SARC

2017-18 School Accountability Report Card

Published in 2018-19

Clovis West High School
Grades 9-12 CDS Code 10-62117-1030196

Richard Sarkisian Principal
richardsarkisian@cusd.com

1070 East Teague Avenue Fresno, CA 93720
(559) 327-2000

cwhs.cusd.com

1450 Herndon Avenue Clovis, CA 93611 ▪ www.cusd.com Eimear O’Farrell, Superintendent ▪ eimearofarrell@cusd.com ▪ (559) 327-9000

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

2017-18 School Accountability Report Card ▪Published by School Innovations & Achievement ▪www.sia-us.com

		
SARC	Clovis West High School

3

Clovis Unified School District Core Values

In 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.

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.

• Community: Education 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 Mission Statement

To be a quality educational system provid-ing the resources for all students to reach their potential in mind, body and spirit.

District Vision Statement
Clovis Unified School District strives to be America’s benchmark for excellence in education.

“WhereCharacterCounts”

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.
Brian D. Heryford, president Christopher Casado, vice president Steven G. Fogg, M.D.; clerk
Susan K. Hatmaker, member Ginny L. Hovsepian, member
Elizabeth “Betsy” Sandoval, member Tiffany Stoker Madsen, member

District Aims • Maximizestudent
achievementforallstudents
• Operatewithincreasing eficiencyandeffectiveness
• Develop,sustainandvalue aqualityworkforce

Principal’s Message

On behalf of the Clovis West High School staff, I would like to welcome everyone to the 2018-19 school year. At Clovis West High School, we strive to be the best by setting goals and challenging our students to attain the highest possible level of achievement.

In Clovis Unified, we believe in high standards. We believe that children should be the best they can be in mind, body and spirit. As part of the WASC accreditation process, schools must identify the schoolwide learner outcomes. At Clovis West, our inspiration comes from Clovis Unified School District’s founding super-intendent, Dr. Floyd B. “Doc” Buchanan. “Doc’s Charge” is a compilation of his philosophy for the district, and it guides our schoolwide learner outcomes:

• Doc believed that we should “teach students to work in groups and compete in groups.” Clovis West students will be effective scholars.

• Doc encouraged teachers to “help students build on their strengths and overcome their weaknesses.” Clovis West students will be critical and creative thinkers.

• Doc charged teachers and students to “win with class and lose with dignity” and to provide a “fair break for every kid.” Clovis West students will learn to be respectful of all people in a diverse community.

• Doc believed that “education revolves around teamwork and trust,” and that as educators, we should prepare students “to be the best they can be in mind, body and spirit” and to “learn to compete against themselves.” Clovis West students will be prepared for adult life as productive, analytical, coop-erative members of society.

These goals and schoolwide learner outcomes drive us to provide the best education possible for our stu-dents so that they may reach beyond their academic potential and strive in a collaborative and global society.

This school year we are paying particular attention to creating a college-going culture on our campus. Each academic department has identified an academic behavior in which to focus on campus wide. Planners have been purchased for all of our students. Bookmarks have been made to help students learn the tools neces-sary to annotate text and focused note taking strategies are being implemented. Clovis West is tracking data in hopes to see a large increase in the number of students earning all A’s, B’s and C letter grades.

Clovis West has fantastic students that are articulate, empathetic, appreciative and full of school spirit. The 2018-19 school year is going to be a great one!

Sincerely, Richard Sarkisian Principal

School Mission Statement

Maximize and improve academic and individual achievement of all students.

School Vision Statement

The vision of Clovis West High School is for every student to achieve their highest potential academically and in cocurricular events in preparation for postsecondary life.

School Motto

“Be the best you can be” is the mantra of Clovis West High School students as they compete academically and in cocurricular events against the very best teams.

41.30%
2.10%
7.50%
0.80%
Asian
8.4%
41.5%
NativeHawaiian
2.2%
22
22
26

Clovis West HS
	
	15-16
	16-17
	17-18
	
Suspension rates
	3.8%
	6.7%
	5.0%
	
Expulsion rates
	0.1%
	0.0%
	0.0%
	
Clovis USD
	
	15-16
	16-17
	17-18
	
Suspension rates
	3.9%
	3.4%
	4.0%
	
Expulsion rates
	0.1%
	0.1%
	0.1%
	
California
	
	15-16
	16-17
	17-18
	
Suspension rates
	3.7%
	3.6%
	3.5%
	
Expulsion rates
	0.1%
	0.1%
	0.1%

4

	

Enrollment by Grade
The bar graph displays the total number of students enrolled in each grade for the 2017-18 school year.
	
Enrollment by Student Group
The total enrollment at the school was 2,006 students for the 2017-18 school year. The pie chart displays the percentage of students enrolled in each group.

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. 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.

Suspensions and Expulsions
This 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, re-gardless of the number of suspensions.

