Eimear O’Farrell, Superintendent ▪ [email protected] ▪ (559) 327-9000 Clovis Unified School District ▪ 1450 Herndon Avenue Clovis, CA 93611 ▪ www.cusd.com
Believe, Achieve, Succeed
2016-17 School Accountability Report Card ▪ Published by School Innovations & Achievement ▪ www.sia-us.com
SARC Gateway High School and Enterprise Independent Study 3
Principal's MessageThe School Accountability Report Card (SARC) was established by Proposition 98, an initiative passed by Cali-fornia voters in November 1988. The SARC, issued annually by local school boards for each public elementary and secondary school, provides a variety of information for parents and other interested individuals regard-ing the school’s strengths, resources and areas requiring improvements.As you read the SARC for Gateway and Enterprise, you will find that many good things are happening at these alternative-education sites. The staff at Gateway and Enterprise is a dedicated staff that cares for students and is available to every child for assistance in their studies and in becoming productive citizens. This was evidenced in the most recent Western Association of Schools and Colleges (WASC) six-year accreditation during the 2013-14 school year and designation of Model Continuation School in 2015. Gateway and Enterprise offer many opportunities for students to be successful. Students are offered an extracurricular program that utilizes intramurals to compete with other alternative-education schools. Other extracurricular activities include opportunities to participate in work experience; career classes that involve local business partners; the Healthy Start and Youth Parent Programs; peer counseling; Local Control and Accountability Plan (LCAP) Transition Team; English and math intervention classes, which are built into the regular day schedule; and additional unit accrual opportunities. In 2016-17, Gateway entered a local athletic league and participated in cross country, soccer, basketball and mushball. In In general, there are great op-portunities for students to get back on track, become engaged with school, graduate and see what potential they have in today’s global society.In 2015, alternative education added a Community Resource Center for all students, families and the com-munity served. Additional information regarding the SARC may be accessed by calling the school office at (559) 327-1800.Sincerely,Rees WarnePrincipal
School Mission StatementThe mission of Gateway High School and Enterprise Independent Study is to provide a variety of alternative educational opportunities for students to acquire knowledge and skills in a safe, disciplined and supportive environment and to develop the values of responsibility and respect for self and others, which lead to pro-ductive citizenship and lifelong learning. Alternative education supports the following philosophical beliefs:
• Education is the means whereby students become responsible and productive citizens• Quality education challenges every student and provides options and support necessary to meet indi-
vidual academic needs• Staff and students should accept responsibility for their actions• Staff and students have a right to a disciplined, safe learning environment• Staff and students have the right to be treated with dignity and respect• All individuals should be lifelong learners in a global society• Diversity is strength• Education is a partnership between school, family and community
School Vision StatementGateway and Enterprise schools provide an alternative educational setting for all students by teaching aca-demic, technological and social skills to become contributing citizens actively participating in a democratic society.
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.
Clovis Unified School District Core ValuesIn Clovis Unified, we hold ourselves accountable to a set of core values that we consider nonnegotiable. These values are expressed in the following key phrases and words.• Students: Educate the whole child in mind, body and spirit; a fair break for every kid; every child can
learn, and we can teach every child; meet the educational needs of all students; student-centered decision-making.
• Employees: It’s people, not programs; support our employees; mutual respect; professionalism; commitment; shared decision-making; accountability; high standards, both individually and collectively.
• Community: Educational is a partnership; parent involvement; community involvement; business partnerships; collaboration with all stakeholders; mutual effort.
• Expectations: Continuous improvement; quality education; clear expectations; win with class, lose with dignity; do the right thing; integrity; innovation; forward-thinking; the higher the expectation, the greater the achievement.
• Schoolsandfacilities: World-class; community-centered; kids deserve the best; community-accessible.
Clovis USD Governing BoardThe 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.Jim Van Volkinburg, DDS.; presidentElizabeth “Betsy” Sandoval, vice presidentGinny L. Hovsepian, clerkSandra A. Budd, memberBrian D. Heryford, memberChristopher Casado, memberSteven G. Fogg, M.D.; member
District Mission StatementTo be a quality educational system provid-ing the resources for all students to reach their potential in mind, body and spirit.
