William G. Jehue Middle School

William G. Jehue
Middle School
2006-2007
School Accountability Report Card
The mission of the Rialto Unified School
District is to maximize student academic, social, and
cultural development so that graduates can apply acquired
knowledge and skills to live meaningful and productive lives in
a democratic society.
Principal
Leonard Buckner
www.rialto.k12.ca.us
William G. Jehue Middle School
923
24
•
ucalyptus Ave. • Col
E
.
N
ton,
1500
CA
* District Mission Statement
* Principal’s Message
* Community & School Profile
* Discipline & Climate for Learning
* School Leadership
* Class Size
* Minimum Days & Instructional Minutes
* School Enrollment & Attendance
* Textbooks & Instructional Materials
* Curriculum Improvement
* Parent & Community Involvement
* Student Achievement & Testing
* Academic Performance Index (API)
* Adequate Yearly Progress (AYP)
* Federal Intervention Program
* Teacher Evaluation
* Teacher Assignment
* Counseling & Support Services
* School Facilities & Safety
* Average Teacher Salaries
* Expenditures per Pupil
(9
09
[email protected]
Contents
77
3
-7
1
2
4
)
Fax
6
7
3
7
421
)
9
0
District
• (9
Mission Statement
Principal’s Message
Jehue Middle School is an urban educational facility that serves an ethnically and
culturally diverse student population. Jehue provides a standards-based educational
program, and teachers work diligently and collaboratively to provide effective
instructional strategies that result in increased student learning.
Jehue provides educational programs in Advancement Via Individual Determination (AVID),
Gifted and Talented Education (GATE), Special Education, and English Language Development
(ELD). We value the input of our parents/guardians and their participation in School Site Council
(SSC), Parent Teacher Student Association (PTSA), and English Learner Advisory Committee
(ELAC) meetings. Jehue’s goal is to prepare our students for learning in the 21st century.
Community & School Profile
Nestled below the San Bernardino Mountains, the City of Rialto lies in the west portion of the San
Bernardino Valley, due west of the County Seat. Rialto is sixty miles to the east of Los Angeles and 103
miles north of San Diego.
Rialto Unified School District served 29,708 students in grades kindergarten through twelve during the
2006-07 school year. Comprised of 17 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 1,469 sixth through eighth grade students during the 2006-07 school year. The
2006-07 student population consisted of 66.0% “Socioeconomically Disadvantaged,” 25.0% “English Learners,”
and 7.7% “Students with Disabilities.” Additional demographics are illustrated below.

Hispanic
77.6%
Other *
3.4%
African
American
13.8%
Caucasian
5.2%
* Other includes: American Indian (0.2%),
Asian (1.6%), Filipino (1.2%), Pacific Islander (0.1%),
& Multiple or No Response (0.3%).
-1-
Published April 2008
Discipline & Climate for Learning
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: 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.
• School Site Council
• English Learner Advisory Committee (ELAC)
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.
Jehue Middle School maintained a school-wide average class size
of 29 students and a pupil-to-teacher ratio of 23:1 for the 2006-07
school year. Students receive additional in-class assistance from
instructional aides and college tutors. The following chart shows the
average class size by grade level, as well as the number of classes
offered in reference to their enrollment.
The suspensions and expulsions table below 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.

Classrooms Containing:


Jehue
Middle School


RUSD
Middle Schools
Suspension Rate
695

742
5,974
5,806
3
17
10
118
97
29 34 25
7
6
30 35 27

32 35 29
 31 35 29
5
0
3
2
3
3

4,341
43.3% 49.7% 50.5% 79.9% 78.8% 62.2%
Expulsions
Expulsion Rate
787


           
     
Suspensions




100
21 38 10
11 26 7
4 27 5
3 23 9
34
33
35
32
23 30 11
21 28 14
21 33 12
23 32 15
0.19% 1.10% 0.68% 1.58% 1.32% 1.43%
Minimum Days & Instructional Minutes
Student Recognition
During the 2006-07 school year, Jehue Middle School offered 180 days of
instruction, comprised of 144 regular days, 28 “early-release” days, and eight
minimum days. Each Monday is an “early-release” day, set aside for staff
development and departmental collaboration. Minimum days are scheduled for
the last day of instruction, parent/guardian-teacher conferences, Back-to-School
Night, and Open House. Jehue Middle School offered 63,180 minutes of annual
instructional time during the 2006-07 school year, exceeding the State’s annual
requirement of 61,600 minutes for middle school students.
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:
• Academic Achievement Awards
• Perfect Attendance Awards
• Honor Roll
School Enrollment & Attendance
Extracurricular & Enrichment Activities
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. The
following chart illustrates the trend in enrollment at Jehue Middle School over the
past three years.
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:
• Anime Club
• Jehue Drum Line
• Basketball, Soccer, Softball & Flag Football
• Parent Teacher Student Association (PTSA) Book Fair
• Associated Student Body (ASB)
1200

