Gateway High School
2022-2023 School Accountability Report Card (Published During the 2023-2024 School Year)

----	---2023 School Accountability Report Card

SARC Overview
	By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.

-	For more information about SARC requirements and access to prior year reports, see the California Department of Education (CDE) SARC web page at https://www.cde.ca.gov/ta/ac/sa/.

-	For more information about the LCFF or the LCAP, see the CDE LCFF web page at https://www.cde.ca.gov/fg/aa/lc/.

-	For additional information about the school, parents/guardians and community members should contact the school principal or the district office.
	
DataQuest
	DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).
	
California School Dashboard
	The California School Dashboard (Dashboard) https://www.caschooldashboard.org/ reflects California’s new accountability and continuous improvement system and provides information about how LEAs and schools are meeting the needs of California’s diverse student population. The Dashboard contains reports that display the performance of LEAs, schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.

General Information about the School Accountability Report Card (SARC)

2023 School Accountability Report Card	Page 1 of 25	Gateway High School

Internet Access
	Internet access is available at 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 may 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.

2023-24 School Contact Information
2023-24 School Contact Information

	School Name
	Gateway High School
		
	Street
	1550 Herndon Avenue
		
	City, State, Zip
	Clovis, CA 93611
		
	Phone Number
	(559) 327-1800
		
	Principal
	Steve Pagani
		
	Email Address
	stevepagani@cusd.com
		
	School Website
			
	County-District-School (CDS) Code
	10621171031004

2023-24 District Contact Information
2023-24 District Contact Information

	District Name
	Clovis Unified School District
		
	Phone Number
	(559) 327-9100
		
	Superintendent
	Corrine Folmer, Ed.D.
		
	Email Address
	corrinefolmer@cusd.com
		
	District Website
	www.cusd.com

2023-24 School Description and Mission Statement
2023-24 School Description and Mission Statement

	School Mission Statement
The 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 productive 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 individual 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 Statement
Gateway and Enterprise schools provide an alternative educational setting for all students by teaching academic, technological and social skills to become contributing citizens actively participating in a democratic society.

--------

2023 School Accountability Report Card	Page 2 of 25	Gateway High School

About this School
2023-24 Student Enrollment by Grade Level
2022-23 Student Enrollment by Grade Level

	Grade Level
	Number of Students
		
	Grade 10
	27
		
	Grade 11
	110
		
	Grade 12
	139
		
	Total Enrollment
	276

2023-24 Student Enrollment by Student Group
2022-23 Student Enrollment by Student Group

	Student Group
	Percent of Total Enrollment
		
	Female
	43.5%
		
	Male
	55.1%
		
	American Indian or Alaska Native
	1.8%
		
	Asian
	7.2%
		
	Black or African American
	7.2%
		
	Filipino
	1.4%
		
	Hispanic or Latino
	55.1%
		
	Native Hawaiian or Pacific Islander
	0.7%
		
	Two or More Races
	2.2%
		
	White
	24.3%
		
	English Learners
	8.7%
		
	Foster Youth
	4%
		
	Homeless
	1.4%
		
	Socioeconomically Disadvantaged
	81.2%
		
	Students with Disabilities
	9.4%

A. Conditions of Learning (State Priority: Basic)
A. Conditions of Learning
	State Priority: Basic

The SARC provides the following information relevant to the State priority: Basic (Priority 1):

•	Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
•	Pupils have access to standards-aligned instructional materials; and •	School facilities are maintained in good repair.

2023 School Accountability Report Card	Page 3 of 25	Gateway High School

2020-21 Teacher Preparation and Placement
2020-21 Teacher Preparation and Placement

	
Authorization/Assignment
	School Number
	School Percent
	District Number
	District Percent
	State Number
	State Percent
		
	Fully (Preliminary or Clear) Credentialed for Subject and Student Placement (properly assigned)
	
12.20
	
51.76
	
1583.60
	
87.90
	
228366.10
	
83.12
		
	Intern Credential Holders Properly Assigned
	
0.00
	
0.00
	
26.70
	
1.48
	
4205.90
	
1.53
		
	Teachers Without Credentials and Misassignments (“ineffective” under ESSA)
	
0.00
	
0.00
	
18.60
	
1.04
	
11216.70
	
4.08
		
	Credentialed Teachers Assigned Out-of-Field (“out-of-field” under ESSA)
	
11.20
	
47.48
	
106.30
	
5.90
	
12115.80
	
4.41
		
	Unknown
	0.10
	0.72
	66.20
	3.68
	18854.30
	6.86
		
	Total Teaching Positions
	23.60
	100.00
	1801.70
	100.00
	274759.10
	100.00

Note: The data in this table is based on Full Time Equivalent (FTE) status. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Additionally, an assignment is defined as a position that an educator is assigned based on setting, subject, and grade level. An authorization is defined as the services that an educator is authorized to provide to students.