District Vision StatementClovis Unified School District strives to be America’s benchmark for excellence in education.
4
“Gateway and Enterprise offer many opportunities for students to be successful.”
Enrollment by Student Group: Gateway High SchoolThe total enrollment at the school was 237 students for the 2016-17 school year. The pie chart displays the percentage of students enrolled in each group.
2016-17SchoolYearDemographics
Socioeconomically disadvantaged 72.60% English
learners 4.60% Students with disabilities 11.40% Foster
youth 9.70%
Enrollment by Student Group: Enterprise Independent StudyThe total enrollment at the school was 89 students for the 2016-17 school year. The pie chart displays the percentage of students enrolled in each group.
2016-17SchoolYearDemographics
Socioeconomically disadvantaged 72.60% English
learners 4.60% Students with disabilities 11.40% Foster
youth 9.70%
Hispanic or Latino40.4%
Asian4.5%
Filipino1.1%
Black or African-American
2.2%
White47.2%
Two or More Races4.5%
Enrollment by Grade: Enterprise Independent StudyThe bar graph displays the total number of students enrolled in each grade for the 2016-17 school year.
2016-17 Enrollment by Grade
2
3
4
5
6
7
8
9
10
11
12
1
4
0
2
4
4
9
12
21
15
17
Hispanic or Latino51.9%
American Indian or Alaska Native
1.3%
Asian2.1%
Filipino0.8%
Black or African-American
3.4%
White38.0%
Two or More Races2.5%
Enrollment by Grade: Gateway High SchoolThe bar graph displays the total number of students enrolled in each grade for the 2016-17 school year.
SARC Gateway High School and Enterprise Independent Study 5
2014-15 2015-16 2016-17
SubjectNumberofStudents
1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+
Englishlanguagearts 4 4 5
Mathematics 4 4 4
Science 2 2 2
History/socialscience 4 4 5
Number of Classrooms by Size Three-YearData
2014-15 2015-16 2016-17
GradeNumberofStudents
1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+
K-6 1 1 1
7-8 1 1 1
9-12 1 1 3
Number of Classrooms by Size Three-YearData
Class Size Distribution: Enterprise Independent Study
15-1614-15 16-17
Three-YearDataAverage Class Size
K 1 2 3 4 5 6 K-6 7-8 9-12
1 1 5 21 1
3 3 6
15
25 25 25
Class Size Distribution: Gateway High School
15-1614-15 16-17
Three-YearDataAverage Class Size
English languagearts
Mathematics Science History/socialscience
67
5
89
109
12
15 15 15 15
Class Size DistributionThe bar graphs display the three-year data for average class size, and the table displays the three-year data for the num-ber 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 ExpulsionsThis table shows the school, district, and state suspension and expulsion rates for the most recent three-year period. Note: Students are only counted one time, re-gardless of the number of suspensions.
California Physical Fitness TestEach spring, all students in grades 5, 7 and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram is the designated PFT for students in California public schools put forth by the State Board of Education. The PFT measures six key fitness areas:
1. Aerobic Capacity 2. Body Composition3. Flexibility4. Abdominal Strength and Endurance5. Upper Body Strength and Endurance6. Trunk Extensor Strength and
FlexibilityEncouraging 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 informa-tion on the California PFT, please visit www.cde.ca.gov/ta/tg/pf.