Suspension and Expulsion Rates

Number of Classrooms by Size
		
Three-Year Data
	
	2015-16
	2016-17
	2017-18

Subject
	Number of Students
	
	1-22
	23-32
	33+
	1-22
	23-32
	33+
	1-22
	21-32
	33+
	
English language arts
	37
	14
	38
	6
	20
	31
	6
	20
	31
	
Mathematics
	9
	19
	34
	10
	18
	32
	10
	18
	32
	
Science
	24
	14
	26
	7
	22
	21
	7
	22
	21
	
History/social science
	12
	11
	34
	4
	22
	21
	4
	22
	21

Demographics
		
2017-18 School Year

American Indian Black or	orAlaskaNative
African-American	0.7%
5.6% Two orMore
Races	             Filipino 1.8%
White 39.3%

orPacificIslander	Hispanic or Latino 0.4%

Socioeconomically                          English                         Students with                       Foster disadvantaged                         learners                              disabilities                        youth

	2017-18 Enrollment by Grade

	

9	496

10	519

11	489

12	502

Average Class Size
		
Three-Year Data
	
15-16	16-17	17-18

31	30
27
24	24	23
20	19

English language	Mathematics	Science	History/social arts                                                                                                 science

24

		
SARC	Clovis West High School

5

California Assessment of Student Performance and Progress (CAASPP)
For the 2017-18 school year, the CAASPP consists of several key components, including:
California Alternate Assessments (CAA) test includes both ELA/literacy and mathematics in grades 3-8 and 11. The CAA is given to those students with the most significant cognitive disabilities whose current individualized education program (IEP) designates an alternate assessment.
Smarter Balanced Assessments include ELA/literacy and mathematics 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 Mathematics
The table on the following page displays the percentage of students that met
or exceeded state standards in English language arts/literacy and mathemat-ics for the school by student groups for grade 11.
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 CAA divided by the total number of students who participated in both as-sessments.
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 percent-ages. The achievement level percentages are calculated using only students who received scores.

CAASPP Test Results for All Students: Science (grades 5, 8 and 10)

The 2016–17 and 2017–18 data are not available. The California Department of Education is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The California Science Test (CAST) was pilot-tested in spring 2017 and field-tested in spring 2018. The CAST will be administered operationally during the 2018–19 school year. The CAA for Science was pilot-tested for two years (i.e., 2016–17 and 2017–18) and the CAA for Science will be field-tested in 2018–19.

Percentage of Students Scoring at Proficient or Advanced
		
Two-Year Data
	
	Clovis West HS
	Clovis USD
	California
	
Subject
	16-17
	17-18
	16-17
	17-18
	16-17
	17-18
	
Science
	²
	²
	²
	²
	²
	²

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 lan-guage arts (ELA)/literacy and mathematics.

Percentage of Students Meeting or Exceeding State Standards
		
Two-Year Data
	
	Clovis West HS
	Clovis USD
	California
	
Subject
	16-17
	17-18
	16-17
	17-18
	16-17
	17-18
	
English language arts/literacy
	79%
	84%
	69%
	71%
	48%
	50%
	
Mathematics
	51%
	55%
	56%
	58%
	37%
	38%

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 Califor-nia PFT, please visit www.cde.ca.gov/ta/tg/pf.

California Physical Fitness Test
		
2017-18 School Year
	
Percentage of Students Meeting Fitness Standards
	Clovis West HS
	
	Grade 9
	
Four of six standards
	20.7%
	
Five of six standards
	17.5%
	
Six of six standards
	53.3%

²Not applicable.

6

CAASPP Results by Student Group: English Language Arts and Mathematics (grade 11)

Percentage of Students Meeting or Exceeding State Standards
		
2017-18 School Year
	
English Language Arts
	
Group
	Total Enrollment
	Number Tested
	Percentage Tested
	Percentage Met or Exceeded
	
All students
	476
	472
	99.16%
	84.11%
	
Male
	243
	241
	99.18%
	80.91%
	
Female
	233
	231
	99.14%
	87.45%
	
Black or African-American
	23
	23
	100.00%
	73.91%
	
American Indian or Alaska Native
	v
	v
	v
	v
	
Asian
	37
	37
	100.00%
	83.78%
	
Filipino
	v
	v
	v
	v
	
Hispanic or Latino
	189
	186
	98.41%
	79.03%
	
Native Hawaiian or Pacific Islander
	v
	v
	v
	v
	
White
	200
	199
	99.50%
	90.45%
	
Two or more races
	14
	14
	100.00%
	71.43%
	
Socioeconomically disadvantaged
	178
	176
	98.88%
	75.57%
	
English learners
	11
	11
	100.00%
	27.27%
	
Students with disabilities
	25
	23
	92.00%
	8.70%
	
Students receiving Migrant Education services
	v
	v
	v
	v
	
Foster youth
	v
	v
	v
	v
	
Mathematics
	
Group
	Total Enrollment
	Number Tested
	Percentage Tested
	Percentage Met or Exceeded
	
All students
	475
	469
	98.74%
	54.80%
	
Male
	242
	238
	98.35%
	51.26%
	
Female
	233
	231
	99.14%
	58.44%
	
Black or African-American
	23
	23
	100.00%
	47.83%
	
American Indian or Alaska Native
	v
	v
	v
	v
	
Asian
	37
	36
	97.30%
	72.22%
	
Filipino
	v
	v
	v
	v
	
Hispanic or Latino
	190
	186
	97.89%
	45.70%
	
Native Hawaiian or Pacific Islander
	v
	v
	v
	v
	
White
	198
	197
	99.49%
	60.41%
	
Two or more races
	14
	14
	100.00%
	71.43%
	
Socioeconomically disadvantaged
	178
	176
	98.88%
	40.91%
	
English learners
	11
	11
	100.00%
	36.36%
	
Students with disabilities
	26
	22
	84.62%
	0.00%
	
Students receiving Migrant Education services
	v
	v
	v
	v
	
Foster youth
	v
	v
	v
	v

vScores 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.

