William G. Jehue Middle School

William G. Jehue
Middle School
2010-2011 School Accountability Report Card
Principal
Armando Urteaga
[email protected]
District Administration
Harold L. Cebrun, Sr., Ph.D.
Superintendent
The mission of the Rialto Unified School
District is to provide high levels of learning for
all students and to inspire people to set goals that
maximize their potential.
James Wallace, Ph.D.
Associate Superintendent, Student Services
(9
09
Casey Cridelich
Associate Superintendent, Personnel Services
Jasmin Valenzuela
Robin McIver-Brown
Senior Director of Categorical Funding
Rhonda Kramer
Senior Director of Personnel
Board of Education
Michael G. Ridgway
President
Joanne T. Gilbert
Vice President
Joe Ayala
Clerk
Joseph W. Martinez
Member
Edgar Montes
Member
Kristina Fernandez
Student Member
www.rialto.k12.ca.us
William G. Jehue Middle School
Principal’s Message
Jehue Middle School is unique in many ways, including being the only Rialto
Unified school to serve families from three distinct communities; Rialto, San
Bernardino, and Colton. Currently in our twelfth year of operation, we serve
approximately 1,420 students in grades six through eight. Our physical plant consists
of 45 permanent classrooms, ten portable classrooms, a parent center, a cafeteria/
multipurpose room, a spectacular library, three computer labs, an air-conditioned
gymnasium, large athletic field, and administrative offices. We use these superb facilities
to provide our students with the very best educational experience in Southern California.
Jehue offers specialized educational programs in Gifted and Talented Education (GATE),
English Language Development (ELD), Special Education, and Advancement via Individual
Determination (AVID). We value and encourage parent/community involvement through our
School Site Council (SSC), English Learner Advisory Committee (ELAC), Band Boosters, and
Parent Teacher Student Association (PTSA). All our educators pride themselves on providing their
students rigorous, standards-based instruction in all academic areas, while offering every student
access to divergent educational experiences in the arts and music, career-technical education, and
athletics. Doing all of these things allows us to live up to our motto: Giving our best, never settling
for less.
ucalyptus Ave. • Col
E
.
N
ton,
1500
CA
Assistant Superintendent, Educational Services
District Vision
The Rialto Unified School District will be a leader in providing a
quality education that prepares all students for their future.
923
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•
Assistant Superintendent, Business Services
Felix Avila
77
3
-7
1
2
4
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76 Fax
3
7
1
District
42
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9
Mission
Statement
0
• (9
Community & School Profile
Nestled below the San Bernardino Mountains, the City of Rialto lies in the west portion of the San
Bernardino Valley. Rialto is fifty miles to the east of Los Angeles and 100 miles north of San Diego.
Rialto Unified School District served 27,026 students
in grades kindergarten through twelve during the
2010-11 school year. Comprised of 18 elementary
schools, five middle schools, three traditional high
schools, one alternative high school, one continuation
high school, and a community day school, the district
offers instruction on both traditional and year-round
schedules.
Located in the northwestern quadrant of Colton,
Jehue Middle School operates on a traditional
calendar schedule. The school served 1,420 sixth
through eighth grade students during the 201011 school year. The student demographics are
illustrated in the chart.
1
Student Enrollment by Ethnic Group
2010-11
Percentage
African American/Black
7.7%
American Indian
0.2%
Asian
1.5%
Filipino
1.2%
Hispanic or Latino
84.8%
Pacific Islander
0.6%
White
3.6%
Two or More
0.2%
None Reported
0.2%
Published: February 2012
Discipline & Climate for Learning
Class Size
The goal of Jehue Middle School’s progressive discipline program is to
provide students with opportunities to learn self-discipline through a
system of consistent rewards and consequences for their behavior. The
school-wide discipline plan, which reflects the district’s behavior code,
is implemented in a consistent and positive manner. Well-managed
classrooms, and clearly defined expectations and consequences have
resulted in an environment where learning flourishes.
The chart shows the average class size by subject area, as well as the
number of classes offered in reference to their enrollment.
