Miramonte Elementary School - Clovis Unified School District

Transcription

Miramonte Elementary School
CDS Code: 10-62117-6097026
1590 Bellaire Avenue Clovis, CA 93611 • Phone: (559) 327-7400 • Grades: K-6 • miramonte.cusd.com • Kia Yang, Principal • [email protected]
Principal’s Message
Welcome to Miramonte! We are proud of the academic achievement made possible by our outstanding
staff, students, and parents. Miramonte has received the National Blue Ribbon School award, has been
recognized as a California Distinguished School three times, and High Academic Achievement – Title
I school six times. Our foundation for success is a result of teachers working collaboratively in their
Professional Learning Communities to ensure student learning. We place an emphasis on character
development for our students, and everyone practices being Trustworthy, Respectful, Responsible, Fair,
Caring, and a good Citizen (TRRFCC). We believe we are a terrific school that is a great place for kids
to learn and be nurtured to succeed.
We are “Loud and Proud” at Miramonte, with a blazing sea of orange on Fridays with everyone wearing
school colors! Practically every individual on campus on Fridays is wearing their orange and strutting
their “Mustang Pride in Every Stride!” We believe in the Sparthenian concept that focuses on the involvement of students in cocurricular activities in order to expand their scope of talents.
Our standards are “Sky High,” and everyone is expected to do nothing less than their absolute best!
We focus on developing learning systems where students are involved in planning, and able to explain
the WHAT, WHY, and HOW of their learning. The teaching staff is highly trained and qualified to provide
differentiated instruction to meet the diverse needs of our students. You will find instructional strategies
that are research-based and targeted to the state standards, as well as tiered intervention systems utilizing push-in teachers and reading specialists to provide powerful support and acceleration to targeted
students.
Clovis Unified
School District
Janet Young, Superintendent
E-mail: [email protected]
Rosalie Baker, Assistant Superintendent
www.cusd.com
1450 Herndon Avenue
Clovis, CA 93611
Phone: (559) 327-9000
The staff, students, and parents all embrace the motto, “We believe we can, and know we WILL…be
SUCCESSFUL!” We believe you will find Miramonte a vibrant and exciting place to learn.
Sincerely,
Kia Yang, Principal
Parental Involvement
Since 1973, CUSD has benefited from the formation of a strong parent advisory group known as the
School Assessment Review Team (SART). The Miramonte SART is representative of the school’s ethnic
diversity and meets once a month, providing a forum for school personnel and interested parents to
meet and discuss items related to the effectiveness of the school’s operation. Parents are encouraged to
contact the school and become a member of SART. Miramonte also has an active and involved Parent
Teacher Club, which meets monthly. Other parent committees include the following:
• English Learner Advisory Committee (ELAC)
• School Site Council (SSC)
Miramonte has a long-standing partnership with Grundfos Pumps — a major pump manufacturer for
water, industry, and HVAC. Other community agencies that support our school include the Clovis Police
Department, Save Mart Supermarkets, Target, and Mountain View Community Church. Miramonte continues to actively reach out and broaden our community partnerships.
For further details on how to become involved at Miramonte, please contact Guidance Instructional
Specialist Tammy Williams at (559) 327-7400 or [email protected].
Clovis USD
Governing Board
The Clovis Unified School District
Governing Board is comprised of
seven board seats. Each seat
represents a geographic portion
of the District. Board Member
terms are four years.
Ginny Hovsepian, President
Christopher Casado, Vice President
Jim Van Volkinburg, D. D. S, Clerk
School Safety
Miramonte has a School Safety Plan and a School Crisis Intervention Plan on file, and both are available to all parents as well as the general public. The school plans are reviewed and updated annually
by faculty. The staff develops both plans with input from parents and community members who work
to ensure a safe and nonviolent environment. Specific areas of focus, coupled with appropriate strategies to address concerns, are featured in our school plan. The yearly SART survey rates school safety
as a positive element of school life. Key elements of the plan include monthly safety drills and crisisintervention plans.
The School Safety Plan was last reviewed, updated, and discussed with the school faculty in November
2013 and with the SART in November 2012. We pride ourselves in our sky-high standards and our commitment to nonviolence. Our students embrace our Character Counts! Pillars of Character and practice
safe habits and positive character at school. Annual character assemblies help define our standards of
behavior.
Sandra A. Bengel, Member
Betsy Sandoval, Member
Brian Heryford, Member
Richard Lake, C. P. A., Member
District AIMS
Maximize Student Achievement
for ALL Students
Operate with Increasing
Efficiency and Effectiveness
2013-14 School Accountability Report Card — Published during the 2014-15 school year
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.
Develop, Sustain, and Value
a Quality Workforce
2
2013-14 School Accountability Report Card
Enrollment by Student Group
Enrollment by Grade Level
The bar graph displays the total number
of students enrolled in each grade for the
2013-14 school year.
The total enrollment at the school was 608 students for the 2013-14 school year. The pie chart displays
the percentage of students enrolled in each group.
2013-14 School Year
Demographics
2013-14 Enrollment by Grade
Two or More
Races
2.6%
K
84
1
81
2
83
3
83
5
85
No Response
0.2%
Hispanic or Latino
53.6%
Black or
African-American
1.6%
84
4
6
White
29.6%
108
Native Hawaiian
or Pacific Islander
0.2%
Asian
11.8%
American Indian
or Alaska Native
0.3%
Socioeconomically disadvantaged
English learners
Students with disabilities
76.50%
15.60%
7.10%
“Be the Best You Can be in Mind, Body, and Spirit”
School Facility Items Inspected
The tables show the results of the school’s
most recent inspection using the Facility
Inspection Tool (FIT) or equivalent school
form. The following is a list of items
inspected.