Clovis West HS
	
2017-18 Participation
	
Number of pupils participating in a CTE program
	
451
	
Percentage of pupils who completed a CTE program and earned a high school diploma

48.30%

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

12.50%

UC/CSU Admission
		
2016-17 and 2017-18 School Years
	
	Clovis West HS
	
Percentage of students enrolled in courses required for UC/CSU admission in 2017-18
	98.21%
	
Percentage of graduates who completed all courses required for UC/CSU admission in 2016-17
	56.15%

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

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

Career Technical Education Programs
Clovis West began exploring the creation of a Counseling/Career Center in 2002-03 with an expected goal of full implementation by the beginning of the 2003-04 school year. The goal was to update and centralize our services to students. Our counseling technician oversees the posting of local job listings and is available to hand out applications to students. As a part of our sophomore-counseling program, students are encour-aged to consider either the Center for Advanced Research and Technology (CART) or Career Technical Educa-tion (CTE) classes to acquire hands-on experience in a number of career options. CWHS recently competed for and was awarded, a large state grant to improve the auto facilities, creating a transportation pathway with the ability to certify students for immediate placement in the industry.
Currently, CWHS offers the following CTE pathways on site: educational careers, theater arts, bank and fi-nance, and small-business management and auto mechanics. A whole range of courses are offered at the other district sites also, and these can be found in the course catalog as referenced below.
The Freshman Academy counselor also provides career support to students. The academy emphasizes that freshmen, as well as Clovis West, explore pathways as a means of better providing students with real-world connections in their high-school academic curriculum.
The primary representative of the district’s career technical advisory committee is Dr. Gregory Lomack. The industries represented are agriculture and natural resources; arts, media and entertainment; building trades and construction; education, child development and family services; fashion and interior design; finance and business; health science and medical technology; information technology; manufacturing and product devel-opment; marketing, sales and service; public services; and transportation.
Additional information, including a list of CTE and ROP courses can be found in the 2018-19 Course Descrip-tion Catalog available at the school or online at www.cusd.com/parent/school-info/course-catalogs.
	
Senior English Project
Clovis West High School is currently one of very few high schools in California that is actively engaged in the restructuring of senior English classes to better align
high school rigor with the expectations of university-level colleges. This project has been in place for the past several years and has resulted in Clovis West now offer-ing concurrent college credit for fresh-man English during the eighth semester of high school. Singularly, this is a critical program that ensures that CWHS students are ahead of the curve with respect to col-lege admissions in an environment which has become increasingly competitive and demanding, particularly in the area of ap-
propriate preparation in college-level Eng-lish and writing composition. This project has been the topic at several state-level conferences this past year and continues to garner a lot of attention from postsec-ondary institutions as a model for how students can successfully prepare for the rigors of the postsecondary experience.

Career Technical Education Participation
This table displays information about par-ticipation in the school’s Career Technical Education (CTE) programs.

Career Technical Education Data

Advanced Placement Courses
	
2017-18 School Year

Percentage of total enrollment enrolled in AP courses
	24.40%
	
Number of AP courses offered at the school
	39
	
Number of AP Courses by Subject

Computer science
	
0

English
	
9

Fine and performing arts
	
3

Foreign language
	
2

Mathematics
	
5

Science
	
7

Social science
	
13
	
8

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

School Safety
Clovis West provides a safe, clean environ-ment for learning. Consistently on the SART Survey, a high percentage of Clovis West parents have rated the school as “satisfactory” or higher in providing a safe and orderly environment for its students.
The Clovis West School Safety Plan is re-vised and discussed annually with faculty and is continually reviewed throughout the 2018-19 school year as part of an ongoing process which will culminate
in the approval of the plan by the SART committee, and ultimate submission to the district in January 2019. The faculty reviews the plan at the beginning of each school year to maximize faculty response in the event of any fire or hazardous situ-ation. CWHS has three full-time student relations liaisons who facilitate social-emotional safety on-site with students, and a full-time police oficer who provides a range of on-site resources. He is situ-ated in the Student Responsibility Center, which is the hub of student safety on campus.

Completion of High School Graduation Requirements

This table displays school, district and California data for the percentages of students in the most recent graduating class who met all state and local graduation requirements for grade 12 completion. The formula for the completion of graduation requirements is the number of grade 12 students who met all graduation requirements divided by the number of students enrolled in grade 12 at the time of the Fall Census Day. For more information, please visit www.cde.ca.gov/ci/gs/hs/hsgrmin.asp or www.cde.ca.gov/ci/gs/hs/cefhs-gradreq.asp.

