Clovis Unified worked continuously over the past year to implement our three-year plan that is aligned to our district’s strategic plan. The goals, actions, services, and expenditures outlined in our LCAP address the state and local priorities and are a result of our educational partners’ needs and feedback. District and site educational partner meetings were held to communicate with our community and to gather feedback. Surveys were also another medium of gathering feedback from students, parents, and staff. Looking historically at our data, we have made progress in several areas and with our identified students as evidenced by our metrics. A review of the local data and the California School Dashboard reveals much success within Clovis Unified under all three of our LCAP goals. GOAL 1: MAXIMIZE ACHIEVEMENT FOR ALL STUDENTS We have some growth in ELA and Math assessments. The Dashboard indicates overall success for our students on the ELA assessment with a high rating. Additionally, our students are making improvements in ELA and Math as indicated by our local benchmark assessments iReady: 

 

Increase in ELA iReady benchmark scores from 47% to 50%, with Foster Youth (FY) students growing from 16% to 24% 

Increase in Math iReady benchmark scores from 37% to 38%, with Low-Income (LI) students growing from 25% to 27% and FY students growing from 10% to 14% 

 

Our English Learners have shown improvements with their English proficiency as indicated by the following measurements: 

 

Increase in percentage of English Learner (EL) students scoring a level 3 or 4 on the ELPAC from 65% to 66% 

Increase in the EL reclassification rate from 6% to 17% 

 

The Dashboard showed an increase in the percentages of EL students making progress toward English proficiency. 55% of ELs progressed at least one ELPI level. 

 

Our students remain academically engaged in school and completing school as indicated by the following measurements: 

Middle school dropout rates continue to remain at 0% 

High school dropout rates decreased from 2% to 1% 

High school graduation rates increased from 95.3% to 95.5%, with an increase with EL students from 84% to 93% and Socio-Economically Disadvantaged (SED) students from 92% to 94% 

AP course enrollment increased from 22% to 24% 

AP passage rate increased from 61% to 72%, EL remained at 100%, LI from 20% to 65%, and FY from 60% to 66% 

 

GOAL 2: OPERATE WITH EFFICIENCY AND EFFECTIVENESS Local Indicators revealed an increase with satisfaction of our educational partners: 

An increase in parent overall connectedness to school from 81% to 85% 

An increase in parent overall safety satisfaction from 87% to 88% 

An increase in student overall connectedness to school with EL from 47% to 77%, LI from 60% to 68%, and FY from 60% to 68% 

 

We continue to provide 100% access to a broad course of student and seek parent input and promote parental participation in programs for unduplicated students and students with exceptional needs. GOAL 3: HIRE, DEVELOP, SUSTAIN, AND VALUE A HIGH-QUALITY DIVERSE WORKFORCE We continue to succeed with building a high-quality workforce as indicated by the following measurements on the dashboard: 

Zero misassignments or vacancies 

100% of teachers attended professional development during the school year 

100% of the classrooms implemented the content standards 

100% of the students had access to standards-aligned instructional materials 

100% of facilities are maintained in good repair 

 

Clovis Unified plans to maintain and build upon our success. As we reevaluate our actions and services and the feedback from our educational partners, we are committed to continuing with actions and services that yield positive quantitative and qualitative results. Our EL students showed growth this year, as we expanded the offerings for our EL students by providing them with more support and additional time to achieve grade level standards. We increased intervention and push-in time and offered additional courses for support at the secondary level. We revised our EL summer school program format to embed academic language support within the regular summer school classrooms. We continue to see positive results of the Learning Director on Special Assignment for EL services to coordinate districtwide services, testing requirements, and professional development activities. We implemented iReady in our schools and students can access individualized, targeted lessons when they have full-time access to technology. This action/service has led to the growth of our local benchmark iReady scores. In addition, professional learning has been a factor in our success over the last few years and we will continue to offer our staff the most relevant training to meet the unique learning needs of our students with a focus on increased support for our unduplicated students and for students most affected by the pandemic. An example of the professional development provided includes implementing AVID across the district. Our Transitions program has played a critical role in helping yield positive results for our students as evidenced by our metrics. Our plan is to continue these programs that have shown a positive impact. The 2022 California Data Dashboard data, which is utilized as California’s accountability metrics for districts, indicates that Clovis Unified has been placed in Differentiated Assistance in two areas: attendance and suspensions for both our African American and Foster Youth subgroups. Clovis Unified is partnering with the Fresno County Superintendent of Schools (FCSS) and are utilizing a continuous improvement model to ensure that we are being the most effective with our efforts to improve in these two areas. Clovis Unified plans to continue the implementation of most of our actions and services to maintain the positive trajectory for all students and especially for our FY, LI, and EL students. 

 

 

The 2022-2023 school year was met with some challenges. Our staff worked to meet the individual needs of our students. We witnessed the impact of the high rating of chronic absenteeism in 2021-2022 due to quarantining restrictions. The wide range of academic performance as well as the increase in social-emotional needs has helped provide a focus for our staff. Looking at our data, we have identified the following significant areas of need: GOAL 1: MAXIMIZE ACHIEVEMENT FOR ALL STUDENTS On the dashboard, the following groups performed two bars lower than our overall students: 

ELA--Our FY and Students with Disabilities rated low compared to our overall high rating. 