1000
Homework
800
Homework is a fundamental part of the learning process that helps to develop
academic and study skills, as well as promote student responsibility and selfdiscipline. 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.
2004-05
2005-06
2006-07
600
400
200
0

School Leadership
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 Leonard
Buckner for the past four years. Prior to this position, Mr. Buckner served as a
classroom teacher. He has ten years of experience in education.
William G. Jehue Middle School


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.
-2-
Published April 2008
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 of classroom, school, and District counseling are not effective.
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 two computer labs, which house a combined total of 72 workstations. Students
receive computer-assisted instruction on Accelerated Reader and Accelerated
Math, as well as software that helps to develop critical thinking skills, mathematical
proficiency, and word processing abilities. 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.
Textbooks & Instructional Materials
Pursuant to the settlement of Williams vs. the State of California, Rialto Unified
School District thoroughly inspected each of its school sites at the start of the
2007-08 school year to determine whether or not each school had sufficient
and good quality textbooks, instructional materials, and/or science laboratory
equipment.
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 chart below displays data collected in November 2007 in regards
to the textbooks in use at Jehue Middle School during the current school year
(2007-08).

  

Prentice
Hall

6th-8th
6th-8th
2001
McDougal
Littell
6th-8th
2006
Glencoe
6th-8th
2005
Davis
Publications
6th-8th
2007
Prentice
Hall
6th-8th
2007
532
555
2.9
3.0
2.6
Classrooms connected to Internet
60
54
60
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 school-wide, not isolated to
a single class or grade.


All textbooks at Jehue
Middle School are in
adequate supply and fair to
excellent condition. The
school and District place great
emphasis on providing
students with the most up-todate, standards-aligned
textbooks and instructional
materials; 100% of students in
each core subject area
possess the necessary
textbooks and instructional
materials.
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.
Parents/Guardians are asked to attend parent/guardianteacher conferences and Student/Teacher success meetings as
they are scheduled. Jehue Middle School also hosts a Parent
Institute that helps parents/guardians learn about school
operations and how to assist in student success.
Most recent resolution on the
sufficiency of textbooks:
September 12, 2007.
Contact Information
Parents/Guardians who wish to participate in the 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.
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.
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.
* Visual & Performing Arts
The school’s library, staffed by a part-time credentialed Librarian
and a full-time Library Media Technician, is stocked with
thousands of educational and recreational books, video- and
audio-tapes, 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.
William G. Jehue Middle School
555
Students per computer
Curriculum Improvement

2002

Scott
Foresman &
Company

 









Computers
English Learner (EL) students take the California English Language Development
Test (CELDT) every year until they have been re-classified as “English proficient.”
-3-
Published April 2008
Some learning-disabled students take the California Alternative Performance Assessment (CAPA) in
lieu of the California Standards Test (CST) and California Achievement Test (CAT/6).

% Scoring At or Above the National Average

Norm-Referenced Test (NRT)
The Norm-Referenced Test (NRT), currently the California Achievement Test, Sixth Edition (CAT/6),
shows how well students are doing compared to students nationally in reading, language, spelling,
and mathematics. Prior to 2005, all students in grades two through eleven were tested each spring.
Currently, only students in grades three and seven are tested. The chart at right reflects the percentage
of student scores at or above the national average (50th percentile) in Reading and Mathematics.












RUSD
32
33
36
31
36
33
California
46
46
47
49
50
51

California Standards Test
The California Standards Test (CST), a component of the STAR Program, is administered to all second
through eleventh grade 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)
• “Basic” (approaching standards)
• “Far Below Basic” (well below standards)
Females
27
37
39
27
33
35
Males
22
31
37
31
42
39
Socioeconomically
Disadvantaged
21
32
39
26
36
37
English Learners
4
9
17
12
17
20
Special Education
4
4
28
8
3
22
African American
25
33
33
19
29
27
Hispanic
22
32
54
29
36
50
• “Proficient” (meets standards)
• “Below Basic” (below standards)
The combined percentage of students scoring at the “Proficient” and “Advanced” levels in English/Language Arts,
Math, Science, and Social Science, for the most recent three-year period, is shown below.

