Valley Oak Elementary School
2021 School Accountability Report Card

General Information about the School Accountability Report Card (SARC)
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 www.cde.ca.gov/ta/ac/sa/

For more information about the LCFF or the LCAP, see the CDE LCFF web page at 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 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) 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.	
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.	

2021-22 School Contact Information	
School Name	Valley Oak Elementary School		
Street	465 E. Champlain Ave		
City, State, Zip	Fresno, CA 93730		
Phone Number	(559) 327-8200		
Principal	Julie Duwe		
Email Address	julieduwe@cusd.com		
School Website	valleyoak.cusd.com		
County-District-School (CDS) Code	10621176108096		

2021-22 District Contact Information	
District Name	Clovis Unified School District		
Phone Number	(559) 327-9100		
Superintendent	Eimear O’Brien Ed. D.		
Email Address	eimearobrien@cusd.com		
District Website Address	www.cusd.com		

2021-22 School Overview	
Principal’s Message

Valley Oak Elementary is a school with a tradition of excellence and a staff committed to high academic standards. The faculty is dedicated to meeting the learning needs of all students. Serving as a learning community, the parents and local businesses are involved and supportive of the educational processes at Valley Oak. The community takes pride in the fact that Valley Oak was twice recognized as a National Blue Ribbon School and has earned California State Distinguished School awards multiple years. Valley Oak has been honored by the California Business for Educational Excellence (CBEE) as one of the 187 Scholar Schools in California.

Now more than ever, we want to be a support to all our students, not only in academics, but also with regard to their social and emotional health. Although Valley Oak is known for academic excellence, we also strive to be leaders and model a giving spirit. Parent Club, student council, individual staff and students lead by example through annual events such as Kids Day and Caps for Kids for Pediatric Cancer Patients. The partnership between the staff and families of Valley Oak make this school second to none in Clovis Unified! Valley Oak is a very special place; as some parents have put it, “A public school in a private school setting.” The administrative team knows the names of all students and many of their families. Our school of approximately 500 students, has a small-school feel, yet offers amazing programs for students across all grade levels.

Wildcat excellence is evidenced by the numerous academic awards, science fair recipients, co-curricular honors, athletic championships, amazing visual and performing arts programs, and by the outwardly focused spirit our students exemplify every day. Valley Oak continues to encourage a balanced approach to learning with a focus on rigorous curriculum, inquiry-based learning, the arts, science in the Outdoor Learning Center (garden) and technology. Wildcat pride has continued through the decades and has evolved into a focused community of adults and children with the unwavering dedication of the Valley Oak staff.

School Mission Statement

Valley Oak Elementary School will provide a quality education to its community through exemplary programs, services and activities that foster lifelong learning, service to society, and a commitment to the Sparthenian concept: “Be the best you can be	

2021-22 School Overview	
in mind, body and spirit.”

School Vision Statement

At Valley Oak, we strive to prepare our students to become college and career ready in preparing their foundation of lifelong learning.	

About this School

2020-21 Student Enrollment by Grade Level	
	Grade Level	Number of Students		
	Kindergarten	80		
	Grade 1	65		
	Grade 2	62		
	Grade 3	72		
	Grade 4	69		
	Grade 5	64		
	Grade 6	64		
	Total Enrollment	476		

2020-21 Student Enrollment by Student Group	
Student Group	Percent of Total Enrollment	
Female	52.1	
Male	47.9	
American Indian or Alaska Native	0.4	
Asian	9	
Black or African American	3.4	
Filipino	1.3	
Hispanic or Latino	34.7	
Native Hawaiian or Pacific Islander	0.2	
Two or More Races	6.3	
White	44.7	
English Learners	2.7	
Foster Youth	0.4	
Socioeconomically Disadvantaged	44.3	
Students with Disabilities	8	

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

Note: For more information refer to the Updated Teacher Equity Definitions web page at https://www.cde.ca.gov/pd/ee/teacherequitydefinitions.asp	

2019-20 Teacher Preparation and Placement	
	Authorization/Assignment	2019-20		
	Fully (Preliminary or Clear) Credentialed for Subject and Student Placement (properly assigned)			
	Intern Credential Holders Properly Assigned			
	Teachers Without Credentials and Misassignments (“ineffective” under ESSA)			
	Credentialed Teachers Assigned Out-of-Field (“out-of-field” under ESSA)			
	Unknown			
	Total Teaching Positions			

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 to based on setting, subject, and grade level. An authorization is defined as the services that an educator is authorized to provide to students.	