Class Size Distribution
Classrooms Containing:
Average
Class Size
Parents/Guardians and students are informed of discipline policies at the
beginning of each school year through mass mailings, Back-to-School
Night, and the Parent/Guardian Information Brochure. Rules are reinforced
at assemblies and within each classroom.
09
09-10
10-11
08-09
09-10
586
328
511
6895
8625
Suspension Rate
5662
39.5%
22.3%
36.0%
25.1%
31.7%
21.0%
15
10
7
147
142
77
1.0%
0.7%
0.5%
0.5%
0.5%
0.3%
Expulsions
Expulsion Rate
10-11
11
09
10
11
09
10
11
English
30
32
31
6
1
3
17
21
13
16
23
20
Mathematics
31
30
31
4
8
3
12
11
13
20
32
23
Science
32
31
34
2
4
-
14
9
9
16
32
22
Social Science
31
32
31
3
4
-
11
4
6
17
36
25
Attendance, tardy, and truancy policies are clearly stated, consistently
enforced, and consequences are fairly administered. Parents/Guardians
are advised of their responsibilities, including proper notification of when
and why students are absent. The school staff makes daily phone calls
to parents/guardians when children are absent. When a student has
repeated tardies or unexcused absences a letter is mailed home, and a
parent/guardian conference may be scheduled.
Student Recognition
Positive recognition creates a learning environment that fosters respect for
the individual and promotes self-esteem. In addition to classroom prizes
and verbal praise, the following awards and recognition programs are
ongoing at Jehue Middle School:
In the event of habitual truancy, students may be referred to the District’s
School Attendance Review Board (SARB). The SARB is utilized when
students have persistent attendance and behavior problems in school,
and when the normal avenues
Enrollment Trend by Grade Level
of classroom, school, and district
2008-09 2009-10 2010-11
counseling are not effective.
The chart illustrates the trend in
6th
498
485
449
enrollment at the school over the
7th
484
483
490
past three years.
• Academic Achievement Awards
• Perfect Attendance Awards
• Honor Roll, Quarterly
• Students-of-the-Month
• California Standards Test (CST) Proficiency and Growth Recognition
• Sports Recognition Pep Rallys
8th
Extracurricular & Enrichment Activities
503
500
481
School Leadership
Students are encouraged to participate in academic and extracurricular
activities, which are an integral part of the educational program. Students
have access to the following activities, clubs, and programs:
Leadership at Jehue Middle School is a responsibility shared among District
administration, the principal, instructional staff, students, and parents/
guardians. Primary leadership duties at the school have been assumed by
Principal Armando Urteaga. Prior to this position, Mr. Urteaga has served
as Dean of Students and Assistant Principal at the middle school and high
school levels. He is currently in his 14th year as a school administrator.
Previously to this, Mr. Urteaga was a middle school teacher.
• Anime Club • Jehue Drum Line
• Associated Student Body (ASB)
• Family Math & Literacy Nights
• Family Science Nights
• Basketball, Soccer, Volleyball, Flag Football, Track & Field, and Cheerleading
• Parent Teacher Student Association (PTSA) Book Fair
Staff members are encouraged to participate on various committees that
make decisions regarding the priorities and direction of the educational
plan. These teams ensure that instructional programs are consistent with
students’ needs and comply with district goals. Avenues of opportunity
include:
Homework
Homework is a fundamental part of the learning process that helps to
develop academic and study skills, as well as promote student responsibility
and self-discipline. Homework is assigned daily for all grade levels and
major subject areas. Each teacher determines the appropriate level of
homework for his or her students. Students are expected to complete their
homework assignments in a timely manner and to the best of their ability.
Parents/Guardians are encouraged to provide a supportive environment
for homework activities and to review homework assignments with their
child.
• School Site Council
• English Learner Advisory Committee (ELAC)
• PTSA
Parent & Community Involvement
Parents/Guardians and the community are very supportive of the
educational program at Jehue Middle School. Parents/Guardians are
encouraged to become involved in their child’s education by volunteering at
the school, participating in school activities, and joining school committees
and councils.
