Weldon Elementary
2021-2022 School Accountability Report Card (Published During the 2022-2023 School Year)

----	---2022 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 tothe 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)

2022 School Accountability Report Card	Page 1 of 23	Weldon Elementary

2022-23 School Contact Information
2022-23 School Contact Information
	
	School Name
	Weldon Elementary

150 DeWitt
		
	Street

Clovis, CA, 93612
		
	City, State, Zip

(559) 327-8300
		
	Phone Number

Ray Lozano
		
	Principal

raylozano@cusd.com
		
	Email Address

weldon.cusd.com
		
	School Website

10621176005938
		
	County-District-School (CDS) Code

2022-23 District Contact Information
2022-23 District Contact Information
	
	District Name
	Clovis Unified School District

(559) 327-9000
		
	Phone Number

Eimear O’Brien Ed. D.
		
	Superintendent

eimearobrien@cusd.com
		
	Email Address

www.cusd.com
		
	District Website Address

2022-23 School Overview
2022-23 School Overview

	Principal’s Message

The School Accountability Report Card (SARC) was established by Proposition 98, an initiative passed by California voters in November 1988. The SARC, which is issued annually by local school boards for each public elementary and secondary school in the state, 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. It is important to note that this document represents the 2021-2022 school year.

Weldon Elementary School is proud of the differentiated instruction for children that occurs daily in all class-rooms. A multiyear focus for our professional learning communities (PLCs) has been the integration of the effective Social Emotional Learning Strategies, The Positivity Project, and Positive Behavioral Interventions and Supports (PBIS) that gives meaning to peaceful classroom practices and promotes positive interactions between students and staff. Weldon is maximizing student learning time, and our students are reaching new heights.

Weldon has made the Social Emotional Learning for ALL children a top priority, and has taken steps over the past 6 years to better meet the emotional needs of ALL children. Weldon received the 2019 CUSD CLASSI Award, 2022 PBIS Platinum Award Recognition, 2022 Bonner Center for Character Education award through California State University, Fresno, 2005-06, 2007-08 and 2013-14 Title I Academic Achievement Award, and was a 2018 Honor Roll recipient of the prestigious Campaign for Business & Education Excellence (CBEE) award.

I believe you will find that what emerges from this SARC is a picture of a school with a solid commitment to our students and community, a faculty that is professionally skilled and personally dedicated to meeting the learning needs of our students, and a student body that is constantly being challenged to perform well. You may request additional information regarding the SARC by calling our school office at (559) 327-8300.

Sincerely,

Ray Lozano

2022 School Accountability Report Card	Page 2 of 23	Weldon Elementary

2022-23 School Overview

	Principal

School Mission Statement

We, the community of Weldon Elementary School, will create an organized and collaborative environment that teaches the standards to children with compassion, care and consistent schoolwide expectations, leading to success for all.
--------

About this School
2022-23 Student Enrollment by Grade Level
2021-22 Student Enrollment by Grade Level
	
	Grade Level
	Number of Students
		
	Kindergarten
	
96

73
		
	Grade 1

87
		
	Grade 2

87
		
	Grade 3

79
		
	Grade 4

77
		
	Grade 5

76
		
	Grade 6

575
		
	Total Enrollment

2022-23 Student Enrollment by Student Group
	2021-22 Student Enrollment by Student Group
	
		Percent of Total Enrollment
		
	Student Group
			
	Female
		
50.3

	
49.7
		
	Male

0.9
		
	American Indian or Alaska Native

5.4
		
	Asian

3.8
		
	Black or African American

0.5
		
	Filipino

51.8
		
	Hispanic or Latino

1.7
		
	Native Hawaiian or Pacific Islander

4.5
		
	Two or More Races

31.3
		
	White

6.3
		
	English Learners

0.9
		
	Foster Youth

0.2
		
	Homeless

0.3
		
	Migrant

85.4
		
	Socioeconomically Disadvantaged

7.7
		
	Students with Disabilities

2022 School Accountability Report Card	Page 3 of 23	Weldon Elementary

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

2022 School Accountability Report Card	Page 4 of 23	Weldon Elementary

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

22.30
	
95.72
	
1583.60
	
87.90
	
228366.10
	
83.12
		
	Fully (Preliminary or Clear) Credentialed for Subject and Student Placement (properly assigned)