Completion of High School Graduation Requirements
		
Graduating Class of 2017
	
Group
	Clovis West HS
	Clovis USD
	California
	
All students
	96.06%
	90.82%
	88.72%
	
Black or African-American
	95.00%
	92.23%
	82.15%
	
American Indian or Alaska Native
	100.00%
	82.76%
	82.81%
	
Asian
	100.00%
	95.56%
	94.93%
	
Filipino
	94.44%
	95.40%
	93.45%
	
Hispanic or Latino
	96.22%
	87.52%
	86.54%
	
Native Hawaiian or Pacific Islander
	100.00%
	100.00%
	88.56%
	
White
	94.76%
	91.17%
	92.12%
	
Two or more races
	94.74%
	93.68%
	91.15%
	
Socioeconomically disadvantaged
	100.00%
	95.21%
	88.64%
	
English learners
	90.00%
	59.77%
	56.74%
	
Students with disabilities
	70.73%
	48.95%
	67.12%
	
Foster youth
	100.00%
	59.09%
	74.08%

Graduation and Dropout Rates

This table displays the graduation and dropout rates for the most recent three-year period for which data is available. The four-year adjusted cohort graduation rate is the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for the graduating class. From the beginning of grade 9 (or the earliest high school grade), students who are entering that grade for the first time form a cohort that is “adjusted” by adding any students who sub-sequently transfer into the cohort and subtracting any students who subsequently transfer out. For more information, please visit http://dq.cde.ca.gov/dataquest.

Graduation and Dropout Rates
		
Three-Year Data
	
	Graduation Rate
	Dropout Rate
	
	14-15
	15-16
	16-17
	14-15
	15-16
	16-17
	
Clovis West HS
	97.70%
	96.50%
	95.10%
	0.80%
	0.80%
	0.60%
	
Clovis USD
	94.60%
	94.20%
	93.70%
	2.90%
	2.10%
	2.20%
	
California
	82.30%
	83.80%
	82.70%
	10.70%
	9.70%
	9.10%

vScores 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.

		
SARC	Clovis West High School

9

2018-19 School Year
	
Reading/language arts
	0%
	
Mathematics
	0%
	
Science
	0%
	
History/social science
	0%
	
Visual and performing arts
	0%
	
Foreign language
	0%
	
Health
	0%
	
Science laboratory equipment
	0%

Availability of Textbooks and Instructional Materials
The following lists the percentage of pupils who lack their own assigned text-books and instructional materials.

Percentage of Students Lacking Materials by Subject

Social Media
Follow 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.

Textbooks and Instructional Materials

Clovis Unified School District sets a high priority upon ensuring there are suficient 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 supplemen-tal 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
		
2018-19 School Year
	
Subject
	Textbook
	Adopted
	
Reading/language arts
	California Collections, Houghton Miflin (9-12)
	2016
	
Reading/language arts
	Literature, Platinum Level; Prentice Hall
	2002
	
Reading/language arts
	Literature, Gold Level; Prentice Hall
	2002
	
Reading/language arts
	Literature, McDougal Littell (10)
	2009
	
Reading/language arts
	The Language of Literature, McDougal Littell (10, 12)
	2006
	
Reading/language arts
	The Language of Literature, McDougal Littell (11)
	2003
	
Reading/language arts
	American Literature, McDougal Littell
	2009
	
Reading/language arts
	British Literature, McDougal Littell
	2009
	
Reading/language arts
	The American Experience, Prentice Hall Literature
	2005
	
Reading/language arts
	The Language of Composition, Bedford
	2009
	
Reading/language arts
	Literature: An Introduction to Reading and Writing, Prentice Hall
	2004
	
Reading/language arts
	Readings for Writers, Holt McDougal
	2010
	
Mathematics
	Pearson Integrated High School Mathematics Common Core (Mathematics I, II and III)
	2014
	
Mathematics
	Pearson Integrated High School Mathematics Common Core (Mathematics III)
	2015
	
Mathematics
	Algebra, California Edition; Prentice Hall
	2009
	
Mathematics
	Algebra 2, McDougal Littell
	2004, 2007
	
Mathematics
	Geometry: Concepts and Skills, McDougal Littell
	2003
	
Mathematics
	Geometry, McDougal Littell
	2007
	
Mathematics
	Precalculus with Limits, Houghton Miflin
	2005, 2008
	
Mathematics
	Advanced Mathematics, McDougal Littell
	2003
	
Mathematics
	Calculus of a Single Variable, McDougal Littell
	2006
	
Mathematics
	Calculus of a Single Variable With Analytic Geometry, Harper-Collins
	1996
	
Mathematics
	Elements of Calculus and Analytic Geometry, Addison-Wesley
	1989

Continued on page 10

10

Public Internet Access

Internet 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 (depend-ing 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) 488-3195 or visit www. fresnolibrary.org.