Percentage of Students Meeting Fitness Standards
2016-17SchoolYear
Grade5
Fourofsixstandards v
Fiveofsixstandards v
Sixofsixstandards v
Grade7
Fourofsixstandards v
Fiveofsixstandards v
Sixofsixstandards v
Grade9
Fourofsixstandards 0.0%
Fiveofsixstandards 0.0%
Sixofsixstandards 11.1%
2015-16 2016-17 2017-18
GatewayHS&EnterpriseInd.Study 5 days 5 days 5 days
Professional Development Days Three-YearData
Professional DevelopmentGatewayHighSchool: An effective process for staff development and curriculum improvement is planned and implemented by teachers and administrators. Teachers are encouraged to take advantage of profes-sional-growth opportunities that reinforce the subject content standards. The site provides early release Thursdays for staff development activities that emphasize teaching methodologies, technology use, literacy and intervention.For the previous four school years, the staff has dedicated itself to professional learning communities (PLCs). Most all the Gateway staff has participated in in-services and workshops pertaining to PLCs. The most recent focus of staff development has continued on the implementation of the new California Common Core State Standards, teaching strategies and increased incorporation of technology.EnterpriseIndependentStudy: Professional development is ongoing to ensure the Enterprise staff keeps abreast of new learning strategies, innovative teaching techniques, and applied technology in the field of education. Staff-development days have been focused on curriculum development, technology and student motivation. Release time for staff development is provided for all staff throughout the year. The site holds Thursday staff-development activities that emphasize teaching methodologies, implementation of Common Core State Standards, literacy and intervention. Enterprise, just like Gateway, has been participating in PLCs.The district focused all professional development activities around five identified needs: First time best in-struction, mastery learning, professional learning communities, transitioning to the Common Core State Standards and systematic interventions.In the 2015-16 school year, we dedicated two additional days for professional development. This brings a to-tal of five professional development days for our certificated staff. During the 2016-17 school year, teachers were offered professional development opportunities during professional development days, release days during the school year, in after-school workshops, on early release days and within the classroom. Three-hundred-and-sixteen mentors and participating teachers received continuous professional development and classroom coaching through the CUSD Induction Program. In addition, 106 elementary teachers are partici-pating in a three-year math partnership grant that includes 61 hours of intensive professional development plus 42 hours of follow-up coaching in the classroom.
²Not applicable. The schools are not in Program Improvement.
GatewayHS EnterpriseInd.Study ClovisUSD
ProgramImprovementstatus Not In PI Not Title I In PI
Federal Intervention ProgramSchools and districts will not be newly identified for Program Improvement (PI) in the 2017-18 school year under the Every Student Succeeds Act (ESSA) that became law in December 2015, which reauthorized the Elementary and Secondary Education Act (ESEA). Schools and districts receiving Title I, Part A funding for the 2016-17 school year and were “In PI” in 2016-17 will retain their same PI status and placement year for 2017-18. Schools and districts receiving Title I, Part A funding for the 2016-17 school year and either had a status of “Not in PI” for the 2016-17 school year or did not receive Title I, Part A funding in the 2015-16 school year will have a status of “Not in PI” for the 2017-18 school year. The percentage of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of Title I schools within the district. This table displays the 2017-18 Program Improvement status for the school and district. For detailed informa-tion about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.
SARC Gateway High School and Enterprise Independent Study 7
Types of Services FundedContinued from leftDistrictIndianEducationParentAdvi-soryCommittee(IPAC): The CUSD Native American Indian Education Parent Adviso-ry 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 programs. CUSD Indian Education Program addresses the needs of American Indian and Alaskan Native students in grades kindergarten through 12. The program assists eligible students to achieve at the same challeng-ing state performance standards expected of all students in grades pre-K-12. LocalControlAccountabilityPlan(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 8
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 (2) 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; 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 the other children in school too. 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:• SchoolSiteCouncil(SSC)• EnglishLearnerAdvisoryCommittee(ELAC)• DistrictAdvisoryCommittee(DAC)andSchoolAdvisoryCommittee(SAC)• DistrictLearnerAdvisoryCommittee(DELAC)• DistrictMigrantEducationParentAdvisoryCommittee(DMEPAC)• DistrictIndianEducationParentAdvisoryCommittee(IPAC)• SchoolandDistrictlevelSchoolAssessmentReviewTeam(SART)• InterculturalandDiversityAdvisoryCouncil(IDAC)• LocalControlAccountabilityPlanPublicForums(LCAP)
We encourage all parents and guardians to become involved with their child’s education, at the classroom level, the schoolwide level and the district level. Each school’s Single Plan for Student Achievement (SPSA) describes the school’s basic educational program and the categorical supplementary programs and services that are designed to support student achievement of each and every student. Parental involvement is a nec-essary and vital part of developing the SPSA as well as our overall program. At the district level, parent com-mittees 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 www.cusd.com/supplementalservices.SchoolSiteCouncil(SSC): All schools receiving categorical funds are required to form a SSC. The SSC is composed of parents, students at the secondary level and school personnel. It is responsible for developing, implementing and evaluating the Single Plan for Student Achievement programs. Members serve for two years and are elected by their peers.DistrictAdvisoryCommittee(DAC)&SchoolAdvisoryCommittee(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 op-portunities provide to students who are disadvantaged, English learners, 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. EnglishLearnerAdvisoryCommittee (ELAC): All schools enrolling 21 or more English learners are re-quired to form an ELAC. The ELAC is composed of parents and school personnel. The ELAC provides input and makes recommendations to the principal, staff and SSC regarding services for English learners as well as conducts an annual survey. Members serve for two years. DistrictEnglishLearnerAdvisoryCommittee(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.
