HomeMy WebLinkAbout01- Crime Fighting Strategic Plan AGENDA
November 12, 1996
Introduction and Overview Dr. Marlin Brown
Highlighted for tonight's discussion are:
11. School Safety Issues
School Police Chief Gary Underwood
Emergency Plans Joe Woodford
Crossing Guards Danny Tillman
-'2. San Bernardino Crime Fighting Strategic Plan Mayor Tom Minor
3. Joint Use of Facilities Dr. Hal Boring/Danny Tillman
New Facilities Lou Yeager
Parks and Recreation Lynda Savage/DannyTillman
4. City and School District Funding Mayor Tom Minor
5. At-Risk Programs
DARE Lynda Savage/Jim Marinis/Ray Cadena
ICUC Lynda Savage/Jim Marinis/Ray Cadena
Elementary and Middle School Police Academies
Ray Cadena
6. March 1997 Public Safety Ballot Measure Mayor Tom Minor
Wrap Up Dr. Marlin Brown/Dr. E. Neal Roberts/Mayor Tom Minor
i� iZ 9
San Bernardino City Unified School District
Special Meeting of the Board of Education
Community Room
Board of Education Building
777 North F Street
San Bernardino, California
AGENDA
November 12, 1996 Estimated Times
SESSION ONE - Opening
1.0 Opening 6:30 p.m.
1.1 Call to Order
1.2 Pledge of Allegiance to the Flag
2.0 Other Matters Brought by Citizens 6:35 p.m.
This is the time during the agenda when the Board of Education is prepared to receive the comments of the public
regarding any other items on this agenda or any school related issues. Each person is asked to state his or her name
and address, and to limit remarks to five minutes. There are special procedures for presenting complaints against
District employees, and persons wishing to make such complaints must have filed the appropriate complaint form prior
to this meeting. The Board may not have complete information available to answer questions and may refer specific
concerns to the appropriate staff person for attention.
When the Board goes into Session Two, there will be no further opportunity for citizens to address the Board on items
under consideration. When you come to the podium, please tell us your name and address and limit your remarks to
five minutes.
SESSION TWO-Workshop
3.0 Workshop on Topics of Mutual Interest 6:50 p.m.
In the interest of building close working relationships and entering into more collaborative activities with the City of
San Bernardino elected officials and administrative staff, the Board of Education has invited the Mayor and Council
Members of the City of Bernardino to discuss in a workshop setting the following items: (Topics have been suggested
by both groups and are not prioritized.)
• Five-Year Plan of the School District(Long Range Planning, Accountability)
• San Bernardino Crime Fighting Strategic Plan
• School District and City Funding
• March 1997 Public Safety Ballot Measure
SESSION THREE- Closed Session
4.0 Closed Session 8:00 p.m.
As provided by law, the Board will meet in Closed Session for consideration of the following:
Public Employee Appointment
Position: Assistant Superintendent, Student Services (1)
SESSION FOUR- Closing
5.0 Adjournment 9:00 p.m.
The next regular meeting of the Board of Education of the San Bernardino City Unified School District will be held on
Tuesday, November 19, 1996, at 5:30 p.m. in the Community Room of the Board of Education Building, 777 North F
Street, San Bernardino.
Posted: November 7, 1996
'9�CA TlO
� V �
EXCELLENCE IN EDUCATION
SAN f
S UNIVERSITY,
UNIFIED CITY 1 VALLEY COLLEGE SAN BERNARDINO
SCHOOL DIS SAN BERNARDINO
777 North F Street 701 South Mt.Vernon Avenue 5500 University Parkway 300 North D Street,6th Floor
San Bernardino,CA 92410 San Bernardino,CA 92410 San Bernardino,CA 92407 San Bernardino,CA 92418-0001
General Information 381-1250 General Information 888-6511 Admissions 880-5200 384-5133
Employment(teaching) 381-1112 Admissions Office 888-6511 Campus Tours 880-5188 3845051
Employment(classified)880-6812 x 1141 Events on Campus 880-5236 FAX 3845067
School Assignment Counseling Office 888-6511 Speakers Bureau 880-5007
Information 381-1237 x 1153 Sports Events 880-5011
FAX 885-6392 Speakers Bureau 888-6511 FAX 880-7000
x 1108
Student Services 888-6511
x 1633
Employment 8842533
FAX 381-4604
SAN BERNARDINO CITY UNIFIED 5CHOOL !