2019-20 Teachers Without Credentials and Misassignments (considered “ineffective” under ESSA)	
	Authorization/Assignment	2019-20		
	Permits and Waivers			
	Misassignments			
	Vacant Positions			
	Total Teachers Without Credentials and Misassignments			

2019-20 Credentialed Teachers Assigned Out-of-Field (considered “out-of-field” under ESSA)	
	Indicator	2019-20		
	Credentialed Teachers Authorized on a Permit or Waiver			
	Local Assignment Options			
	Total Out-of-Field Teachers			

2019-20 Class Assignments	
	Indicator	2019-20		
	Misassignments for English Learners
(a percentage of all the classes with English learners taught by teachers that are misassigned)			
	No credential, permit or authorization to teach
(a percentage of all the classes taught by teachers with no record of an authorization to teach)			

Subject	
Textbooks and Other Instructional Materials/year of Adoption	From Most Recent Adoption
?	Percent Students Lacking Own Assigned
Copy	
Reading/Language Arts	Benchmark Education Company
A Legacy of Literacy, Houghton Mifflin California Collections, Houghton Mifflin	Yes	0%	
Mathematics	My Math, McGraw-Hill (K-5)
California Mathematics, Glencoe/McGraw-Hill (6-8)	Yes	0%	
Science	California Science, Scott Foresman California Science, Houghton Mifflin Focus on Earth Sciences, McDougal Littell	Yes	0%	
History-Social Science	Discovering Our Past: Ancient Civilizations, Glencoe/McGraw-Hill
Learn and Work, Scott Foresman Time and Place, Scott Foresman Reflections, Houghton Mifflin	Yes	0%	
Foreign Language		Yes	0%	
Health		Yes	0%	
Visual and Performing Arts			0%	
Science Laboratory Equipment
(grades 9-12)		Yes	0%	

		

				

				

				

2021-22 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 3301 establishes criteria and procedures for the adoption of all textbooks. All K-8 textbooks purchased have been approved by the State Board of Education and adopted by the Clovis Unified Governing Board. Textbooks and instructional 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 9, 2019	

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	9/13/2021	

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		ADMIN BLDG.: 4. WATER STAIN CEILING TILES
K-2: 4. CEILING TILES ARE CRACKED WITH HOLES MEN'S RR: 4. WATER STAIN CEILING TILES IN HALLWAY MPR: 4. WATER STAIN CEILING TILES
R-12: 4. CEILING TILE IS LOOSE
R-6: 4. SMALL WATER STAIN CEILING TILES/ CEILING TILE IS CRACKED
STAFF DINING: 4. WATER STAIN CEILING TILES/ FORMICA IS DAMAGED ON COUNTERS	
Cleanliness:
Overall Cleanliness, Pest/Vermin Infestation	X				
Electrical	X			R-20: 7. LIGHT SWITCH COVER IS BROKEN 10. PLUG IN AIR FRESHENER IN USE
R-4: 7. CONDUIT END CAP IS MISSING	
Restrooms/Fountains:
Restrooms, Sinks/ Fountains	X				
Safety:
Fire Safety, Hazardous Materials	X			R-17: 10. ITEMS ARE STACKED ON SHELVES (EARTHQUAKE HAZARD)
R-20: 7. LIGHT SWITCH COVER IS BROKEN 10. PLUG IN AIR FRESHENER IN USE
R-7: 10. ITEMS ARE STACKED ON SHELVES (EARTHQUAKE HAZARD)
R-8: 10. ITEMS ARE STACKED ON SHELVES (EARTHQUAKE
HAZARD)	
Structural:
Structural Damage, Roofs	X				
External:
Playground/School Grounds, Windows/ Doors/Gates/Fences	X				

		

					

					

					

Overall Facility Rate	
	Exemplary	Good	Fair	Poor		
		X				

B. Pupil Outcomes

State Priority: Pupil Achievement
The SARC provides the following information relevant to the State priority: 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:

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

SARC Reporting in the 2020-2021 School Year Only
Where the most viable option, LEAs were required to administer the statewide summative assessment in ELA and mathematics. Where a statewide summative assessment was not the most viable option for the LEA (or for one or more grade- level[s] within the LEA) due to the pandemic, LEAs were allowed to report results from a different assessment that met the criteria established by the State Board of Education (SBE) on March 16, 2021. The assessments were required to be:

Aligned with CA CCSS for ELA and mathematics;
Available to students in grades 3 through 8, and grade 11; and
Uniformly administered across a grade, grade span, school, or district to all eligible students.

Options
Note that the CAAs could only be administered in-person following health and safety requirements. If it was not viable for the LEA to administer the CAAs in person with health and safety guidelines in place, the LEA was directed to not administer the tests. There were no other assessment options available for the CAAs. Schools administered the Smarter Balanced Summative Assessments for ELA and mathematics, other assessments that meet the SBE criteria, or a combination of both, and they could only choose one of the following:

Smarter Balanced ELA and mathematics summative assessments;
Other assessments meeting the SBE criteria; or
Combination of Smarter Balanced ELA and mathematics summative assessments and other assessments.