• Systems: Gas systems and pipes,
sewer, mechanical systems (heating,
ventilation and air-conditioning)
• Interior: Interior surfaces (floors,
ceilings, walls and window casings)
• Cleanliness: Pest and vermin
control, overall cleanliness (school
grounds, buildings, rooms and common areas)
• Electrical: Electrical systems
(interior and exterior)
• Restrooms/fountains: Restrooms,
sinks/drinking fountains
(interior and exterior)
School Facility Good Repair Status
This inspection determines the school facility’s good repair status using ratings of good condition, fair
condition or poor condition. The overall summary of facility conditions uses ratings of exemplary, good,
fair or poor.
In order to maintain our facilities in top condition, CUSD has utilized the services from a third party
to perform the 2014-15 William’s Inspection utilizing the Facilities Inspection Tool (FIT). This will allow
Clovis Unified to obtain an objective evaluation of our facilities in order to continue to maintain the safest
and best facilities for students and staff.
2014-15 School Year
School Facility Good Repair Status
Items Inspected
Systems
Interior
Repair Status
Good
Fair
Items Inspected
Repair Status
Restrooms/fountains
Good
Safety
Good
Cleanliness
Good
Structural
Good
Electrical
Good
External
Good
• Safety: Fire-safety equipment,
emergency systems, hazardous
materials (interior and exterior)
Overall summary of facility conditions
• Structural: Structural damage, roofs
Date of the most recent school site inspection
10/09/2014
• External: Windows, doors, gates,
fences, playgrounds, school grounds
Date of the most recent completion of the inspection form
10/09/2014
Good
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Deficiencies and Repairs
The table lists the repairs required for all deficiencies found during the site inspection. Regardless of
each item’s repair status, all deficiencies are listed.
For all items inspected that were found to not be in “good repair,” a work-order has been created and
maintenance will be done before the end of the 2014-15 school year. Maintenance items will be prioritized so that student safety is not compromised.
2014-15 School Year
Deficiencies and Repairs
Items Inspected
Deficiencies, Action Taken or Planned, and Date of Action
Systems
P-11: Dirty Vents
Interior
P-7, P-8, P-10, & P-11: Carpet Is Waves/Trip Hazard
Interior
Interior
Interior
External
Psych P 4: Ceiling Tiles Are Loose; P-6: Ceiling Tiles Are Loose/
Have Holes; P-8: Ceiling Tiles Missing At Entry
R-402: Water Stains Ceiling Tiles; MPR: Water Stains Ceiling
Tiles At Serving Area/Hole In Ceiling Tile
R-202 & R-405: Water Stains Ceiling Tiles And Water Stains In
Light Panel; R-204: Water Stains In Light Panel
Outside Courts: Cracks In Pavement/Trip Hazard/Also
Seperation In Asphalt/Cement Seam
Electrical
R-204: Outlet Cover Is Loose/Hanging On East Wall
External
Preschool P-5: Sidewalk Trip Hazard At Entry To Ramp; P-11: Trip
Hazard At Asphalt Cement Seam At P’s Entry
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, regardless of the number of suspensions.
Suspension and Expulsion Rates
Miramonte ES
School Facilities
Miramonte School was built in 1980, and there are 32 classrooms on site. Our school motto is, “Pride in
yourself, pride in your school, and pride in everything you do.” The students and staff are held accountable for maintenance of a clean, safe, and orderly campus. As a result, the Miramonte campus promotes
enjoyment, safety, and learning. Our custodial staff consists of a daytime plant manager and two evening custodians. The 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. When asked to grade how well the buildings and grounds are maintained
at their child’s school, 90 percent of parents rated the grounds as “good” to “excellent.” Monthly Clean
Campus reports are conducted by SART members and reported to the District. The school’s Human
Relation/Leadership students are responsible for the care and use of the facilities and report their findings at weekly Leadership meetings. While not perfect, we are striving to improve student responsibility
and community support in keeping our campus safe and clean.
We are pleased with our afterschool program A.C.E.S. that runs until 6 o’clock each night. Students
are supervised, engaged in physical activities, supported with homework, and engaged in academic
learning activities.
School Improvement and Modernization funds have allowed for vast upgrades and improvements to
the school. The interior and exterior of the school has been modified and provides a more aesthetically
pleasing and functionally sound learning environment. All of these features have helped to promote
pride in Miramonte as a community center. As a community center the facilities are used nightly and on
weekends for community sports and activities.
Philosophically, the District believes schools are the hub of their neighborhoods. As a result, a high priority is placed on building and maintaining excellent facilities. The latest bond measure passed in June
2012, which provided funding for major renovations at Miramonte to improve technology access, expand
the main office, the library, the kindergarten wing, and upgrade the entire campus to be more energy
efficient. The projects were completed at the end of the 2013 year.
Scheduled maintenance projects include the repainting of the stripes and markings in the parking lot
and entryways. The school has had extensive upgrades over the last 10 years, and no current upgrades
are scheduled beyond regular maintenance.
School Motto
Mustang Pride in Every Stride!