Continued on sidebar
District Aims1. Maximize student achievement for
all students2. Operate with increasing efficiency
and effectiveness3. Develop, sustain and value a quality
workforce
8
“Where Character Counts”
Parental InvolvementCommunity and parental support, com-bined with the availability of sufficient funding, are critical factors that influ-ence the success or failure of any school. Without this support, schools cannot be expected to produce the results desired for students. Gateway and Enterprise benefit from community support as evi-denced by the facilities and other factors under the control of the school board and administration. The School Assessment Review Team (SART) meets four times each year. This forum provides staff and interested par-ents the opportunity to meet and discuss items related to the effectiveness of the school’s operation. SART also conducts the SART Parent Survey in March of each year. In addition, parents are surveyed and encouraged during student and parent orientations to participate in the following programs throughout the school year:
• School Attendance Review Board (SARB)
• School Site Council (SSC)• District Advisory Committee (DAC)• Healthy Start Collaborative• Clean-campus inspections• Volunteering in the Community
Resource Center (CRC)These committees are made up of volun-teer parents, educators, and representa-tives of the district who help students and parents of Gateway and Enterprise. For more information on how to become involved, contact SART chair and SSC member Amy Jones at (559) 327-1800.
Types of Services FundedContinued from page 7The 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.RationaleGeneral 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.PhilosophyAll CUSD schools offer students with special needs the same kinds of high quality learning opportunities and access to the core curriculum in all curricular areas. Categorical funds are designed to support additional as-sistance 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 devel-opment. 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. CategoricalProgramDescriptions1. After School Safety and Education Funds (ASES): This state-funded and administered program
provides three year grant funding to establish or expand after school programs that provide students with academic support and intervention, enrichment opportunities and supportive services to help the students meet state and local standards in core content areas. The purpose of the ASES program is to create additional educational and recreational opportunities for students within the learning community while providing a safe environment for students. The goals of this program are to: 1) improve academic achievement, and 2) provide enrichment opportunities that reinforce and complement the academic program.
2. Title I,PartA (ImprovingtheAcademicAchievementof theDisadvantaged): 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. TitleI,PartA,TitleX,PartC,EducationforHomelessChildrenandYouths: 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 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.
4. TitleI,PartC(MigrantEducationProgram): A federal-funded program focused on providing services for migratory students and their families.
5. 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.
6. 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.
7. TitleVII (IndianEducationFormulaGrant): 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 Supplemental Services at (559) 327-9086, additional information may be found at www.cusd.com/supplementalservices.
SARC Gateway High School and Enterprise Independent Study 9
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.
GatewayHS EnterpriseInd.Study
Subject 15-16 16-17 15-16 16-17
Englishlanguagearts/literacy 11% 23% 22% 33%
Mathematics 1% 1% 9% 11%
ClovisUSD California
Subject 15-16 16-17 15-16 16-17
Englishlanguagearts/literacy 66% 69% 48% 48%
Mathematics 54% 56% 36% 37%
Percentage of Students Meeting or Exceeding State Standards Two-YearData
CAASPP by Student Group: English Language Arts/Literacy and MathematicsThe tables on the following pages display the percentage of students that met or exceeded state standards in English language arts/literacy and mathematics for the school by student groups for grades 3-8 and 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 assessments.Note: The number of students tested includes all students who participated in the test whether they received a score or not. However, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.