Parental Involvement

Clovis West has a very active School Assessment Review Team (SART) that reviews and discusses curriculum, policies, school climate and community concerns on a monthly basis. An active Principals Advisory of Student Affairs (PASA) group that reviews school culture and climate. We also have a School Site Council (SSC) composed of parents, students, and staff members responsible for developing, implementing, and evaluating the Single Plan for Student Achievement programs. Our English Learner Advisory Committee (ELAC) provides input and makes recom-mendations to the principal, staff and SSC regarding services for English learners
as well as conducts an annual survey. Our very busy Foundation West Booster Organization serves as a central focus for academic, performing arts, and athletic cocurricular parent booster groups. We also have the Clovis West African Ameri-can Parent Advisory Council (CWAAPAC). During the last year, Foundation West and CWAAPAC all provided scholarships to members of the Clovis West school community.

For further details on how to offer your time, please contact the school at (559) 327-2000.

Textbooks and Instructional Materials - continued from page 9

Textbooks and Instructional Materials List
		
2018-19 School Year
	
Subject
	Textbook
	Adopted

Mathematics
	
Calculus, Scott Foresman
	
1999

Mathematics
	
Calculus, Houghton Miflin
	
2002

Mathematics
	
Statistical Tutor for Elementary Statistics, 9th Edition; Thomson
	
2004

Mathematics
	
Elementary Statistics, McGraw-Hill
	
2004

Mathematics
	
Elementary Statistics, 7th Edition; Duxbury Press
	
1996

Mathematics
	
Elementary Statistical Concepts, Prentice Hall
	
1986

Mathematics
	
Stats: Modeling the World, Pearson
	
2007

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

Mathematics
	Introduction to the Practice of Statistics, W.H. Freeman and Company
	
2008

Science
	
Hole's Essentials of Human Anatomy & Physiology, Glencoe
	
2007

Science
	
Anatomy & Physiology, 5th Edition; Pearson
	
2007

Science
	
Anatomy & Physiology, McGraw-Hill
	
2000

Science
	
Anatomy & Physiology, Mosby
	
1999

Science
	
Biology, Prentice Hall
	
2007

Science
	
Modern Biology, Holt
	
2006

Science
	
Biology in Focus, Prentice Hall
	
2017

Science
	
The Science of Agriculture, Cengage
	
1999

Science
	
Chemistry, Prentice Hall
	
2007

Science
	
Modern Chemistry, Holt
	
2006

Science
	
Chemistry by Zumdahl, Houghton Miflin
	
2007

Science
	
AP Environmental Science, McGraw-Hill
	
2005

Science
	
Living in the Environment, Wadsworth Publishing
	
1998

Science
	
Environment Science Peoples
	
2009

Science
	Earth Science: Geology, the Environment, and the Universe; Glencoe
	
2002

Science
	
Physics: Principles and Problems, Glencoe
	
2005

Science
	
Physics for Scientists & Engineers, Thompson-Wiley
	
2004

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

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

Continued on page 11

		
SARC	Clovis West High School

11

Textbooks and Instructional Materials - continued from page 10

Textbooks and Instructional Materials List
		
2018-19 School Year
	
Subject
	Textbook
	Adopted
	
Science
	Earth Science, Prentice Hall
	2006
	
Science
	Chemistry: Matter and Change, Glencoe
	2002
	
Science
	Biology of Animals, William C. Brown Publishers
	1998
	
Science
	Biology of Animals, McGraw-Hill
	1998
	
History/social science
	United States Government, Holt McDougal
	2009
	
History/social science
	Government in America, 11th Edition; Longman
	2004
	
History/social science
	American Government, Houghton Miflin
	2001
	
History/social science
	Government in America, 12th Edition; Longman
	2006
	
History/social science
	The American Pageant, 12th Edition; McDougal Littell
	2002
	
History/social science
	Economics: Today and Tomorrow, Glencoe
	2008
	
History/social science
	Economics, 19th Edition; McGraw-Hill
	2012
	
History/social science
	A History of Western Society, 8th Edition; Houghton Miflin
	2006
	
History/social science
	The Americans: Reconstruction Through the 20th Century, McDougal Littell
	2006
	
History/social science
	Modern World History: Patterns of Interaction, McDougal Littell
	2006
	
History/social science
	Traditions and Encounters, McGraw-Hill
	2008, 2011, 2014
	
History/social science
	Introduction to Psychology, Wadsworth Publishing (AP)
	2002, 2008
	
History/social science
	AP Psychology, Worth
	1995
	
History/social science
	Psychology: An Introduction, Prentice Hall
	1996
	
History/social science
	Psychology: Principles in Practice, Holt
	1998
	
History/social science
	Understanding Psychology, Glencoe
	2003
	
History/social science
	Sociology and You, Glencoe
	2003
	
History/social science
	Sociology, Holt
	1995
	
History/social science
	World Geography: Building a Global Perspective, Prentice Hall
	1998, 2007

Quality of Textbooks

The following table outlines the criteria required for choosing textbooks and instructional materials.

Quality of Textbooks

2018-19 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

School Facilities

Clovis West High School is 43 years old and has 113 classrooms. The site under-went a significant remodel funded by a local bond measure that passed in June 2012. We provide a clean, safe learning environment on campus. Our custodians perform basic cleaning operations daily and maintain the grounds and buildings. In addition, deep cleaning is conducted two times a year at each site. Our SART committee conducts eight clean-campus inspections each year. This committee of parents inspects the campus grounds and restrooms on a regular basis to provide feedback to our student body. Yearly, our SART Survey monitors parent opinion
of how well the buildings and grounds are maintained at school. Clovis West consistently earns strong ratings. Distric-twide, 90 percent of parents rated their school “good” to “excellent.” Currently, renovations are underway to enhance the technology and safety infrastructure of the school.