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.

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.

The 2019-2020 data cells with N/A values indicate that the 2019-2020 data are not available due to the COVID-19 pandemic and resulting summative test suspension. The Executive Order N-30-20 was issued which waived the assessment, accountability, and reporting requirements for the 2019-2020 school year.

The 2020-2021 data cells have N/A values because these data are not comparable to other year data due to the COVID-19 pandemic during the 2020-2021 school year. Where the CAASPP assessments in ELA and/or mathematics is not the most viable option, the LEAs were allowed to administer local assessments. Therefore, the 2020-2021 data between school years for the school, district, state are not an accurate comparison. As such, it is inappropriate to compare results of the 2020-2021 school year to other school years.
Subject	School 2019-20	School 2020-21	District 2019-20	District 2020-21	State 2019-20	State 2020-21	
English Language Arts/Literacy
(grades 3-8 and 11)	N/A	N/A	N/A	N/A	N/A	N/A	
Mathematics
(grades 3-8 and 11)	N/A	N/A	N/A	N/A	N/A	N/A	

2020-21 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. The CDE will populate this table for schools in cases where the school administered the CAASPP assessment. In cases where the school administered a local assessment instead of CAASPP, the CDE will populate this table with “NT” values, meaning this school did not test students using the CAASPP. See the local assessment(s) table for more information.

CAASPP
Student Groups	CAASPP
Total Enrollment	CAASPP
Number Tested	CAASPP
Percent Tested	CAASPP
Percent Not Tested	CAASPP
Percent
Met or Exceeded	
All Students	NT	NT	NT	NT	NT	
Female	NT	NT	NT	NT	NT	
Male	NT	NT	NT	NT	NT	
American Indian or Alaska Native	NT	NT	NT	NT	NT	
Asian	NT	NT	NT	NT	NT	
Black or African American	NT	NT	NT	NT	NT	
Filipino	NT	NT	NT	NT	NT	
Hispanic or Latino	NT	NT	NT	NT	NT	
Native Hawaiian or Pacific Islander	NT	NT	NT	NT	NT	
Two or More Races	NT	NT	NT	NT	NT	
White	NT	NT	NT	NT	NT	
English Learners	NT	NT	NT	NT	NT	
Foster Youth	NT	NT	NT	NT	NT	
Homeless	NT	NT	NT	NT	NT	
Military	NT	NT	NT	NT	NT	
Socioeconomically Disadvantaged	NT	NT	NT	NT	NT	
Students Receiving Migrant Education Services	NT	NT	NT	NT	NT	
Students with Disabilities	NT	NT	NT	NT	NT	

This table displays Local Assessment test results in ELA by student group for students grades three through eight and grade eleven. LEAs/schools will populate this table for schools in cases where the school administered a local assessment. In cas es where the school administered the CAASPP assessment, LEAs/schools will populate this table with “N/A” values in all cells, meaning this table is Not Applicable for this school.

2020-21 Local Assessment Test Results in ELA by Student Group

2020-21 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. The CDE will populate this table for schools in cases where the school administered the CAASPP assessment. In cases where the school administered a local assessment instead of CAASPP, the CDE will populate this table with “NT” values, meaning this school did not test students using the CAASPP. See the local assessment(s) table for more information.

CAASPP
Student Groups	CAASPP
Total Enrollment	CAASPP
Number Tested	CAASPP
Percent Tested	CAASPP
Percent Not Tested	CAASPP
Percent
Met or Exceeded	
All Students	NT	NT	NT	NT	NT	
Female	NT	NT	NT	NT	NT	
Male	NT	NT	NT	NT	NT	
American Indian or Alaska Native	NT	NT	NT	NT	NT	
Asian	NT	NT	NT	NT	NT	
Black or African American	NT	NT	NT	NT	NT	
Filipino	NT	NT	NT	NT	NT	
Hispanic or Latino	NT	NT	NT	NT	NT	
Native Hawaiian or Pacific Islander	NT	NT	NT	NT	NT	
Two or More Races	NT	NT	NT	NT	NT	
White	NT	NT	NT	NT	NT	
English Learners	NT	NT	NT	NT	NT	
Foster Youth	NT	NT	NT	NT	NT	
Homeless	NT	NT	NT	NT	NT	
Military	NT	NT	NT	NT	NT	
Socioeconomically Disadvantaged	NT	NT	NT	NT	NT	
Students Receiving Migrant Education Services	NT	NT	NT	NT	NT	
Students with Disabilities	NT	NT	NT	NT	NT	

iReady/Inspect/Unique Learning System Student Groups	iReady/Insp ect/Unique Learning System Total Enrollment	iReady/Insp ect/Unique Learning System Number Tested	iReady/Insp ect/Unique Learning System Percent Tested	iReady/Insp ect/Unique Learning System Percent
Not Tested	iReady/Insp ect/Unique Learning System Percent
At or Above Grade Level	
All Students	265	253	95	5	63	
Female	141	137	97	3	65	
Male	124	116	93	7	66	

*At or above the grade-level standard in the context of the local assessment administered.

