinum 2002 English-Language Arts Prentice Hall, Literature Gold 2002 English-Language Arts McDougal Littell, Literature English-Language Arts McDougal Littell, Language of Literature English-Language Arts McDougal Littell, Language of Literature English-Language Arts Prentice Hall, Literature Platinum 2002 English-Language Arts McDougal Littell, American Literature 2009 English-Language Arts McDougal Littell, Language of Literature Availability of Textbooks and Instructional Materials The following lists the percentage of pupils who lack their own assigned textbooks and instructional materials. Percentage of Students Lacking Materials by Subject Reading/Language Arts 0% Mathematics 0% Science 0% History-Social Science 0% Visual and Performing Arts 0% Foreign Language 0% Health 0% English-Language Arts McDougal Littell, Language of Literature English-Language Arts McDougal Littell, Language of Literature English-Language Arts McDougal Littell, British Literature 2009 English-Language Arts Prentice Hall, American Experiences in Literature 2005 English-Language Arts Bedford, Language of Composition 2009 English-Language Arts Prentice Hall, American Experiences in Lit 2002 English-Language Arts McDougal Littell, American Literature 2009 English-Language Arts Prentice Hall, American Experiences in Literature 2002 English-Language Arts Prentice Hall, American Experiences in Literature 1999 English-Language Arts Prentice Hall, Lit: An Intro to Reading and Writing 2004 English-Language Arts Prentice Hall, Lit: An Intro to Reading and Writing 1998 Science Laboratory Equipment 0% English-Language Arts Holt McDougal, Readings for Writers 2010 English-Language Arts McDougal Littell, Language of Literature English-Language Arts McDougal Littell, Language of Lit World 2006 Mathematics Prentice Hall, Algebra (California Edition) 2009 Mathematics McDougal Littell, Algebra Continued on page 10 Currency of Textbook Data This table displays the date when the textbook and instructional materials information was collected and verified. Currency of Textbook Data Collection Date 10/2013

10 10 Quality of Textbooks The following table outlines the criteria required for choosing textbooks and instructional materials. Quality of Textbooks Textbooks and Instructional Materials Textbooks and Instructional Materials List Subject Textbook - Continued from page 9 Adopted Mathematics McDougal Littell, Geometry - Concepts & Skills 2003 Mathematics McDougal Littell, Geometry 2007 Mathematics McDougal Littell, Algebra Criteria Are the textbooks adopted from the most recent stateapproved or local governing board approved list? Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education? Does every student, including English Learners, have access to their own textbooks and instructional materials to use in class and to take home? Yes/No Yes Yes Yes Mathematics Houghton Mifflin, Pre-Calculus with Limits 2008 Mathematics McDougal Littell, Advanced Math 2003 Mathematics Houghton Mifflin, Pre-Calculus with Limits 2001 Mathematics Houghton Mifflin, Pre-Calculus with Limits 2005 Mathematics McDougal Littell, Calculus of a Single Variable 2006 Mathematics Harper Collins, Calculus of a Single Variable 1996 Mathematics Addison Wesley, Elements of Calculus 1989 Mathematics Scott Foresman, Calculus 1999 Mathematics Houghton Mifflin, Calculus 2002 Mathematics Thompson, Elementary Statistics, 9th Ed Mathematics McGraw Hill, Elementary Statistics 2004 Mathematics Duxbury Press, Elementary Statistics 7th Ed Parental Involvement Our staff is developing strategies to work with all subject areas online to produce the most efficient way to meet student needs. Clovis Online (COS) is using: The advisory committee and School Site Council: which are both in its beginning stages. The administration committee is reviewing student academic data, (although past is limited) in order to gain a starting point, propose action and monitor achievement based on learning and student needs. The School Site Council is comprised of site administrators, staff representatives and parent representatives; they are the primary stakeholders in the Clovis Online School. Its discussions and recommendations are given considerable weight in developing and adjusting the Single Plan for Student Achievement and ESLRs. Our students are also involved through discussions with teachers and student questionnaires. Clovis Online is holding quarterly School Site Council meetings and is always looking for new parent involvement. Parents may become involved by filling out the questionnaire given when they meet with the child s teachers or contacting the school. Contact Office Manager Dona Harris at (559) for any information at (559) Mathematics Prentice Hall, Elementary Statistical Concepts 1986 Mathematics Bock, Stats Modeling the World 2007 Mathematics Freeman, Practice of Statistics 2003 Mathematics Freeman, Intro to Practice of Statistics 2008 Mathematics Moore McCade, Intro to Practice of Statistics 1998 Science Glencoe, Hole's Human Anatomy & Phys 2007 Science Pearson, Human Anatomy & Physiology, 5th Ed Science Pearson, Human Anatomy & Physiology, 5th Ed Science McGraw Hill, Anatomy & Physiology 2000 Science Mosby, Anatomy & Physiology 1999 Science Prentice Hall, Biology 2007 Science Holt, Modern Biology - H 2006 Science Glencoe, Biology, Dynamics of Life 2005 Science Pearson, Biology 2005 Science McGraw Hill, Biology by Mader, 6th Ed Science McGraw Hill, Biology 2001 Science McGraw Hill, Biology 1999 Continued on page 11