California Assessment of Student Performance and Progress (CAASPP)For the 2016-17 school year, the CAASPP consists of several key components, including: CaliforniaAlternateAssessments(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 individu-alized education program (IEP) designates an alternate assessment.SmarterBalancedAssessments include ELA/literacy and mathematics in grades 3-8 and 11. Smarter Bal-anced 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 Test Results for All Students: Science (grades 5, 8 and 10)Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA) in grades 5, 8 and 10. The table shows the percentage of students scoring at proficient or advanced. The 2016-17 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 new California Science Test (CAST) was piloted in spring 2017. The CST and CMA for Science will no longer be administered.
GatewayHS EnterpriseInd.Study
Subject 14-15 15-16 14-15 15-16
Science 21% 19% 32% 37%
ClovisUSD California
Subject 14-15 15-16 14-15 15-16
Science 77% 77% 56% 54%
Percentage of Students Scoring at Proficient or Advanced Two-YearData
“Be the Best You Can Be in Mind, Body and Spirit”
10
CAASPP Results by Student Group: English Language Arts and Mathematics (Gateway HS grade 11)
v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.
EnglishLanguageArts
Group TotalEnrollment NumberTested PercentageTested PercentageMetorExceeded
Group TotalEnrollment NumberTested PercentageTested PercentageMetorExceeded
Allstudents 115 101 87.83% 0.99%
Male 66 59 89.39% 1.69%
Female 49 42 85.71% 0.00%
BlackorAfrican-American 12 6 50.00% 0.00%
AmericanIndianorAlaskaNative v v v v
Asian v v v v
Filipino v v v v
HispanicorLatino 56 53 94.64% 0.00%
NativeHawaiianorPacificIslander v v v v
White 42 37 88.10% 2.70%
Twoormoreraces v v v v
Socioeconomicallydisadvantaged 77 67 87.01% 0.00%
Englishlearners v v v v
Studentswithdisabilities 16 15 93.75% 0.00%
StudentsreceivingMigrantEducationservices v v v v
Fosteryouth 12 8 66.67% 0.00%
Percentage of Students Meeting or Exceeding State Standards 2016-17SchoolYear
SARC Gateway High School and Enterprise Independent Study 11
CAASPP Results by Student Group: English Language Arts and Mathematics (Enterprise grades 3-8 and 11)
v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.
EnglishLanguageArts
Group TotalEnrollment NumberTested PercentageTested PercentageMetorExceeded
Group TotalEnrollment NumberTested PercentageTested PercentageMetorExceeded
Allstudents 93 47 50.54% 10.64%
Male 38 21 55.26% 14.29%
Female 55 26 47.27% 7.69%
BlackorAfrican-American v v v v
AmericanIndianorAlaskaNative v v v v
Asian v v v v
Filipino v v v v
HispanicorLatino 40 20 50.00% 0.00%
NativeHawaiianorPacificIslander v v v v
White 43 20 46.51% 15.00%
Twoormoreraces v v v v
Socioeconomicallydisadvantaged 41 21 51.22% 4.76%
Englishlearners v v v v
Studentswithdisabilities 15 9 60.00% 0.00%
StudentsreceivingMigrantEducationservices v v v v
Fosteryouth v v v v
Percentage of Students Meeting or Exceeding State Standards 2016-17SchoolYear
12
v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.
Completion of High School Graduation RequirementsThis table displays school, district and California data for the percentages of students in the most recent gradu-ating 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 require-ments 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/cefhsgradreq.asp.