11-12
12-13
13-14
Suspension
rates
6.5%
6.4%
6.3%
Expulsion
rates
0.1%
0.0%
0.2%
CUSD
11-12
12-13
13-14
Suspension
rates
6.5%
5.2%
5.0%
Expulsion
rates
0.2%
0.2%
0.2%
11-12
12-13
13-14
Suspension
rates
5.7%
5.1%
4.4%
Expulsion
rates
0.1%
0.1%
0.1%
California
4
California Assessment of
Student Performance and
Progress/Standardized Testing
and Reporting Results
Beginning in the 2013-14 school year,
the Standardized Testing and Reporting (STAR) Program was eliminated
and replaced by a new set of assessments called the California Assessment
of Student Performance and Progress
(CAASPP).
Because of the state’s adoption of the
Common Core State Standards and
implementation of a new student-testing
system, limited data is available to report
in the SARC.
California Assessment of Student Performance and Progress Results:
Science (grades 5, 8 and 10)
The tables show the percentage of students in grades 5, 8 and 10 who scored at Proficient or Advanced
levels (meeting or exceeding state standards) in science.
Three-Year Data Comparison
Students Scoring at Proficient or Advanced Levels
Miramonte ES
CUSD
California
Subject
11-12
12-13
13-14
11-12
12-13
13-14
11-12
12-13
13-14
Science
86%
88%
67%
78%
77%
79%
60%
59%
60%
California Assessment of Student Performance and Progress Results by
Student Group: Science (grades 5, 8 and 10)
Spring 2014 Results
For the 2013-14 school year, the CAASPP
included the Smarter Balanced Assessments, alternate, science, and other
optional assessments.
Group
All students in the district
79%
In the spring of 2014, California began
field-testing the Smarter Balanced
Assessments in English language arts
and mathematics. These tests were not
officially scored, so there is no data to
report.
All students at the school
67%
Male
69%
Female
66%
The science assessments of CAASPP
included the California Standards Test
(CST), California Modified Assessment
(CMA) and California Alternate Performance Assessment (CAPA), similar to the
STAR Program. Therefore it is acceptable
to make comparisons to previous year
results.
The CST is a multiple-choice test in science for varying grade levels. The CMA
is a modified assessment for students
with disabilities who have an Individualized Education Plan (IEP). The CAPA is
an alternate assessment for students with
significant cognitive disabilities who are
unable to take the CST with accommodations or modifications, or the CMA with
accommodations.
For more information on the
CAASPP assessments, please visit
www.cde.ca.gov/ta/tg/ca.
Science
Black or African-American
v
American Indian or Alaska Native
v
Asian
62%
Filipino
v
Hispanic or Latino
65%
Native Hawaiian or Pacific Islander
v
White
72%
Two or more races
v
66%
English learners
29%
v
Students receiving Migrant Education services
v
Standardized Testing and Reporting Results for All Students
The table below shows the percentage of students who scored at Proficient or Advanced levels (meeting
or exceeding state standards) in English language arts and mathematics. Because of the new CAASPP
field-testing in the spring of 2014, there are no scores to be reported. The last available scores under
the STAR Program are shown.
Miramonte ES
CUSD
California
Subject
10-11
11-12
12-13
10-11
11-12
12-13
10-11
11-12
12-13
English language arts
69%
68%
62%
72%
74%
73%
54%
56%
55%
Mathematics
82%
75%
73%
67%
68%
69%
49%
50%
50%
v Scores are not shown when the number of students tested is 10 or less, either because the number of students
tested in this category is too small for statistical accuracy or to protect student privacy.
5
API Ranks
Schools are ranked in 10 categories of equal size, called
deciles, from 1 (lowest) to 10 (highest) based on their
API Base reports. A school’s “statewide API rank” compares its API to the APIs of all other schools statewide
of the same type (elementary, middle or high school).
A “similar schools API rank” reflects how a school compares to 100 statistically matched similar schools. This
table shows the school’s three-year data for statewide
API rank and similar schools’ API rank.
API Ranks
Academic Performance Index
The Academic Performance Index (API) is a numeric rating system that reflects a school
and district’s performance level based on the results of annual statewide student assessments. It is used to measure the academic performance and progress of the schools within
California. Individual outcomes are converted to points on the API scale and then averaged
across all students and all tests, resulting in a single number, or API score, measured on
a scale from 200 to 1,000. This score reflects the school, district or a student group’s performance level based on the results of statewide testing. The state has set an API score of
800 as the statewide target.
2011
2012
2013
With a complete change of the K-12 education system, the State Board of Education temporarily suspended API. No API scores or ranks will be calculated for the next two years, as
California continues the transition to the new Common Core State Standards and California
Assessment of Student Performance and Progress.
Statewide API Rank
9
8
8
To learn more about API, please visit www.cde.ca.gov/ta/ac/ap for the API information guide
and www.cde.ca.gov/ta/ac/ar/aprfaq.asp for information on the changes to API.
Similar Schools API Rank
10
9
10
API Growth by Student Group
Assessment data is reported only for numerically significant groups. To be considered numerically significant for the API, the group must have either:
at least 50 students with valid STAR scores who make up at least 15 percent of the total valid STAR scores, or at least 100 students with valid STAR
scores. This table displays, by student group, first, the 2013 Growth API at the school, district and state level followed by the actual API change in
points added or lost for the past three years at the school.
