Clark Intermediate 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.
	
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.

General Information about the School Accountability Report Card (SARC)

2023 School Accountability Report Card	Page 1 of 20	Clark Intermediate School

2023-24 School Contact Information
2023-24 School Contact Information
	
	School Name
		Clark Intermediate School

	
Street
	
902 Fifth Street

City, State, Zip
		
Clovis, CA 93612

	
Phone Number
	
(559) 327-1500

Principal
		
Matt Hernandez

	
Email Address
		
matthernandez@cusd.com

	
School Website
		
https://clark.cusd.com/

	
County-District-School (CDS) Code
		
10621176066617

	

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

	District Name
	Clovis Unified School District

(559) 327-9100
		
	Phone Number

Corrine Folmer, Ed.D.
		
	Superintendent

corrinefolmer@cusd.com
		
	Email Address

www.cusd.com
		
	District Website

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

	Principal’s Message

The School Accountability Report Card (SARC) was established by Proposition 98, an initiative passed by California voters in November 1988. Local school boards for each public elementary and secondary school in the state issue the SARC annually. It provides parents and other interested people with a variety of information about the school, its resources, its successes and the areas in which improvements are needed. As you read this SARC for Clark Intermediate School, I believe you will find what emerges is a picture of a school with a definite, articulated message; a faculty that is professionally skilled and personally committed to meeting the learning needs of all students; and a student body that is motivated to perform well. Clark Intermediate School is proud to be recognized as one of the California Schools to Watch–Taking Center Stage model schools. We have received this designation in 2009, 2012, 2015, 2018, 2021 and 2023. The California Department of Education recognized Clark as a California Distinguished School in 2015. The Clark educational team will continue to explore best practices that lead to increased student learning and work together through our PLCs to this end. These special awards are a reflection of our outstanding community, staff and amazing students. You may request additional information regarding the SARC by calling your student’s learning director at (559) 327-1500.

Sincerely,

Matt Hernandez

Principal

School Mission Statement

C. Todd Clark Intermediate School will be a quality educational system providing the resources for all students to reach their potential in Mind, Body, and Spirit.

2023 School Accountability Report Card	Page 2 of 20	Clark Intermediate School

2023-24 School Description and Mission Statement

	
School Vision Statement

Our staff is dedicated to teaching students grade level standards, supporting social emotional learning/development, and providing co-curricular opportunities that will prepare them for Clovis High school and post-secondary opportunities.

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

	Grade Level
	Number of Students

754
		
	Grade 7

708
		
	Grade 8

1,462
		
	Total Enrollment

2023-24 Student Enrollment by Student Group
2022-23 Student Enrollment by Student Group
	
	Student Group
	Percent of Total Enrollment
		
	Female
		
49.6%

		
50.4%
		
	Male

1%
		
	American Indian or Alaska Native

10.4%
		
	Asian

2.5%
		
	Black or African American

1.8%
		
	Filipino

46.4%
		
	Hispanic or Latino

0.3%
		
	Native Hawaiian or Pacific Islander

3.1%
		
	Two or More Races

34.3%
		
	White

5.1%
		
	English Learners

0.8%
		
	Foster Youth

0.1%
		
	Homeless

61.4%
		
	Socioeconomically Disadvantaged

8.9%
		
	Students with Disabilities

2023 School Accountability Report Card	Page 3 of 20	Clark Intermediate School

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 4 of 20	Clark Intermediate 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

54.20
	
84.24
	
1583.60
	
87.90
	
228366.10
	
83.12
		
	Fully (Preliminary or Clear) Credentialed for Subject and Student Placement (properly assigned)

1.20
	
1.94
	
26.70
	
1.48
	
4205.90
	
1.53
		
	Intern Credential Holders Properly Assigned

1.10
	
1.85
	
18.60
	
1.04
	
11216.70
	
4.08
		
	Teachers Without Credentials and Misassignments (“ineffective” under ESSA)