0.50
	
2.14
	
26.70
	
1.48
	
4205.90
	
1.53
		
	Intern Credential Holders Properly Assigned

0.00
	
0.00
	
18.60
	
1.04
	
11216.70
	
4.08
		
	Teachers Without Credentials and Misassignments (“ineffective” under ESSA)

0.00
	
0.00
	
106.30
	
5.90
	
12115.80
	
4.41
		
	Credentialed Teachers Assigned Out-of-Field (“out-of-field” under ESSA)
								
		0.50
	2.14
	66.20
	3.68
	18854.30
	6.86
		
	Unknown
									
		23.30
	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

	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

2021-22 data was not included as part of the initial release of data on 1/13/23. The CDE has indicated that the data will be available after the 2/1/23 SARC deadline. The data will be populated when it is published by the CDE.

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.

2022 School Accountability Report Card	Page 5 of 23	Weldon Elementary

Teachers Without Credentials and Misassignments (considered “ineffective” under ESSA)
Teachers Without Credentials and Misassignments (considered “ineffective” under ESSA)
	
	Authorization/Assignment
	2020-21
	2021-22

	Permits and Waivers
		0.00

0.00
			
	Misassignments

0.00
			
	Vacant Positions

0.00
			
	Total Teachers Without Credentials and Misassignments

2021-22 data was not included as part of the initial release of data on 1/13/23. The CDE has indicated that the data will be available after the 2/1/23 SARC deadline. The data will be populated when it is published by the CDE.

Credentialed Teachers Assigned Out-of-Field (considered “out-of-field” under ESSA)
Credentialed Teachers Assigned Out-of-Field (considered “out-of-field” under ESSA)
	
	Indicator
	2020-21
	2021-22

	Credentialed Teachers Authorized on a Permit or Waiver
		0.00

0.00
			
	Local Assignment Options

0.00
			
	Total Out-of-Field Teachers

2021-22 data was not included as part of the initial release of data on 1/13/23. The CDE has indicated that the data will be available after the 2/1/23 SARC deadline. The data will be populated when it is published by the CDE.

Class Assignments
	2021-22 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)
		
0.00

2.60
			
	No credential, permit or authorization to teach
(a percentage of all the classes taught by teachers with no record of an authorization to teach)

2021-22 data was not included as part of the initial release of data on 1/13/23. The CDE has indicated that the data will be available after the 2/1/23 SARC deadline. The data will be populated when it is published by the CDE.

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

2022 School Accountability Report Card	Page 6 of 23	Weldon Elementary

2022-23 Quality, Currency, Availability of Textbooks and Other Instructional Materials
2022-23 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 9, 2021

	

Subject

Textbooks and Other Instructional Materials/year of Adoption
	From Most Recent Adoption ?
	Percent Students Lacking Own Assigned Copy
		
		Benchmark Education Company
A Legacy of Literacy, Houghton Mifflin California Collections, Houghton Mifflin
	Yes
	0%
		
	Reading/Language Arts
						
		Ready Classroom Mathematics, Curriculum Associates 2019
	Yes
	0%
		
	Mathematics
						
	Twig Science, Twig Education, Inc. 2020, 2021
	Yes
	0%
		
	Science
					
		Discovering Our Past: Ancient Civilizations, Glencoe/McGraw-Hill
Learn and Work, Scott Foresman Time and Place, Scott Foresman Reflections, Houghton Mifflin
	Yes
	0%
		
	History-Social Science
						
			Yes
	0%
		
	Foreign Language
						
		Yes
	0%
		
	Health
					
				0%
		
	Visual and Performing Arts
						
			Yes
	0%
		
	Science Laboratory Equipment (grades 9-12)

School Facility Conditions and Planned Improvements
School Facility Conditions and Planned Improvements
	
	In order to maintain our facilities in top condition, CUSD has utilized the services from a third party to perform the 2020-2021 Williams inspection utilizing the Facilities Inspection Tool (FIT). This will allow CUSD to obtain an objective evaluation of our facilities in order to continue to maintain the safest and best facilities for students and staff.
For all items inspected that were found to not be in “good repair,” a work-order has been created and maintenance will be done before the end of the 2020-2021 school year. Maintenance items will be prioritized so that student safety is not compromised.