2013 Growth API and Three-Year Data Comparison
API Growth by Student Group
Miramonte ES –

Actual API Change
2013 Growth API
Group
Miramonte ES
CUSD
California
10-11
11-12
12-13
861
878
790
10
-17
-12
Black or African-American
v
824
707
n
n
n
American Indian or Alaska Native
v
835
742
n
n
n
891
897
906
n
n
n
v
938
867
n
n
n
846
843
743
12
-21
-20
v
885
773
n
n
n
880
897
852
0
-18
0
v
906
845
n
n
n
847
829
742
n
n
n
English learners
840
813
717
n
5
-23
663
718
616
n
n
n
All students
Asian
Filipino
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or more races
v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical
accuracy or to protect student privacy.
n Data are reported only for numerically significant groups.
6
Adequate Yearly Progress
Types of Services Funded
“Children Are Our Most Precious Resource”
On an annual basis, Clovis Unified
School District submits the Application
for Funding Consolidated Categorical
Aid Programs commonly called the Con
Ap. The application is submitted in two
parts: Part I, which contains program and
demographic information, is submitted by
June 1 each year; Part II, which contains
the budget information and additional
program data, is submitted by January
31 each year. The categorical programs
included in the application are Title I, Part
A – (Improving the Academic Achievement
of the Disadvantaged Improving, Title I,
Part C – Migrant Education, Title II, Part
A – Preparing, Training, and Recruiting
High Quality Teachers and Principals,
and Title III – Language Instruction for
Limited English Proficient and Immigrant
Students. Essentially, these funds are
designed to assist students in mastering
state standards.
The 2013–14 California Department
of Education (CDE) budget package
replaces the previous K–12 finance
system with a new Local Control Funding
Formula (LCFF). For school districts and
charter schools, the LCFF creates base,
supplemental, and concentration grants
in place of most previously existing K–12
funding streams, including revenue limits
and most state categorical programs. For
county offices of education (COEs), the
LCFF creates separate funding streams
for oversight activities and instructional
programs.
The goal of the LCFF is to significantly
simplify how state funding is provided to
local educational agencies (LEAs). Under
the new funding system, revenue limits
and most state categorical programs
are eliminated. LEAs will receive funding based on the demographic profile of
the students they serve and gain greater
flexibility to use these funds to improve
outcomes of students. The LCFF creates
funding targets based on these student
characteristics.
The Local Control Accountability Plan
(LCAP) is an important component of
the LCFF. Under the LCFF all districts
are required to prepare an LCAP, which
describes how they intend to meet annual
goals for all pupils, with specific activities
to address state and local priorities identified pursuant to EC Section 52060(d).
Each school district must engage parents,
educators, employees and the community
to establish these plans. Parental and
community engagement of all stakeholders is critical to the development of the
district LCAP. CUSD continues to work
with all stakeholder groups in holding various district and school committee meeting
and forums designed to gather information
on various specific areas of importance.
Continued on page 7
The federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet
Adequate Yearly Progress (AYP) requirements. Because California is changing the assessments and
the accountability system it uses to evaluate school performance, the U.S. Department of Education has
approved a waiver to allow California not to make Adequate Yearly Progress determinations for elementary and middle schools. They will receive the same AYP determinations as in 2013.
High schools will not be affected by this waiver and will continue to receive AYP determinations because
they are based on California High School Exit Exam (CAHSEE) results and graduation rates.
For more information on Adequate Yearly Progress, please visit www.cde.ca.gov/ta/ac/ay.
2013-14 School Year
Adequate Yearly Progress Criteria
Miramonte ES
CUSD




Mathematics




Mathematics


÷

Met overall AYP
Met participation rate
Met percent proficient
Met graduation rate
Federal Intervention Program
Schools and districts receiving Title I funding that fail to meet AYP over two consecutive years in the
same content area (English language arts or mathematics) or on the same indicator (API or graduation rate) enter into Program Improvement (PI). Each additional year that the district or school(s) do not
meet AYP results in advancement to the next level of intervention. The percent 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.
Due to the waiver that allows California to use the same AYP determinations as 2013, no new schools
will enter or exit Program Improvement, and current PI schools will not advance a year in their PI status.
This table displays the 2014-15 PI status for the school and district. For detailed information about PI
identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
2014-15 School Year
Federal Intervention Program
Program Improvement status
First year of Program Improvement
Year in Program Improvement*
Miramonte ES
CUSD
In PI
In PI
2013-2014
2011-2012
Year 1
Year 3
Number of schools identified for Program Improvement
9
Percent of schools identified for Program Improvement
60.00%
 For 2014, only high schools and high school local educational agencies (LEAs) that enrolled students in grades
nine, ten, eleven, and/or twelve on Fall Census Day in October 2013 will receive an AYP Report. Because students in
grades three through eight participated in the Smarter Balanced Field Test during the 2013–14 academic year, the U.S.
Department of Education approved a determination waiver for California which exempts elementary schools, middle
schools, elementary school districts, and unified school districts from receiving a 2014 AYP Report.
÷ Not applicable. The graduation rate for AYP criteria applies to high schools.
*
DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in
accordance with the flexibility granted through the federal waiver process.
7
Continued from page 6
District Mission Statement
The plans will describe the school district’s overall vision for students, annual goals and specific actions
the district will take to achieve the vision and goals.
To be a quality educational system providing the resources for all students to reach
their potential in mind, body, and spirit.