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

Within the past eight years, major physical improvements have been made to our campus:

Currency of Textbooks

This table displays the date when the most recent hearing was held to adopt a resolution on the suficiency of instructional materials.

Currency of Textbooks
		
2018-19 School Year
	
Data collection date
	10/10/2018

•     Technology infrastructure was completed, which allows for wireless Internet access throughout the cam-pus and improved the bandwidth capacity. Thirteen telecom rooms were established on-site to provide this capability (summer 2010-11).

Continued on page 12

12

School Facilities Continued from page 11
•     Air-conditioning systems were revamped and brought up to current high district standards (2010-11).

•     Roofs on the West Gym, cafete-ria, and several restroom facilities
adjacent to both were reconditioned (summer 2011-12).

School Facility Good Repair Status

In order to maintain our facilities in top condition, CUSD has utilized the services from a third party to per-form the 2018-19 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.

The table shows the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. 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.

•     New fire-alarm system (summer 2010-11).

•     Student and faculty restrooms were brought up to Americans with Disabilities (ADA) standards with wheelchair access and ramp improvements.

•     The aquatic complex received major upgrading in plumbing and physical structural improvements (2014-15).

•     The softball complex received significant upgrades to the field and viewing gallery (2008-09).

•     The irrigation system on campus has received several major upgrades and will continue to do so as part of the bond measure.

•     The water mains on the east fields were reworked.

•     The aesthetic landscaping was im-proved at the front of the school and a significant number of large trees have received significant pruning or were removed as was deemed safe and appropriate.

•     Air conditioning was installed in the West Gym and weight rooms in sum-mer 2013. Also, the floor was recon-ditioned as part of a district cycle.

•     Two entire wings of the school were completely remodeled in 2013.

•     Two additional wings were com-pleted remodeled in 2014.

School Facility Good Repair Status
		
2018-19 School Year
	
Items Inspected
	Repair Status
	
Systems: Gas leaks, sewer, mechanical systems (heating, ventilation and HVAC)
	Good
	
Interior: Interior surfaces (floors, ceilings, walls and window casings)
	Good
	
Cleanliness: Pest/vermin control, overall cleanliness
	Good
	
Electrical: Electrical systems
	Good
	
Restrooms/fountains: Restrooms, sinks and drinking fountains
	Good
	
Safety: Fire safety, emergency systems, hazardous materials
	Good
	
Structural: Structural condition, roofs
	Good
	
External: Windows/doors/gates/fences, playgrounds/school grounds
	Good
	
Overall summary of facility conditions
	Good
	
Date of the most recent school site inspection
	9/29/2018
	
Date of the most recent completion of the inspection form
	9/29/2018

•     The swim-complex pump and facility are being remodeled and compo-nents are being replaced during the 2014-15 school year.

•     During the summer of 2016, a CTE pathway building was constructed making way for an Educational Employees Credit Union Branch, an adjacent classroom and new student store, which will serve as an entre-preneurial lab.

•     Remodel of the Lecture Hall

•     Remodel of the Library Media Center •     Air Conditioning in the East Gym

Philosophically, the district believes schools are the hub of their neighbor-hoods. As a result, a high priority is placed on building and maintaining excellent fa-cilities as economically as possible. Future upgrades look to include a Diesel Trucking maintenance shop to enhance our CTE automotive pathway.

Deficiencies and Repairs

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 2018-19 school year. Maintenance items will be prioritized so that student safety is not compromised. 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.

Deficiencies and Repairs
		
2018-19 School Year
	
Items Inspected
	Deficiencies and Action Taken or Planned

Interior
	Rm 9, P6, P18, P16, 7, 5, 18, 1, 3, 2, Weight Rm, Boys Locker Rm, Band Rm: Water Stain Ceiling Tiles; Rm P5: Rubber Molding Is Loose On Wall; Rm 3 Wood/L Bldg: Ceiling Tile Is Broken; Boys Locker Room: Celing Tile Has Holes; Boys Locker Room: Ceiling Tiles Missing
	
Restrooms/fountains
	Rm 6: Faucet Is Leaking
	
Safety
	Bldg K Rm 1: Paint Is Chipping On Wall At Entry
	
Structural
	Rm P5: Gap At Seam Of Wall

External
	Men's Rr: Tiles Are Missing Under Drinking Fountain; Rm P4, 7, 6: Trip Hazard On Walkway; Open Quad: Cement Is Cracked On Electrical Covers Around Grass Area

SARC	Clovis West High School	13

Types of Services Funded

“Children Are Our Most Precious Resource”