Contact Information
Parents/Guardians who wish to participate in William G. Jehue Middle
School’s leadership teams, school activities, or become a volunteer may
contact the office at (909) 421-7377. The district’s website (www.rialto.k12.
ca.us) provides a variety of resources for parents/guardians, students, and
community members.
William G. Jehue Middle School
10
School districts receive financial support from the state for the education
of the students they serve based on how many students attend each day.
Most importantly, attendance is critical to academic achievement. Student
attendance is carefully monitored to identify those students exhibiting
excessive absences.
District
08-09
09
33+
Students
School Enrollment & Attendance
Suspensions & Expulsions
Suspensions
11
21-32
Students
By Subject Area
The suspensions and expulsions table illustrates total cases for the
school and District for all grade levels, as well as the percentage of total
enrollment. Suspensions are expressed in terms of total infractions, not
total number of students, as some students may have been suspended on
several occasions. Expulsions occur only when required by law or when all
other alternatives are exhausted.
School
10
1-20
Students
Parents/Guardians are asked to attend parent/guardian-teacher
conferences and student/teacher success meetings as they are scheduled.
Jehue Middle School also hosts workshops that help parents/guardians
learn about school operations and how to assist in student success.
2
Published: February 2012
Counseling & Support Staff
Teacher Evaluation & Professional Development
In addition to academics, the staff strives to assist students in their social
and personal development. Staff members are trained to recognize at-risk
behavior in all students. The school values the importance of on-site
counseling and has procedures in place to insure that students receive the
services they need. Staff members are devoted to helping students deal
with problems and assisting them to reach positive goals. The counselorto-pupil ratio is 1:473. The chart displays a list of support services that are
offered to students.
A constructive evaluation process promotes quality instruction and is a
fundamental element in a sound educational program. Evaluations and
formal observations are designed to encourage common goals and to
comply with the state’s evaluation criteria and district policies. Temporary
and probationary teachers are evaluated twice a year and tenured teachers
are evaluated every other year.
Evaluations are conducted by the principal, who has been trained and
certified for competency to perform teacher evaluations. Evaluations
are based on the “California Standards for the Teaching Profession,”
which include the following: Engaging and Supporting all Students in
Learning; Understanding and Organizing Subject Matter for Student
Learning; Assessing Student Learning; Creating and Maintaining Effective
Environments for Student Learning; Planning Instruction and Designing
Learning Experiences for all Students; and Developing as a Professional
Educator.
Counseling & Support Services Staff
Number
of Staff
Full Time
Equivalent
3
3.0
Academic Counselor
Adaptive PE Specialist
1
0.5
Community Liason
1
1.0
Health Clerk
1
1.0
Language Development Strategist
(LDS)
1
1.0
Library Media Technician
1
1.0
Nurse
1
0.5
Psychologist
1
0.5
Resource Specialist Program (RSP)
Teacher
3
3.0
RSP Aide
6
2.4
4.0
SDC Aide
4
Special Day Class (SDC) Teacher
2
2.0
Speech/Language/Hearing Specialist
1
0.5
Due to the state fiscal crisis, additional funding from the State of California
that would provide an opportunity to offer district-wide professional
development through “Buy Back Days” has not been available for the
past three years. Rialto Unified School District (RUSD) has worked
within the state fiscal crisis to provide an alternative plan of action for
staff development, and has established a comprehensive District-wide
Professional Development Center (PDC). The PDC provides ongoing
staff development in a variety of formats throughout the school year (i.e.
after school, on-site, weekends, and during instructional breaks). In
addition to the PDC, teachers have access to online materials as another
alternative professional development format. Finally, with district and union
collaboration, early release/collaboration days have been established
at secondary schools to support RUSD’s commitment to on-going
professional development.
For additional support in their profession, teachers may enlist the services
of the District’s Beginning Teacher Support and Assessment (BTSA)
support provider and/or the Peer Assistance and Review (PAR) Program.
At-Risk Interventions
Teacher Assignment
Students who score “Below Basic” in English/language arts on standardized
tests are served through the Language! Intervention Program throughout
the school day. Math/English tutoring is also provided on an “as-needed”
basis.