The LCAPs must focus on eight areas identified as state priorities. District plans will also demonstrate
how the district’s budget will help achieve the goals, and assess each year how well the strategies in
the plan were able to improve outcomes.
Clovis Unified Schools are committed to establishing a true partnership with all facets of the Clovis
Learning Community. CUSD values feedback and input. Parents continue to make positive differences
in the lives of the children we all support. We know from research that participation in your child’s education will not only bring success to your child but other children in the school. Our parents truly make a
difference in the lives of Clovis kids!
CUSD is proud and pleased to offer a variety of parent involvement opportunities that improve our
overall program. Depending on the type of categorical funding a site may receive, District or school
parent councils and committees are required under certain requirements and guidelines. Such advisory
committees in the CUSD include the following:
• School Site Council (SSC)
• English Learner Advisory Committee (ELAC)
• District Advisory Committee (DAC) and School Advisory
Committee (SAC)
• District Advisory Committee (DAC)
• District English Learner Advisory Committee (DELAC)
• District Migrant Education Parent Advisory Committee (DMEPAC)
• District Indian Education Parent Advisory Committee (IPAC)
• School and District level School Assessment Review Team (SART)
• Intercultural and Diversity Advisory Council (IDAC)
We encourage all parents and guardians to become involved with their child’s education, at the classroom level, the school wide level, as well as the District level. Each school’s Single Plan for Student
Achievement (SPSA) describes the school’s basic educational program and the categorical supplementary programs/services that are designed to support student achievement of each and every student. Parental involvement is a necessary and vital part of developing the SPSA as well as our overall
program. At the District level parent committees provide input into each site’s SPSA and to the District’s
Local Education Agency Plan (LEAP). If you would like additional information on any of the District Parent Council or Committee, please call your child’s school. The principal, learning director, or guidance
instructional specialist (GIS) would be happy to assist you. You could also visit www.cusd.com/specialprojects. These two school committees meet on a quarterly basis. The committees are comprised of
administration, staff, and parents. Students are also involved at the intermediate and secondary level.
School Mission Statement
Our mission is to ensure students learn
the academic and social skills required for
success by creating rigorous, engaging
learning environment and providing timely
intervention until all students demonstrate
mastery.
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/specialprojects.
School Site Council (SSC): All schools receiving categorical funds are required to form an SSC. The
SSC is composed of parents, students at the secondary level, and school personnel, and is responsible
for developing, implementing and evaluating the SPSA programs. Members serve for two years and are
elected by their peers.
District Advisory Committee (DAC)/School Advisory Committee (SAC): If a district uses Economic
Impact Aid (EIA) funds for State Compensatory Education programs, as Clovis does, it is required to
have both a SAC and a DAC. The SAC and DAC are advisory committees for the purpose of advising
schools and the District regarding compensatory education programs. The SSC has approved to designate our SSC pursuant to California Education Code Section 52852 to function as the SAC.
English Language Advisory Committee (ELAC): All schools enrolling 21 or more English Learners
are required to form an ELAC. The ELAC is composed of parents and school personnel.
The ELAC provides input and makes recommendations to the principal, staff, and SSC regarding services for English Learners as well as conducts an annual survey. Members serve for two years.
District English Language Advisory Committee (DELAC): Whenever there are 51 or more EL students in the District, there shall be a functioning DELAC. It is important that each school site ELAC
elect a DELAC representative and arrange to have that representative attend every DELAC meeting.
Currently the DELAC bylaws require each DELAC representative to be 1) a parent/guardian of an EL
or former EL (i.e., a reclassified fluent English-proficient student) currently enrolled at the site he/she
represents, and 2) elected to serve as the DELAC representative by the site ELAC.
The following is an overview of the categorical funding and programs in CUSD. These funds are further
discussed and outlined in each school’s SPSA and at the committee meetings.
Rationale: General District funds provide support for the District’s base/core curriculum program. Some
children have special characteristics, not reflective of the general school population, that affect their
success in the base/core programs.
Continued on page 8
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events and decisions impacting our
schools. Parents, students, employees,
and community members are invited to
follow the District by clicking on the social
media icons located on the right-hand side
of the District Web site, www.cusd.com.
8
Continued from page 7
Some come from economically disadvantaged homes. Some are educationally disadvantaged or lack
English-language proficiency because they have a primary language other than English. Children, such
as those described above, require supplemental services and materials not generally provided through
the base/core curriculum program. The needs of our children are identified and supplemental services
and materials are planned and targeted to meet their special needs. Categorical funds are to be used to
provide the financial support to meet these special needs.
Philosophy: All CUSD schools offer students with special needs the same kind of high-quality learning
opportunities and access to the core curriculum in all curricular areas. Categorical funds are designed
to support additional assistance to help students succeed in the regular classroom program (base/core
curriculum) and address any learning gaps. The focus is on the effective utilization of supplementary
materials, personnel, and staff development. Staff development activities are used to improve instructional practices and strategies to increase the ability of teachers and other staff to challenge and assist
all students to reach their fullest potential.
Categorical Program Descriptions
1. 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.
California Physical
Fitness Test
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.
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:
3. Title I, Part A, Title X, Part C, Education for Homeless Children and Youths: Title I, Part A funds to
provide comparable services to homeless children that assist them to effectively take advantage
of educational opportunities as provided to children in schools funded under Title I, Part A. These
comparable services shall be provided to homeless children in public and private schools, shelters and other locations where children may live, institutions for neglected children and, where
appropriate, local institutions such as local community day school programs. This reservation
requirement is not formula driven.