			
	Year and month of the most recent FIT report
		9/20/2022

2022 School Accountability Report Card	Page 7 of 23	Weldon Elementary

School Facility Conditions and Planned Improvements

System Inspected
	Rate Good
	Rate Fair
	Rate Poor
	
Repair Needed and Action Taken or Planned
		
	X
			
:
		
	Systems:
Gas Leaks, Mechanical/HVAC, Sewer
						
		X
			C-2: 4. WATER STAIN CEILING TILES
K-2: 4. WATER STAIN CEILING TILES IN WORKROOM
LIB/MEDIA CTR: 4. WATER STAIN CEILING TILES P D-3: 4. CARPET HAS WAVES
		
	Interior:
Interior Surfaces
							
	X
					
	Cleanliness:
Overall Cleanliness, Pest/Vermin Infestation
						
	X
					
	Electrical
						
	X
					
	Restrooms/Fountains: Restrooms, Sinks/ Fountains
						
	X
					
	Safety:
Fire Safety, Hazardous Materials
						
		X
			
P D-1: 12. DRY ROT ON TRIM
		
	Structural:
Structural Damage, Roofs
							
		X
			ADMIN BLDG.: 14. TRI[ HAZARD ON WALKWAY BY PLANTER BOX
P D-4: 15. WEATHER STRIPPING IS BENT ON DOOR FRAME/ 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)

2022 School Accountability Report Card	Page 8 of 23	Weldon Elementary

B. Pupil Outcomes
	State Priority: Pupil Achievement

TheSARCprovides thefollowinginformationrelevant totheStatepriority: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).
4. 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.

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.

2022 School Accountability Report Card	Page 9 of 23	Weldon Elementary

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.

The 2020-21 data cells have N/Avalues because thesedata are not comparable toother year datadue tothe COVID-19 pandemic during the 2020-21 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 2020-21 data between school years for the school, district, state are not an accurate comparison. As such, it is inappropriate to compare results of the 2020-21 school year to other school years.

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 2020-21
	School 2021-22
	District 2020-21
	District 2021-22
	State 2020-21
	State 2021-22
		
		N/A
	44
	N/A
	65
	N/A
	47
		
	English Language Arts/Literacy (grades 3-8 and 11)
									
	N/A
	25
	N/A
	49
	N/A
	33
		
	Mathematics (grades 3-8 and 11)

2022 School Accountability Report Card	Page 10 of 23	Weldon Elementary

2021-22 CAASPP Test Results in ELA by Student Group
	2021-22 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 Total Enrollment
	
CAASPP Number Tested
	
CAASPP Percent Tested
	
CAASPP Percent Not Tested
	CAASPP Percent Met or Exceeded

CAASPP Student Groups
							
	312
	308
	98.72
	1.28
	43.83
		
	All Students

160
	
157
	
98.13
	
1.87
	
45.86
		
	Female

152
	
151
	
99.34
	
0.66
	
41.72
		
	Male

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

19
	
19
	
100.00
	
0.00
	
68.42
		
	Asian

12
	
12
	
100.00
	
0.00
	
41.67
		
	Black or African American

0
	
0
	
0.00
	
0.00
	
0.00
		
	Filipino

167
	
163
	
97.60
	
2.40
	
41.10
		
	Hispanic or Latino

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

17
	
17
	
100.00
	
0.00
	
58.82
		
	Two or More Races

90
	
90
	
100.00
	
0.00
	
41.11
		
	White

20
	
19
	
95.00
	
5.00
	
10.53
		
	English Learners

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

--
	
--
	
--
	
--
	
--
		
	Homeless

0
	
0
	
0.00
	
0.00
	
0.00
		
	Military

267
	
264
	
98.88
	
1.12
	
42.05
		
	Socioeconomically Disadvantaged

--
	
--
	
--
	
--
	
--
		
	Students Receiving Migrant Education Services

20
	
19
	
95.00
	
5.00
	
5.26
		
	Students with Disabilities

2022 School Accountability Report Card	Page 11 of 23	Weldon Elementary

2021-22 CAASPP Test Results in Math by Student Group
	2021-22 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 Total Enrollment
	
