Reported for School Year Published During Mary P. Henck Intermediate School

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1 School Accountability Report Card RIM OF THE WORLD UNIFIED SCHOOL DISTRICT P.O. Box 430 Lake Arrowhead, Ca (909) GOVERNING BOARD David Erlanger President Ed Brittain Clerk of the Board Leslie Bramson, Member Bob Gladwell, Member Scott Markovich, Member ADMINISTRATION Ronald B. Peavy Interim Superintendent Bryan Shaw Asst. Superintendent Educational Services Donna Kellogg Director of Personnel Bob Vedo Interim, Director of Business Services Contents Demographics 2 Average Class Size 2 School Climate 2 School Facilities 3 4 Curriculum & Instruction 4 Adopted Textbooks 4 Support Staff 4 School Finance 5 Student Performance 5 Accountability 6 Instructional Planning 6 R O B E R T T U R N E R, P R I N C I P A L School Accountability Report Card Reported for School Year Published During Rhine Road Lake Arrowhead, CA (909) Fax (909) Introduction The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available on the SARC Web page at ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. Data and Access Data DataQuest is an online data tool located at dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g. Academic Performance Index [API], Adequate Yearly Progress [AYP], test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners. Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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. About This School Mary Putnam Henck Intermediate (MPH) School is located in beautiful Lake Arrowhead and is named after Mary Putnam Henck ( ). She was the first teacher in Lake Arrowhead that formed our current school district. Our school opened in 1970 and remains the only intermediate school in the Rim of the World Unified School. MPH School presently serves approximately 786 seventh and eighth graders from twenty-two mountain communities within the district. We are part of the Rim of the World Unified School. The MPH staff believes each child is unique and deserving of a rich educational environment. Each student has access to a rigorous core curriculum in language arts, mathematics, science, and social science. Additionally, all students take physical education and up to two elective classes each year. Our hard working staff is both skilled and dedicated to the success of our students. We are fortunate to have many experienced and knowledgeable teachers eager to make a difference for our students. We believe in a student-centered approach, which provides an atmosphere in which a child s social, emotional, and intellectual needs are equally important. All students have special talents and are given the opportunity to develop those talents. Mission Statement Our mission is to touch the future today by assisting students to be motivated learners, productive citizens, and healthy human beings. Parent Involvement Rim of the World Unified School and MPH realize that effective schools and productive students are a direct result of parent and community involvement. We encourage parents to visit our school and to become active in their child s education. Parents and community play a very important role in the school. Understanding the school s educational program, student achievement, and curriculum assist both the school and community in ongoing program improvement. MPH parents are encouraged to participate in the school governance, Parent Teacher Association, School Site Council, and volunteer to assist in classrooms, office, and playground activities.. Student Enrollment by Grade Level This table displays the number of students enrolled in each grade level as reported by the California Basic Educational Data Systems (CBEDS) in : Grade Level Enrollment Grade Grade Total Enrollment 784

2 Page 2 Average Class Size and Class Size Distribution (Secondary) This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom) Subject Avg. Class Size Number of Classrooms Avg. Number of Classrooms Avg. Number of Classrooms Class Class Size Size English Mathematics Science Social Science Demographic Information This table displays the percent of students enrolled at the school who are identified as being in a particular group: Racial/Ethnic Category School Climate: School Safety % of Total Enrollment African American 0.89 American Indian or Alaska Native 0.89 Asian 0.89 Filipino 0.25 Hispanic or Latino Pacific Islander 0.25 White (Not Hispanic) Multiple or No Response 6.87 Socioeconomically Disadvantaged 39.0 English Learners 3.0 Students with Disabilities 11.0 SB187 Safety Plan Date the plan was last updated: March, 2008 Date the plan was last reviewed with staff: September, 2008 The Comprehensive Safe School Plan includes data regarding school crime, safe school procedures and compliance with laws including: (1) child abuse reporting, (2) disaster response, (3) suspension and expulsion policies, (4) notification of teachers of dangerous pupils, (5) sexual harassment, (6) schoolwide dress codes prohibiting gang-related apparel, (7) procedures for safe ingress and egress from school, (8) procedures to ensure a safe and orderly environment conducive to learning, and (9) rules and procedures on school discipline adopted pursuant to Ed Code Sections and A copy of the plan is available for inspection by the public at each school. Safety of students and staff is a primary concern at our school. The school and district complies with all the laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The Rim of the World Unified School Safety Plan was designed to assist in preparing for emergencies, managing emergency response efforts, and maintaining a safe school environment. The plan requires identification of security needs, development prevention and intervention techniques, evaluation of the physical facilities, and communication with staff and students. Components of the Safe School Plan include strategies and programs that will provide and maintain a high level of school safety, assess current school crime occurring on campus and at school functions, and address procedures related to the compliance of existing laws as they affect school safety. The staff of MPH developed and implemented a school safety plan that includes steps for ensuring student and staff safety. The school safety plan incorporates the key elements of our Safety Plan. The current school safety plan has been in place for two years and is reviewed and updated annually. Fire and disaster drills are conducted on a regular basis throughout the school year. School safety efforts are coordinated with the, San Bernardino County, and community safety groups. The current fire hazard, blackouts, school violence, and evacuation plans are the primary concern for beginning the school year. School Discipline Practices The following table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period: School Facilities: School Suspensions Expulsions Cleaning Process and Schedule A team of four custodians ensures classrooms, restrooms, and campus grounds are kept clean and safe. The Rim of the World Unified School ensures that all classrooms and facilities promote and support the learning program. The district administers a scheduled maintenance and grounds program. The district takes great efforts to ensure that all schools are clean, safe, and functional. To assist in this effort, the district uses a facility survey instrument developed by the State of California Office of Public School Construction. The results of this survey are available at the school office or at the district office. Maintenance and Repair maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority. Regular and corrective maintenance is handled on a priority basis and emergencies are handled immediately.