Group GatewayHS EnterpriseInd.Study ClovisUSD California
Allstudents 60.61% 100.00% 89.72% 87.11%
BlackorAfrican-American 66.67% v 93.88% 79.19%
AmericanIndianorAlaskaNative 50.00% v 70.83% 80.17%
Completion of High School Graduation Requirements GraduatingClassof2016
“Students are offered an extracurricular program
that utilizes intramurals to compete with other alternative-
education schools.”
Graduation and Dropout RatesThis 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 subsequently transfer into the cohort and subtracting any students who subsequently transfer out. For more information, please visit http://dq.cde.ca.gov/dataquest.
Graduate and Dropout Rates
GraduationRate
13-14 14-15 15-16
GatewayHS 38.10% 54.65% 57.14%
EnterpriseInd.Study 43.75% 52.00% 71.88%
ClovisUSD 92.11% 94.59% 94.19%
California 80.95% 82.27% 83.77%
DropoutRate
13-14 14-15 15-16
GatewayHS 34.90% 26.70% 16.70%
EnterpriseInd.Study 34.40% 40.00% 21.90%
ClovisUSD 3.90% 2.90% 2.10%
California 11.50% 10.70% 9.70%
Admission Requirements for California's Public UniversitiesUniversity of California: Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for university-level work. For general admissions requirements, please visit the UC Admissions In-formation 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 AdmissionThe table displays two measures related to the school’s courses that are required for University of California and/or California State University admission for the most recent year for which data is available. For more detailed information, visit http://dq.cde.ca.gov/dataquest.
SARC Gateway High School and Enterprise Independent Study 13
Textbooks and Instructional MaterialsClovis Unified School District sets a high priority upon ensuring there are sufficient textbooks and materi-als to support the district’s instructional program. CUSD Board Policy Number 3301 establishes criteria and procedures for the adoption of all textbooks. All K-8 textbooks purchased have been approved by the State Board of Education and adopted by the Clovis Unified Governing Board. Textbooks and instructional materi-als purchased for grades 9-12 are aligned to the state content standards and adopted by the Clovis Unified Governing Board.The Department of Supplemental Services continues to support the school sites with funding that allows for the purchase of supplementary instructional material for our students, including English learners in grades K-12. The supplemental material is designed to accelerate pupils as rapidly as possible toward grade-level proficiency in the core subjects of English-language arts, math, social science and science. These 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 2017-18SchoolYear
Textbooks and Instructional Materials List Grades K-6 Advanced Placement Courses No information is available for Gateway High School and Enterprise Independent Study regarding Advanced Placement (AP) courses offered.
Availability of Textbooks and Instructional MaterialsThe following lists the percentage of pupils who lack their own assigned text-books and instructional materials.
Percentage of Students Lacking Materials by Subject
2017-18SchoolYear
Reading/languagearts 0%
Mathematics 0%
Science 0%
History/socialscience 0%
Visualandperformingarts 0%
Foreignlanguage 0%
Health 0%
Sciencelaboratoryequipment 0%
14
Currency of TextbooksThis table displays the date when the most recent hearing was held to adopt a resolution on the sufficiency of instruc-tional materials.
Currency of Textbooks
2017-18SchoolYear
Datacollectiondate 10/11/2017
Subject Textbook Adopted
Reading/languagearts California Collections, Houghton Mifflin (9-12) 2016
Reading/languagearts Literature, Platinum Level; Prentice Hall 2002
Reading/languagearts Literature, Gold Level; Prentice Hall 2002
Textbooks and Instructional Materials List 2017-18SchoolYear
Social MediaFollow Clovis Unified news and events on Twitter and Facebook. Clovis Unified uses Facebook and Twitter to update our com-munity on current events and decisions impacting our schools. Parents, students, employees and community members are invited to follow the district by clicking on the social-media icons located on the upper right-hand corner of the district website, www.cusd.com.
Continued on page 15
Textbooks and Instructional Materials List Grades 9-12
Public Internet AccessInternet access is available at all CUSD school sites, public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (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.