5.30
	
8.28
	
106.30
	
5.90
	
12115.80
	
4.41
		
	Credentialed Teachers Assigned Out-of-Field (“out-of-field” under ESSA)
								
		2.30
	3.67
	66.20
	3.68
	18854.30
	6.86
		
	Unknown
									
		64.30
	100.00
	1801.70
	100.00
	274759.10
	100.00
		
	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 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
	
		School Number
	School Percent
	District Number
	District Percent
	State Number
	State Percent

Authorization/Assignment

57.20
	
85.51
	
1691.80
	
87.95
	
234405.20
	
84.00
		
	Fully (Preliminary or Clear) Credentialed for Subject and Student Placement (properly assigned)

2.80
	
4.18
	
34.10
	
1.78
	
4853.00
	
1.74
		
	Intern Credential Holders Properly Assigned

2.20
	
3.29
	
27.20
	
1.42
	
12001.50
	
4.30
		
	Teachers Without Credentials and Misassignments (“ineffective” under ESSA)

4.00
	
6.02
	
86.80
	
4.52
	
11953.10
	
4.28
		
	Credentialed Teachers Assigned Out-of-Field (“out-of-field” under ESSA)
								
	0.60
	0.99
	83.40
	4.34
	15831.90
	5.67
		
	Unknown
								
		66.90
	100.00
	1923.50
	100.00
	279044.80
	100.00
		
	Total Teaching Positions

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 5 of 20	Clark Intermediate 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
		0.80
	1.00

0.40
	
1.10
		
	Misassignments

0.00
	
0.00
		
	Vacant Positions

1.10
	
2.20
		
	Total Teachers Without Credentials and Misassignments

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
	0.20
	0.30

Local Assignment Options
	
5.10
	
3.70

Total Out-of-Field Teachers
		
5.30
	
4.00

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.

Class Assignments
	Class Assignments
	
		2020-21
	2021-22
		
	Indicator

	Misassignments for English Learners
(a percentage of all the classes with English learners taught by teachers that are misassigned)
		
0.6
	
2.3

3.3
	
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)

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 6 of 20	Clark Intermediate 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

		Percent Students Lacking Own Assigned Copy

Subject
	
Textbooks and Other Instructional Materials/year of Adoption
	From Most Recent Adoption ?
			
		7th StudySync, McGraw-Hill (7-8) (2016)
	Yes
	0%
		
	Reading/Language Arts
						
	Illustrative Math, 2020
Accelerated Math, Glencoe/McGraw-Hill, 2014
	Yes
	0%
		
	Mathematics
					
		CA NGSS STEMscopedia (2019)
	Yes
	0%
		
	Science

McGraw Hill, Impact California Social Studies-World History & Geography: Medieval and Early Modern Times (2019)

McGraw Hill, Impact California Social Studies-United States History & Geography: Growth and Conflict (2019)
	Yes
	0%
		
	History-Social Science

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 2022-2023 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 2022-2023 school year. Maintenance items will be prioritized so that student safety is not compromised.

			
	Year and month of the most recent FIT report
	9/25/2023

			
	
System Inspected
	Rate Good
	Rate Fair
	Rate Poor
	
Repair Needed and Action Taken or Planned
		
	X
			
:
		
	Systems:
Gas Leaks, Mechanical/HVAC, Sewer
						
		X
			P-M1: 4. CEILING TILES ARE LOOSE
P-M4: 4. RIVER MOLDING IS LOOSE AT BASE OF WALL
		
	Interior:
Interior Surfaces

2023 School Accountability Report Card	Page 7 of 20	Clark Intermediate School

	School Facility Conditions and Planned Improvements

					R-1A3/ SHOP: 4. FORMICA IS DAMAGED ON SINK CABINET
R-A1: 4. FORMICA IS DAMAGED ON COUNTER R-A5: 4. FORMICA IS BROKEN ON COUNTER 9. DRINKING FOUNTAIN HAS LOW FLOW
R-A6: 4. FORMICA IS BROKEN ON COUNTER 9. SINK HAS LOW FLOW
R-B2: 4. WALLPAPER IS TORN R-B8: 4. WALLPAPER IS TORN
		