3 School Accountability Report Card Page 3 School Facility Conditions and Improvements MPH provides a safe, clean environment for students, staff, and visitors. School facilities, built in 1970, are up-to-date and provide adequate space for students and staff. Deferred Maintenance Fund The district participates in the State School Deferred Maintenance Program, which 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 roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems. For the school year, the district has budgeted $973,308 for the deferred maintenance program. This represents.5% percent of the district's general fund budget. : Teacher Credentials This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside their subject area of competence. Detailed information about teacher qualifications can be found at the DataQuest Web site at cde.ca.gov/dataquest/. School With Full Credential Without Full Credential Teaching Outside Subject Area of Competence School Facility Good Repair Status This table displays the results of the most recently completed school site inspection to determine the school facility s good repair status. The district has submitted work orders to the office of the Supervisor of Maintenance & Safety to address these needs. Gas Leaks Mechanical Systems Item Inspected Good Repair Status Poor Repair Needed and Action Taken or Planned Windows/Doors/Gates (interior and exterior) Building B: window in stairwell does not close. Interior Surfaces (walls, floors, and ceilings) Hazardous Materials (interior and exterior) Structural Damage Fair Building A: missing ceiling tiles in workshop and erosion at exterior of stairwell slope. Building B: rooms 4 and 5 need carpet replacement. Tech Lab/Music/Choir area needs carpet replacement. Fire Safety Electrical (interior and exterior) Pest/Vermin Infestation Drinking Fountains (inside and outside) Inadequate water pressure, pipes deteriorating, rusty water. Restrooms Sewer Playground/School/Grounds Overall Summary of School Facility Good Repair Status This table displays the overall summary of the results of the most recently completed school site inspection. Building B: grass area next to Building B is walked on by students which have resulted in no grass creating erosion. Lower courts require new pavement. Roofs P.E. Building: Gymnasium hall ceiling damaged from roof leaks and roof require replacement. Overall Cleanliness Facility Condition Item Inspected Exemplary Good Fair Poor Overall Summary

4 Page 4 Teacher Misassignments and Vacant Teacher Positions This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of of English Learners. Core Academic Courses Taught by NCLB Compliant This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-nclb compliant teachers at the school, at all schools in the district, at highpoverty schools in the district, and at low poverty schools in the district. More information on teacher qualifications required under NCLB can be found at Support Staff: Indicator Misassignments of of English Learners Total Teacher Misassignments Vacant Teacher Positions Location of Classes Percent of Classes in Core Academic Subjects Taught by NCLB Compliant Taught by Non- NCLB Compliant This School All Schools in High-Poverty Schools in Low-Poverty Schools in Academic Counselors and Other Support Staff This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50% of full time. Title Number of FTE Assigned to School Average Number of Students per Academic Counselor Academic Counselor Library Media Services (paraprofessional) 0.5 Library Media Teacher (Librarian) Psychologist Nurse 0.25 Speech/Language/Hearing Specialist 0.25 Other (1802 Counselor) 0.2 Curriculum and Instructional Materials: Instructional Materials On October 16, 2008 the Board unanimously approved the adoption of the Resolution regarding Sufficiency of Instructional Materials for fiscal year pursuant to Education Code This table displays the results of that resolution. Core Curriculum Areas Textbooks for K-8 classes are approved at the state level. Local Boards of Education are then given the list of approved books the state has identified. Local Education Agencies then review the state materials and adopt the book most appropriate for local use. The following books have undergone that process, were adopted by Rim of the World Unified School 's Board of Trustees. All students in all Rim of the World Unified School have a currently adopted, state approved textbook that they can take home. Before school opens in August each year, each school is surveyed to determine if the books on hand are sufficient to meet the projected enrollment. Throughout the year, when shifts in enrollment or other events create a need for additional textbooks, orders are placed immediately. Furthermore, schools maintain extra copies of most textbooks and can borrow from each other when temporary shortages occur. Core Curriculum Area Reading/Language Arts Mathematics Science History/Social Science Pupils Who Lack Textbooks and Instructional Materials Reading/Language Arts 0% Mathematics 0% Science 0% History-Social Science 0% Foreign Language 0% Health 0% Visual and Performing Arts 0% Textbooks and Instructional Materials Literature and Integrated Studies 7-8 Scott Foresman 1998 Middle School Handbook 7-8 John Warriner 1998 The Language of Literature 7-8 McDougal-Littell 2002 Pre-Algebra-A Transition to Algebra and Geometry-California Edition 7-8 Glencoe McGraw-Hill 2000 Spec. Ed. Pre-Algebra 7-8 American Guidance Svc Applications & Connections Algebra 1 Application & Connection, Algebra A Transition to Algebra 7-8 Glencoe 2001 Science Explorer Student Edition: Focus on Life Science 7 Prentice Hall 2008 Science Explorer Student Edition: Focus on Physical and Earth Science 8 Prentice Hall 2008 Across the Centuries 7 Houghton Mifflin 2000 The American Nation 8 Prentice Hall 1999