Combined % of Students Scoring at Advanced & Proficient Levels













        
 
  

RUSD
California
     
24 27 26 26 30 29
38 41 42 43 43 46
 
22 26
38 42
  
14 16 17
31 34 35

RUSD
California
     
26 29 29 29 34 34
41 44 45 49 48 51
 
20 26
35 41
  
14 14 15
30 31 33

RUSD
California
     
21 24 23 23 25 24
35 39 40 38 38 42
 
26 25
41 45
  
15 18 17
33 36 36

RUSD
California
     
21 23 25 22 26 27
22 26 27 28 28 31
 
19 25
23 29
  
12 14 15
17 19 20

RUSD
California
  
4 8 7
7 8 9

4
9
 
6 10
9 10

RUSD
California
     
5 4 9 4 6 10
10 12 12 18 11 12

RUSD
California
     
25 20 23 23 27 27
24 29 29 29 29 32

RUSD
California
     
21 26 25 24 29 28
22 27 28 61 28 32
      

  
     

22 25 27
24 27 26 20 26 25
**
39 41 41
40 41 42 37 41 39
**

  
     

25 27 32
22 26 25 19 25 24
**
43 45 46
39 41 41 37 41 38
**

  
     

19 24 22
25 28 26 21 27 26
**
34 37 37
41 42 42 37 41 39
**

  
     

17 22 25
21 25 26 17 25 24
**
22 25 26
26 28 28 23 27 27
**

  
     

1 4 4
6 13 11 6 10 13
**
6 6 6
13 14 14 11 13 13
**

  
     

6 4 9
4 5 12 4 3 11
**
8 9 10
11 12 12 8 10 9
**

  
     

21 22 26
22 16 19 15 21 20
**
24 27 27
22 23 24 19 22 22
**

  
     

20 24 25
22 28 25 19 26 25
**
23 25 26
26 29 29 23 28 27
**
 
7 8
9 12

1
5
 
6 11
11 13
  
4 5 8
9 10 10
 
19 21
21 25
  
12 13 13
17 20 20
 
20 24
23 28
  
13 14 16
17 20 21
** Data unavailable through the California Department of Education.
William G. Jehue Middle School


-4-

4
6

2
6
Data Sources
Data within the SARC was provided
by the District, retrieved from the
2006-07 SARC template, and/or
located on Dataquest (http://data1.
cde.ca.gov/dataquest). 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 the community
may find information about school
performance, test scores, student
demographics, staffing, and student
misconduct/intervention.
Physical Fitness
In the spring of each year, Jehue Middle 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
• Flexibility
• Abdominal Strength
• Trunk Extension Strength
• Upper Body Strength
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). During the
2006-07 school year, 40.9% of the school’s students
met or exceeded State fitness standards.
Academic Performance Index
The Academic Performance Index (API) is an annual
measure of the academic performance and progress
of schools in California.
Published April 2008
API scores range from 200 to 1,000, with a Statewide
target of 800.
Statewide API Rank: The Statewide API rank ranges
from 1 to 10. A Statewide rank of ‘1’ means that the school
has an API score in the lowest 10 percent of all schools
in the State, while a Statewide rank of ‘10’ means that the
school has an API score in the highest 10 percent of all
schools in the State.
Similar Schools API Rank: The similar schools API rank reflects how
a school compares to 100 statistically matched “similar schools.” A similar
schools rank of ‘1’ means that the school’s academic performance is
comparable to the lowest performing 10 schools of the 100 similar schools,
while a similar schools rank of ‘10’ means that the school’s academic
performance is better than at least 90 of the 100 similar schools.

  
Statewide API Rank
2
2
3

Similar Schools API Rank
2
2
4

5


Actual API Growth
31
19

Actual API Growth
30
27
17

16

67

9

3


Actual API Growth
**
12

Actual API Growth
Adequate Yearly Progress

**
-1

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 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:
Actual API Growth
43
17

Actual API Growth
30
21
** Data not provided by the California Department of Education.
Only numerically significant subgroups for each reporting period are required to
be presented in this report card. Numerically significant subgroups are
comprised of (1) at least 100 students with valid test scores, or (2) at least 15%
of the school population tested, containing at least 30 students with valid scores.
• Participation rate on the State’s standards-based assessments in English/Language Arts (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 below. Jehue Middle School did not meet all of the 2007 AYP criteria.