	X
					
	Cleanliness:
Overall Cleanliness, Pest/Vermin Infestation
						
	X
			R-C1: 7. AV OUTLET COVER IS MISSING
		
	Electrical
						
	X
			
R-A5: 4. FORMICA IS BROKEN ON COUNTER 9. DRINKING FOUNTAIN HAS LOW FLOW
R-A6: 4. FORMICA IS BROKEN ON COUNTER 9. SINK HAS LOW FLOW
R-A8: 9. SINK AND DRINKING FOUNTAIN HAVE LOW FLOW
		
	Restrooms/Fountains: Restrooms, Sinks/ Fountains
						
		X
			
R-1A8/ SHOP/ BAND RM: 11. PAINT IS CHIPPING 9N INTERIOR DOOR FRAME
		
	Safety:
Fire Safety, Hazardous Materials
							
	X
					
	Structural:
Structural Damage, Roofs
						
		X
			GIRLS RR: 14. HOLES IN CEMENT ON WALKWAY/ TRIP HAZARD
P-M10: 14. HOLE IN CEMENT NEAR STAIN/ TRIP HAZARD
R-A2: 14. TRIP HAZARD AT DOOR ENTRY
R-C5: 15. DOOR DOES NOT CLOSE PROPERLY
		
	External:
Playground/School Grounds, Windows/ Doors/Gates/Fences

Overall Facility Rate
	Overall Facility Rate

	Exemplary
	Good
	Fair
	Poor

		
X

B. Pupil Outcomes (State Priority: Pupil Achievement)

2023 School Accountability Report Card	Page 8 of 20	Clark Intermediate School

B. Pupil Outcomes
	State Priority: Pupil Achievement

TheSARC providesthefollowing informationrelevantto the State priority: PupilAchievement (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.

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
		
		61
	60
	65
	65
	47
	46
		
	English Language Arts/Literacy (grades 3-8 and 11)
									
		39
	36
	49
	50
	33
	34
		
	Mathematics (grades 3-8 and 11)

2023 School Accountability Report Card	Page 9 of 20	Clark Intermediate 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
		
		1431
	1417
	99.02
	0.98
	59.56
		
	All Students

709
	
704
	
99.29
	
0.71
	
64.35
		
	Female

722
	
713
	
98.75
	
1.25
	
54.84
		
	Male

14
	
13
	
92.86
	
7.14
	
38.46
		
	American Indian or Alaska Native

154
	
154
	
100.00
	
0.00
	
68.83
		
	Asian

37
	
37
	
100.00
	
0.00
	
56.76
		
	Black or African American

25
	
25
	
100.00
	
0.00
	
80.00
		
	Filipino

672
	
662
	
98.51
	
1.49
	
52.57
		
	Hispanic or Latino

--
	
--
	
--
	
--
	
--
		
	Native Hawaiian or Pacific Islander

41
	
41
	
100.00
	
0.00
	
58.54
		
	Two or More Races

483
	
480
	
99.38
	
0.62
	
66.04
		
	White

45
	
45
	
100.00
	
0.00
	
13.33
		
	English Learners

--
	
--
	
--
	
--
	
--
		
	Foster Youth

--
	
--
	
--
	
--
	
--
		
	Homeless

27
	
27
	
100.00
	
0.00
	
62.96
		
	Military

884
	
876
	
99.10
	
0.90
	
52.40
		
	Socioeconomically Disadvantaged

0
	
0
	
0
	
0
	
0
		
	Students Receiving Migrant Education Services

133
	
125
	
93.98
	
6.02
	
25.60
		
	Students with Disabilities

2023 School Accountability Report Card	Page 10 of 20	Clark Intermediate 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
		