On an annual basis, Clovis Unified School District (CUSD) 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; and 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 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 Pro-ficient 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:
•     School Site Council (SSC)	•     District Indian Education Parent Advisory •     English Learner Advisory Committee (ELAC)            Committee (IPAC)
Review Team (SART)
•     District Advisory Committee (DAC) and	•     School and District level School Assessment School Advisory Committee (SAC)
(IDAC)
•     District Learner Advisory Committee	•     Intercultural and Diversity Advisory Council (DELAC)
Forums (LCAP)
•     District Migrant Education Parent Advisory	•     Local Control Accountability Plan Public Committee (DMEPAC)
We encourage all parents and guardians to become involved with their child’s education, at the classroom level, the schoolwide level as well as the district level. Each school’s Single Plan for Student Achievement (SPSA) describes the school’s basic educational program and the categorical supplementary programs/ser-vices that are designed to support student achievement of each and every student. Parental involvement is a necessary and vital part of developing the SPSA as well as our overall program. At the district level, par-ent committees provide 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 go to www.cusd.com/supplementalservices.

Listed below are several parent committees that assist with categorical programs and funding. For more information, please call your school or go to http://www.cusd.com/supplementalservices.

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

English Learner 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 Learner Advisory Committee (DELAC): Whenever there are 51 or more EL 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 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.

District Indian Education Parent Advisory Committee (IPAC): The CUSD Native American Indian Educa-tion Parent Advisory Committee meets four times a year to discuss program issues, services provided, and other needs related to the student achievement of our students, community agencies and outreach pro-grams. CUSD Indian Education Program addresses the needs of American Indian and Alaskan Native students in grades K-12. The program assists eligible students to achieve at the same challenging state performance standards expected of all students in grades pre-K-12.

Continued on sidebar

“ClovisWesthasfantasticstudentsthat arearticulate,empathetic,appreciative andfullofschoolspirit.The2018-19 schoolyearisgoingtobeagreatone!”

Types of Services Funded Continued from left

Local Control Accountability Plan 
(LCAP) Forums: CUSD develops an LCAP annually that works to better align the academic plan with the district expendi-ture plan that is approved by our CUSD Governing Board each June. Parents and other stakeholder groups are invited to participate in the development of the LCAP through participation of school and district committee meetings and community forums. LCAP School, District Meetings and Community Forums are
exciting opportunities for all stakeholders and school committees to engage with the district and share their ideas on how CUSD can provide quality opportunities and support for CUSD youth and schools. Community participation and feedback in the forums will inform the District’s LCAP’s funding priorities over the next several years.

These forums are designed to provide an opportunity for school communities to hear about CUSD’s current efforts to
support youth and families and to provide input and feedback on future plans and opportunities. Sites also have an oppor-tunity to work together in teams to share new ideas to support identified groups and to plan for site engagement and implementation.

Continued on page 14

14

Professional Development

Clovis West is in its 13th year of imple-menting a professional learning commu-nity model and culture. On this journey, teachers are organized into subject-specific professional learning teams (PLTs) and are hard at work initiating weekly PLT meetings wherein teachers collaborate to analyze data and develop effective strate-gies to help all students attain mastery of their respective subjects. Every Wednesday and Thursday morning is a late-start day for students, and the staff is committed to PLT meetings. It is during this PLT collabo-ration that best practices in instructional delivery are honed and shared to allow for maximized student learning.

Learning directors regularly join PLT teams as collaborative colleagues. This year,
PLT collaboration conversations center is creating a college going culture within our student body by examining student
data and focusing on academic behavior expectations for all students.

Students who are learning or not learning are identified through student-work data (site and district common assessments, common student work, teacher grade distribution comparisons, progress re-ports, etc.). A plan of action for additional reteaching support and/or enrichment is developed by the PLTs.

To ensure optimal weekly PLT meeting functions, teacher leadership roles have been restructured from a one-department chair structure to the following:

1. Assignment of one department PLT coordinator who coordinates, as-sists, guides and ensures the subject department PLTs have what they need to be successful in their work. The PLC coordinator reports to the learning director that oversees the department.

2. Assignment of one lead teacher for every PLT. This person’s primary role is to ensure that every PLT meeting is functioning as intended. This person reports to the department PLC coor-dinator and sometimes the learning director as needed.

3. Assignment of one department manager for every department. This person is there to support the department’s teachers with non-academic and operational teaching needs. This person often serves as a communication liaison between teachers and learning directors in handling nonacademic needs. The department manager reports to the learning director who oversees the department.

Continued on page 15

Types of Services Funded Continued from page 13

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 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. After School Safety and Education Funds (ASES): This state funded and administered program pro-vides 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 com-munity while providing a safe environment for students. The goals of this program are to: 1) improve academic achievement, and 2) provide enrichment opportunities that reinforce and complement the academic program.

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

3. Title I, Part A, Title X, Part C, 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 educational opportunities as provided to children in schools funded under Title I, Part A. These compa-rable 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.

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

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

6. Title III (Language Instruction for English Learners 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 re-quired of all other students.

7. 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 SSC, 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 Supplemental Services at (559) 327-9086. Additional information may be found at www.cusd.com/supplementalservices.

		
SARC	Clovis West High School

15

Professional Development Continued from page 14

The PLT coordinators and leads of each department meet monthly with the learning directors, deputy prin-cipal, and principal as an academic PLC leadership council. The meetings serve as a PLC evaluation process whereby discussions to improve the PLT process schoolwide are discussed. It is also a learning community that serves as a PLC leadership training forum.