CAASPP Number Tested
	
CAASPP Percent Tested
	
CAASPP Percent Not Tested
	CAASPP Percent Met or Exceeded

CAASPP Student Groups
							
	312
	308
	98.72
	1.28
	25.41
		
	All Students

160
	
157
	
98.13
	
1.87
	
22.93
		
	Female

152
	
151
	
99.34
	
0.66
	
28.00
		
	Male

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

19
	
19
	
100.00
	
0.00
	
42.11
		
	Asian

12
	
12
	
100.00
	
0.00
	
8.33
		
	Black or African American

0
	
0
	
0.00
	
0.00
	
0.00
		
	Filipino

167
	
163
	
97.60
	
2.40
	
20.25
		
	Hispanic or Latino

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

17
	
17
	
100.00
	
0.00
	
41.18
		
	Two or More Races

90
	
90
	
100.00
	
0.00
	
30.34
		
	White

20
	
19
	
95.00
	
5.00
	
10.53
		
	English Learners

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

--
	
--
	
--
	
--
	
--
		
	Homeless

0
	
0
	
0.00
	
0.00
	
0.00
		
	Military

267
	
264
	
98.88
	
1.12
	
23.19
		
	Socioeconomically Disadvantaged

--
	
--
	
--
	
--
	
--
		
	Students Receiving Migrant Education Services

20
	
19
	
95.00
	
5.00
	
10.53
		
	Students with Disabilities

2022 School Accountability Report Card	Page 12 of 23	Weldon Elementary

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.

For any 2020–21 data cells with N/T values indicate that this school did not test students using the CAASPP for Science.

Subject
	School 2020-21
	School 2021-22
	District 2020-21
	District 2021-22
	State 2020-21
	State 2021-22
		
	NT
	24.32
	NT
	42.27
	28.5
	29.47
		
	Science
(grades 5, 8 and high school)

2021-22 CAASPP Test Results in Science by Student Group
2021-22 CAASPP Test Results in Science by Student Group

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

Student Group
	
Total Enrollment
	
Number Tested
	
Percent Tested
	
Percent Not Tested
	Percent Met or Exceeded
		
		74
	74
	100
	0
	24.32
		
	All Students

40
	
40
	
100
	
0
	
17.5
		
	Female

34
	
34
	
100
	
0
	
32.35
		
	Male

0
	
0
	
0
	
0
	
0
		
	American Indian or Alaska Native

--
	
--
	
--
	
--
	
--
		
	Asian

--
	
--
	
--
	
--
	
--
		
	Black or African American

0
	
0
	
0
	
0
	
0
		
	Filipino

40
	
40
	
100
	
0
	
20
		
	Hispanic or Latino

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

--
	
--
	
--
	
--
	
--
		
	Two or More Races

20
	
20
	
100
	
0
	
30
		
	White

--
	
--
	
--
	
--
	
--
		
	English Learners

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

--
	
--
	
--
	
--
	
--
		
	Homeless

0
	
0
	
0
	
0
	
0
		
	Military

63
	
63
	
100
	
0
	
22.22
		
	Socioeconomically Disadvantaged

--
	
--
	
--
	
--
	
--
		
	Students Receiving Migrant Education Services

--
	
--
	
--
	
--
	
--
		
	Students with Disabilities

2022 School Accountability Report Card	Page 13 of 23	Weldon Elementary

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) 2021-22 California Physical Fitness Test Results
2021-22 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. Due to changes to the 2021-22 PFT administration, only participation results are required forthese 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
		
		100%
	100%
	100%
	100%
	100%
		
	Grade 5

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): Effortsthe school district makes to seek parent input in making decisions regarding the school district and at each school site.

2022-23 Opportunities for Parental Involvement
2022-23 Opportunities for Parental Involvement
	
	Parental Involvement

Weldon enjoys the benefits of a supportive community and provides a variety of options for the parent who wants to be involved. According to the 2021 School Assessment Review Team (SART) survey, 91 percent of the parents responding said that they felt the school promotes academic success for their child, and 84 percent state the school promotes a positive environment. The Parent Teacher Club (PTC),IDAC and SART committees meet on a regular basis and provide a forum for interested parents to meet and discuss items related to the effectiveness of the school’s operation. We encourage parents to become active members of our PTC, IDAC and SART. For further details on how to offer your time at Weldon, please contact Melodie Polsgrove, the PTC President, at (559) 327-8300.
--------

2022 School Accountability Report Card	Page 14 of 23	Weldon Elementary

2021-22 Chronic Absenteeism by Student Group
2021-22 Chronic Absenteeism by Student Group

Student Group
	
Cumulative Enrollment
	Chronic Absenteeism Eligible Enrollment
	Chronic Absenteeism Count
	Chronic Absenteeism Rate
		