11 Clovis Online School SARC 11 Textbooks and Instructional Materials Textbooks and Instructional Materials List Subject Textbook - Continued from page 10 Adopted Science Cengage, Science of Agriculture 1999 Science Prentice Hall, Chemistry 2007 Science Holt, Modern Chemistry - H 2006 Science Houghton Mifflin, Chemistry-Zumdahl 2007 Science McGraw Hill, Environmental Science (AP) 2005 Science Wadsworth, Living in the Environment 1998 Science Peoples, Environment Science 2009 Science Glencoe, Earth Science Geology 2002 Public Internet Access Internet 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 workstation, 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) or visit Science Glencoe, Physics: Principles & Problems 2005 Science Glencoe, Physics: Principles & Problems 2002 Science Glencoe, Physics: Principles & Problems 1999 Science Thompson-Wiley, Physics for Scientists & Engineers 2004 Science Prentice Hall, Physics by Giancoli 4th Ed Science A.W.; College Physics, 2nd Ed Science Prentice Hall, Earth Science 2006 Science Glencoe, Chemistry Matter & Change 2002 Science William Brown Pub, Biology of Animals 1998 Science McGraw, Biology of Animals 1998 History-Social Science Holt, United States Government 2009 History-Social Science Longman, Government in America, 11th Ed History-Social Science Houghton Mifflin, American Government 2001 History-Social Science Longman, Government in America, 12th Ed History-Social Science McDougal Littell, American Pageant, 12th Ed History-Social Science Houghton Mifflin, American Pageant, 11th Ed History-Social Science Glencoe, Economics: Today and Tomorrow 2008 Social Media Follow Clovis Unified news and events on Twitter and Facebook Clovis Unified uses Facebook and Twitter to update our community 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 Web site, History-Social Science McGraw Hill, Economics, 15th Ed History-Social Science McGraw Hill, Economics, 19th Ed History-Social Science Houghton Mifflin, History of Western Society, 5th Ed History-Social Science Houghton Mifflin, History of Western Society, 8th Ed History-Social Science History-Social Science McDougal Littell, The Americans: Reconstr. thru 20th Century McDougal Littell, Modern World History: Patterns of Interaction History-Social Science McGraw-Hill, Traditions and Encounters 2006 Continued on page 12

12 12 Textbooks and Instructional Materials Textbooks and Instructional Materials List District Vision Statement Subject Textbook - Continued from page 11 Adopted History-Social Science McGraw-Hill, Traditions and Encounters 2003 History-Social Science McGraw-Hill, Traditions and Encounters 2008 Clovis Unified School District strives to be America s benchmark for excellence in education. History-Social Science Wadsworth, Introduction to Psychology - AP 2008 History-Social Science Worth, AP Psychology 1995 History-Social Science Wadsworth, Introduction to Psychology - AP 1998 History-Social Science Wadsworth, Introduction to Psychology - AP 2002 History-Social Science Prentice Hall, Psychology, An Introduction 1996 History-Social Science Holt, Psychology, Principles in Practice 1998 History-Social Science Glencoe, Understanding Psychology 2003 History-Social Science Glencoe, Sociology and You 2003 History-Social Science Holt, Sociology 1995 History-Social Science Prentice Hall, World Geography: Building Global Pers 1998 History-Social Science Prentice Hall, World Geography: Building Global Pers 2007 History-Social Science Holt, Lifetime Health 2004 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. 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/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 CUSD 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 William s 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. School Facility Good Repair Status Items Inspected Repair Status Items Inspected Repair Status Systems Good Restrooms/Fountains Good Interior Good Safety Good Cleanliness Good Structural Good Electrical Fair External Good Overall Summary of Facility Conditions Be the Best You Can be in Mind, Body, and Spirit Good Date of the Most Recent School Site Inspection 10/21/2013 Date of the Most Recent Completion of the Inspection Form 10/21/2013