American Indian or Alaska Native	2	2	100	0	50	
Asian	25	25	100	0	76	
Black or African American	9	9	100	0	55	
Filipino	3	3	100	0	66	
Hispanic or Latino	102	97	95	5	56	
Native Hawaiian or Pacific Islander	1	1	100	0	100	
Two or More Races	14	14	100	0	64	
White	109	102	93	7	73	
English Learners	5	5	100	0	80	
Socioeconomically Disadvantaged	74	71	95	5	57	
Students with Disabilities	16	15	93	7	20	

2020-21 Local Assessment Test Results in Math by Student Group

This table displays Local Assessment test results in Math by student group for students grades three through eight and grade eleven. LEAs/schools will populate this table for schools in cases where the school administered a local assessment. In cas es where the school administered the CAASPP assessment, LEAs/schools will populate this table with “N/A” values in all cells, meaning this table is Not Applicable for this school.

iReady/Inspect/Unique Learning System Student Groups	iReady/Insp ect/Unique Learning System Total Enrollment	iReady/Insp ect/Unique Learning System Number Tested	iReady/Insp ect/Unique Learning System Percent Tested	iReady/Insp ect/Unique Learning System Percent
Not Tested	iReady/Insp ect/Unique Learning System Percent
At or Above Grade Level	
All Students	265	255	96	4	60	
Female	141	139	98	2	53	
Male	124	116	93	7	72	
American Indian or Alaska Native	2	2	100	0	50	
Asian	25	25	100	0	84	
Black or African American	9	9	100	0	44	
Filipino	3	3	100	0	33	
Hispanic or Latino	102	99	97	3	53	
Native Hawaiian or Pacific Islander	1	1	100	0	100	
Two or More Races	14	14	100	0	71	
White	109	102	93	7	66	
English Learners	5	5	100	0	20	
Socioeconomically Disadvantaged	74	71	95	5	43	
Students with Disabilities	16	15	93	7	26	
*At or above the grade-level standard in the context of the local assessment administered.

This table displays the percentage of all students grades five, eight, and High School meeting or exceeding the State Standard.

The 2019-2020 data cells with N/A values indicate that the 2019-2020 data are not available due to the COVID-19 pandemic and resulting summative testing suspension. The Executive Order N-30-20 was issued which waived the assessment, accountability, and reporting requirements for the 2019-2020 school year.

For any 2020-2021 data cells with N/T values indicate that this school did not test students using the CAASPP Science.

CAASPP Test Results in Science for All Students

This table displays CAASPP test results in Science by student group for students grades five, eight, and High School. For any data cells with N/T values indicate that this school did not test students using the CAASPP Science.

2020-21 CAASPP Test Results in Science by Student Group

Subject	School 2019-20	School 2020-21	District 2019-20	District 2020-21	State 2019-20	State 2020-21	
Science
(grades 5, 8 and high school)	N/A	NT	N/A	NT	N/A	NT	

Student Group	Total Enrollment	Number Tested	Percent Tested	Percent Not Tested	Percent Met or Exceeded	
All Students	NT	NT	NT	NT	NT	
Female	NT	NT	NT	NT	NT	
Male	NT	NT	NT	NT	NT	
American Indian or Alaska Native	NT	NT	NT	NT	NT	
Asian	NT	NT	NT	NT	NT	
Black or African American	NT	NT	NT	NT	NT	
Filipino	NT	NT	NT	NT	NT	
Hispanic or Latino	NT	NT	NT	NT	NT	
Native Hawaiian or Pacific Islander	NT	NT	NT	NT	NT	
Two or More Races	NT	NT	NT	NT	NT	
White	NT	NT	NT	NT	NT	
English Learners	NT	NT	NT	NT	NT	
Foster Youth	NT	NT	NT	NT	NT	
Homeless	NT	NT	NT	NT	NT	
Military	NT	NT	NT	NT	NT	
Socioeconomically Disadvantaged	NT	NT	NT	NT	NT	
Students Receiving Migrant Education Services	NT	NT	NT	NT	NT	
Students with Disabilities	NT	NT	NT	NT	NT	

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.	

Due to the COVID-19 crisis, the Physical Fitness Test was suspended during the 2020-2021 school year and therefore no data are reported and each cell in this table is populated with “N/A.”