Rialto Unified School District recruits and employs only the most qualified
credentialed teachers. During the 2010-11 school year, Jehue Middle
School staffed 59 fully certificated teachers who met all credential
requirements in accordance with the state guidelines.
English Learners (EL)
Teacher Credential Status
English Learner (EL) students designated as “Beginning,” “EarlyIntermediate,” and “Intermediate” are assigned to appropriately credentialed
teachers and offered a Structured English Immersion Program. English
Language Development (ELD) instructors, instructional aides, and English
language support teachers provide additional assistance within these
classrooms. “Early-Advanced” and “Advanced” EL students are placed
within mainstream classrooms.
School
Gifted & Talented Education (GATE)
09-10
10-11
10-11
Fully Credentialed
55
58
59
1124
Without Full Credentials
2
0
0
1
Working Outside Subject
0
0
2
13
Teacher misassignments reflect the number of placements within a school
for which the certificated employee in the teaching or services position
(including positions that involve teaching English Learners) does not hold
a legally recognized certificate or credential.
The Gifted and Talented Education (GATE) Program is offered to students
in grades six through eight who have been identified through testing
and teacher recommendation. Jehue’s GATE students are offered an
accelerated academic program that provides in-depth and rigorous coursework. Students are tested for the GATE Program at the beginning and the
middle of the year, however teachers can recommend a student to the
program at any time during the school year.
Teacher vacancies reflect the number of positions to which a single
designated certificated employee has not been assigned at the beginning
of the year for an entire year. For the 2011-12 school year, the most current
available data are reported.
Special Education
Misassignments/Vacancies
Students with special education needs are accommodated with a variety
of options and in the least restrictive environment possible. An Individual
Education Plan (IEP) is developed for any student with emotional, social,
and/or developmental disabilities. The IEP defines the individualized
instruction a special needs student will receive, which may include
placement in a Special Day Class, the Resource Specialist Program, and/
or sessions with other members of the support staff.
William G. Jehue Middle School
District
08-09
3
09-10
10-11
11-12
Misassignments of Teachers of English Learners
0
0
0
Misassignments of Teachers (other)
0
0
0
Total Misassignments of Teachers
0
0
0
Vacant Teacher Positions
0
0
0
Published: February 2012
Highly Qualified Teachers
The Federal No Child Left Behind Act requires that all teachers in core subject areas
meet certain requirements in order to be considered as “Highly Qualified” no later
than the end of the 2006-07 school year. Minimum qualifications include: possession
of a Bachelor’s Degree, possession of an appropriate California teaching credential,
demonstrated competence in core academic subjects.
NCLB Compliant Teachers
% of Core
Academic
Courses
Taught
By NCLB
Compliant
Teachers
% of Core
Academic
Courses
Taught By
Non-NCLB
Compliant
Teachers
School
95.5%
4.5%
District
99.3%
0.7%
High-Poverty Schools in District
99.6%
0.4%
Low-Poverty Schools in District
N/A
N/A
Student Achievement & Testing
Rialto Unified School District has developed a comprehensive assessment and
accountability plan to ensure that information regarding student performance is used
to continuously improve the instructional program and to communicate with parents/
guardians about their child’s achievement. In addition to the Standardized Testing
and Reporting (STAR) Program, teachers utilize district Benchmark Assessments,
classroom observations, class work, homework, report cards, and Renaissance
Learning Solutions reports to determine whether each student is performing below,
at, or above grade level standards.
English Learner (EL) students take the California English Language Development Test (CELDT) every year until they have been re-classified as “English
proficient.” Some learning-disabled students take the California Alternative Performance Assessment (CAPA) in lieu of the California Standards Test
(CST).
California Standards Test (CST)
The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance
in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets
standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards).
The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/
language arts, mathematics, social science, and science, for the most recent three-year period.
The second table displays the percent of students, by
group, achieving at the Proficient or Advanced level
(meeting or exceeding the state standards) for the
most recent testing period.
For detailed information regarding the STAR Program
results for each grade and performance level,
including the percent of students not tested, see the
CDE STAR Results Web site at http://star.cde.ca.gov.