SARC Gateway High School and Enterprise Independent Study 15
History/socialscience Sociology and You, Glencoe 2003
History/socialscience Sociology, Holt 1995
History/socialscience World Geography: Building a Global Perspective, Prentice Hall 1998, 2007
Textbooks and Instructional Materials List 2017-18SchoolYear
Textbooks and Instructional Materials List Grades 9-12 - continued from page 15Career Technical Education ProgramsGatewayHighSchool: Gateway offers two sections of the class Careers AB, one period of Marketing Management and a period of Allied Health Nursing. An expe-rienced teacher coordinates curriculum development, job shadowing, career fairs, field trips and guest speakers. Career teachers actively promote the school-to-work program and frequently coordinate and combine efforts with academic teach-ers. The class is available to all students, including those from special populations. Gateway also participates in a CTE Night hosted by Fresno County Office of Educa-tion. Teachers measure success by noting the increase of students participating in em-ployers’ visits, increased class enrollment, attendance at optional workshops and interest in after-school employment. All students at both schools explore careers through Career Cruising, an online career program. Gateway and Enterprise offer career preparation classes, career and college workshops, and career fairs on a semester basis. Guest speakers present material in areas such as military opportunities, ap-prenticeship programs, CTE/Adult School, and city and county services. Additionally, work permits were issued to students enrolled in the Work Experience Program, and several students participated in Gate-way’s community-service program.Field trips to community businesses and organizations are conducted in alignment with classes. Students may access the district CTE and the Center for Advanced Research and Technology (CART) for ad-ditional career-related instruction. The primary representative of the district’s career-technical advisory committee is Kristie Wiens, and the industries rep-resented are agriculture and natural resources; arts, media and entertain-ment; building trades and construction; education, child development and family services; fashion and interior design; finance and business; health science and medical technology; information technol-ogy; manufacturing and product develop-ment; marketing, sales and service; public services; and transportation.Additional information, including a list of CTE courses, may be found in the 2017-19 Course Description Catalog available at the school or online at www.cusd.com/parent/school-info/course-catalogs.
Career Technical Education ParticipationThis table displays information about participation in the school’s Career Technical Education (CTE) programs.
Career Technical Education Data 2016-17Participation
SARC Gateway High School and Enterprise Independent Study 17
School FacilitiesGatewayHighSchool:Gateway is 45 years old. Clovis Unified School District provides a clean and safe learning envi-ronment. Our custodians perform basic cleaning operations daily and maintain the grounds and buildings. In addition, deep cleaning is conducted two times a year. When asked to grade how well the buildings and grounds are maintained at their child’s school, 97 percent of parents rated the grounds as “satisfactory” to “excellent,” while 3 percent indicated that they were not sure. Through increased community awareness, school pride and an open-campus policy, we hope to keep vandalism and burglary to an all-time low.During the past bond measure, the site added six new classrooms, a gymnasium and staff restrooms. There were addi-tions made to the kitchen, textbook room, custodial storage and parking lots. The outside of all the buildings had new metal siding installed as well as new paint. The grounds have had upgraded landscap-ing, sprinkler systems and concrete. A classroom computer lab and the library computer lab are used frequently, and ev-ery student is required to have an internet permission form on file.Resent construction to complete new bond measure items in 2016-17 at Gate-way High School included a remodeled administration building, improve Ameri-cans with Disabilities Act (ADA) acces-sibility throughout campus and upgrade technology schoolwide. EnterpriseIndependentStudy:Clovis Unified School District provides a clean, safe learning environment. We currently share a school campus with Clovis Online School. Our custodians perform basic cleaning operations daily and maintain the grounds and buildings. In addition, deep cleaning is conducted two times a year. When asked to grade how well the buildings and grounds are maintained at their child’s school, 98 percent of parents rated the grounds as “satisfactory” to “ex-cellent.” Graffiti is removed immediately. Through increased community awareness, school pride and an open-campus policy, we hope to keep vandalism and burglary to an all-time low.Philosophically, the district believes that schools are the hub of their neighbor-hoods. As a result, a high priority is placed on building and maintaining excellent facilities as economically as possible.
“Community and parental support, combined with the availability of sufficient funding, are critical factors that
influence the success or failure of any school.”
