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Clovis Community Day Elementary School in Clovis, CA
(04-06 • Public • Alternative School)

Address
 1665 David E. Cook Way
Clovis, CA 93611
Telephone
(559) 327-1995
(make sure to verify first before calling)
Students
3
Classroom Teachers (FTE)
1.0
National School Lunch
Program (NSLP) Status
No
School district
Clovis Unified
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 3
Enrollment in 2015: 10
Enrollment in 2014: 11
Enrollment in 2013: 6
Enrollment in 2012: 13
Enrollment in 2011: 8
Enrollment in 2010: 8
Enrollment in 2009: 8
Enrollment in 2008: 11
Enrollment in 2007: 9
Enrollment in 2006: 15
Enrollment in 2005: 22
Enrollment in 2004: 3

Clovis Community Day Elementary School - Historical enrollment


Enrollment by grade:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06Total
All students33
Male students33
Hispanic students22
White students11

Enrollment by grade:
6th grade enrollment: 3

Clovis Community Day Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Male enrollment: 3 (100.0%)
Here:

100.0%
California:

49.6%

Clovis Community Day Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
Hispanic enrollment: 2 (66.7%)
Clovis Community Day Elementary School:

66.7%
State:

46.0%
White enrollment: 1 (33.3%)
Clovis Community Day Elementary School:

33.3%
State:

28.3%

Clovis Community Day Elementary School - Historical enrollment by race/ethnicity


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 1

Number of FTE teachers in their first year of teaching: 0.2
Number of FTE teachers in their second year of teaching: 0.2
Number of FTE school counselors: 0.6
Number of FTE nurses: 0.6
Number of FTE psychologists: 1.2

Student/Teacher Ratio
School:

3.0
California:

22.8

Clovis Community Day Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $239,911
  • Full-time Equivalency Count of Teachers: 2 (Salary Expenditures: $155,793)
  • Full-time Equivalency Count of Support Services Staff: 0.8 (Salary Expenditures: $61,067)
  • Full-time Equivalency Count of School Administration Staff: 0.3 (Salary Expenditures: $23,051)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $11,208

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 2 (all male)
  • Two or More Races: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Students with disabilities:
Show data for
Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under Section 504: 2 (all male)
  • Hispanic: 2

Retention:
Show data for
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 4th grade: 2 (all male)
  • Hispanic: 2

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,455 schools)
Smarter Balanced Summative Assessments (SB) is one of the online summative assessments - part of California Assessment of Student Performance and Progress (CAASPP) System.

The summative assessments are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test in English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer-adaptive test and (2) a performance task, administered within a selected testing window available at 66 percent of the instructional year for grades three through eight, and grade eleven.

The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing efficient and precise measurement across the full range of achievement and timely turnaround of results.
Math students tested: 18
Math students with scores: 18

Percentage Standard Met and Above:

11%
State:

38%

Standard Not Met: 72.2%
Standard Nearly Met: 16.7%
Standard Met: 11.1%
Standard Exceeded: 0.0%

All Grades:
72.2%
16.7%
11.1%

Clovis Community Day Elementary School - Math Area Achievement Levels (all grades)

Accountability


Adequate Yearly Progress:
Show data for

(State average from 9,846 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).

Clovis Community Day Elementary School - Adequate Yearly Progress status


ELA Participation Rate
Here:

77.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic75
  • Black67
  • White100
  • SED77
  • With Disabilities67
  • Hispanic: 75% (tested 6 out of 8 enrolled)
  • Black: 67% (tested 2 out of 3 enrolled)
  • White: 100% (tested 5 out of 5 enrolled)
  • Socioeconomic Disadvantaged: 77% (tested 13 out of 17 enrolled)
  • Students with Disabilities: 67% (tested 4 out of 6 enrolled)

Math Participation Rate
Here:

74.0%
State:

96.1%

    Math Participation Rate

  • Hispanic67
  • American Indian100
  • Black67
  • White84
  • SED78
  • With Disabilities67
  • Hispanic: 67% (tested 6 out of 9 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Black: 67% (tested 2 out of 3 enrolled)
  • White: 84% (tested 5 out of 6 enrolled)
  • Socioeconomic Disadvantaged: 78% (tested 14 out of 18 enrolled)
  • Students with Disabilities: 67% (tested 4 out of 6 enrolled)

Health & Safety


Referrals and Arrests:
Show data for

(State average from 2,295 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Two or More Races: 2

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

666.7
State:

21.3

Chronic Student Absenteeismt:
Show data for

(State average from 8,415 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.
Chronic Student Absenteeism: 2 (all male)
  • Hispanic: 2
Chronic Student Absenteeism per 1,000 students
Clovis Community Day Elementary School:

666.7
State:

178.2

Restraint and Seclusion:
Show data for

(State average from 741 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • Black: 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Here:

666.7
State:

11.7

Suspensions:
Show data for

(State average from 1,406 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).

    School days missed due to out-of-school suspension

  • Black11
  • White12
  • Multirace16
  • IDEA16
School days missed due to out-of-school suspension: 39 (all male)
  • Black: 11
  • White: 12
  • Two or More Races: 16
  • Individuals With Disabilities Education Act (IDEA): 16
Instances of out-of-school suspension (Students without disabilities): 10

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
School:

3,333.3
California:

84.8
Students without disabilities receiving more than one out-of-school suspension: 4 (all male)
  • White: 2
  • Two or More Races: 2
Instances of out-of-school suspension (Students with disabilities): 3

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School:

1,000.0
State:

28.1
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
  • Black: 2

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