5 School Accountability Report Card Page 5 School Finance: Teacher & Administrative Salaries (Fiscal Year ) This table displays district-level salary information 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 a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries can be found at the Certificated Salaries and Benefits Web site at Category Amount Beginning Teacher Salary $38,216 Mid-Range Teacher Salary $61,418 Highest Teacher Salary $79,869 Type of Services Funded In addition to the regular K-12 education program, the general fund, categorical, and special programs fund other services. These other services at our school include: Special Education Counseling Title I A Gifted and Talented Education (GATE) Economic Impact Aid/Limited English Proficient (EIA/LEP) School Library and Improvement Program (SLIP) Instructional Material Funds (IMF/Textbooks) The school also has access to funds in the following programs: TUPE 4-8 Title II A - Teacher Quality Title II D - Technology Title III Limited English Proficient (LEP) State Average for s in Same Category $37,916 $58,151 $75,396 Average Principal Salary (Elem) $90,121 $91,086 Average Principal Salary (MS) $97,200 $95,220 Average Principal Salary (HS) $99,915 $101,661 Superintendent Salary $119,362 $136,091 % of Budget for Teacher Salaries 40.2% 38.5% % of Budget for Administrative Salaries 4.7% 5.8% Title IV - Safe & Drug Free Schools and Communities Title V Innovative Programs Student Performance: California Physical Fitness Test Results The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding the California Physical Fitness Test, and comparisons of a school's test results to the district and state levels, can be found at the Physical Fitness Testing Web site at California Standards Tests (CST) The California Standards Tests (CST) show how well students are doing in relation to the state content standards. The CSTs include Englishlanguage arts and mathematics in grades 2 through 11; science in grades 5, 8, and 9 through 11; and history-social science in grades 8 and 10 through 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and proficiency level, including the percent of students not tested, can be found on the Standardized Testing and Reporting (STAR) Results Web page at CST Results for all Students Three Year Comparison This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). Subject School State ELA Math Science History/ Social Science Grade Level Percent of Students Meeting Fitness Standards (on all six fitness standards) Pupil Expenditures and School Site Teacher Salaries (Fiscal Year ) This table displays a comparison of the school s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding salaries can be found at the Current Expense of Education Web page at and teacher salaries can be found on the Certificated Salaries and Benefits Web page at Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental) Expenditures Per Pupil (Basic) Average Teacher Salary School Site $5,181 $899 $4,282 $66,791 $3,978 $64,356 Percent Difference-School Site & 8% 4% State $5,300 $59,271 Percent Difference-School Site & State (19%) 13%

6 Page 6 CST Results by Student Group Most Recent Year This 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. Accountability: Academic Performance Index The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the API Web site at API Ranks Three Year Comparison This table displays the school's statewide and similar schools API ranks. 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. 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. API Changes by Student Group Three Year Comparison This table displays, by student group, the actual API changes in points added or lost for the past three years, and the most recent API score. Group Group Percent of Students Scoring at Proficient or Advanced Level ELA Math Science African American * American Indian or Alaska Native * Hispanic or Latino White (not Hispanic) Male Female Economically Disadvantaged English Learners 0 9 * Students with Disabilities API Rank Statewide Similar Schools Actual API Change History- Social Science API Score * * 8 Adequate Yearly Progress (AYP) The federal No Child Left Behind Act (NCLB) requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: 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). Detailed information about AYP, including participation rates and percent proficient results by student group, can be fount at the AYP Web site at AYP Overall and by Criteria This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria. AYP Criteria School Overall No No Participation Rate ELA Yes No Participation Rate Mathematics Yes Yes Percent Proficient ELA No No Percent Proficient Mathematics No No API Yes Yes 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. Detailed information about PI identification can be found at the AYP Web site at Indicator School Program Improvement Status In PI Not in PI First Year of PI Implementation Year in PI Year 2 Number of Schools Currently in PI 2 Percent of Schools Currently in PI 22.2 Instructional Planning: Professional Development Training is provided through conferences, workshops, in-service days, and outside consultants. In an effort to strengthen the curriculum, teachers attended workshops regarding literacy, mathematics, and technology. All Students Hispanic or Latino White (not Hispanic) Economically Disadvantaged