Mission Statement: The schools, four comprehensive high schools were named Distinguished -School designation.
primary mission of the dis- schools, two alternative high Schools by the California Depart- For K-12 education,there is no
trict is to provide academic schools, and an Adult Education ment of Education. Ten district better place to learn than the San
instruction to each enrolled school.With 5,920 employees,the schools,including one high school, Bernardino City Unified School
student sufficient to de- district is the seventh largest em- have now earned the Distinguished District.
velop the skills,knowledge, ployer in San Bernardino County.
and understanding required The attractiveness of the San �®
to promote personal devel- Bernardino area has drawn families
opment to the fullest extent from all over the world,resulting in
of the individual's poten- a healthy mix of races and cultures,
tial. and students that speak 48 different
languages.The basic education pro-
is designed to meet the needs
The San Bernardino City gram gn
of this diverse group and is en-
1 Unified School District g p
is the 10th largest in the state hanced by 26 magnet programs at
with 57 schools and 44,250 36 school sites.Environmental sci-
students.Its 120 square miles
ence,fine arts,music,communica-
cover the city of San Bernaz- lions arts and technology, Interna-
dino,a portion of the city of tional Baccalaureate,and the Artists
Highland and the unincorpo- in Residence program through the
rated communities of Mus- Los Angeles Music Center are all
coy and Devore.There are 43 available to district students.
elementary, eight middle In 1995, three elementary
SAN BERNARDINO VALLEY COLLEGE
San Bernardino Valley Over 500,000 students have
College, founded in walked the halls of SBVC since n
1926,is approaching its 70th 1926,many of whom are prominent '
anniversary.With a Fall and leaders in our community,state and
Spring enrollment in excess nation. Jack Brown, president and
of 11,000 students. SBVC CEO of Stater Bros.Markets is an r
has been a vital resource to SBVC alum, as well as Judith / r
San Bernardino and its sur- Valley, first Latina President of a
round communities. California Community College,and
While most students who Dr. Charles Young, Chancellor of
attend the 85-acre campus UCLA. •
come from San Bernardino, While one of SBVC's primary
a large portion of the student roles is to offer undergradu-
body resides in Colton, ate course work transferable to four- student population is Caucasian,28 dent Bill Clinton visited SBVC and
Grand Terrace,Rialto,High- year colleges and universities, the percent Latino and 20 percent Afri- spoke to the nation about the impor-
land, Redlands, Big Bear, college also offers unique two-year can-American. Fifty-five percent tart role community colleges, like
Bloomington and Lake Ar- programs in aeronautics,automotive are female and the average age of a SBVC, play in the health of the
rowhead. technology,auto body,nursing,po- student is 27 years old. nation's economy.
SBVC is governed by the lice science,drug and alcohol stud-
ies, sheriff's academy, restaurant The college offers a full comple- u aving adopted a motto,
San Bernardino Community ment of intercollegiate athletics for 11 "Where Dreams Come True,"
College District and is one of management, child development, g
drafting, electronics, engineering, men and women including football, SBVC is a public community col-
106 community college cam- basketball,baseball,soccer,volley- lee under the leadership of Presi-
azg- machine technology, refrigeration, Y- g P
puses in California—the l
est system of higher educa-
welding and much more. ball,track and field and softball. dent Donald L.Singer.
tion in the free world. Thirty-trine percent of SBVC's This past academic year, Presi-
CALIFORNIA STATE UNIVERSITY, SAN •
employees and an annual budget in credentials plus Master of Arts pro-
excess of$50 million, the univer- grams with a variety of options.