13 Clovis Online School SARC 13 Deficiencies and Repairs The 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 maintenance will be done before the end of the school year. Maintenance items will be prioritized so that student safety is not compromised. Deficiencies and Repairs Items Inspected Interior Deficiencies, Action Taken or Planned, and Date of Action Water stained ceiling tiles in R-P5 (3rd year). Electrical Electrical School Facilities Light panel is loose in R-P5. One light panel out/2 diffusers missing in R-11. Clovis Online School opened in August 2009 and is located in the central area of the CSUD Alternative Education sites and District office administration buildings. The first online school in CUSD is in a portable setting. The current location is 1655 David E. Cook Way and consists of a main office, counseling center, lab center and six rooms and a teacher center with individual cubical teaching stations and staff area. The campus is surrounded by plenty of parking and nice landscaping. Clovis Unified School District is successfully providing sufficient resources to the establishment of the school program, growth and future planning. Although growth is happening at a quick rate, all necessary resources are being utilized for planning, ordering and hiring. The District purchased CAHSEE prep courses after seeing the amount of students who have not passed. Remodeling of teacher center and rooms to provide a positive teaching environment, updated computer and phone systems have also been provided. COS will continue to add staffing as enrollment increases and the District is in complete agreement with staffing ratios established. Professional Development COS ensures staff members are involved in ongoing professional development by building Professional Learning Communities (PLCs) at the school site that reinforce student growth. Teachers are encouraged to share good teaching practices and are led by administration on a weekly basis to share this information. In addition, teachers work with fellow colleagues on a daily basis on what is working and what is not working. Site administration and lead teachers work with staff on a weekly basis on the online management system updates and how this information can be used by our students. Weekly PLC and leadership team meetings are used for discussion of curriculum, data analysis, best practices, student needs and professional growth among staff. These meetings are instrumental in the evaluation of the school s single plan for student achievement and ESLRs. COS will need to continue to work with the online management system curriculum by learning new developed curriculum and mechanics for best student/teacher practices, as well as working with the editing process as needed with our course management system. In addition to site professional development opportunities, COS teachers will be required to attend districtwide professional development opportunities so that they can stay up to date with districtwide initiatives. These opportunities are great for our teachers to work with fellow colleagues at comprehensive sites and other alternative education sites on best practices. These opportunities are calendared and staff is aware of these dates. Staff has every opportunity to attend other online or charter type schools. They are given release time from the District. Teachers that take advantage of this type of professional development are then required to come back and share what they have learned. This is a great teaching moment for all staff. The district focused all professional development activities around five identified needs: First Time Best Instruction, Mastery Learning, Professional Learning Communities, Transitioning to the Common Core, and Systematic Interventions. In the school year, we dedicated three days for professional development. Due to state budget cuts and the addition of furlough days, in , , and , all professional development opportunities for CUSD staff have been moved to before and after the school year, after school, early dismissal days, within the school day, and on weekends. Academic Counselors and School Support Staff This table displays information about academic counselors and support staff at the school and their full-time equivalent (FTE). Academic Counselors and School Support Staff Data School Year Academic Counselors FTE of Academic Counselors Ratio of Students Per Academic Counselor Support Staff Social/Behavioral or Career Development Counselors Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional) :1 FTE Psychologist 0.05 Social Worker 0.00 Nurse 0.33 Speech/Language/Hearing Specialist Resource Specialist (non-teaching) The goal of the CUSD staff is to create and maintain the best educational environment possible.