2021-22 Teacher Preparation and Placement
2021-22 Teacher Preparation and Placement

	
Authorization/Assignment
	School Number
	School Percent
	District Number
	District Percent
	State Number
	State Percent
		
	Fully (Preliminary or Clear) Credentialed for Subject and Student Placement (properly assigned)
	
14.40
	
57.99
	
1691.80
	
87.95
	
234405.20
	
84.00
		
	Intern Credential Holders Properly Assigned
	
0.00
	
0.00
	
34.10
	
1.78
	
4853.00
	
1.74
		
	Teachers Without Credentials and Misassignments (“ineffective” under ESSA)
	
0.00
	
0.00
	
27.20
	
1.42
	
12001.50
	
4.30
		
	Credentialed Teachers Assigned Out-of-Field (“out-of-field” under ESSA)
	
10.40
	
41.93
	
86.80
	
4.52
	
11953.10
	
4.28
		
	Unknown
	0.00
	0.04
	83.40
	4.34
	15831.90
	5.67
		
	Total Teaching Positions
	24.90
	100.00
	1923.50
	100.00
	279044.80
	100.00

The CDE published the first year of available teacher data for the 2020-21 SARC in June 2022, and the CDE published the second year of data for the 2021-22 SARC in June 2023. The EC Section 33126(b)(5) requires the most recent three years of teacher data to be requested in the SARC, as data is available. The teacher data for the 2022-23 SARC will not be available prior to February 1, 2024, and therefore is not included in the template.

Note: The data in this table is based on Full-Time Equivalent (FTE) status. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Additionally, an assignment is defined as a position that an educator is assigned based on setting, subject, and grade level. An authorization is defined as the services that an educator is authorized to provide to students.

2023 School Accountability Report Card	Page 4 of 25	Gateway High School

Teachers Without Credentials and Misassignments (considered “ineffective” under ESSA)
Teachers Without Credentials and Misassignments (considered “ineffective” under ESSA)

	Authorization/Assignment
	2020-21
	2021-22
		
	Permits and Waivers
	0.00
	0.00
		
	Misassignments
	0.00
	0.00
		
	Vacant Positions
	0.00
	0.00
		
	Total Teachers Without Credentials and Misassignments
	0.00
	0.00

The teacher data for the 2022-23 SARC will not be available prior to February 1, 2024, and therefore is not included in the template.

Credentialed Teachers Assigned Out-of-Field (considered “out-of-field” under ESSA)
Credentialed Teachers Assigned Out-of-Field (considered “out-of-field” under ESSA)

	Indicator
	2020-21
	2021-22
		
	Credentialed Teachers Authorized on a Permit or Waiver
	0.00
	0.00
		
	Local Assignment Options
	11.20
	10.40
		
	Total Out-of-Field Teachers
	11.20
	10.40

The teacher data for the 2022-23 SARC will not be available prior to February 1, 2024, and therefore is not included in the template.

Class Assignments
Class Assignments

	Indicator
	2020-21
	2021-22
		
	Misassignments for English Learners
(a percentage of all the classes with English learners taught by teachers that are misassigned)
	
0
	
0
		
	No credential, permit or authorization to teach
(a percentage of all the classes taught by teachers with no record of an authorization to teach)
	
0
	
0

The teacher data for the 2022-23 SARC will not be availab template.

Note: For more information refer to the Updated Teacher E https://www.cde.ca.gov/pd/ee/teacherequitydefinitions.asp
	
le prior to February 1, 2024, and therefore is not included in the

quity Definitions web page at .

2023 School Accountability Report Card	Page 5 of 25	Gateway High School

2023-24 Quality, Currency, Availability of Textbooks and Other Instructional Materials
2023-24 Quality, Currency, Availability of Textbooks and Other Instructional Materials

	Clovis Unified School District sets a high priority upon ensuring there are sufficient textbooks and materials to support the district’s instructional program. CUSD Board Policy Number 6161.1 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 materials 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 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.

	Year and month in which the data were collected
	October 5, 2022

	

Subject

Textbooks and Other Instructional Materials/year of Adoption
	From Most Recent Adoption ?
	Percent Students Lacking Own Assigned Copy
		
	Reading/Language Arts
	California Collections, Houghton Mifflin (9-12) / 2016
The American Experience, Prentice Hall Literature / 2005 The Language of Composition, Bedford / 2009
Literature: An Introduction to Reading and Writing, Prentice Hall / 2004
Readings for Writers, Holt McDougal / 2010
	Yes
	0%
		
	Mathematics
	Core Connections Integrated 1, 2, & 3 CPM Educational Program (2020)
Geometry: Concepts and Skills (2003) Precalculus with Limits (2023)
Calculus for the AP Course, 3rd Edition (BFW) (2022) Thomas' Calculus, 14th Edition (2022)
Statistics and Probability with Applications, 4th Ed. (2022) The Practice of Statistics, 6th Edition (2022)
	Yes
	0%
		
	Science
	Essential Health Skills 2021
STEMscopes CA NGSS 3D HS Chemistry in the Earth System 2022
STEMscopes CA NGSS 3D HS Physics in the Universe 2022 STEMscopes CA NGSS 3D HS The Living Earth 2022 Experience Biology (Savvas) 2022
Biology – Campbell/Reece, Pearson 2017
California Experience Chemistry in the Earth System, Vol.1 & 2 (Savvas) 2022
Chemistry A Molecular Approach - Tro, Pearson 2018 California Experience Chemistry in the Earth System, Vol.1 & 2 (Savvas) 2022
Experience Physics (Savvas) 2022
Physics for Scientists and Engineers, 10th Ed. (Cengage) 2022
College Physics (BFW) 2022
Exploring Environmental Science for AP (Cengage) 2022 Hole's Human Anatomy & Physiology, 16th Ed. (McGraw-Hill) 2022
Animal Diversity, 9th Edition (McGraw Hill) 2022
	Yes
	0%

2023 School Accountability Report Card	Page 6 of 25	Gateway High School

						
	History-Social Science
	Art History 2016
The Cultural Landscape 2020
World History, Culture, & Geography 2020 United States History & Geography 2020 Principles of American Democracy 2020 Government in America 2020
Principles of Economics 2020
Krugman's Economics for the AP Course 2020 Thinking About Psychology, 4th Edition (BFW) 2022 Myers' Psychology, 3rd Edition (BFW) 2022 Sociology (HMH) 2022
	Yes
	0%
		
	Foreign Language
	Discovering French Today Bleu 2016 Discovering French Today Blanc 2016 Discovering French Rouge 2016
En Espanol 3 2015 Temas 2014
Chinese for Youth 2014
	Yes
	0%
		
	Health
		Yes
	0%
		
	Visual and Performing Arts
			0%
		
	Science Laboratory Equipment (grades 9-12)
	N/A
	N/A
	0%

School Facility Conditions and Planned Improvements
School Facility Conditions and Planned Improvements

	In order to maintain our facilities in top condition, CUSD has utilized the services from a third party to perform the 2020-2021 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.
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 2020-2021 school year. Maintenance items will be prioritized so that student safety is not compromised.