sity is an increasingly visible pres- The university experience is
ence in the Inland Empire. more than classes and study-80 stu-
The university offers a personal dent clubs and fraternities and so-
ized education,stressing atten- rarities provide opportunities for a
tion to each student and small class wide range of involvement.Serrano
size. A strong foundation—general Village,the university's on-campus
education in basic skills and an in- housing complex, accommodates
tegrated core curriculum—is required approximately 425 students.In in-
of all students. Students may earn tercollegiate athletics, Cal State's
i
bachelor's degrees in 42 fields and Coyotes are becoming well known
master's degrees in 20 majors. in Division II of the NCAA. The
Many of the broader degrees offer university fields teams in baseball,
specialized tracks and program op- basketball,golf,soccer,softball,ten-
" � - tions.The programs are grouped in nis and volleyball.Cal State entered
five schools: Business and Public the highly competitive California
Administration, Education, Hu- Collegiate Athletic Association in
California State Univer- public higher education in the na- manities,Natural Sciences and So- 1991, hosting home games in its
j sity, San Bernardino is tion.The university,now in its third cial and Behavioral Sciences. For new 5,000-seat indoor sports area
part of the 22-campus Cali- decade of service,is one of the fast- Prospective teachers,the School of beginning with the 1995-96 season.
fornia State University est growing campuses in the CSU. Education offers course work for six
(CSU),the largest system of With about 12,000 students, 1,000 basic and 10 specialized teaching
" •
MESSAGE FROM THE MAYOR OF f
an Bernardino offers a San Bernardino, to address the dents with the necessary tools to
wide range of educa- needs of our students. deal with,and in many cases shape,
tional opportunities for This coordination and exchange our social, political and economic
students at all levels. Area of educational goals and innova- environment.
schools and colleges,both pub-
licand private,continue to raise lions will further enrich the quality I am extremely proud of San
the level private, a the raise of education provided for our com- Bernardino's educational institu-
livery of quality learning expe- munity.Today,our educational in- tions and commend our teachers,
livery f this region.In this en- stitutions offer learning experiences administrators and support staff for
rience,I am pleased to sponsor from preschool through graduate their dedication and leadership;and
degrees,the Mayor's Education Round- degrees,as well as cultural and in- I urge our residents to play an ac-
table, a cooperative effort be- tellectual programs. In this ever- tive role in the educational oppor-
tween the City and the three changing world, our schools and tunities our institutions provide. Tom Minor
major educational institutions in Colleges continue to provide our stu- Mayor
i
elieving that one of our cation Roundtable has been respon- mote and build a positive image also are encouraged to watch the
area's most valuable re- sible for improving the communi- of education in San Bernardino. television programs sponsored by
sources is the quality of cation network between elementary, 1 The Golden Apple Awards hon- the Education Roundtable which are
education offered by our local in- secondary, postsecondary educa- broadcast on the City of San
stitutions, the San Bernardino tion,city government,and our citi- employees from the three insti-educators and education Bernardino's cable access channel
Education Roundtable was zens.This has been accomplished empl tutions. KCSB,TV-3.
formed in March 1988,to pro- in a variety of ways,among them: Join us in spreading the pride we
mote and showcase the excellent 1 Annual "State of Education" The ERT will continue working have about one of our area's great-
programs available to our citi- Community Breakfast for edu-
to increase the public's awareness est assets—quality education!
zens.Serving on the Roundtable cators,govennent leaders,and and appreciation for the fine educa- Tom Minor,Mayor
are the Mayor of the City of San the general public. tional opportunities available and Anthony Evans,President
Bernardino, the presidents of continue to provide leadership in California State University,
California State University,San 1 A series of regular television shaping public policy concerning San Bernardino
Donald Singer,President
Bernardino and San Bernardino programs highlighting the links local education.
Valle College and the su that have been formed between If you would like to have more San Bernardino Valley College
Y g PeT1R- Y E.Neal Roberts,
tendent of the San Bernardino local government and our edu- information about the programs Superintendent
City Unified School District. cational institutions and featur- mentioned in this brochure,please San Bernardino City
Since its inception,the Edu- ing television programs that pro- call any of the numbers listed.You Unified School District
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Five-Year Plan
1995-96 Year-End San Bernardino City Schools
Progress Report
+ September 3, 1996 No Better Place To Learn
3 de e #
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Sixty-five kindergarten scholarship winners gather around their benefactor, Bing Wong.