	622
	602
	190
	31.6
		
	All Students

312
	
304
	
100
	
32.9
		
	Female

310
	
298
	
90
	
30.2
		
	Male

5
	
5
	
1
	
20.0
		
	American Indian or Alaska Native

34
	
32
	
4
	
12.5
		
	Asian

25
	
24
	
8
	
33.3
		
	Black or African American

3
	
3
	
1
	
33.3
		
	Filipino

322
	
312
	
109
	
34.9
		
	Hispanic or Latino

10
	
10
	
2
	
20.0
		
	Native Hawaiian or Pacific Islander

26
	
26
	
9
	
34.6
		
	Two or More Races

197
	
190
	
56
	
29.5
		
	White

48
	
45
	
9
	
20.0
		
	English Learners

6
	
6
	
1
	
16.7
		
	Foster Youth

4
	
4
	
1
	
25.0
		
	Homeless

532
	
517
	
178
	
34.4
		
	Socioeconomically Disadvantaged

4
	
4
	
2
	
50.0
		
	Students Receiving Migrant Education Services

50
	
49
	
22
	
44.9
		
	Students with Disabilities

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

2022 School Accountability Report Card	Page 15 of 23	Weldon Elementary

Suspensions and Expulsions
	Suspensions and Expulsions

This table displays suspensions and expulsions data collected between July through February, partial school year due to the COVID-19 pandemic. The 2019-20 suspensions and expulsions rate data are not comparable to other year data because the 2019-20 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 2019-20 school year compared to other school years.

	
Subject
	School 2019-20
	District 2019-20
	State 2019-20
		
	3.02
	2.63
	2.45
		
	Suspensions

0.00
	
0.04
	
0.05
		
	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.
	
		School 2020-21
	School 2021-22
	District 2020-21
	District 2021-22
	State 2020-21
	State 2021-22

Subject
								
		0.16
	3.86
	0.49
	3.91
	0.20
	3.17
		
	Suspensions

0.00
	
0.00
	
0.01
	
0.06
	
0.00
	
0.07
		
	Expulsions

2021-22 Suspensions and Expulsions by Student Group
	2021-22 Suspensions and Expulsions by Student Group

	Student Group
	Suspensions Rate
	Expulsions Rate

	All Students
		3.86
	0.00

3.21
	
0.00
		
	Female

4.52
	
0.00
		
	Male

0.00
	
0.00
		
	American Indian or Alaska Native

0.00
	
0.00
		
	Asian

8.00
	
0.00
		
	Black or African American

0.00
	
0.00
		
	Filipino

4.35
	
0.00
		
	Hispanic or Latino

0.00
	
0.00
		
	Native Hawaiian or Pacific Islander

0.00
	
0.00
		
	Two or More Races

4.06
	
0.00
		
	White

2.08
	
0.00
		
	English Learners

0.00
	
0.00
		
	Foster Youth

0.00
	
0.00
		
	Homeless

4.14
	
0.00
		
	Socioeconomically Disadvantaged

0.00
	
0.00
		
	Students Receiving Migrant Education Services

2.00
	
0.00
		
	Students with Disabilities

2022 School Accountability Report Card	Page 16 of 23	Weldon Elementary

2022-23 School Safety Plan
	2022-23 School Safety Plan

	Weldon has a school safety plan and School Crisis Intervention Plan. Staff and parents review and update the school plans annually. Most recently, the plan was updated in December 2022. Key elements of the plan include monthly safety drills and crisis-intervention plans. Both plans are developed to ensure a safe and non-violent environment. Weldon has also implemented a school-wide bully-proofing program for all students.--------

D. Other SARC Information (Information Required in the SARC)
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.

2019-20 Elementary Average Class Size and Class Size Distribution
2019-20 Elementary Average Class Size and Class Size Distribution

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.

		Average Class Size
	Number of Classes with 1-20 Students
	Number of Classes with 21-32 Students
	Number of Classes with 33+ Students

Grade Level
						
	13
	4
	4
			
	K

23
		
4
			
	1

24
		
4
			
	2

27
		
3
			
	3

30
		
3
			
	4

26
	
1
	
5
			
	5

31
		
5
	
1
		
	6

6
	
1
				
	Other

2020-21 Elementary Average Class Size and Class Size Distribution
2020-21 Elementary 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 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
		
	13
	4
	3
			
	K

21
	
1
	
2
			
	1

17
	
2
	
3
			
	2

23
	
1
	
2
			
	3

26
	
1
		
2
		
	4

23
	
3
	
4
			
	5

26
	
2
	
2
	
2
		
	6

19
	
2
	
2
			
	Other

2022 School Accountability Report Card	Page 17 of 23	Weldon Elementary

2021-22 Elementary Average Class Size and Class Size Distribution
2021-22 Elementary 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 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
	19
	2
	3

1
		
22
		
3

	
2
	
27
		
3

3
		
21
	
1
	
3

	
4
	
26
	
1
	
2

5
	
25
	
1
	
5

6
	
26
	
2
	
4

Other
	
10
	
3

2021-22 Ratio of Pupils to Academic Counselor
2021-22 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
	575

2021-22 Student Support Services Staff
	2021-22 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.