	Year and month of the most recent FIT report
	9/26/2023

	
System Inspected
	Rate Good
	Rate Fair
	Rate Poor
	
Repair Needed and Action Taken or Planned
		
	Systems:
Gas Leaks, Mechanical/HVAC, Sewer
	X
			
:
		
	Interior:
Interior Surfaces
	X
			HOME HOSPITAL OFFICE: 4. WATER STAIN CEILING TILES
ROOM 12: 4. WATER STAIN CEILING TILES ROOM 14: 4. WATER STAIN CEILING TILES ROOM 15: 4. WATER STAIN CEILING TILES ROOM 35: 4. WATER STAIN CEILING TILES ROOM 36: 4. WATER STAIN CEILING TILES
		
	Cleanliness:
Overall Cleanliness, Pest/Vermin Infestation
	X
					
	Electrical
	X

2023 School Accountability Report Card	Page 7 of 25	Gateway High School

School Facility Conditions and Planned Improvements

	Restrooms/Fountains: Restrooms, Sinks/ Fountains
	X
					
	Safety:
Fire Safety, Hazardous Materials
	X
					
	Structural:
Structural Damage, Roofs
	X
					
	External:
Playground/School Grounds, Windows/ Doors/Gates/Fences
	X

Overall Facility Rate
Overall Facility Rate

	
Exemplary
	
Good
	
Fair
	
Poor

X

B. Pupil Outcomes (State Priority: Pupil Achievement)
B. Pupil Outcomes
	State Priority: Pupil Achievement

The SARC provides the followinginformation relevant to the Statepriority: Pupil Achievement (Priority 4):

Statewide Assessments
(i.e., California Assessment of Student Performance and Progress [CAASPP] System includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities).

The CAASPP System encompasses the following assessments and student participation requirements:

1. Smarter Balanced Summative Assessments and CAAs for ELA in grades three through eight and grade eleven.
2. Smarter Balanced Summative Assessments and CAAs for mathematics in grades three through eight and grade eleven.
3. California Science Test (CAST) and CAAs for Science in grades five, eight, and once in high school (i.e., grade ten, eleven, or twelve).

College and Career Ready
The percentage of students 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.

2023 School Accountability Report Card	Page 8 of 25	Gateway High School

Percentage of Students Meeting or Exceeding the State Standard on CAASPP
Percentage of Students Meeting or Exceeding the State Standard on CAASPP
		
This table displays CAASPP test results in ELA and mathematics for all students grades three through eight and grade eleven taking and completing a state-administered assessment.

Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

ELA and mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent 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 (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.

Subject
	School 2021-22
	School 2022-23
	District 2021-22
	District 2022-23
	State 2021-22
	State 2022-23
		
	English Language Arts/Literacy (grades 3-8 and 11)
	37
	27
	65
	65
	47
	46
		
	Mathematics (grades 3-8 and 11)
	4
	2
	49
	50
	33
	34

2023 School Accountability Report Card	Page 9 of 25	Gateway High School

2022-23 CAASPP Test Results in ELA by Student Group
2022-23 CAASPP Test Results in ELA by Student Group
		
This table displays CAASPP test results in ELA by student group for students grades three through eight and grade eleven taking and completing a state-administered assessment.

ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent 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 (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

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.

CAASPP Student Groups
	
CAASPP Total Enrollment
	
CAASPP Number Tested
	
CAASPP Percent Tested
	
CAASPP Percent Not Tested
	CAASPP Percent Met or Exceeded
		
	All Students
	131
	125
	95.42
	4.58
	27.20
		
	Female
	44
	43
	97.73
	2.27
	27.91
		
	Male
	85
	81
	95.29
	4.71
	25.93
		
	American Indian or Alaska Native
	--
	--
	--
	--
	--
		
	Asian
	--
	--
	--
	--
	--
		
	Black or African American
	21
	20
	95.24
	4.76
	15.00
		
	Filipino
	--
	--
	--
	--
	--
		
	Hispanic or Latino
	68
	65
	95.59
	4.41
	26.15
		
	Native Hawaiian or Pacific Islander
	0
	0
	0
	0
	0
		
	Two or More Races
	--
	--
	--
	--
	--
		
	White
	24
	24
	100.00
	0.00
	25.00
		
	English Learners
	--
	--
	--
	--
	--
		
	Foster Youth
	--
	--
	--
	--
	--
		
	Homeless
	0
	0
	0
	0
	0
		
	Military
	0
	0
	0
	0
	0
		
	Socioeconomically Disadvantaged
	105
	102
	97.14
	2.86
	19.61
		
	Students Receiving Migrant Education Services
	0
	0
	0
	0
	0
		
	Students with Disabilities
	18
	18
	100.00
	0.00
	5.56

2023 School Accountability Report Card	Page 10 of 25	Gateway High School

2022-23 CAASPP Test Results in Math by Student Group
2022-23 CAASPP Test Results in Math by Student Group
		
This table displays CAASPP test results in Math by student group for students grades three through eight and grade eleven taking and completing a state-administered assessment.

Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent 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 (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

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.

CAASPP Student Groups
	
CAASPP Total Enrollment
	
CAASPP Number Tested
	
CAASPP Percent Tested
	
CAASPP Percent Not Tested
	CAASPP Percent Met or Exceeded
		
	All Students
	129
	122
	94.57
	5.43
	2.46
		
	Female
	43
	42
	97.67
	2.33
	0.00
		
	Male
	84
	79
	94.05
	5.95
	3.80
		
	American Indian or Alaska Native
	--
	--
	--
	--
	--
		
	Asian
	--
	--
	--
	--
	--
		
	Black or African American
	21
	19
	90.48
	9.52
	0.00
		
	Filipino
	--
	--
	--
	--
	--
		
	Hispanic or Latino
	66
	62
	93.94
	6.06
	0.00
		
	Native Hawaiian or Pacific Islander
	0
	0
	0
	0
	0
		
	Two or More Races
	--
	--
	--
	--
	--
		
	White
	24
	24
	100.00
	0.00
	4.17
		
	English Learners
	--
	--
	--
	--
	--
		
	Foster Youth
	--
	--
	--
	--
	--
		
	Homeless
	0
	0
	0
	0
	0
		
	Military
	0
	0
	0
	0
	0
		
	Socioeconomically Disadvantaged
	103
	98
	95.15
	4.85
	1.02
		
	Students Receiving Migrant Education Services
	0
	0
	0
	0
	0
		
	Students with Disabilities
	18
	18
	100.00
	0.00
	0.00

2023 School Accountability Report Card	Page 11 of 25	Gateway High School

CAASPP Test Results in Science for All Students
CAASPP Test Results in Science for All Students
		
This table displays the percentage of all students grades five, eight, and High School meeting or exceeding the State Standard.

Science test results include the CAST and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the CAST plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.

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.

Subject
	School 2021-22
	School 2022-23
	District 2021-22
	District 2022-23
	State 2021-22
	State 2022-23
		
	Science
(grades 5, 8 and high school)
	11.51
	12.68
	42.27
	46.33
	29.47
	30.29

2022-23 CAASPP Test Results in Science by Student Group
2022-23 CAASPP Test Results in Science by Student Group
		
This table displays CAASPP test results in Science by student group for students grades five, eight, and High School. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Student Group
	
Total Enrollment
	
Number Tested
	
Percent Tested
	
Percent Not Tested
	Percent Met or Exceeded
		
	All Students
	237
	214
	90.30
	9.70
	12.68
		
	Female
	99
	90
	90.91
	9.09
	7.87
		
	Male
	133
	120
	90.23
	9.77
	15.00
		
	American Indian or Alaska Native
	--
	--
	--
	--
	--
		
	Asian
	18
	15
	83.33
	16.67
	14.29
		
	Black or African American
	29
	23
	79.31
	20.69
	0.00
		
	Filipino
	--
	--
	--
	--
	--
		
	Hispanic or Latino
	130
	118
	90.77
	9.23
	12.71
		
	Native Hawaiian or Pacific Islander
	--
	--
	--
	--
	--
		
	Two or More Races
	--
	--
	--
	--
	--
		
	White
	46
	44
	95.65
	4.35
	13.64
		
	English Learners
	17
	13
	76.47
	23.53
	0.00
		
	Foster Youth
	15
	12
	80.00
	20.00
	8.33
		
	Homeless
	--
	--
	--
	--
	--
		
	Military
	--
	--
	--
	--
	--
		
	Socioeconomically Disadvantaged
	190
	171
	90.00
	10.00
	8.24
		
	Students Receiving Migrant Education Services
	0
	0
	0
	0
	0
		
	Students with Disabilities
	24
	22
	91.67
	8.33
	0.00

2023 School Accountability Report Card	Page 12 of 25	Gateway High School

2022-23 Career Technical Education Programs
2022-23 Career Technical Education Programs

	Gateway High School offers one CTE course in Personal Finance course as a standalone course. Additionally, we offer a class which provides our students with four (4) nine (9) week courses that provide our them with exposure to the world of Career Technical Education (Education, Computer Applications, Patient Care, and Public Safety). An experienced teacher coordinates curriculum development, job shadowing, career fairs, field trips and guest speakers. The CTE teacher actively promotes college and career readiness with our students coordinating and combining efforts with core academic teachers. Our CTE courses are available to all students, including those from special populations. Gateway High School also participates in the annual CUSD CTE Night.
Teachers measure CTE success at Gateway by tracking the increase of students enrolled in our courses, attendance at optional workshops and interest in college and career opportunities. Gateway and Enterprise offer career preparation classes, career, and college workshops, and FAFSA workshops for college entrance preparedness. Guest speakers present material in areas such as military opportunities, apprenticeship programs, CTE/Adult School, and city and county services. Additionally, most of our students completed food handling licenses online with the instruction of the CTE teacher as another way to provide students with exposure to the food industry and employment opportunities. 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 additional career-related areas of interest.
The primary representative of the district’s career-technical advisory committee is CUSD Director of CTE, Margaret Files. The industries represented are at our annual CTE night include agriculture and natural resources; arts, media and entertainment; building trades and construction; education, child development and family services; fashion and interior design; finance and business; health science and medical technology; information technology; manufacturing and product development; marketing, sales and service; public services; and transportation.
Additional information, including a list of CTE courses, may be found in the 2023-2024 Course Description Catalog available at the school or online at www.cusd.com/ parent/school-info/course-catalogs.