1. Aerobic Capacity
4. Title I, Part C (Migrant Education Program) - A federal-funded program focused on providing services for migratory students and their families.
2. Body Composition
3. Flexibility
4. Abdominal Strength
and Endurance
5. Title I, Part D: Local Delinquent Programs - A funded program that serve students who are neglected, delinquent, or at-risk; including programs involving collaboration with locally operated
correctional facilities.
5. Upper Body Strength
and Endurance
6. Title II, Part A (Preparing, Training and Recruiting High Quality Teachers and Principals) - A federal-funded program focused on teacher and principal training and recruitment programs.
6. Trunk Extensor Strength
and Flexibility
Encouraging and assisting students in
establishing lifelong habits of regular
physical activity is the primary goal
of the Fitnessgram®. The table shows
the percentage of students meeting
the fitness standards of being in the
“healthy fitness zone” for the most recent
testing period. For more detailed information on the California PFT, please visit
www.cde.ca.gov/ta/tg/pf.
Percentage of Students
Meeting Fitness Standards
2013-14 School Year
Grade 5
Four of six standards
29.90%
Five of six standards
19.40%
Six of six standards
44.80%
7. 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.
8. Title VII (Indian Education Formula Grant) - A federal-funded program focused on helping Native
American/Alaskan Native students meet the same challenging State standards required of all
other students.
The goal of the CUSD staff is to create and maintain the best educational environment possible. This
can be accomplished with your support and input. If you have any questions, concerns, or would like to
become more involved in the educational process at your school, please contact your school principal.
Your school can assist you in learning more about categorical programs. You may want to become involved in your school’s School Site Council (SSC), English Learner Advisory Committee (ELAC), and/
or attend the Annual Title I Parent Meeting. During the fall each school will send additional Information
about these activities. At the district level, we encourage you to become involved with our DELAC. We
encourage and look forward to your involvement in the programs we offer our learning community.
If you have any questions, please call your child’s school or the CUSD Department of Special Projects
at (559) 327-9086, additional information may be found at www.cusd.com/specialprojects.
“We encourage all parents and guardians to
become involved with their child’s education, at the classroom
level, the school wide level, as well as the District level.”
9
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.
Average Class Size
11-12
27 28 28
K
24 24
28
27
29
28 28
25
33 32
27 28
1
2
3
36
30
5
6
2012-13
2013-14
Number of Students
1-20
21-32
3
1
4
3
2
3
33+
1-20
5
3
1
6
33+
1-20
21-32
3
3
1
3
3
1
3
3
3
3
3
1
21-32
1
2
1
3
3
2
1
2
1
Continued from left
Staff members are committed to continued
professional growth and participation in
staff-development activities. Teachers also
attend several workshops, conferences,
and seminars each year. Staff development is focused on continuous improvement and occurs one Wednesday per
month.
The district focused all professional
development activities around five identified needs: First Time Best Instruction,
Mastery Learning, Professional Learning
Communities, Transitioning to the Common Core, and Systematic Interventions.
K
4
28
4
2011-12
2
33
20 21
Number of Classrooms by Size
Grade
13-14
12-13
Professional Development
33+
Professional Development Days
2012-13
2 days
1
2013-14
3 days
3
2014-15
5 days
2
1
In the 2014-2015 school year, we dedicated two additional days for professional
development. This brings a total of five
professional development days for our
certificated staff. Due to state budget
cuts and the addition of “furlough” days,
in 2010-11, 2011-12, and 2012-13, all
professional development opportunities
for CUSD staff have been moved to before
and after the school year, after school,
early dismissal days, within the school
day, and on weekends. These additional
days will assist with the continued transition of Common Core State Standards.
“Children Are Our Most Precious Resource”
Professional Development
Miramonte teachers and staff members are involved in the selection of staff-development activities.
These activities are based upon individual and staff needs. Institute week in August and early release
staff development days were used during 2013-14 to offer trainings in Data Teams, intervention systems,
Kevin Clark ELD strategies, technology (Google Docs, Zangle, website design), and ongoing training of
the “Time to Teach” schoolwide discipline system. In addition, Miramonte started an Internal Coherence
project with Harvard during the 2013-14 school year and will continue through the 2014-15 school year.
The focus is on increasing student learning and building successful high functioning teams.
The focus of staff development has been on Data Teams, which is another layer of PLCs. Data Teams
is a process that teachers go through in their PLCs where they take student data from common assessments, and find instructional strategies to increase student achievement. The ongoing staff development in PLC is necessary to improve instructional practices and ensure mastery learning for all
students. The analysis and conversations about intervention are embedded in the PLCs.
In September 2013, the entire teaching staff participated in the “Balanced Math” training. Balanced
Math will be implemented schoolwide for grades K-6. Teachers will receive follow-up trainings later in
the year. Teachers also participated in training around language, grammar, and writing that started
in February 2014, and will continue through the 2014-15 school year. The objective for this language
development teacher training and in-class coaching project is to build staff capacity to respond to the issue of underdeveloped English-language skills, both for native English speakers and nonnative English
speakers.
Continued on sidebar
Core Values
• Students
• Employees • Community • Schools and Facilities
10
Textbooks and Instructional Materials
Availability of Textbooks and
Instructional Materials
The following lists the percentage of pupils
who lack their own assigned textbooks
and instructional materials.