California Standards Test (CST)
Subject
School
English/Language Arts
District
State
2009
2010
2011
2009
2010
2011
2009
2010
2011
40
41
43
37
40
42
50
52
54
Mathematics
28
35
35
33
37
38
46
48
50
Science
43
57
57
40
46
52
50
53
56
History/Social Science
30
31
36
27
29
36
41
44
48
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.
California Standards Test (CST)
Subgroups
Subject
English/
Language
Arts
Mathematics
Science
History/
Social
Science
District
42
38
52
36
School
43
35
57
36
African American/
Black
44
27
43
36
American Indian
Asian
*
*
*
*
64
45
*
*
Filipino
94
83
*
*
Hispanic or Latino
42
35
57
34
Pacific Islander
White
*
*
*
*
48
43
79
67
Males
38
32
59
38
Females
48
39
56
33
Socioeconomically
Disadvantaged
44
36
59
36
English Learners
8
9
24
8
Students with
Disabilities
22
8
25
3
*Scores are not disclosed when fewer than 10 students are tested in a grade level
and/or subgroup.
William G. Jehue Middle School
4
Published: February 2012
Adequate Yearly Progress (AYP)
No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It
mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have
limited English proficiency) in all grades meet the state academic achievement standards for mathematics and English/language arts (ELA) by 2014.
Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The Federal NCLB Act requires that all schools and districts
meet the following Adequate Yearly Progress (AYP) requirements:
Adequate Yearly Progress (AYP)
• Participation rate on the state’s standards-based assessments in
ELA and mathematics.
• Percent proficient on the state’s standards-based assessments in
ELA and mathematics.
• API as an additional indicator.
• Graduation rate (for secondary schools).
There are several consequences for schools that do not meet the
AYP standards, including additional tutoring and replacing of staff.
Students would also be allowed to transfer to schools (within their
district) that have met their AYP, and the former school would be
required to provide the transportation to the new site. Results of
school and district performance are displayed in the table.
School
Made AYP Overall
District
No
English Language
Arts
Participation Rate
Percent Proficient
Met AYP Criteria
No
Mathematics
English Language
Arts
Mathematics
Yes
Yes
Yes
Yes
No
No
No
Yes
Yes
Graduation Rate
N/A
Yes
Academic Performance Index (API)
The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually
measures the academic performance and progress of individual schools in California. The state
has set 800 as the API score that schools should strive to achieve.
Statewide Rank: Schools receiving an API Base score are ranked in ten categories from 1 (lowest)
to 10 (highest), according to type of school (elementary, middle, or high school).
Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other
schools with similar demographic characteristics. Each set of 100 schools is ranked by API score
from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similar
schools.
The first table displays the school’s statewide and similar schools’ API ranks and API point changes
by student group. “C” means the school had significant demographic changes and will not have
any growth or target information.
The second table displays, by student group, the 2011 Growth API at the school, district, and state
level.
School
All Students at the School
District
Growth
Score
Number
of
Students
Growth
Score
1,343
753
18,885
746
4,683,676
778
Black or African American
98
734
2,688
712
317,856
696
Asian
Filipino
22
849
193
852
398,869
898
17
951
101
895
123,245
859
1,144
750
14,686
747
2,406,749
729
47
757
942
783
1,258,831
845
1,340
753
18,805
739
2,731,843
726
English Learners
572
731
7,606
726
1,521,844
707
Students with Disabilities
127
528
1,825
547
521,815
595
Socioeconomically
Disadvantaged
2009
2010
2
4
4
Similar Schools
1
5
3
08-09
09-10
10-11
Group
All Students at the School
Actual API Change
54
17
C
Black or African American
Actual API Change
71
22
-
15
C
Hispanic or Latino
Actual API Change
53
Socioeconomically Disadvantaged
State
Growth
Score
White
2008
Statewide
51
14
C
17
C
English Learners
Number
of
Students
Hispanic or Latino
API School Results
Actual API Change
Growth API
Number
of
Students
No
API School Results
Actual API Change
51
Students with Disabilities
Actual API Change
-
-
C
Physical Fitness
In the spring of each year, the school is required by the state to administer a
physical fitness test to all seventh grade students. The physical fitness test
measures each student’s ability to perform fitness tasks in six major areas:
Aerobic Capacity, Body Composition, Abdominal Strength, Trunk Extension
Strength, Upper Body Strength, and Flexibility. Students who either meet or
exceed the standards in all six fitness areas are considered to be physically fit or
in the “healthy fitness zone” (HFZ).