Participation Rate
Yes
Yes
Yes
Yes
Percent Proficient
No
No
No
Yes
API
Yes
Yes
Graduation Rate
n/a
No
No
No
Made Overall AYP
Federal Intervention Program
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)

PI Status
First Year of PI Implementation
Year in PI (2007-08)
Teacher Evaluation & Professional Development
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.

In PI
In PI
2003-04
2004-05
Year 5
Year 3
Number of Schools Currently in PI
n/a
16
Percent of Schools Identified for PI
n/a
57.1%
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
• Creating and Maintaining Effective Environments for Student Learning
• Planning Instruction and Designing Learning Experiences for all Students
William G. Jehue Middle School
• Understanding and Organizing Subject Matter for Student Learning
• Assessing Student Learning
• Developing as a Professional Educator
-5-
Published April 2008
Staff members build teaching skills and concepts through participation in
conferences and workshops throughout the year. The District sponsors staff
development days annually where teachers are offered a broad-based variety
of professional growth opportunities in curriculum, teaching strategies, and
methodologies.
Counseling & Support Services
In addition to academics, the staff at Jehue Middle School 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 chart below displays a
list of support services that are offered to students.
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.

Teacher Assignment
Rialto Unified School District recruits and employs only the most qualified
credentialed teachers. During the 2006-07 school year, Jehue Middle School
staffed 55 fully certificated teachers who met all credential requirements in
accordance with the State guidelines.







With Full Credential
47
50
55
1,251
Without Full Credential
12
8
15
149
Teaching Outside Subject
Area of Competence
0
0
0
0
Figures may reflect Interns, Emergency Credentials, and/or Waivers.
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.


7
1
0
Teacher Misassignments (Other)
0
0
0




Teacher Vacancies
3
3
3

Academic Counselors *
Adaptive P.E. Teacher
Bilingual Instructional Aides
English Learner (EL) Support Teacher
Health Clerk
Librarian
Library Media Technician
Literacy Coach
Math Coach
Nurse
Psychologist
Resource Specialist Program (RSP) Teachers
RSP Aides
3
1
5
1
1
1
1
1
1
1
1
3
3
3.0
0.5
2.0
1.0
1.0
0.5
1.0
1.0
1.0
0.5
0.5
3.0
1.2
Seriously Emotionally Disturbed (SED)
Class Teacher
1
1.0
SED Aides
Special Day Class (SDC) Teachers
SDC Aides
Speech, Language, & Hearing Specialist
3
2
4
1
3.0
2.0
4.0
0.5
* Counselor-to-Pupil ratio is 1:490.
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.




Students who score “Below Basic” in English/Language Arts on standardized tests
are served through the Language! Intervention Program throughout the school
day. Math tutoring is also provided on an “as-needed” basis.
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 2007-08 school year, the most current available data are
reported.
Teacher Misassignments of English Learners

English Learner (EL) students designated as “Beginning,” “Early-Intermediate,”
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.
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:
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 course-work. 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.
• Possession of a Bachelor’s Degree
• Possession of an appropriate California teaching credential
• Demonstrated competence in core academic subjects



% of Classes Taught by
NCLB Compliant Teachers
% of Classes Taught by NonNCLB Compliant Teachers
William G. Jehue Middle School




 



96.4%
100.0%
0.0%

3.6%
0.0%
0.0%
School Facilities & Safety
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, two computer labs, a staff room, a gymnasium, an
athletic field, and administrative offices.
-6-
Published April 2008
The following chart displays the results of the most recent school facilities
inspection.
Maintenance & Repair
A scheduled maintenance program is administered by Jehue Middle 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.