--------

2022-23 Career Technical Education (CTE) Participation
2022-23 Career Technical Education (CTE) Participation

	Measure
	CTE Program Participation
		
	Number of Pupils Participating in CTE
	3
		
	Percent of Pupils that Complete a CTE Program and Earn a High School Diploma
			
	Percent of CTE Courses that are Sequenced or Articulated Between the School and Institutions of Postsecondary Education

Course Enrollment/Completion
Course Enrollment/Completion
		
This table displays the course enrollment/completion of University of California (UC) and/or California State University (CSU) admission requirements.
	
	UC/CSU Course Measure
	Percent
		
	2022-23 Pupils Enrolled in Courses Required for UC/CSU Admission
	98.19
		
	2021-22 Graduates Who Completed All Courses Required for UC/CSU Admission
	0

2023 School Accountability Report Card	Page 13 of 25	Gateway High School

B. Pupil Outcomes
	State Priority: Other Pupil Outcomes

The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): Pupil outcomes in the subject area of physical education.

B. Pupil Outcomes (State Priority: Other Pupil Outcomes) 2022-23 California Physical Fitness Test Results
2022-23 California Physical Fitness Test Results
		
This table displays the percentage of students participating in each of the five fitness components of the California Physical Fitness Test Results. The administration of the PFT during 2021-22 and 2022-23 school years, only participation results are required for these five fitness areas. Percentages are not calculated and double dashes (--) appear in the table when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Grade Level
	
Component 1: Aerobic Capacity
	Component 2: Abdominal Strength and Endurance
	Component 3: Trunk Extensor and Strength and Flexibility
	Component 4: Upper Body Strength and Endurance
	
Component 5: Flexibility
		
	Grade 9
		100%
	100%
	100%
	100%

C. Engagement (State Priority: Parental Involvement)
C. Engagement
	State Priority: Parental Involvement

The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3): Efforts the school district makes to seek parent input in making decisions regarding the school district and at each school site.

2023-24 Opportunities for Parental Involvement
2023-24 Opportunities for Parental Involvement

	Community and parental support, combined with the availability of sufficient funding, are critical factors that influence the success 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 evidenced 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 parents 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)/Title I
•	LCAP Community and School Site Meetings
•	Intercultural Diversity Advisory Council (IDAC) •	Healthy Start Collaborative
•	Volunteering in the Community Resource Center (CRC)

These committees are comprised of volunteer parents, educators, and representatives of the district who help students and parents of Gateway and Enterprise.

For more information on how to become involved, contact the main office at Gateway High School (559) 3271800.

--------

2023 School Accountability Report Card	Page 14 of 25	Gateway High School

C. Engagement (State Priority: Pupil Engagement)
C. Engagement
	State Priority: Pupil Engagement

The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5):

•	High school Dropout Rates;
•	High school Graduation Rates; and •	Chronic Absenteeism

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)
Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

	
Indicator
	School 2020-21
	School 2021-22
	School 2022-23
	District 2020-21
	District 2021-22
	District 2022-23
	State 2020-21
	State 2021-22
	State 2022-23
		
	Dropout Rate
	24.8
	23.7
	20.2
	1.9
	1.7
	2.2
	9.4
	7.8
	8.2
		
	Graduation Rate
	61.1
	67.1
	76.9
	92.4
	95.5
	94.7
	83.6
	87
	86.2

2022-23 Graduation Rate by Student Group (Four-Year Cohort Rate)
2022-23 Graduation Rate by Student Group (Four-Year Cohort Rate)
		
This table displays the 2022-23 graduation rate by student group. For information on the Four-Year Adjusted Cohort Graduation Rate (ACGR), visit the CDE Adjusted Cohort Graduation Rate web page at www.cde.ca.gov/ds/ad/acgrinfo.asp.

Student Group
	Number of Students in Cohort
	Number of Cohort Graduates
	Cohort Graduation Rate
		
	All Students
	104
	80
	76.9
		
	Female
	
50
	
43
	
86.0
		
	Male
	51
	36
	70.6
		
	Non-Binary
					
	American Indian or Alaska Native
	--
	--
	--
		
	Asian
	--
	--
	--
		
	Black or African American
	--
	--
	--
		
	Filipino
	0
	0
	0.00
		
	Hispanic or Latino
	59
	49
	83.1
		
	Native Hawaiian or Pacific Islander
	0
	0
	0.00
		
	Two or More Races
	--
	--
	--
		
	White
	25
	21
	84.0
		
	English Learners
	11
	8
	72.7
		
	Foster Youth
	--
	--
	--
		
	Homeless
	--
	--
	--
		
	Socioeconomically Disadvantaged
	92
	72
	78.3
		
	Students Receiving Migrant Education Services
	0.0
	0.0
	0.0
		
	Students with Disabilities
	--
	--
	--

2023 School Accountability Report Card	Page 15 of 25	Gateway High School

2022-23 Chronic Absenteeism by Student Group
2022-23 Chronic Absenteeism by Student Group

	
Student Group
	
Cumulative Enrollment
	Chronic Absenteeism Eligible Enrollment
	Chronic Absenteeism Count
	Chronic Absenteeism Rate
		