William G. Jehue Middle School
5
Percentage of Students in Healthy Fitness Zone
2010-11
Grade Level
Four of Six
Standards
Five of Six
Standards
Six of Six
Standards
7
21.6%
14.3%
27.7%
*Scores are not disclosed when fewer than 10 students are tested
in a grade level and/or subgroup.
Published: February 2012
District Core Values
EXCELLENCE: We strive towards excellence in our pursuit of student achievement.
ACCOUNTABILITY: We are responsible for unleashing the maximum potential of each student, recognizing that our roles are critical in their success.
DIVERSITY: We embrace and celebrate the diversity, history and collective cultures in our community.
INTEGRITY: We respect and value our relationships based on honesty and compassion, and we are transparent in our actions.
COMMUNITY: We build positive partnerships for the benefit of our students and community.
SAFETY: We provide a safe educational environment.
Federal Intervention Programs
Federal Intervention Program
School
Schools and districts receiving Federal Title I funding enter Program Improvement
(PI) if they do not make AYP for two consecutive years in the same content area
(English/language arts or mathematics) or on the same indicator (API or graduation
rate). After entering PI, schools and districts advance to the next level of intervention
with each additional year that they do not make AYP.
Program Improvement (PI) Status
First Year in PI
Year in PI (2011-12)
District
In PI
In PI
2003-2004
2004-2005
Year 5
Year 3
# of Schools Currently in PI
-
11
% of Schools Identified for PI
-
36.67%
Textbooks & Instructional Materials
Pursuant to the settlement of Williams vs. the State of California, Rialto
Unified School District held a public hearing to determine whether or
not each school had sufficient and good quality textbooks, instructional
materials, and/or science laboratory equipment. The date of the most
recent resolution of the sufficiency of textbooks is August 24, 2011.
District-Adopted Textbooks
All students, including English Learners, are required to be given their
own individual textbooks and/or instructional materials (in core subjects),
for use in the classroom and to take home if necessary. Additionally, all
textbooks and instructional materials used within the district must be
aligned with the California State Content Standards and frameworks, with
final approval by the Board of Education. The table displays information
collected in September 2011 about the quality, currency, and availability
of the standards-aligned textbooks and other instructional materials used
at the school.
Additional Internet Access/Public Libraries
For additional research materials and Internet availability, students are
encouraged to visit the public libraries located in the cities of Rialto and
Colton, which contain numerous computer workstations.
Grade
Levels
Subject
Publisher
Adoption
Year
Sufficient
%
Lacking
6th-8th
ELD
Hampton
Brown
2002
Yes
0.0%
6th-8th
Health
MacMillan/
McGraw Hill
2006
Yes
0.0%
6th-8th
History/Social
Science
McDougal
Littell
2006
Yes
0.0%
6th-8th
Mathematics
Holt,
Rinehart &
Winston
2008
Yes
0.0%
6th-8th
Reading
Language Arts
Prentice Hall
2002
Yes
0.0%
6th-8th
Science
Prentice Hall
2008
Yes
0.0%
6th-8th
Visual and
Performing Arts
Davis
Publications
2007
Yes
0.0%
For a complete list, visit http://www.axiomadvisors.net/livesarc/
files/36678506114920Textbooks_1.pdf
Library Information & Computer Resources
The school’s library, staffed by a full-time library media technician, is stocked with thousands of educational and recreational books, video- and audiotapes, periodicals, and reference materials. Students visit the library on a regular basis with their classes and are encouraged to visit before school and
during breaks. Five computer workstations within the library are connected to the Internet so students are able to access resources and information
online.
Computer skills and concepts integrated throughout standard curriculum prepare students for technological growth and opportunities. Each classroom
contains an average of six Internet-connected computers. Students also have weekly access to three computer labs, which house a combined total of
102 workstations. Students receive computer-assisted instruction on Accelerated Math, as well as software that helps to develop critical thinking skills,
mathematical proficiency, and word processing abilities.