Percentage of Students Lacking
Materials by Subject
2014-15 School Year
Reading/language arts
Clovis Unified School District sets a high priority upon ensuring there are sufficient textbooks and materials to support the district’s instructional program. CUSD Board Policy Number 3301 establishes criteria
and procedures for the adoption of all textbooks. All K-8 textbooks purchased have been approved by
the State Board of Education. Textbooks and instructional materials purchased for grades 9-12 are
aligned to the State content standards and adopted by the Clovis Unified Governing Board.
The Department of Special Projects continues to support the school sites with funding that allows for
the purchase of supplementary instructional material for our students, including English Learners in
grades K-12. The supplemental material is designed to accelerate pupils as rapidly as possible toward
grade-level proficiency in the core subjects of English-language arts, math, social science, and science.
These supplemental materials are used in addition to the basic reading/language arts and other core
materials provided for every student and are correlated to state content standards.
0%
2014-15 School Year
Textbooks and Instructional Materials List
Mathematics
0%
Science
0%
History/social science
0%
Visual and performing arts
Textbook
Adopted
McGraw-Hill Treasures (Grades 1, 2, 3, 4 and 6)
2003
McGraw-Hill Treasures (5)
2011
0%
Houghton Mifflin A Legacy of Literacy
2003
Foreign language
0%
McGraw-Hill Treasures (5)
2011
Health
0%
McDougal Littell 6th California Literature
2010
Mathematics
McGraw Hill My Math (K - 5)
2014
Mathematics
Glencoe/McGraw Hill California Math (6-8)
2014
Science
Foresman California Science
2008
Science
Houghton Mifflin California Science
2009
Science
McDougal Littell Focus on Earth Science
2009
Glencoe/McGraw Hill Discovering our
Past-Ancient Civilizations
2006
Foresman Learn and Work
2007
Foresman Time and Place
2007
Harcourt Reflections
2007
Public Internet Access
Internet access is available at all CUSD
school sites, public libraries, and other
locations that are publicly accessible (i.e.,
the California State Library). Access to the
Internet at libraries and public locations
is generally provided on a first-come,
first-served basis. Other use restrictions
include the hours of operation, the length
of time that a workstation may be used
(depending on availability), the types of
software programs available on a workstation, and the ability to print documents.
Subject
District Vision Statement
Clovis Unified School District strives to be America’s benchmark for excellence in education.
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.
“Where Character Counts”
Quality of Textbooks
The following table outlines the criteria required for choosing textbooks and instructional materials.
Currency of Textbook Data
This table displays the date when the textbook and instructional materials information was collected and verified.
Currency of Textbooks
2014-15 School Year
Data collection date
10/2014
Quality of Textbooks
2014-15 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
11
Teacher Qualifications
This table shows information about teacher credentials and teacher qualifications. Teachers without a
full credential include teachers with district and university internships, pre-internships, emergency or
other permits, and waivers. For more information on teacher credentials, visit www.ctc.ca.gov.
Teacher Credential Information
CUSD
Miramonte ES
Teachers
14-15
12-13
13-14
14-15
With full credential
1,677
26
24
27
Without full credential
21
0
0
1
Teaching outside subject area of competence
20
0
0
0
Teacher Misassignments and Vacant Teacher Positions
This table displays the number of teacher misassignments (positions filled by teachers who lack legal
authorization to teach that grade level, subject area, student group, etc.) and the number of vacant
teacher positions (not filled by a single designated teacher assigned to teach the entire course at the
beginning of the school year or semester). Please note total teacher misassignments includes the number of teacher misassignments of English learners.
Teacher Misassignments and Vacant Teacher Positions
Miramonte ES
Teachers
12-13
13-14
14-15
Teacher misassignments of English learners
0
0
0
Total teacher misassignments
0
0
0
Vacant teacher positions
0
0
0
Academic Counselors and
School Support Staff
This table displays information about academic counselors and support staff at the
school and their full-time equivalent (FTE).
Academic Counselors
and School Support Staff Data
2013-14 School Year
Academic Counselors
Core Academic Classes Taught by Highly Qualified Teachers
The No Child Left Behind Act (NCLB) extended ESEA to require that core academic subjects be taught
by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California
teaching credential, and demonstrated competence for each core academic subject area he or she
teaches. The table displays data regarding highly qualified teachers from the 2013-14 school year.
High-poverty schools are defined as those schools with student participation of approximately 40 percent or more in the free and reduced priced meals program. Low-poverty schools are those with student
participation of approximately 39 percent or less in the free and reduced priced meals program. For
more information on teacher qualifications related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.
2013-14 School Year
No Child Left Behind Compliant Teachers
Percent of Classes in Core Academic Subjects
Taught by Highly
Qualified Teachers
Not Taught by Highly
Qualified Teachers
Miramonte ES
100.00%
0.00%
All schools in district
92.53%
7.47%
High-poverty schools in district
89.26%
10.74%
Low-poverty schools in district
96.00%
4.00%
²Not applicable.