	All Students
	457
	397
	264
	66.5
		
	Female
	175
	157
	110
	70.1
		
	Male
	276
	234
	150
	64.1
		
	Non-Binary
	6
	6
	4
	66.7
		
	American Indian or Alaska Native
	7
	6
	5
	83.3
		
	Asian
	34
	30
	19
	63.3
		
	Black or African American
	44
	42
	24
	57.1
		
	Filipino
	10
	7
	2
	28.6
		
	Hispanic or Latino
	247
	211
	150
	71.1
		
	Native Hawaiian or Pacific Islander
	3
	2
	1
	50.0
		
	Two or More Races
	11
	9
	8
	88.9
		
	White
	99
	88
	53
	60.2
		
	English Learners
	44
	34
	21
	61.8
		
	Foster Youth
	36
	25
	12
	48.0
		
	Homeless
	6
	5
	4
	80.0
		
	Socioeconomically Disadvantaged
	356
	315
	220
	69.8
		
	Students Receiving Migrant Education Services
	0
	0
	0
	0.0
		
	Students with Disabilities
	51
	44
	27
	61.4

C. Engagement (State Priority: School Climate)
C. Engagement
	State Priority: School Climate

The SARC provides the following information relevant to the State priority: School Climate (Priority 6):

•	Pupil suspension rates;
•	Pupil expulsion rates; and
•	Other local measures on the sense of safety

Suspensions and Expulsions
Suspensions and Expulsions

This table displays suspensions and expulsions data.

Rate
	School 2020-21
	School 2021-22
	School 2022-23
	District 2020-21
	District 2021-22
	District 2022-23
	State 2020-21
	State 2021-22
	State 2022-23
		
	 Suspensions	
 Expulsions	
		1.78	
	0.59	
		21.99	
	0.00	
		24.29	
	0.22	
		0.49	
	0.01	
		3.91	
	0.06	
		4.65	
	0.10	
		0.20	
	0.00	
		3.17	
	0.07	
		3.60	
	0.08	

2023 School Accountability Report Card	Page 16 of 25	Gateway High School

2022-23 Suspensions and Expulsions by Student Group
2022-23 Suspensions and Expulsions by Student Group

	
Student Group
	
Suspensions Rate
	
Expulsions Rate
		
	All Students
	24.29
	0.22
		
	Female
	20.57
	0
		
	Male
	26.81
	0.36
		
	Non-Binary
				
	American Indian or Alaska Native
	0
	0
		
	Asian
	14.71
	0
		
	Black or African American
	40.91
	0
		
	Filipino
	0
	0
		
	Hispanic or Latino
	24.29
	0.4
		
	Native Hawaiian or Pacific Islander
	0
	0
		
	Two or More Races
	18.18
	0
		
	White
	23.23
	0
		
	English Learners
	13.64
	0
		
	Foster Youth
	41.67
	0
		
	Homeless
	0
	0
		
	Socioeconomically Disadvantaged
	26.4
	0.28
		
	Students Receiving Migrant Education Services
	0
	0
		
	Students with Disabilities
	35.29
	1.96

2023-24 School Safety Plan
2023-24 School Safety Plan

	Both 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 leadership team develops both plans with input from parents, community members, fire department personnel and police department personnel who work together to ensure a safe environment on both campuses. Specific areas of focus, coupled with appropriate strategies to address concerns, are featured in the safety plan. The school plans are reviewed and updated annually. Most recently, the plan was updated in November, 2024.

The two sites have regularly scheduled fire, evacuation, earthquake and lockdown drills. Two full-time student relations liaison assist with student conflicts, attendance and discipline issues during the academic day. The 2023 SART survey indicates 91 percent of the parents feel that Gateway High School provides “satisfactory” to “excellent” personnel and site safety procedures to maintain a safe and secure school environment for their child.
--------

2023 School Accountability Report Card	Page 17 of 25	Gateway High School

2020-21 Secondary Average Class Size and Class Size Distribution
2020-21 Secondary Average Class Size and Class Size Distribution
		
This table displays the 2020-21 average class size and class size distribution. The columns titled “Number of Classes” indicates how many classes 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.

Subject
	Average Class Size
	
Number of Classes with 1-22 Students
	
Number of Classes with 23-32 Students
	
Number of Classes with 33+ Students
		
	English Language Arts
	9
	25
				
	Mathematics
	8
	21
				
	Science
	7
	13
				
	Social Science
	9
	26

2021-22 Secondary Average Class Size and Class Size Distribution
2021-22 Secondary Average Class Size and Class Size Distribution
		
This table displays the 2021-22 average class size and class size distribution. The columns titled “Number of Classes” indicates how many classes 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.

Subject
	Average Class Size
	
Number of Classes with 1-22 Students
	
Number of Classes with 23-32 Students
	
Number of Classes with 33+ Students
		
	English Language Arts
	9
	22
				
	Mathematics
	8
	20
				
	Science
	9
	10
				
	Social Science
	10
	20

2022-23 Secondary Average Class Size and Class Size Distribution
2022-23 Secondary Average Class Size and Class Size Distribution
		
This table displays the 2022-23 average class size and class size distribution. The columns titled “Number of Classes” indicates how many classes 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.