2020-21 California Physical Fitness Test Results

Grade Level	Percentage of Students Meeting Four of Six Fitness Standards	Percentage of Students Meeting Five of Six Fitness Standards	Percentage of Students Meeting Six of Six Fitness Standards	
Grade 5	N/A	N/A	N/A	
Grade 7	N/A	N/A	N/A	
Grade 9	N/A	N/A	N/A	

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.	

2021-22 Opportunities for Parental Involvement	
	Valley Oak enjoys the benefits of a very supportive community. The school provides a variety of options for the parents and guardians seeking active involvement in their child’s education. We believe the connection between home and school is the most important way to help all students achieve!

Parents are invited to become members of the following committees and activities:

Valley Oak Parent Club (VOPC)

School Assessment Review Team (SART)

School Site Council (SSC)

Intercultural Diversity Advisory Council (IDAC)

Parents may also assist the school by volunteering in the following capacities:

Yearbook Advisor

Classroom volunteer

Art docent

Library assistant

Athletic coach

Destination Imagination coach		

2021-22 Opportunities for Parental Involvement	

Robotics coach

Room parent

Spirit sales/snack-bar coordinator

Garden docent

Over the past several years, 300-plus parents have volunteered and truly made a difference for our students. For further information on how to become involved at Valley Oak, please contact the president of the Parent Club, Jenny Jonas, at (559) 327-8200 or valleyoakparentclub@gmail. com.		

2020-21 Chronic Absenteeism by Student Group	
	
Student Group	Cumulative Enrollment	Chronic Absenteeism Eligible Enrollment	Chronic Absenteeism Count	Chronic Absenteeism Rate		
	All Students	520	504	31	6.2		
	Female	264	257	13	5.1		
	Male	256	247	18	7.3		
	American Indian or Alaska Native	2	2	0	0.0		
	Asian	49	47	2	4.3		
	Black or African American	16	16	0	0.0		
	Filipino	6	6	0	0.0		
	Hispanic or Latino	179	175	10	5.7		
	Native Hawaiian or Pacific Islander	1	1	0	0.0		
	Two or More Races	32	31	1	3.2		
	White	235	226	18	8.0		
	English Learners	17	17	1	5.9		
	Foster Youth	2	2	1	50.0		
	Homeless	0	0	0	0.0		
	Socioeconomically Disadvantaged	235	228	24	10.5		
	Students Receiving Migrant Education Services	0	0	0	0.0		
	Students with Disabilities	51	48	15	31.3		

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

This table displays suspensions and expulsions data collected between July through June, each full school year respectively. Data collected during the 2020-21 school year may not be comparable to earlier years of this collection due to differences in learning mode instruction in response to the COVID-19 pandemic.
Subject	School 2018-19	School 2020-21	District 2018-19	District 2020-21	State 2018-19	State 2020-21	
Suspensions	1.51	0.19	3.68	0.49	3.47	0.20	
Expulsions	0.00	0.00	0.08	0.01	0.08	0.00	

This table displays suspensions and expulsions data collected between July through February, partial school year due to the COVID-19 pandemic. The 2019-2020 suspensions and expulsions rate data are not comparable to other year data because the 2019-2020 school year is a partial school year due to the COVID-19 crisis. As such, it would be inappropriate to make any comparisons in rates of suspensions and expulsions in the 2019-2020 school year compared to other school years.
Subject	School 2019-20	District 2019-20	State 2019-20	
Suspensions	0.55	2.63	2.45	
Expulsions	0.00	0.04	0.05	

2020-21 Suspensions and Expulsions by Student Group	
	Student Group	Suspensions Rate	Expulsions Rate		
	All Students	0.19	0.00		
	Female	0.00	0.00		
	Male	0.39	0.00		
	American Indian or Alaska Native	0.00	0.00		
	Asian	0.00	0.00		
	Black or African American	0.00	0.00		
	Filipino	0.00	0.00		
	Hispanic or Latino	0.00	0.00		
	Native Hawaiian or Pacific Islander	0.00	0.00		
	Two or More Races	0.00	0.00		
	White	0.43	0.00		
	English Learners	0.00	0.00		
	Foster Youth	0.00	0.00		
	Homeless	0.00	0.00		
	Socioeconomically Disadvantaged	0.43	0.00		
	Students Receiving Migrant Education Services	0.00	0.00		
	Students with Disabilities	0.00	0.00		

2021-22 School Safety Plan	
	School Safety

Supervision is provided before and after school with campus monitors and administration supervising students during lunch. All visitors and volunteers are required to check in at the office and wear an identification badge. Utilizing the volunteer check in system called Raptor, we ensure our information is up to date with those volunteering on campus. This system adds another layer of safety for our campus. Staff, parents and community members review and update the school safety plan annually. It is currently in the process of the annual update. Valley Oak is committed to maintaining a safe school environment. On the 2021 parent survey, 97 percent of the parents and guardians rated school safety as superior. Monthly safety drills are practiced with the students to ensure their understanding of all emergency procedures. These include lock down, school alert, evacuation, fire drill, power outage and earthquake procedures. The first semester these are scheduled drills, the second semester they are unplanned as a way to add the element of unexpectedness. Key elements of the plan include monthly safety drills and crisis- intervention plans.		