		1424
	1403
	98.53
	1.47
	35.99
		
	All Students

706
	
694
	
98.30
	
1.70
	
35.16
		
	Female

718
	
709
	
98.75
	
1.25
	
36.81
		
	Male

14
	
13
	
92.86
	
7.14
	
46.15
		
	American Indian or Alaska Native

154
	
154
	
100.00
	
0.00
	
42.21
		
	Asian

37
	
37
	
100.00
	
0.00
	
32.43
		
	Black or African American

25
	
25
	
100.00
	
0.00
	
56.00
		
	Filipino

668
	
653
	
97.75
	
2.25
	
27.11
		
	Hispanic or Latino

--
	
--
	
--
	
--
	
--
		
	Native Hawaiian or Pacific Islander

41
	
41
	
100.00
	
0.00
	
26.83
		
	Two or More Races

480
	
475
	
98.96
	
1.04
	
46.11
		
	White

43
	
42
	
97.67
	
2.33
	
2.38
		
	English Learners

--
	
--
	
--
	
--
	
--
		
	Foster Youth

--
	
--
	
--
	
--
	
--
		
	Homeless

27
	
27
	
100.00
	
0.00
	
37.04
		
	Military

878
	
862
	
98.18
	
1.82
	
26.45
		
	Socioeconomically Disadvantaged

0
	
0
	
0
	
0
	
0
		
	Students Receiving Migrant Education Services

133
	
126
	
94.74
	
5.26
	
12.70
		
	Students with Disabilities

2023 School Accountability Report Card	Page 11 of 20	Clark Intermediate 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
		
		35.83
	37.13
	42.27
	46.33
	29.47
	30.29
		
	Science
(grades 5, 8 and high school)

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.

Total Enrollment
	
Number Tested
	
Percent Tested
	
Percent Not Tested
	Percent Met or Exceeded

Student Group
							
		695
	692
	99.57
	0.43
	37.72
		
	All Students

343
	
342
	
99.71
	
0.29
	
37.72
		
	Female

352
	
350
	
99.43
	
0.57
	
37.71
		
	Male

--
	
--
	
--
	
--
	
--
		
	American Indian or Alaska Native

75
	
75
	
100.00
	
0.00
	
42.67
		
	Asian

17
	
17
	
100.00
	
0.00
	
29.41
		
	Black or African American

17
	
17
	
100.00
	
0.00
	
47.06
		
	Filipino

342
	
340
	
99.42
	
0.58
	
29.41
		
	Hispanic or Latino

--
	
--
	
--
	
--
	
--
		
	Native Hawaiian or Pacific Islander

19
	
19
	
100.00
	
0.00
	
26.32
		
	Two or More Races

217
	
216
	
99.54
	
0.46
	
50.00
		
	White

21
	
21
	
100.00
	
0.00
	
0.00
		
	English Learners

--
	
--
	
--
	
--
	
--
		
	Foster Youth

0
	
0
	
0
	
0
	
0
		
	Homeless

17
	
17
	
100.00
	
0.00
	
47.06
		
	Military

436
	
435
	
99.77
	
0.23
	
28.28
		
	Socioeconomically Disadvantaged

0
	
0
	
0
	
0
	
0
		
	Students Receiving Migrant Education Services

62
	
60
	
96.77
	
3.23
	
21.67
		
	Students with Disabilities

2023 School Accountability Report Card	Page 12 of 20	Clark Intermediate 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
		
	95%
	95%
	96%
	94%
	96%
		
	Grade 7

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 or failure of any school. Without this support, schools cannot be expected to produce the results desired for students. Clark enjoys the benefits of a very supportive community and provides a variety of options for parents who want to be involved.

Parents and community members are invited and encouraged to attend any of the academic, athletic, performing arts or co-curricular events. The Clark Parent Teacher Club is an essential school support group. Another opportunity for community and parental involvement is offered through our School Assessment Review Team (SART) meetings which address school site curriculum up-dates as well as school site activities. Additionally, parents are invited to attend quarterly Intercultural Diversity Advisory Council (IDAC) meetings. Both SART and IDAC meetings are held in the evening and dinner is provided to the families in attendance. For further details on how to offer your time at Clark, please contact Mr. Hernandez' Office Manager, Mrs. Suzie Fender at 327-1571.