Date of School Site Inspection:September 17, 2007
Overall Summary of School Facility Conditions: Good
Data provided January 2, 2008




Gas Leaks
X
Mechanical Systems
X
Windows/Doors/Gates
(interior/exterior)
X
Interior Surfaces (walls,
floors, & ceilings)
X
Hazardous Materials
(interior/exterior)
X
Structural Damage
X
Fire Safety
X
Electrical (interior/exterior)
X
Pest/Vermin Infestation
X
Drinking Fountains
(inside/outside)
X
Restrooms
X
Sewer
X
Playground/School
Grounds


X
Overall Cleanliness
X

Deferred Maintenance Budget

The State School Deferred Maintenance Budget Program provides State matching
funds on a dollar-for-dollar basis, to assist school districts with expenditures for
major repair or replacement of existing school building components. Typically, this
includes the following:
Library - Cracked
window, upper panel,
west side. Work Order
#15868 completed on
9/21/07.
• Roofing
• Heating & Air Conditioning
• Interior/Exterior Painting
School grounds - wall Peeling paint, north Gwing block wall, part of
planter. Work Order #
15870 completed on
10/26/07.
X
Roofs

• Plumbing
• Electrical Systems
• Floor Systems
For the 2007-08 school year, Rialto Unified School District has budgeted
$1,229,874 for the deferred maintenance program, which represents 0.488% of
the District’s general fund budget. The District’s Board of Education has approved
deferred maintenance projects for Jehue Middle School that will result in heating
and air conditioning repairs during the current school year (2007-08).
School grounds sports field - Erosion
under fence on north
and east side of sports
field. Erosion causing
safety issue allowing
public access to
campus and possible
structural damage to
fence footings. WO #
17106. ERP grant
application pending
11/5/2007.
School Safety
The safety of students and staff is a primary concern of 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.
Teacher & Administrative Salaries
The following chart displays District salaries for teachers, principals, and
superintendents, and compares these figures to the State averages for districts
of the same type and size. Teacher and administrative salaries as a percent of a
District’s budget are also listed below.
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 spring of 2007; any revisions and updates are
reviewed immediately with the staff. Key elements of the Safety Plan focus on the
following:

• School rules & procedures
• Sexual harassment policy
• Current status of school crime
• Notification to teachers
• Child abuse reporting procedures
• School-wide dress code
• Policies related to suspension/expulsion
• Disaster procedures/routine & emergency drills
• 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

$42,947
$38,937
Mid-Range Teacher Salary
$65,905
$61,080
Highest Teacher Salary
$85,096
$76,443
Average Principal Salary (Elementary)
$103,531
$99,694
Average Principal Salary (Middle)
$107,197
$103,687
Superintendent Salary
$163,945
$195,054
% of Budget for Teacher Salaries
41.89%
40.13%
% of Budget for Administrative Salaries
5.98%
5.38%
School Site Teacher Salaries
Jehue Middle 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. 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.
William G. Jehue Middle School

Beginning Teacher Salary
State law requires comparative salary and budget information to be reported to
the general public. At the time this report was published, the most recent salary
comparison data from the State of California was for the 2005-06 school year.
For comparison purposes, the California Department of Education has provided
average salary data from unified school districts having above 5,000 average
daily attendance Statewide.
-7-
Published April 2008
The chart below illustrates the average teacher salary at Jehue Middle School
and compares it to the average teacher salaries at the District and State levels.
Rialto Unified
School District




RUSD
$62,517
District Administration

Percentage of Variation: 12.3%


All Unified
School Districts
$57,327
Edna E. Davis-Herring
Superintendent
Joseph G. Davis, Ed.D.
Deputy Superintendent,
Business Services
Percentage of Variation: 4.4%
Anna M. Rodriguez
Assistant Superintendent,
Personnel
Michael E. Brown, Ph.D.
Assistant Superintendent
Instructional Services,
Elementary Education
Gail H. Martin-Mathews
Assistant Superintendent
Instructional Services,
Secondary Education
Expenditures & Services Funded
Based on 2005-06 audited financial statements, Rialto Unified School District
spent an average of $7,337 to educate each student. The chart below provides a
comparison of Jehue Middle School’s per pupil funding (from both restricted and
unrestricted sources) with District and State (unrestricted) sources.
Board of Education




Total
Restricted (Supplemental) Sources
Dan L. Mays
$4,706
President
$873
Unrestricted (Basic) Sources
$3,833
Unrestricted Sources
$5,159
Walter S. Hawkins
Vice President
Dennis W. Mobley
Percentage of Variation (School/District): 25.7%
Unrestricted Sources
Clerk
$4,943
Joanne T. Gilbert
Percentage of Variation (School/State): 22.5%
Member
John R. Kazalunas, Ed.D.
In addition to general State funding, Rialto Unified School District received State
and Federal categorical funding for the following support programs:
•
•
•
•
•
•
Member
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
William G. Jehue Middle School
Marisol Velasco
Student Member
-8-
Published April 2008