School Facility Good Repair Status 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. In order to maintain our facilities in top condition, CUSD has utilized the services from a third party to perform the 2017-18 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.
ItemsInspected RepairStatus
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
School Facility Good Repair Status 2017-18SchoolYear
Deficiencies and RepairsThe table lists the repairs required for all deficiencies found during the site inspection. Regardless of each item’s repair status, all deficiencies are listed.For all items inspected that were found to not be in “good repair,” a work-order has been created and main-tenance will be done before the end of the 2017-18 school year. Maintenance items will be prioritized so that student safety is not compromised.
Interior Textbook Rm, 32 & 34: Water Stains Ceiling Tiles
External 13: Door Handle Is Loose
18
Teacher QualificationsThis 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 Misassignments and Vacant Teacher PositionsThis 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
“The staff at Gateway and Enterprise is a dedicated staff that cares for students and is available to every child for assistance
in their studies and in becoming productive citizens.”
Academic Counselors and School Support StaffThis table displays information about aca-demic counselors and support staff at the school and their full-time equivalent (FTE).
Academic Counselors and School Support Staff Data
2016-17SchoolYear
AcademicCounselors
FTEofacademiccounselors 3.5
Averagenumberofstudentsperacademiccounselor 100
SupportStaff FTE
Social/behavioralcounselor 1.0
Careerdevelopmentcounselor 0.0
Librarymediateacher(librarian) 1.0
Librarymediaservicesstaff(paraprofessional) 0.0
Psychologist 1.0
Socialworker 0.0
Nurse 0.5
Speech/language/hearingspecialist 0.0
Resourcespecialist(nonteaching) 0.0
Other FTE
Transitionscoordinator 0.5
Studentrelationsliaisons 4.0
Schoolresourceofficer 1.0
School SafetyBoth schools have a current comprehensive school safety plan along with a School Crisis Intervention Plan on file and available to all parents as well as the public. The staff develops both plans with input from parents and community members to work to ensure a safe and nonviolent environment on both campuses. Specific areas of focus, coupled with appropriate strategies to address concerns, are featured in our school plan. The school plans are reviewed and updated annually. Most recently, the plan was updated in January 2018. The two sites have regularly scheduled fire, evacuation, earthquake and lockdown drills. A full-time student-relations liaison assists with student conflicts, attendance and discipline issues during the academic day. The 2017 SART survey indicates 84 percent of the parents feel that alternative education provides a “satisfactory” to “excellent” overall quality program for their child, and 17 percent indicate they are not sure.
Data for this year’s SARC was provided by the California Department of Education and school and district offices. For additional information on California schools and districts and comparisons of the school to the district, the county and the state, please visit DataQuest at http://dq.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing and data regarding English learners. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1.All data accurate as of November 2017.
School Accountability Report Card
Published by:
www.sia-us.com | 800.487.9234
SARC Gateway High School and Enterprise Independent Study 19
School Financial DataThe following table displays the school’s average teacher salary and a breakdown of the school’s expenditures per pupil from unrestricted and restricted sources.
School Financial Data
2015-16 Fiscal Year
Gateway HS
Total expenditures per pupil $18,007
Expenditures per pupil from restricted sources $27
Expenditures per pupil from unrestricted sources $17,980
Annual average teacher salary $73,295
Enterprise Ind. Study
Total expenditures per pupil $9,102
Expenditures per pupil from restricted sources $17
Expenditures per pupil from unrestricted sources $9,085
Annual average teacher salary $78,747
Financial Data The financial data displayed in this SARC is from the 2015-16 fiscal year. The most current fiscal information available pro-vided by the state is always two years be-hind the current school year, and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the California Department of Educa-tion (CDE) Current Expense of Education & Per-pupil Spending web page at www.cde.ca.gov/ds/fd/ec. For information on teach-er 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.
Expenditures Per PupilSupplemental/restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.
District Financial DataThis table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note: The district salary data does not include benefits.
Financial Data ComparisonThis table displays the school’s per-pupil expenditures from unrestricted sources and the school’s average teacher salary and compares it to the district and state data.