Science Laboratory Equipment
Jehue Middle School stocks an adequate supply of Science Laboratory Equipment for its students. Inventory includes, but is not limited to, microscopes,
slides, ring stands, clamps, support rings, utility clamps, test tubes, test tube holders, test tube brushes, crucible tongs, flasks, beakers, and Bunsen
burners. Specific equipment exists for the Earth Science, Life Science, and Physical Science courses. Software for labs and lab demonstrations has
also been provided for all 6th, 7th, and 8th grade courses. Every science teacher has also been provided a laptop and projector to utilize in the science
classroom from grant monies. For a complete listing of inventory, please contact the school office at (909) 421-7377.
Curriculum Improvement
Jehue Middle School’s curriculum is written in compliance with the state framework and model curriculum standards dictated by the California Department
of Education. The District’s Curriculum Committee is the primary leadership team responsible for monitoring and evaluating the curriculum. Decisions
concerning curriculum improvement are then made through a collaborative effort among school representatives, ensuring that all changes are schoolwide, not isolated to a single class or grade.
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School Facilities
Jehue Middle School, originally constructed in 1998, is currently
comprised of 45 permanent classrooms, ten portable classrooms,
a parent center, a cafeteria/multipurpose room, a library, three
computer labs, a staff room, a gymnasium, an athletic field, and
administrative offices. The chart displays the results of the most
recent school facilities inspection as of November 2011. Any
deficiencies listed in the chart are added to the work order process
when time and funding is available.
School Safety
The safety of students and staff is a primary concern of William G.
Jehue Middle School. All visitors to the campus must sign in at the
office and wear a visitor’s pass at all times. Supervision is provided
to ensure the safety of each student before school, during breaks, at
lunch, and after school. Supervision is a responsibility shared among
parent/guardian volunteers, teachers, and administrators.
To further safeguard the well-being of students and staff, a
comprehensive School Site Safety Plan has been developed by the
School Site Council. The Safety Plan was most recently updated in
March 2011; any revisions and updates are reviewed immediately
with the staff. Key elements of the Safety Plan focus on the
following:
• School rules & procedures
• Disaster procedures/routine & emergency drills
• Current status of school crime
• Notification to teachers
• Child abuse reporting procedures
• School-wide dress code
• Policies related to suspension/expulsion
• Sexual harassment policy
• Safe ingress & egress of pupils, parents/guardians, & school
employees
The school is always in compliance with the laws, rules, and
regulations pertaining to hazardous materials and State earthquake
standards. Safety drills, including fire, earthquake, and code yellow,
are held monthly.
Cleaning Process
The school provides a safe and clean environment for students,
staff, and volunteers. The district’s Board of Education has adopted
cleaning standards for all schools in the district.
School Facility Conditions
Date of Last Inspection: 09/07/2011
Overall Summary of School Facility Conditions: Good
Items Inspected
Facility Component
System Status
Good
Systems (Gas Leaks,
Mech/HVAC, Sewer)
X
Interior
X
Cleanliness (Overall
Cleanliness, Pest/
Vermin Infestation)
X
Electrical
Fair
Poor
B-Wing/Hallway - Graffiti etched on
glass. (Remedied 9-7-11).
X
Restrooms/Fountains
X
Safety (Fire Safety,
Hazardous Materials)
X
Structural (Structural
Damage, Roofs)
X
External (Grounds,
Windows, Doors,
Gates, Fences)
X
Deficiency & Remedial Actions
Taken or Planned
E-8 - Ceiling lamp burned out.
(Remedied 9-7-11). E-Wing/Girls
Restroom - Ceiling lamp burned out.
(Remedied 9-7-11). F-19 - Ceiling
lamp burned out. (Remedied 9-7-11).
F-Wing/Boys Restroom - Ceiling
lamp burned out. (Remedied 9-7-11).
F-Wing/Girls Restroom - Ceiling lamp
burned out. (Remedied 9-7-11). F-7 Ceiling lamp burned out. (Remedied
9-7-11). Boys Locker Room - Ceiling
lamp burned out. (Remedied 9-7-11).