Subject
	Average Class Size
	
Number of Classes with 1-22 Students
	
Number of Classes with 23-32 Students
	
Number of Classes with 33+ Students
		
	English Language Arts
	10
	27
	0
	0
		
	Mathematics
	11
	20
	0
	0
		
	Science
	9
	13
	0
	0
		
	Social Science
	14
	21
	0
	0

2022-23 Ratio of Pupils to Academic Counselor
2022-23 Ratio of Pupils to Academic Counselor
		
This table displays the ratio of pupils to Academic Counselor. One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Title
	
Ratio
		
	Pupils to Academic Counselor
	172.5

2023 School Accountability Report Card	Page 18 of 25	Gateway High School

2022-23 Student Support Services Staff
2022-23 Student Support Services Staff
		
This table displays the number of FTE support staff assigned to this school. One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Title
	
Number of FTE Assigned to School
		
	Counselor (Academic, Social/Behavioral or Career Development)
	1.6
		
	Library Media Teacher (Librarian)
			
	Library Media Services Staff (Paraprofessional)
			
	Psychologist
	2
		
	Social Worker
			
	Nurse
			
	Speech/Language/Hearing Specialist
			
	Resource Specialist (non-teaching)
			
	Other
	1

2021-22 Expenditures Per Pupil and School Site Teacher Salaries
Fiscal Year 2021-22 Expenditures Per Pupil and School Site Teacher Salaries
		
This table displays the 2021-22 expenditures per pupil and average teacher salary for this school. Cells with N/A values do not require data.

Level
	Total Expenditures Per Pupil
	Expenditures Per Pupil (Restricted)
	Expenditures Per Pupil (Unrestricted)
	Average Teacher Salary
		
	School Site
	$23,971.45
	$732.60
	$23,238.85
	$81,105.38
		
	District
	N/A
	N/A
	$5,734.66
	$76,931
		
	Percent Difference - School Site and District
	N/A
	N/A
	120.8
	9.7
		
	State
	N/A
	N/A
	$7,607
	$87,885
		
	Percent Difference - School Site and State
	N/A
	N/A
	111.6
	-5.1

2023 School Accountability Report Card	Page 19 of 25	Gateway High School

2022-23 Types of Services Funded

2023 School Accountability Report Card	Page 20 of 25	Gateway High School

Fiscal Year 2022-23 Types of Services Funded

2023 School Accountability Report Card	Page 21 of 25	Gateway High School

	“Children Are Our Most Precious Resource” On an annual basis, Clovis Unified School District (CUSD) submits our funding Application through the Consolidated Application and Reporting System commonly called the ConApp. The application is submitted in two (2) parts: Part I, which contains program and demographic information, submitted by June 30th each year; and Part II, which contains budget information and program data submitted by January 31 each year. The categorical programs included in the application are Title I, Part A - Improving Academic Achievement. Title II, Part A - Supporting Effective Instruction and Title III - English Learner (EL), and Immigrant Programs and Title IV, Part A - Student Support and Academic Enrichment. Essentially, these funds are designed to assist students in mastering state standards. Clovis Unified Schools are committed to establishing a true partnership with all facets of the Clovis Learning Community. CUSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. We know from research that participation in your child’s education will not only bring success to your child but other children in the school. Our parents truly make a difference in the lives of Clovis kids! CUSD is pleased and proud to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the CUSD include: School Site Council (SSC) English Learner Advisory Committee (ELAC) Parent Advisory Committee (PAC) and School Advisory Committee (SAC) District English Learner Advisory Committee (DELAC) District Indian Education Parent Advisory Committee (IPAC) School and District level School Assessment Review Team (SART) Intercultural and Diversity Advisory Council (IDAC) Local Control Accountability Plan Public Forums (LCAP) 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 School 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. 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 of the site’s SPSA. 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. Listed below are several parent committees that assist with categorical programs and funding. School Site Council (SSC): All schools that operate a categorical program funded through the consolidated application (ConApp) shall establish a school site council (SSC). The SSC shall develop the content of the SPSA. The SPSA shall be reviewed annually and updated, including proposed expenditure of funds allocated to the school through the ConApp and the local control and accountability plan (LCAP), if any, by the SSC. The SSC is composed of parents, students at the secondary level and school personnel. It is responsible for developing, implementing and evaluating the School Plan for Student Achievement programs. Members serve for two years and are elected by their peers. Parent Advisory Committee (PAC) & School Advisory Committee (SAC): The entirety of the SSC acts as the SAC. The SAC serves as an advisory committee for the purpose of advising schools regarding supplemental education programs and acting as a liaison for their school community. They serve to share information and comments both at the district and site level. These education programs are supplemental education opportunities that provide services 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. English Learner Advisory Committee (ELAC): All schools enrolling 21 or more English learners are required to form an ELAC. The ELAC is composed of parents and school personnel. The ELAC advises the principal, staff and SSC regarding services for English learners and assists in the development of the annual survey. Members serve for two years. Each ELAC shall have the opportunity to elect at least one member to the District English Learner Advisory Committee (DELAC). District English Learner Advisory Committee (DELAC): Whenever there are 51 or more EL students in the district, there shall be a functioning District English Learner Advisory Committee (DELAC). It is important that each school site ELAC elect a DELAC representative and arrange to have that representative attend every DELAC meeting. Currently the DELAC bylaws require each DELAC representative to be 1) a parent/guardian of an EL or former EL (i.e., a reclassified fluent English proficient student) currently enrolled at the site he/she represents, and 2) elected to serve as the DELAC representative by the site’s ELAC. District Indian Education Parent Advisory Committee (IPAC): The CUSD Native American Indian Education Parent Advisory Committee meets four times a year to discuss program issues, services provided, and other needs related to the student achievement of our students, community agencies and outreach programs. CUSD Indian Education Program addresses the needs of American Indian and Alaskan Native students in grades K - 12. The program assists eligible students to achieve at the same challenging state performance standards expected of all students in grades pre-K -12. Local Control Accountability Plan (LCAP) Forums: CUSD develops an LCAP annually that works to better align the academic plan with the district expenditure 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 opportunity to work together in teams to share new ideas to support identified groups and to plan for site engagement and implementation. 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

