The following schools within CUSD have been classified as CSI schools for the current school year: Gateway and Clovis Community Day School (CCDS)

CUSD will provide support to eligible schools in developing Comprehensive Support and Improvement plans, needs assessments are conducted annually with frequent monitoring throughout the school year. There are a variety of data points used by the school sites during this needs assessment process including CAASPP results, which determine eligibility for CSI. The district utilizes Data Insights, a continuously updated dashboard with prebuilt reports designed to be relevant and actionable. Reports are used by the sites on an ongoing basis to monitor multiple aspects of student data, including SBAC results, attendance, behavior, graduation rate, and college/career readiness. The district also provides local assessments that measure student growth throughout the year. For example, the district provides Math and Language Arts formative assessments called iCAM, iCAL, and iReady to monitor student progress towards achieving the adopted standards. The Illuminate system provides a variety of reports allowing the schools to make the data actionable. Beyond SST is used for progress monitoring and measuring outcomes that promote data driven decision making and identifying research based interventions. The district supports schools in using these high stakes data points to determine goals, identify potential resource inequities and formulate next steps for improvement. School Plans for Student Achievement (SPSA) are written to meet the requirements for CSI plans. 

 

Once needs are identified, a team of site and district administrators selects evidenced based interventions to support the plan. The Director of MTSS will provide additional support to plan, implement and monitor activities bringing in consultants and additional resources when needed. Examples of specific evidence-based interventions being utilized include Teaching Pyramid, Tiered Writing Support, Early Literacy training, Benchmark Steps to Advanced, iReady, and Read 180. Professional development is offered to support these interventions. Resources needed to support these interventions are also provided to sites. 

The district values the input of a variety of educational partners when making decisions at the school site level. The district provides various surveys (Parent SART, Student LCAP, Faculty/Staff Climate Assessment, Senior Survey, Parent Title I) to gather feedback from educational partners to keep a pulse of perceived needs. Survey data feedback is discussed during school site parent meetings, including SART, SSC, ELAC meetings as well as staff and district leadership meetings. It is at these meetings that needs assessments come to fruition.

 

Site leaders collaborate to identify appropriate interventions, actions, and strategies to support student achievement. The CSI Team assists in identifying appropriate evidence-based interventions. The CSI Team will utilize the SPSA Supplemental and Support Resources guide which includes a menu of options that can be selected based on the needs of the site. The menu includes central office supports that are researched based on actions and/or strategies that are proven effective and appropriately scalable. Additionally, the CSI Team consults with the district administrative cabinet to deploy expertise and resources to best meet the needs of each site. Interventions and expenditures are implemented in alignment with the greatest areas of need at each site as uncovered by the needs assessment and correlating data. The district-created Data Insights was used to disaggregate data to determine areas that may require follow-up targeting. These targets help form the basis of resource inequities. Data from multiple district-created surveys were used to gather Educational Partners' feedback from staff, students, and parents/guardians to identify perceived inequities. This along with follow-up in-person meetings was used to dig deeper into the root cause of those inequities. A review of budgets and how resources are targeted was used to verify funds are directed towards addressing any inequity. 

The CSI team is developing and implementing processes and procedures specific to ensuring ongoing monitoring of the plan. Implementation occurs at multiple levels including the site teachers using strategies from the acquired professional development to instruct, assess, intervene, progress monitoring, and site leaders conducting walkthroughs, analysis of student performance, conversations with staff and the LEA regional administrator collecting and analyzing relevant data monthly. 

 

Using the Continuous Cycle of Improvement Process Tool in collaboration with the LEA CSI site representative, school leadership, and state and federal departments, to evaluate the plan, data, and metrics relevant to CSI identification quarterly and coaching in areas of need including data monitoring and action implementation assistance. The LEA regional administrator will work directly with sites to ensure monitoring and evaluation of the School Plans for Student Achievement (SPSA). SPSAs are written to meet the requirements for CSI plans. These plans are used to document goals, expected outcomes, and actions with correlated metrics. 

 

Using the Continuous Cycle of Improvement Process for site leaders to monitor action effectiveness in alignment with the correlating site metrics and support effective implementation and/or begin a new cycle of improvement. Implementation, monitoring and the evaluation of effectiveness occurs after each benchmark cycle. Based on the results, site leaders begin the next cycle, determining the next areas of focus. Site and district leaders conduct regular monitoring of actions and review progress. Coaching and support is provided from the Director of MTSS in areas of need, including but not limited to, additional data monitoring and action implementation assistance from the district and identified consultants. District leadership provides the data and resources needed to implement actions. For monitoring of graduation rate, schools can track student performance in college/career readiness using Data Insights and can track individual student credit completion. For monitoring of student academic performance, the district provides multiple assessments with actionable reports viewed by teachers and site and district leadership to monitor student growth. In addition, the district considers suspension/expulsion data, attendance, behavioral, climate results, and LCAP survey data in addition to California Dashboard data. 

 

Site leaders will be using action-aligned data/metrics to evaluate action effectiveness and support effective implementation and/or begin a new cycle of improvement. Clovis Unified will evaluate the data to ensure all underperforming groups are making adequate progress and are closing the achievement gap. These data points are presented at SART, SSC and ELAC meetings. Parents are an integral component in monitoring progress and evaluating effectiveness. The LEA will review CA School Dashboard and local assessment data specific to Gateway and Clovis Community Day School Secondary to evaluate the overall effectiveness of the CSI plan to support student and school improvement.