Girls Locker Room - 3 ceiling lamps
burned out. (Remedied 9-7-11).
E-Wing/Boys Restroom - Graffiti
etched on entry door. (Remedied
9-7-11). G-Wing/Girls Restroom Handicap toilet leaks/flush valve
(Remedied 9-7-11).
Basic cleaning operations are performed on a daily basis throughout the school year with emphasis on classrooms and restrooms. A joint effort between
students and staff helps keep the campus clean and litter-free. The principal works daily with the school’s custodial staff to develop sanitation schedules
that ensure a clean, safe, and functional learning environment.
Maintenance & Repair
A scheduled maintenance program is administered by the school’s custodial staff on a regular basis, with heavy maintenance functions occurring during
vacation periods. Additionally, a scheduled maintenance program is administered by Rialto Unified School District to ensure that school grounds and
facilities remain in excellent repair. A work order process is used when issues arise that require immediate attention. Emergency repairs are given the
highest priority; repair requests are completed efficiently and in the order in which they are received.
Deferred Maintenance Budget
The district participates in the State School Deferred Maintenance Program, designed to assist school districts with expenditures for major repair or
replacement of existing school building components. Typically this includes roofing, plumbing, heating electrical systems, interior or exterior painting, and
floor systems. In 2011-2012, the district did not allocate additional funds towards the deferred maintenance budget as allowed per statue revisions made
by the state legislature at the beginning of the 2009-2010 fiscal year. During the 2011-2012 school year, the district’s governing board approved deferred
maintenance projects for the school, including asphalt/concrete repairs and replacement and phone/intercom equipment upgrade.
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Teacher & Administrative Salaries
The table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the
same type and size. The table also displays teacher and administrative salaries as a percent of the district’s budget, and compares these figures to the
state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE website, www.cde.ca.gov.
Average Salary Information
Teachers - Principal - Superintendent
2009-10
District
State
Beginning Teachers
$45,996
$42,017
Mid-Range Teachers
$70,584
$67,294
Highest Teachers
$91,139
$86,776
Elementary School Principals
$106,103
$108,534
Middle School Principals
$114,129
$112,893
High School Principals
$116,371
$123,331
Superintendent
$225,000
$226,417
Salaries as a Percentage of Total Budget
Teacher Salaries
40.0%
39.4%
Administrative Salaries
6.2%
5.3%
School Site Teacher Salaries
The table illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state (based on fiscal year
2009-10 financial statements).
Average Teacher Salaries
School & District
School
$67,984
District
$70,800
Percentage of Variation
-3.98%
School & State
All Unified School Districts
$69,207
Percentage of Variation
-1.77%
District Expenditures & Revenue Sources
Expenditures per Pupil
The expenditures per pupil data is based on 2009-10 fiscal year audited financial
statements. The table reflects the direct cost of educational services, per average daily
attendance, excluding food services, facilities acquisition and construction, and certain
other expenditures. This calculation is required by law annually and is compared with
other districts state-wide.
In addition to general state funding, Rialto Unified School District received state and
federal categorical funding for the following support programs:
• Title I, Part A, Educationally Disadvantaged Children
• Title II, Part A, Teacher/Principal Training and Recruiting
• Title III, LEP Student Program
• Title IV, Part A, Safe and Drug Free Schools and Communities
• Title V, Innovative Programs
• Economic Impact Aide (EIA) - Limited English Proficient
School
Total Expenditures Per Pupil
$5,363
From Restricted Sources
$1,177
From Unrestricted Sources
$4,186
District
From Unrestricted Sources
$4,430
Percentage of Variation between School & District
-5.51%
State
From Unrestricted Sources
$5,455
Percentage of Variation between School & State
-23.25%
Data Sources
Data within the SARC was provided by Rialto Unified School District, retrieved from the 2010-11 SARC template, located on Dataquest (http://data1.cde.
ca.gov/dataquest), and/or Ed-Data website.
Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures
pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance,
test scores, student demographics, staffing, and student misconduct/intervention.
Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial,
demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.
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