Number of FTE Assigned to School
		
	Title

	Counselor (Academic, Social/Behavioral or Career Development)
	1.0

	Library Media Teacher (Librarian)

	Library Media Services Staff (Paraprofessional)

1.0
		
	Psychologist

	Social Worker

	Nurse

2.0
		
	Speech/Language/Hearing Specialist

	Resource Specialist (non-teaching)

	Other

2021-22 School Accountability Report Card	Page 18 of 23	Weldon Elementary

2020-21 Expenditures Per Pupil and School Site Teacher Salaries
2020-21 Expenditures Per Pupil and School Site Teacher Salaries

This table displays the 2020-21 expenditures per pupil and average teacher salary for this school. Cells with N/A values do not require data.

Level
	Total Expenditures Per Pupil
	Expenditures Per Pupil (Restricted)
	Expenditures Per Pupil (Unrestricted)
	Average Teacher Salary
		
		$6,230.51
	$807.42
	$5,423.08
	$71,478.61
		
	School Site

N/A
	
N/A
	
$5,734.66
	
$73,614
		
	District

N/A
	
N/A
	
-5.6
	
-2.9
		
	Percent Difference - School Site and District

N/A
	
N/A
	
$6,594
	
$85,368
		
	State

N/A
	
N/A
	
-19.5
	
-17.7
		
	Percent Difference - School Site and State

2021-22 Types of Services Funded
	2021-22 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 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.

2022 School Accountability Report Card	Page 19 of 23	Weldon Elementary

	2021-22 Types of Services Funded

	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.

2022 School Accountability Report Card	Page 20 of 23	Weldon Elementary

	2021-22 Types of Services Funded

	
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.

2022 School Accountability Report Card	Page 21 of 23	Weldon Elementary

2020-21 Teacher and Administrative Salaries
2020-21 Teacher and Administrative Salaries

This table displays the 2020-21 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
		
		$42,984
	$51,081
		
	Beginning Teacher Salary

$68,050
	
$77,514
		
	Mid-Range Teacher Salary

$92,444
	
$105,764
		
	Highest Teacher Salary

$115,366
	
$133,421
		
	Average Principal Salary (Elementary)

$119,341
	
$138,594
		
	Average Principal Salary (Middle)

$131,031
	
$153,392
		
	Average Principal Salary (High)

$230,000
	
$298,377
		
	Superintendent Salary

33%
	
32%
		
	Percent of Budget for Teacher Salaries

5%
	
5%
		
	Percent of Budget for Administrative Salaries

Professional Development
Professional Development
	
	Professional development is ongoing to ensure that the Weldon staff keeps abreast of new learning strategies, innovative teaching techniques, and applied technology in the field of education. A monthly planning opportunity is pro-vided for teachers to coordinate and plan lessons or units as an entire grade level. Staff development days were held which focused on the following areas:

•	Trauma Informed School Strategies

•	Positivity Project

•	Advancement Via Individual Determination (AVID)

•	Internal Coherence (IC)

•	Positive Behavioral Interventions and Supports (PBIS)

•	Kagan Cooperative Learning strategies

•	Explicit Direct Instruction (EDI)

•	Professional learning community (PLC)

•	Cultural awareness

•	Response to Intervention (RTI)

•	Writing to the state rubric

•	Special education

•	Reading instruction

•	Cooperative learning techniques

•	Early literacy training

2022 School Accountability Report Card	Page 22 of 23	Weldon Elementary

Professional Development

Substitutes are utilized to provide quality staff development experiences for all staff. Additionally, all classroom teachers meet weekly with the site principal to discuss the academic status of all students in their classroom, review data progress of the students and make plans to move all children to a higher level of academic success.

The Weldon staff meets regularly to evaluate the rate of student success in the classroom and participates in regular staff development to refine best teaching practices.

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 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.

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
	
2020-21
	
2021-22
	
2022-23

	Number of school days dedicated to Staff Development and Continuous Improvement
		5
	5

2022 School Accountability Report Card	Page 23 of 23	Weldon Elementary