Board of Education Fable Of Contents
Mr. Lawrence E. Neigel,
President
Dr. Marlin L. Brown,
Vice ?resident Strategic Objective I:
Mr. Raymund Cadena
Mr. James Marinis Meet Five-Year Housing Needs.......................................1
Mrs. Lvnda Savage
Mr. Danny Tillman Strategic Objective II:
Mr. Louis E. Yeager
Meet Statfinir Needs.........................................................3
Administration Strategic Objective III:
E. Neal Roberts, Ed.D., Improve Student Performance..........................................6
Superintendent
Harold Boring, Ed.D., Strategic Objective IV:
Assistant Superintendent
Administrative Services Develop a Program of Dropout Prevention....................10
Leslie Pulliam,
A_ssistant Superintendent Strategic Objective V
Educational Services
Daniel King, Ed.D., Maintain Voluntary Integration Program Priority..........17
Assistant Superintendent
Personnel Services
Strategic Objective VI:
Develop a Plan to Use Technical Advances to Run
Our Business Better and Develop a Parallel Plan for
., Infusion of Technical Development in Curriculum.......20
Strategic Objective VII:
Districtwide Marketing Plan...........................................24
Carolyn Schofield, Strategic Objective VIII:
Superintendent's Assistant
(909) 381-1246 Maintain a Safe Learning and Working
Environment....................................................................28
Nelda R. Shoffner,
Administrative Assistant,
Board of Education
(909) 381-1245
San Bernardino City District Mission Statement
Unified School District The primary mission of the District is to provide academic instruction to
777 N. F Street each enrolled student sufficient to develop the skills, knowledge, and
San Bernardino, CA 92410 understanding required to promote personal development to the fullest
(909) 381-1240 or
(909) 381-1245 extent of the individual's potential.
FAX (909) 885-6392
Strategic Objective I
MEET FIVE-YEAR HOUSING NEEDS
Leadership: Dr. Harold L. Boring
By 1997 adequate facilities will be provided to accommodate a projected K-12
student body of 46,226 with basic classroom space. To the extent possible, the San
Bernardino City Unified School District will aim to provide optimum facilities for a
quality learning environment at all schools.
BOARD OF EDUCATION'S ASSESSMENT OF PROGRESS:
In response to the Board's recommendations for 1995-96, the following are noted:
As a part of the overall strategy to provide basic classroom space and also keep abreast of the
District's enrollment growth, short-term and long-term solutions have been developed to answer
all student housing needs. A list of solutions selected to meet housing needs include, but are not
limited to:
• opening all closed schools,
• maximizing use of all sites,
• implementing attendance boundary adjustments and grade-level restructuring,
• acquiring 160 portable classrooms and relocated as needed, and
• converting 26 elementary schools and one middle school to a year-round school
configuration.
The Board commends the Superintendent and Staff for the following:
The Board is very pleased with the leadership pertaining to:
• various projects to meet and enhance student housing needs,
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 1
• the effective use of the District's Housing Committee in reaching recommended
solutions,
• the success of working with the Office of Local Assistance, Division of State Architect,
to assure that the District's needs for site acquisition are being met, and
• the aggressive pursuit of a school site on the closed Norton Base property.
The Board takes particular note and commends the leadership of the following:
• 17 Modernization Projects totaling $11.5+ million dollars which include:
• Arrowhead Elementary Lytle Creek Rio Vista Elementary
• Barton Elementary Elementary Roosevelt Elementary
• Davidson Elementary Marshall Elementary San Bernardino High
• Fairfax Elementary Newmark Elementary Urbita Elementary
• Hillside Elementary Parkside Elementary Vermont Elementary
• Hunt Elementary Richardson PREP HI Wilson Elementary
• 7 New Construction Projects which include:
• Norton Elementary School San Gorgonio and Pacific
• Fifth High School (site) High School Food Shelters
• Del Vallejo Middle School Highland-Pacific Elementary
Classroom Addition School Lunch Shelter
• San Gorgonio High School Richardson PREP HI Kitchen
Performing Arts Theater
The Board directs the Administration to:
✓ continue to explore ways to meet the special sociological and instructional needs of 6th
grade students housed on middle school campuses,
✓ be sure that, as the fifth comprehensive high school project progresses, the school reflects
the needs of our students/staff, as well as the character and diversity of the District, and
✓ fully explore various ways to meet the housing objective while carefully monitoring and
evaluating each proposal to be sure it is fiscally sound and cost-effective.