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2023 School Accountability Report Card	Page 13 of 20	Clark Intermediate 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
		
		1546
	1523
	297
	19.5
		
	All Students

Female
	
764
	
750
	
157
	
20.9

Male
	
782
	
773
	
140
	
18.1

Non-Binary
	
0
	
0
	
0
	
0.0

American Indian or Alaska Native
		
15
	
15
	
6
	
40.0

	
Asian
	
158
	
156
	
14
	
9.0

Black or African American
		
41
	
40
	
5
	
12.5

	
Filipino
		
26
	
26
	
1
	
3.8

	
Hispanic or Latino
	
724
	
710
	
152
	
21.4

Native Hawaiian or Pacific Islander
		
5
	
5
	
2
	
40.0

	
Two or More Races
		
48
	
48
	
11
	
22.9

	
White
	
524
	
518
	
105
	
20.3

English Learners
		
84
	
82
	
16
	
19.5

	
Foster Youth
		
16
	
16
	
5
	
31.3

	
Homeless
		
6
	
6
	
1
	
16.7

	
Socioeconomically Disadvantaged
		
972
	
959
	
233
	
24.3

	
Students Receiving Migrant Education Services
		
0
	
0
	
0
	
0.0

	
Students with Disabilities
	
149
	
147
	
34
	
23.1

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
		
			0.77	
	0.00	
	 	8.15	
 	0.06	
	 	12.42	
 	0.13	
	 	0.49	
 	0.01	
	 	3.91	
 	0.06	
	 	4.65	
 	0.10	
	 	0.20	
 	0.00	
	 	3.17	
 	0.07	
	 	3.60	
 	0.08	
		
	 Suspensions	

												
	 Expulsions	

								

2023 School Accountability Report Card	Page 14 of 20	Clark Intermediate 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
	12.42
	0.13

8.25
	
0
		
	Female

16.5
	
0.26
		
	Male

	Non-Binary

13.33
	
0
		
	American Indian or Alaska Native

8.23
	
0
		
	Asian

7.32
	
0
		
	Black or African American

11.54
	
0
		
	Filipino

16.16
	
0.28
		
	Hispanic or Latino

0
	
0
		
	Native Hawaiian or Pacific Islander

14.58
	
0
		
	Two or More Races

8.78
	
0
		
	White

19.05
	
1.19
		
	English Learners

37.5
	
0
		
	Foster Youth

0
	
0
		
	Homeless

15.74
	
0.21
		
	Socioeconomically Disadvantaged

0
	
0
		
	Students Receiving Migrant Education Services

20.13
	
0
		
	Students with Disabilities

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

Clark has a School Safety Plan and a School Crisis Intervention Plan on file, and both are available to parents as well as the general public. The school’s plans are reviewed and updated annually. Most recently, the plan was updated in December 2023. The staff develops both plans with input from parents and community members to ensure a safe and nonviolent environment on all of the CUSD campuses. Specific areas of focus, coupled with appropriate strategies to address concerns, are featured in our school plan.

Another indication of CUSD’s commitment to a safe and orderly school environment is the employment of full-time police officers and a campus liaison assigned to our high school and intermediate campuses and available to our elementary schools when needed. In addition, security cameras have been strategically placed throughout the Clark campus to monitor potential safety issues.

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2023 School Accountability Report Card	Page 15 of 20	Clark Intermediate 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
		
	31
	9
	5
	36
		
	English Language Arts

31
	
1
	
27
	
19
		
	Mathematics

32
	
2
	
27
	
17
		
	Science

35
		
7
	
35
		
	Social Science

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.
	
		Average Class Size
	
Number of Classes with 1-22 Students
	
Number of Classes with 23-32 Students
	
Number of Classes with 33+ Students

Subject
						
		30
	5
	21
	24
		
	English Language Arts

31
		
29
	
17
		
	Mathematics

32
		
24
	
21
		
	Science

33
		
20
	
24
		
	Social Science

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.
	