Graduation Rate--Students with Disabilities rated very low, FY rated low, and Homeless rated medium in comparison to our overall very high rating. 

 

CUSD plans to address these areas of low performance by continuing our actions and services that personnel at our Student Services and School Attendance (SSSA) Department to work directly with FY and homeless students. Staff include an Assistant Director, Intervention Guidance Learning Specialist (GLS), an administrative assistant, and attendance officers. The SSSA intervention team manages cases, makes individual family contacts, conducts need assessments, coordinates transportation, sponsors tutoring services, one-on-one tutoring services, peer counselors, increased connections to community mentors, and provides educational supplies to students.

 

We also have actions and services to support our Students with Disabilities including resources specialist teachers, program specialist, mentors, and tutors. These staff members will be able to provide services, targeted instruction, extend opportunities for 1:1, support with social-emotional needs, and additional time for targeted individualized instruction based on the unique needs of our students. We plan on continuing our existing actions and services to provide support for our Students with Disabilities. Local indicators showed the following results about ELA, Math, and A-G performance: 

A decrease in the A-G completion rate for EL students from 37% to 31%, LI students from 51% to 45%, and FY from 15% to 10%. 

Local ELA benchmarks revealed a drop in EL student performance from 16% to 21% 

Local Math benchmarks revealed a drop in EL student performance from 25% to 13% 

EAP math decreased from 47% to 41% 

 

GOAL 2: OPERATE WITH EFFICIENCY AND EFFECTIVENESS We experienced an increase in our suspension rates. On the state dashboard for our suspension rate indicated our African American and FY students rated very high as compared to our overall students rating medium. 

Our overall rate grew from .5% to 3% 

EL from .5% to 3% 

LI from .7% to 5% 

FY from 4% to 16%. 

 

CUSD plans to address these increase by utilizing our actions and services that range from interventions in our Multi-Tiered Systems of Support (MTSS) to support student behavior, Transition Team to work through challenges students face that are related to suspensions, our Comprehensive Wellness Project to support social-emotional needs, and counselors to support students.

 

In addition, we experienced a very high rating on the dashboard for chronic absenteeism for all students. We anticipate growth in suspension rates and chronic absenteeism as school resumes to normal. Our chronic absenteeism rates data indicate: 

Our overall rate went from 9% to 25% 

EL from 11% to 25% 

LI from 13% to 33% 

FY from 32% to 40% 

 

Our metrics also revealed that Chronic Absenteeism has shown increasing results in the last two years. Currently the following actions have been established to address the increase in Chronic absenteeism. 

Goal 1, Action 21 Additional Nursing Services 

Goal 1, Action 22 SSSA Personnel for Student Services and School Attendance for Foster and Homeless Support 

Goal 1, Action 24 Guidance Instructional Specialist for At-Risk Students 

Goal 1, Action 31 Lead Psychologist for Comprehensive Wellness Project 

Goal 2, Action 3 Student Health Center 

Goal 2, Action 8 VAPA Equipment 

 

We will continue to move forward with the existing actions to decrease our chronic absenteeism rate, as we believe the root cause of the increase in the rate was due to the state and county requirement to quarantine. As stated previously, we anticipate the rate improving as school resumes to normal after the pandemic. The California Data Dashboard that was released in the fall of 2022-2023, indicates that Clovis Unified fell into the high range in the area of English Learner Progress with over 60% of our EL students making progress toward English Proficiency. While we are extremely proud of this, we realize that some subgroups may fall into lower ranges than others. Because of this, we will continue our current actions and services within our LCAP including expanded offerings, increased push-in times, additional courses, EL summer school, and a dedicated EL Learning Director on Special Assignment. Additionally, we will also continue to our efforts on closing the overall achievement gap of our EL students through focused interventions in core subject areas including ELA and Math. 

 

The 2022 California Data Dashboard data, which is utilized as California’s accountability metrics for districts, indicates that Clovis Unified has been placed in Differentiated Assistance in two areas: attendance and suspensions for both our African American and Foster Youth subgroups. Clovis Unified is partnering with the Fresno County Superintendent of Schools (FCSS) and are utilizing a continuous improvement model to ensure that we are being the most effective with our efforts to improve in these two areas. As we move forward, our district Differentiated Assistance team is working to continue the following actions that will support the decrease of the number of students in these subgroups who are falling into chronic absenteeism and/or have high suspension rates: 

Continue to provide specific supports for our Foster Youth and African American students through various LCAP actions 

Continue to utilize specifically trained support staff or peer counselors to check-in regularly with Foster Youth and African American students 

Continue to provide financial support to main the work of the attendance officers with Foster Youth and African American students 

Continue to increase connections to the community with Foster Youth and African American students 

 

Our district Differentiated Assistance team is also working to implement the following the following actions that will support the decrease of the number of students in these subgroups who are falling into chronic absenteeism and/or have high suspension rates: 

 

o Creating more connection points to Foster Youth and African American students at school

o Increase Foster Youth and African American student engagement opportunities at school within the school day

o Increase communication around the importance of attendance to Foster Youth and African American students families and the community o Increase behavior intervention supports for Foster Youth and African American students