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 2
Strategic Objective If
MEET STAFFING NEEDS
Leadership: Dr. Daniel King
On a continuing basis, qualified employees will be hired to fill all classified,
administrative, and teaching vacancies. The new employees will be the best
available in the job market to meet the continuing curricular and operational needs
of the District.
BOARD-OF EDUCATION'S ASSESSMENT OF PROGRESS:
In response to the Board's recommendations for 1995-96, the following is noted:
Recruitment efforts which have been modified to include a greater target-rich environment have
resulted in the employment of 126 new teachers, 32% of whom were from minority groups. In
addition, of the 29 certificated management promotions/new hires, 41% were minority and 59%
majority. The non-reelect list for certificated teachers has been significantly reduced through a
number of strategies, e.g., advice/counseling, suggestions for teacher development programs, and
assignment of mentors.
The Board commends the Superintendent and Staff for the following accomplishments:
• Certificated Employees
• Subscribed to an Internet Service to advertise employment vacancies worldwide
and received a dozen valid applications.
• Monitored a county audit of the District's credentialing and assignment efforts,
receiving a 100% clean bill, one of the few large districts to achieve this. (A
similar-sized district in Southern California had 600 mis-assignments.)
• Worked in a collaborative effort to establish the teacher,/administrator
development center at North Verdemont.
Five-Year Plan
1995-96 Year-End Progress Report
September 3. 1996
Page 3
• Classified Employees
• Reorganized the Classified Personnel Department to improve services, e.g., cross-
training of clerical staff and incorporating interview scores into ranking for
positions where this has not been used before.
• Established "window" periods to reduce bumping.
• Placed a freeze on personnel actions to assist in the major personnel changes
brought about by categorical funding shifts.
• Kept vacancies filled from up-to-date eligibility lists.
• Recruitment
• Provided extensive reports on recruitment and selection of employees to fill
vacant positions.
• Completely remodeled all recruitment literature updating the information in a
more attractive manner.
• Aggressively sought minority candidates for management positions (returning one
person to the classroom when he failed to meet the time line set for his clearance
from the University and Commission on Teachers Credentialing).
• Recruited and selected 31 administrators.
• Hired new teachers--30% of which were from minority groups. Gender
sensitivity will be better met with an increased pool of applicants.
• Intern Programs
• The District's "grow our own teachers" program continues to expand. Also, to a
large extent we are "growing our own administrators" by placement of teachers on
assignment, identifying those with administrative promise, and encouraging them
in counseling sessions.
• There are a number of"assistant" positions in the trades in Building Services
which are earn-while-you-learn, on-the-job positions for upward mobility in the
classified ranks.
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 4
• In the classified ranks the student intern program has shown continued success.
One college student has been included in the program and proctors exams in the
Classified Services Department. Plans are being developed to further expand the
opportunity for college students to become student interns. Also, active Future
Teachers Clubs are in place at the four comprehensive high schools.
The Board directs the Administration to:
✓ continue to explore creative ways to decrease the number of days certificated employees
are absent,
✓ do what is necessary to hire quality staff to meet required deadlines for class-size
reduction, and
✓ fully explore various ways to meet the staffing objective while carefully monitoring and
evaluating each proposal to be sure it is fiscally sound and cost-effective.
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 5
Strategic Objective III
IMPROVE STUDENT PERFORMANCE
Leadership: Mrs. Leslie Pulliam
On a continuing basis, the San Bernardino City Unified School District will improve
the academic performance of students, K-12, in reading, language arts, math, social
studies, and science as measured by appropriate indices.
BOARD OF EDUCATION'S ASSESSMENT OF PROGRESS:
In response to the Board's recommendations for 1995-96, the following are noted:
ENGLISH LEARNERS PROGRAM
• Employed Director of English Learners.
• Moved English Learners resource staff to the West Highland Administrative Annex
(WHAA) Building.
• Established Resource Center for teachers, parents, and students.