14 14 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 Con Ap. The application 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 application are Economic Impact Aid/Limited English Proficient (EIA/LEP), Economic Impact Aid/State Compensatory Education (EIA/SCE), Title I, Part A (Improving the Academic Achievement of the Disadvantaged 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. Essentially, these funds are designed to assist students in mastering state standards. 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) and School Advisory Committee (SAC) 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/services 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 These two school committees meet on a quarterly basis. The committees are comprised 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: School Site Council (SSC): All schools receiving categorical funds are required to form an SSC. The SSC is composed of parents, students at the secondary level, and school personnel, and is responsible for developing, 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): If a district uses Economic Impact Aid (EIA) funds for State Compensatory Education programs, as Clovis does, it is required to have both a SAC and a DAC. The SAC and DAC are advisory committees for the purpose of advising schools and the District regarding compensatory education programs. The SSC has approved to designate our SSC pursuant to California Education Code Section to function as the SAC. English Language Advisory Committee (ELAC): 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. 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 reclassified 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. 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 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 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 increase the ability of teachers and other staff to challenge and assist all students to reach their fullest potential. Categorical Program Descriptions: 1. Afterschool Safety and Education Funds (ASES) - This State funded and administered program provides three-year grant funding to establish or expand afterschool 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. Economic Impact Aide (EIA) - A State-funded program to provide supplementary services to meet the needs of English Learners, students not meeting proficiency on the State tests, and socioeconomically disadvantaged students. 3. 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. 4. Title I, Part A, Title X, Part C, 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. Continued on page 15

15 Clovis Online School SARC 15 Teacher Qualifications This 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 Teacher Credential Information CUSD Three-Year Data Comparison Clovis OS Teachers With Full Credential 1, Without Full Credential Teaching Outside Subject Area of Competence Teacher Misassignments and Vacant Teacher Positions This 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. Teacher Misassignments and Vacant Teacher Positions Three-Year Data Comparison Clovis OS Teachers Teacher Misassignments of English Learners Total Teacher Misassignments Vacant Teacher Positions Core Academic Classes Taught by Highly Qualified Teachers The No Child Left Behind Act (NCLB) extended 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 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 No Child Left Behind Compliant Teachers School Year Percent of Classes in Core Academic Subjects Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers Clovis OS 31.00% 69.00% All Schools in District 86.00% 14.00% High-Poverty Schools in District 86.00% 14.00% Types of Services Funded Continued from page Title I, Part C (Migrant Education Program) - A federal-funded program focused on providing services for migratory students and their families. 6. 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. 7. 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. 8. Title III (Language Instruction for English learners(els) and Immigrants) - 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. 9. 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 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 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 encourage 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 Special Projects at (559) , additional information may be found at Low-Poverty Schools in District ² ² ² Not applicable.

16 16 School Financial Data The 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 Fiscal Year Total Expenditures Per Pupil Expenditures Per Pupil From Restricted Sources Expenditures Per Pupil From Unrestricted Sources Annual Average Teacher Salary $5,053 $205 $4,848 $70,068 Financial Data The financial data displayed in this SARC is from the 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 CDE Current Expense of Education & Per-pupil Spending Web page at For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at District Financial Data This 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. District Salary Data CUSD Fiscal Year Similar Sized District Beginning Teacher Salary $34,699 $41,461 Mid-Range Teacher Salary $57,833 $66,132 Highest Teacher Salary $74,146 $85,734 Average Elementary School Principal Salary $90,140 $107,205 Average Middle School Principal Salary $95,124 $111,640 Average High School Principal Salary $99,501 $122,627 Superintendent Salary $225,000 $225,175 Teacher Salaries Percent of Budget 38.12% 38.26% Administrative Salaries Percent of Budget 5.47% 5.08% Financial Data Comparison This 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. Financial Data Comparison Fiscal Year Expenditures Per Pupil From Unrestricted Sources Annual Average Teacher Salary Expenditures Per Pupil Supplemental/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. Clovis OS $4,848 $70,068 CUSD $4,151 $60,941 California $5,537 $69,704 School and District Percent Difference +16.8% +15.0% School and California Percent Difference -12.4% +0.5% School Accountability Report Card Published By: 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, please visit DataQuest at DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English Learners. For further information regarding the data elements and terms used in the SARC see the Academic Performance Index Reports Information Guide located on the CDE API Web page at 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 November 2013.