FTE of academic
counselors
Ratio of students per
academic counselor
0.00
²
Support Staff
FTE
Social/behavioral or career
development counselors
0.00
Library media teacher
(librarian)
0.00
Library media services
staff (paraprofessional)
1.00
Psychologist
0.50
Social worker
0.00
Nurse
0.33
Speech/language/hearing
specialist
Resource specialist
(non-teaching)
0.50
0.00
Other
FTE
Instructional assistant
1.00
Push-in teachers
1.50
12
Financial Data
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
District Financial Data
2012-13 Fiscal Year
Total expenditures
per pupil
Expenditures per pupil
from restricted sources
The financial data displayed in this SARC is from the 2012-13 fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year, and one year
behind most other data included in this report. For detailed information on school expenditures for all
districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at
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.
$4,425
$715
Expenditures per pupil
from unrestricted sources
$3,710
Annual average
teacher salary
$56,510
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.
CUSD
Similar Sized District
Beginning teacher salary
$34,699
$41,761
Midrange teacher salary
$57,833
$66,895
Highest teacher salary
$74,146
$86,565
Average elementary school principal salary
$90,140
$108,011
Average middle school principal salary
$95,124
$113,058
Average high school principal salary
$99,501
$123,217
$225,000
$227,183
Teacher salaries — percent of budget
36%
38%
Administrative salaries — percent of budget
5%
5%
Superintendent salary
Expenditures Per Pupil
Supplemental/restricted expenditures
come from money whose use is controlled
by law or by a donor. Money that is
designated for specific purposes by the
district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use,
except for general guidelines, is not
controlled by law or by a donor.
School Accountability Report Card
Published By:
www.sia-us.com | 800.487.9234
2012-13 Fiscal Year
District Salary Data
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.
2012-13 Fiscal Year
Financial Data Comparison
Expenditures
Per Pupil From
Unrestricted Sources
Annual
Average Teacher
Salary
Miramonte ES
$3,710
$56,510
CUSD
$4,610
$61,519
California
$4,690
$70,720
School and district — percent difference
-19.5%
-8.1%
School and California — percent difference
-20.9%
-20.1%
Data for this year’s SARC was provided by the California Department of Education (CDE), school, and district offices. For additional information on
California schools and districts, please visit DataQuest at http://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for
accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners. For further information
regarding the data elements and terms used in the SARC see the Academic Performance Index Reports Information Guide located on the CDE
API Web page at www.cde.ca.gov/ta/ac/ap. Per Education Code Section 35256, each school district shall make hard copies of its annually updated
report card available, upon request, on or before February 1 of each year.
All data accurate as of December 2014.
Local Control Accountability Plan (LCAP) Requirements
The table below outlines the eight state priority areas and whether or not the data are included in the School Accountability Report Card.
Local Control Accountability Plan Requirements
Alignment Between the Eight State Priority Areas and the SARC
Education Code (EC)
Data Required
in the SARC
Priority 1: Basic
Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are
teaching. EC § 52060 (d)(1)
Yes
Pupils have access to standards-aligned instructional materials. EC § 52060 (d)(1)
Yes
School facilities are maintained in good repair. EC § 52060 (d)(1)
Yes
Priority 2: Implementation of State Standards
Implementation of academic content and performance standards adopted by the state board for all students, including
English Language Development standards for English learners. EC § 52060 (d)(2)
No
Priority 3: Parental Involvement
Efforts the school district makes to seek parent input in making decisions for the school district and each school site.
EC § 52060 (d)(3)
Yes
Priority 4: Pupil Achievement
Statewide assessments (e.g., California Assessment of Student Performance and Progress).
EC § 52060 (d)(4)(A)
Yes
The Academic Performance Index. EC § 52060 (d)(4)(B)
Yes
The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the
University of California and the California State University, or career technical education sequences or programs of study.
EC § 52060 (d)(4)(C)
Yes
The percentage of English learners who make progress toward English proficiency
(e.g., California English Language Development Test). EC § 52060 (d)(4)(D)
No
The English learner reclassification rate. EC § 52060 (d)(4)(E)
No
The percentage of pupils who have passed an advanced placement examination with a score of 3 or higher.
EC § 52060 (d)(4)(F)
No
The percentage of pupils who participate in, and demonstrate college preparedness pursuant to, the Early Assessment
Program. EC § 52060 (d)(4)(G)
No
Priority 5: Pupil Engagement
School attendance rates. EC § 52060 (d)(5)(A)
No
Chronic absenteeism rates. EC § 52060 (d)(5)(B)
No
Middle school dropout rates. EC § 52060 (d)(5)(C)
No
High school dropout rates. EC § 52060 (d)(5)(D)
Yes
High school graduation rates. EC § 52060 (d)(5)(E)
Yes
Priority 6: School Climate
Pupil suspension rates. EC § 52060 (d)(6)(A)
Yes
Pupil expulsion rates. EC § 52060 (d)(6)(B)
Yes
Other local measures including surveys of students, parents, and teachers on the sense of safety and school
connectedness. EC § 52060 (d)(6)(C)
Yes1
Priority 7: Course Access
Pupils have access to and are enrolled in a broad course of study that includes all subject areas.
EC § 52060 (d)(7)
No
Priority 8: Other Pupil Outcomes
Pupil outcomes in subject areas such as English, mathematics, social sciences, science, visual and performing arts, health,
physical education, career technical education, and other studies prescribed by the governing board. EC § 52060 (d)(8)
1
School safety plan is the only other local measure of School Climate (Priority 6) that is reflected in the SARC.
2
English, mathematics and physical education are the only subject areas included in Other Pupil Outcomes (Priority 8) that are reflected in the SARC.
Yes2