Lastly, the department managers and cabinet (principal, deputy principal, learning directors, athletic director, activities director and head counselor) meet once a month to discuss school operational issues. These meet-ings usually occur before a monthly department meeting where the department managers share information and get feedback from their department to share with the cabinet.

The district focused all professional development activities around five identified needs: first time best in-struction, mastery learning, multi-tiered system of supports, implementation of the Common Core State and NGSS Standards, and cultural relevant understanding.

In the 2017-18 school year, we dedicated five professional development days for our certificated staff. Teach-ers 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. 316 mentors and participating teachers received continuous professional development and classroom coaching through the CUSD induction program. In addition, 50 elementary teachers are participating in a three-year math partnership grant that includes professional development and follow-up coaching in the classroom.

Professional Development Days
		
Three-Year Data
	
	2016-17
	2017-18
	2018-19
	
Clovis West HS
	5 days
	5 days
	5 days

Teacher Qualifications

This table shows information about teacher credentials and teacher qualifications. Teachers without a full cre-dential 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.

Teacher Credential Information
		
Three-Year Data
	
	Clovis USD
	Clovis West HS
	
Teachers
	18-19
	16-17
	17-18
	18-19
	
With a full credential
	1,772
	86
	85
	83
	
Without a full credential
	105
	4
	6
	4
	
Teaching outside subject area of competence (with full credential)
	98
	4
	11
	10

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (positions filled by teachers who lack legal au-thorization 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.

Teacher Misassignments and Vacant Teacher Positions
		
Three-Year Data
	
	Clovis West HS
	
Teachers
	16-17
	17-18
	18-19
	
Teacher misassignments of English learners
	0
	0
	0
	
Total teacher misassignments
	0
	0
	0
	
Vacant teacher positions
	0
	0
	1

Academic Counselors and School Support Staff

This 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
	
2017-18 School Year
	
Academic Counselors

FTE of academic counselors
	
6.0
	
Average number of students per academic counselor
	
335
	
Support Staff
	FTE

Social/behavioral counselor
	
6.0
	
Career development counselor
	
0.0
	
Library media teacher (librarian)
	
0.0
	
Library media services staff (paraprofessional)
	
1.0

Psychologist
	
2.2

Social worker
	
0.0

Nurse
	
1.0
	
Speech/language/hearing specialist
	
0.2
	
Resource specialist (nonteaching)
	
0.0
	
Other
	FTE

Student relations liaisons
	
6.0

School resource oficer
	
1.0

Peer counseling advisor
	
1.0

Technology support
	
2.0

DataQuest at http://dq.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data,
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

2016-17 Fiscal Year
	
Total expenditures per pupil
	
$6,731
	
Expenditures per pupil from restricted sources
	
$179
	
Expenditures per pupil from unrestricted sources
	
$6,551
	
Annual average teacher salary
	
$71,830

Expenditures Per Pupil

Supplemental/restricted expenditures come from money whose use is controlled by law or by a donor. Money that is desig-nated 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.

School Accountability Report Card

PublisheD by:

www.sia-us.com | 800.487.9234

Financial Data

The financial data displayed in this SARC is from the 2016-17 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 Califor-nia, see the California Department of Education (CDE) Current Expense of Education & Per-pupil Spending web page at www.cde.ca.gov/ds/fd/ec. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits web page at www.cde.ca.gov/ds/fd/cs. To look up expenditures and salaries for a specific school district, see the Ed-Data website at www.ed-data.org.

District Financial 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.

Salary Data
		
2016-17 Fiscal Year
	
	Clovis USD
	Similar Sized District
	
Beginning teacher salary
	$40,309
	$47,903
	
Midrange teacher salary
	$63,816
	$74,481
	
Highest teacher salary
	$86,691
	$98,269
	
Average elementary school principal salary
	$109,974
	$123,495
	
Average middle school principal salary
	$113,593
	$129,482
	
Average high school principal salary
	$124,720
	$142,414
	
Superintendent salary
	$230,000
	$271,429
	
Teacher salaries: percentage of budget
	34%
	35%
	
Administrative salaries: percentage of budget
	5%
	5%

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
		
2016-17 Fiscal Year
	
	Expenditures Per Pupil From
Unrestricted Sources
	Annual Average Teacher Salary
	
Clovis West HS
	$6,551
	$71,830
	
Clovis USD
	$5,290
	$71,929
	
California
	$7,125
	$80,764
	
School and district: percentage difference
	+23.8%
	-0.1%
	
School and California: percentage difference
	-8.0%
	-11.1%

Data for this year’s SARC was provid d by the Ca ifornia Depa tment of Educat on and school and dis rict ofices. For addit onal
information on California schools andedistricts and lcomparisonsrof the school to ithe district, the county tand the state, please ivisit

each school district shall make hard copies of its annually updated report card available, upon request on or before February 1.
enrollment, graduates, dropouts, course enrollments, stafing and data regarding English learners. Per , Education Code Section 35256, All data accurate as of December 2018.