D. Other SARC Information	Information Required in the SARC
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.	

2018-19 Elementary Average Class Size and Class Size Distribution	
This table displays the 2018-19 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 class). The “Other” category is for multi- grade level classes.	
	Grade Level	Average Class Size	Number of Classes with 1-20 Students	Number of Classes with 21-32 Students	Number of Classes with 33+ Students		
	K	17	2	3			
	1	26		2			
	2	25		3			
	3	19	3				
	4	34			2		
	5	36			2		
	6	23	1	3			

This table displays the 2019-20 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 class). The “Other” category is for multi-grade level classes.

2019-20 Elementary Average Class Size and Class Size Distribution

Grade Level	Average Class Size	Number of Classes with 1-20 Students	Number of Classes with 21-32 Students	Number of Classes with 33+ Students	
K	16	5	1	1	
1	23		3		
2	23	1	2		
3	19	1	2		
4	36			2	
5	27	1	3	1	
6	28	1	3	1	
Other	3	1			

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 class). The “Other” category is for multi-grade level classes.

2020-21 Elementary Average Class Size and Class Size Distribution

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.

2020-21 Ratio of Pupils to Academic Counselor

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.

2020-21 Student Support Services Staff

Grade Level	Average Class Size	Number of Classes with 1-20 Students	Number of Classes with 21-32 Students	Number of Classes with 33+ Students	
K	12	7	1	1	
1	16	1	3		
2	16	3	1		
3	18	1	3		
4	25	1	1		
5	17	4	2		
6	23	4	1	1	
Other	10	2			

Title	Ratio	
Pupils to Academic Counselor		

Title	Number of FTE Assigned to School	
Counselor (Academic, Social/Behavioral or Career Development)	0	
Library Media Teacher (Librarian)	0	
Library Media Services Staff (Paraprofessional)	0	
Psychologist	0	
Social Worker	0	
Speech/Language/Hearing Specialist	0	
Resource Specialist (non-teaching)	0	

This table displays the 2019-20 expenditures per pupil and average teach salary for this school. Cells with N/A values do not require data.

2019-20 Expenditures Per Pupil and School Site Teacher Salaries

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Restricted)	Expenditures Per Pupil (Unrestricted)	Average Teacher Salary	
School Site	$5,631.44	$23.21	$5,608.24	$77,737.82	
District	N/A	N/A	$5,734.66	$73,853	
Percent Difference - School Site and District	N/A	N/A	-2.2	5.1	
State			$8,444	$84,665	
Percent Difference - School Site and State	N/A	N/A	-40.4	-8.5	

2020-21 Types of Services Funded	
	“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) District Advisory Committee (DAC) 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. District Advisory Committee (DAC) & 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		

2020-21 Types of Services Funded	
	
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 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.	

2020-21 Types of Services Funded	

This table displays the 2019-20 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/.

2019-20 Teacher and Administrative Salaries

Category	District Amount	State Average for Districts
in Same Category	
Beginning Teacher Salary	$42,984	$50,897	
Mid-Range Teacher Salary	$68,050	$78,461	
Highest Teacher Salary	$92,444	$104,322	
Average Principal Salary (Elementary)	$115,049	$131,863	
Average Principal Salary (Middle)	$119,341	$137,086	
Average Principal Salary (High)	$133,175	$151,143	
Superintendent Salary	$230,000	$297,037	
Percent of Budget for Teacher Salaries	33%	32%	
Percent of Budget for Administrative Salaries	5%	5%	

Professional Development	
	Staff development in-services are scheduled prior to the beginning of the school year as well as throughout the year based on input gathered from the entire staff.

Valley Oak keeps abreast of new teaching strategies and technology with release time for a variety of conferences, grade-level meetings and in-service experiences. Early student dismissal on Wednesdays also provides teachers an additional 90 minutes each week to collaborate and articulate with other grade-level teachers in professional learning communities.

The administration fully supports all staff development with fiscal and personnel resources and personal participation. Staff training is consistent with the school goals for curriculum, instruction and assessment for improved student achievement. The curriculum and instruction department offers additional trainings and in-services throughout the year.

Over the past several years, there has been a focus on meeting the students’ social emotional needs as well as academics. Recent professional development has centered around early childhood trauma and its effects on the brain. Valley Oak is in the stage of becoming a trauma informed school. We have implemented the Positivity Project, which is a character building program using real world examples. We have had positive reviews from students, staff and families. It also has a parent component that is shared so the learning can continue in the home setting.