2023 School Accountability Report Card	Page 22 of 25	Gateway High School

Fiscal Year 2022-23 Types of Services Funded

	school population, that affect their success in the base/core programs. Some come from economically disadvantaged homes; some are educationally disadvantaged or lack English language proficiency because they have a primary language other than English. Children, such as those described above, require supplemental services and materials not generally provided through the base/core curriculum program. The needs of our children are identified, and supplemental services and materials are planned and targeted to meet their special needs. Categorical funds are to be used to provide the financial support to meet these special needs. Philosophy All CUSD schools offer students with special needs the same kinds 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-administered funded program is a result of the voter approved Proposition 49; provides three-year grant funding for afterschool programs that align with the core instructional day and have the following components: educational and literacy element (tutoring/ homework assistance); educational enrichment element (Additional program/activities that reinforce what is learned in the core instructional day); and provide a nutritious snack or meal that conforms to California State Education Code requirements. 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, Part A (Improving Academic Achievement): A federal-funded program to provide high-quality opportunities for students in high-poverty schools to meet district and state content and performance standards. 3.	Title I, Part A, Title X, Part C, Education for Homeless Children and Youths: Title I, Part A funds provide comparable services to homeless children that assist them to effectively take advantage of educational opportunities as provided to children in schools funded under Title I, Part A. These 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.	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. 5.	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. 6.	Title VI (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 you 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. Additional information may be found @ http://www.cusd.com/supplementalservices.
--------

2023 School Accountability Report Card	Page 23 of 25	Gateway High School

2021-22 Teacher and Administrative Salaries
Fiscal Year 2021-22 Teacher and Administrative Salaries
		
This table displays the 2021-22 Teacher and Administrative salaries. For detailed information on salaries, see the CDE Certification Salaries & Benefits web page at http://www.cde.ca.gov/ds/fd/cs/.

Category
	
District Amount
	State Average for Districts
in Same Category
		
	Beginning Teacher Salary
	$45,348
	$55,550
		
	Mid-Range Teacher Salary
	$71,793
	$80,703
		
	Highest Teacher Salary
	$97,528
	$109,418
		
	Average Principal Salary (Elementary)
	$121,893
	$137,703
		
	Average Principal Salary (Middle)
	$125,905
	$143,760
		
	Average Principal Salary (High)
	$138,238
	$159,021
		
	Superintendent Salary
	$286,760
	$319,443
		
	Percent of Budget for Teacher Salaries
	30.3%
	30.35%
		
	Percent of Budget for Administrative Salaries
	4.81%
	4.87%

2022-23 Advanced Placement (AP) Courses
2022-23 Advanced Placement (AP) Courses
		
This table displays the percent of student in AP courses at this school.
	
	Percent of Students in AP Courses
	0

This table displays the number of AP courses offered at this school where there are student course enrollments of at least one student.

Subject
	
Number of AP Courses Offered
		
	Computer Science
	0
		
	English
	0
		
	Fine and Performing Arts
	0
		
	Foreign Language
	0
		
	Mathematics
	0
		
	Science
	0
		
	Social Science
	0
		
	Total AP Courses Offered
Where there are student course enrollments of at least one student.
	0

Professional Development
Professional Development

	Gateway High School: An effective process for staff development and curriculum improvement is planned and implemented by the combined effort of teachers and administrators. Teachers are encouraged to take advantage of professional-growth opportunities that reinforce the subject matter content standards they specialize in. The site provides early release Thursdays for Professional Learning Community Meetings (PLC) to evaluate student data and discuss what is working or not working as they utilize data to determine individualized instruction based upon student learning styles. Additional training opportunities emphasize teaching methodologies, technology use, math and reading instruction, and intervention. The most recent focus of

2023 School Accountability Report Card	Page 24 of 25	Gateway High School

Professional Development

	staff development has continued to focus on essential standards within the California State Standards, teaching strategies specific to essential standards and continued focus on the incorporation of computers. Teachers have recently gone through training in Multitiered Systems of Support (MTSS), Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS) to ensure that all students have the interventions that they need academically, socially, and emotionally in all three Tiers of Intervention.

Enterprise Independent Study: Professional development is ongoing to ensure the Enterprise staff maintain a focus on new teaching and learning strategies, innovative teaching techniques, and applied technology in the field of education. Staff-development days focus 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, continued focus on the essential standards of California State Standards, literacy, and intervention. Enterprise, just like Gateway, continues to focus on the importance of Professional Learning Communities (PLCs).

The district focused all professional development activities around five identified needs: first time best instruction, mastery learning, multi-tiered systems of supports, implementation of the California Content Standards and NGSS Standards (science), and culturally relevant teaching and understanding.

In the 2023-2024 school year, the district dedicated five professional development days for certificated staff. Teachers were offered professional development opportunities on staff development days, substitute release days, and early release days. A variety of after-school workshops were also offered throughout the school year.

One hundred mentors and one hundred and thirty-five participating teachers received ongoing professional development and classroom coaching through the CUSD Induction program. In addition, all certificated teachers participated in site-based training and district sponsored training that included: curriculum training, utilization of AVID (Advancement Via Individual Determination) strategies, PBIS (Positive Behavioral Interventions and Supports) multi-tiered systems of support, and culturally relevant instructional practices.

-------

This table displays the number of school days dedicated to staff development and continuous improvement.

Subject
	
2021-22
	
2022-23
	
2023-24
		
	Number of school days dedicated to Staff Development and Continuous Improvement
	5
	5
	5

2023 School Accountability Report Card	Page 25 of 25	Gateway High School