		Average Class Size
	
Number of Classes with 1-22 Students
	
Number of Classes with 23-32 Students
	
Number of Classes with 33+ Students

Subject
						
	31
	6
	4
	38
		
	English Language Arts

Mathematics
	
31
	
1
	
33
	
12

Science
		
32
	
0
	
27
	
17

	
Social Science
		
34
	
0
	
4
	
38

	

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
	731

2023 School Accountability Report Card	Page 16 of 20	Clark Intermediate 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)
		2

Library Media Teacher (Librarian)

Library Media Services Staff (Paraprofessional)

Psychologist

Social Worker

Nurse

Speech/Language/Hearing Specialist
	
1

Resource Specialist (non-teaching)

Other

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.
	
		Total Expenditures Per Pupil
	Expenditures Per Pupil (Restricted)
	Expenditures Per Pupil (Unrestricted)
	Average Teacher Salary

Level
						
		$6,077.21
	$21.57
	$6,055.64
	$75,025.13
		
	School Site

N/A
	
N/A
	
$5,734.66
	
$76,931
		
	District

N/A
	
N/A
	
5.4
	
1.9
		
	Percent Difference - School Site and District

N/A
	
N/A
	
$7,607
	
$87,885
		
	State

N/A
	
N/A
	
-8.5
	
-12.9
		
	Percent Difference - School Site and State

2022-23 Types of Services Funded
	Fiscal Year 2022-23 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) 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

2023 School Accountability Report Card	Page 17 of 20	Clark Intermediate School

	Fiscal Year 2022-23 Types of Services Funded

	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 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

2023 School Accountability Report Card	Page 18 of 20	Clark Intermediate School

	Fiscal Year 2022-23 Types of Services Funded

	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.
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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
		
	$45,348
	$55,550
		
	Beginning Teacher Salary

$71,793
	
$80,703
		
	Mid-Range Teacher Salary

$97,528
	
$109,418
		
	Highest Teacher Salary

$121,893
	
$137,703
		
	Average Principal Salary (Elementary)

$125,905
	
$143,760
		
	Average Principal Salary (Middle)

$138,238
	
$159,021
		
	Average Principal Salary (High)

$286,760
	
$319,443
		
	Superintendent Salary

30.3%
	
30.35%
		
	Percent of Budget for Teacher Salaries

4.81%
	
4.87%
		
	Percent of Budget for Administrative Salaries

Professional Development
	Professional Development

	Th content standards have an impact on the way teachers teach and students learn. Professional development is ongoing to ensure the Clark staff keep abreast of new learning strategies, innovative teaching techniques and applied technology in the field of education. Master teachers, guidance instructional specialists and learning directors all provide teacher in-services, which focus on the essential elements of instruction. These in-services also present model classroom lessons and provide opportunities for teachers to observe other classroom teachers conducting lessons. Teachers also utilize their professional learning community (PLC) meetings to share best practices that make the most impact on student learning.

2023 School Accountability Report Card	Page 19 of 20	Clark Intermediate School

	Professional Development

	
In 2015, Clark began working with internal coherence training to heighten our instructional awareness of practices that are research-based that demonstrate the highest degree of student learning. Clark Intermediate is also participating in Visible Learning Professional Development. We currently have nine teachers participating in Visible Learning and seven participating in RAAD training. Teachers have been involved in this training since the 2016 school year. All departments are working to become internally coherent. Teachers are supported through the implementation of these objectives through PLCs workshops, conferences, walk-throughs and mentoring. Walk-through observation data is also used to help guide the instructional practice and assist teachers in their objective of increasing student learning.

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 2018-19 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 on early release days. A variety of after-school workshops were also offered throughout the school year.

During the 2022-23 school year Clark is using AVID note taking strategies to help students: take, process, connect, summarize & reflect and apply.

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 strategies, Visible Learning, 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

2023 School Accountability Report Card	Page 20 of 20	Clark Intermediate School