Valley Oak has also received training in Kagan Cooperative Learning Strategies in grades 1-6. These strategies taught to the students increase the level of engagement of all students regardless of ability. Teachers have reported that students are more engaged and are working closely with students they might not normally have worked with.

Through the Local Control Accountability Plan (LCAP) funding, a teacher on special assignment works with our staff in the area of technology and comes on site to work with students and teachers to utilize the many technologies available to them. Our Clovis West area has also hired a transition counselor and learning director to assist students in the transition from elementary to middle school. Each school has a dedicated person who works two days a week—or more as needed—with our students who do not have a support system at home, mentoring them to be on the path to college or at minimum, graduate from high school. These individuals work with the students in goal setting and building a trusting relationship with another adult on campus who cares about their progress and emotional well-being.

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

In the 2020-2021 school year, the district dedicated professional development days for teachers on how to use technology effectively during the COVID pandemic. Many trainings were scheduled virtually and teachers were able to sign up for whatever their needs were. These started the summer of 2020 in preparation for virtual teaching Teachers were offered professional development opportunities on staff development days, substitute release days, and on early release days. A variety of after- school workshops were also offered throughout the school year.

Beginning teachers and their mentors 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 strategies, Visible Positivity Project, multi-tiered systems of support, trauma informed practices, and culturally relevant instructional practices.		
This table displays the number of school days dedicated to staff development and continuous improvement.
Subject	2019-20	2020-21
Number of school days dedicated to Staff Development and Continuous Improvement	5 days	5	

2021-22
3		

				

Clovis Unified School District
2020-21 Local Accountability Report Card (LARC) Addendum

Local Accountability Report Card (LARC) Addendum
2020-21 Local Accountability Report Card (LARC) Addendum Overview

	On July 14, 2021, the California State Board of Education (SBE) determined that the California Department of Education (CDE) will use the SARC as the mechanism to conduct a one-time data collection of the LEA-level aggregate test results of all school’s local assessments administered during the 2020–2021 school year in order to meet the federal Every Students Succeeds Act (ESSA) reporting requirement for the Local Educational Agency Accountability Report Cards (LARCs).

Each local educational agency (LEA) is responsible for preparing and posting their annual LARC in accordance with the federal ESSA. As a courtesy, the CDE prepares and posts the LARCs on behalf of all LEAs.

Only for the 2020–2021 school year and the 2020–2021 LARCs, LEAs are required to report their aggregate local assessments test results at the LEA-level to the CDE by populating the tables below via the SARC. These data will be used to meet the LEAs’ federal requirement for their LARCs. Note that it is the responsibility of the school and LEA to ensure that all student privacy and suppression rules are in place when reporting data in Tables 3 and 4 in the Addendum, as applicable.

The tables below are not part of the SBE approved 2020–2021 SARC template but rather are the mechanism by which these required data will be collected from LEAs.

For purposes of the LARC and the following tables, an LEA is defined as a school district, a county office of education, or a direct funded charter school.	

2021-22 District Contact Information	
District Name	Clovis Unified School District		
Phone Number	(559) 327-9100		
Superintendent	Eimear O’Brien Ed. D.		
Email Address	eimearobrien@cusd.com		
District Website Address	www.cusd.com		

2020-21 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. The CDE will populate this table for schools in cases where the school administered the CAASPP assessment. In cases where the school administered a local assessment instead of CAASPP, the CDE will populate this table with “NT” values, meaning this school did not test students using the CAASPP. See the local assessment(s) table for more information.

CAASPP
Student Groups	CAASPP
Total Enrollment	CAASPP
Number Tested	CAASPP
Percent Tested	CAASPP
Percent Not Tested	CAASPP
Percent
Met or Exceeded	
All Students	22871	2	0.01	99.99	--	
Female	11261	1	0.01	99.99	--	
Male	11610	1	0.01	99.99	--	
American Indian or Alaska Native	143	0	--	100.00	--	
Asian	3369	0	0.00	100.00	--	
Black or African American	726	1	0.14	99.86	--	
Filipino	476	0	0.00	100.00	--	
Hispanic or Latino	9139	1	0.01	99.99	--	
Native Hawaiian or Pacific Islander	60	0	0.00	100.00	--	
Two or More Races	836	0	0.00	100.00	--	
White	8122	0	0.00	100.00	--	
English Learners	1128	0	0.00	100.00	--	
Foster Youth	117	0	0.00	100.00	--	
Homeless	86	0	0.00	100.00	--	
Military	0	0	0	0	0	
Socioeconomically Disadvantaged	12848	2	0.02	99.98	--	
Students Receiving Migrant Education Services	21	0	0.00	100.00	--	
Students with Disabilities	1997	2	0.10	99.90	--	

2020-21 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. The CDE will populate this table for schools in cases where the school administered the CAASPP assessment. In cases where the school administered a local assessment instead of CAASPP, the CDE will populate this table with “NT” values, meaning this school did not test students using the CAASPP. See the local assessment(s) table for more information.

CAASPP
Student Groups	CAASPP
Total Enrollment	CAASPP
Number Tested	CAASPP
Percent Tested	CAASPP
Percent Not Tested	CAASPP
Percent
Met or Exceeded	
All Students	22874	2	0.01	99.99	--	
Female	11262	1	0.01	99.99	--	
Male	11612	1	0.01	99.99	--	
American Indian or Alaska Native	143	0	--	100.00	--	
Asian	3370	0	0.00	100.00	--	
Black or African American	726	1	0.14	99.86	--	
Filipino	476	0	0.00	100.00	--	
Hispanic or Latino	9141	1	0.01	99.99	--	
Native Hawaiian or Pacific Islander	60	0	0.00	100.00	--	
Two or More Races	836	0	0.00	100.00	--	
White	8122	0	0.00		--	
English Learners	1129	0	0.00	100.00	--	
Foster Youth	119	0	0.00	100.00	--	
Homeless	86	0	0.00	100.00	--	
Military	0	0	0	0	0	
Socioeconomically Disadvantaged	12850	2	0.02	99.98	--	
Students Receiving Migrant Education Services	21	0	0.00	100.00	--	
Students with Disabilities	1997	2	0.10	99.90	--	

2020-21 Local Assessment Test Results in ELA by Student Group

This table displays Local Assessment test results in ELA by student group for students grades three through eight and grade eleven. LEAs/schools will populate this table for schools in cases where the school administered a local assessment. In cas es where the school administered the CAASPP assessment, LEAs/schools will populate this table with “N/A” values in all cells, meaning this table is Not Applicable for this school.

NT
Student Groups	NT
Total Enrollment	NT
Number Tested	NT
Percent Tested	NT
Percent Not Tested	NT
Percent
At or Above Grade Level	
All Students	NT	NT	NT	NT	NT	
Female	NT	NT	NT	NT	NT	
Male	NT	NT	NT	NT	NT	
American Indian or Alaska Native	NT	NT	NT	NT	NT	
Asian	NT	NT	NT	NT	NT	
Black or African American	NT	NT	NT	NT	NT	
Filipino	NT	NT	NT	NT	NT	
Hispanic or Latino	NT	NT	NT	NT	NT	
Native Hawaiian or Pacific Islander	NT	NT	NT	NT	NT	
Two or More Races	NT	NT	NT	NT	NT	
White	NT	NT	NT	NT	NT	
English Learners	NT	NT	NT	NT	NT	
Foster Youth	NT	NT	NT	NT	NT	
Homeless	NT	NT	NT	NT	NT	
Military	NT	NT	NT	NT	NT	
Socioeconomically Disadvantaged	NT	NT	NT	NT	NT	
Students Receiving Migrant Education Services	NT	NT	NT	NT	NT	
Students with Disabilities		NT	NT	NT	NT	
*At or above the grade-level standard in the context of the local assessment administered.

2020-21 Local Assessment Test Results in Math by Student Group

This table displays Local Assessment test results in Math by student group for students grades three through eight and grade eleven. LEAs/schools will populate this table for schools in cases where the school administered a local assessment. In cas es where the school administered the CAASPP assessment, LEAs/schools will populate this table with “N/A” values in all cells, meaning this table is Not Applicable for this school.

NT
Student Groups	NT
Total Enrollment	NT
Number Tested	NT
Percent Tested	NT
Percent Not Tested	NT
Percent
At or Above Grade Level	
All Students	NT	NT	NT	NT	NT	
Female	NT	NT	NT	NT	NT	
Male	NT	NT	NT	NT	NT	
American Indian or Alaska Native	NT	NT	NT	NT	NT	
Asian	NT	NT	NT	NT	NT	
Black or African American	NT	NT	NT	NT	NT	
Filipino	NT	NT	NT	NT	NT	
Hispanic or Latino	NT	NT	NT	NT	NT	
Native Hawaiian or Pacific Islander	NT	NT	NT	NT	NT	
Two or More Races	NT	NT	NT	NT	NT	
White	NT	NT	NT	NT	NT	
English Learners	NT	NT	NT	NT	NT	
Foster Youth	NT	NT	NT	NT	NT	
Homeless	NT	NT	NT	NT	NT	
Military	NT	NT	NT	NT	NT	
Socioeconomically Disadvantaged	NT	NT	NT	NT	NT	
Students Receiving Migrant Education Services	NT	NT	NT	NT	NT	
Students with Disabilities	NT	NT	NT	NT	NT	
*At or above the grade-level standard in the context of the local assessment administered.