• Created additional office space for staff.
• Established meeting/training room for English Learners programs.
• Visited school sites to determine English Learners Program effectiveness and needs in the
areas of textbooks, curriculum K-8, additional sheltered classes at high school level. and
assessment (biannual/reclassification).
• Established committee, wrote District policy regarding English Learners Program, and
received Board approval.
• Assisted with three Title VII (Educational Academic Excellence Program) grant
applications.
• Developed new teacher inservice training.
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 6
STUDENT PERFORMANCE ON COLLEGE EXAMS
• Prepared a menu of instructional strategies to support English and Math achievements for
all high schools and middle schools.
• Established a partnership with California State University, San Bernardino; San
Bernardino Valley College; Riverside City College; and Crafton Hills College to address
the issues of the `college going" rate and student remediation.
• Worked with principals to establish/maintain extended day program at all four
comprehensive high schools.
SCHOLASTIC APTITUDE TEST/ADVANCED PLACEMENT (SAT/AP)
COMPARATIVE DATA
Scholastic Aptitude Test (SAT) takers have increased by 65% from 1986 to 1995. This is
important to note since we have seen a decline in SAT scores during the same time period. We
are no longer seeing the "top 2%" taking the SAT but rather, the "top 25 to 30%" of the seniors.
Along with testing more students, we have also seen the makeup of the test takers changing. For
example, more students with English as a second language are taking the SAT. Additionally,
there are more students taking the SAT who come from economically disadvantaged
backgrounds.
Between 1986 and 1995, the number of students taking Advanced Placement (AP) examinations
has increased more than sixfold. Along with this increase has been more than a fourfold increase
in those students scoring three to five on the examination.
The Board commends the Superintendent and Staff for the following:
• SUPERINTENDENT'S THIRD GRADE READING OBJECTIVE
The Board of Education is very pleased with the success of this objective. Recognizing the
importance of reading success in the early grades, in 1990 San Bernardino City Schools
Superintendent, E. Neal Roberts, made the commitment that "by the time students exit third
grade, they will be reading at grade level." A committee of teachers, principals, Board of
Education members, and community representatives met for several months to develop the
blueprint for the District to meet the Superintendent's Third Grade Reading Objective. As a
result, 21 early intervention programs were recommended to support students as they learn to
read in the early grades. Inservices were held to provide teachers with continuous training in
reading practices such as shared, guided, and independent reading, decoding strategies of
phonetic cueing, syntactic cueing, and semantic cueing. In addition, principals received
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 7
inservices designed to help them better observe and assess the reading progress of their students.
Important in the assessment process has been the principals' commitment to read individually
with their students in grades 2-6. These coordinated efforts have resulted in 92.4% of the
District's eligible third grade students reading at grade level. This is up from 74.8% in the spring
of 1995 (an increase of 17.6 percentage points). Additional indicators of third grade students
attaining literacy comes from the District's norm referenced test (Individual Test of Academic
Skills [ITAS]). In the area of Total Reading, our third grade students made growth that exceeded
what would be expected for one year of instruction (+1 [one] NCE [Normal Curve Equivalents]
point).
Another important aspect of the assessment process has been the showcasing of our progress by
holding Community-Read days. Prominent community members, newspaper reporters, and
interested parents were invited to listen to children read on a one-to-one basis at school sites,
with the community people selecting the students to read and the books to be read. To date, four
such community reading days have been held and the feedback has been impressive and
extremely positive. In addition, members of the District Management Team have listened to
students read and central office classified employees are being given the opportunity to
participate in these reading activities. The Districtwide involvement at all levels in the success of
the reading objective has focused students, parents and employees on the importance of reading
and has brought about a feeling of total commitment to this project.
• HONORS/ADVANCED PLACEMENT
The Board continues to be pleased with the Honors/Advanced Placement Programs. While much
of the attendance this year has been focused on at-risk students, it is important to not forget our
high achieving students. The International Baccalaureate Program (IB) at Cajon High School is
a magnet program which features an acclaimed instructional program headquartered in Geneva,
Switzerland. To receive a full IB diploma, students must score at least a four out of seven
possible points on six different exams, take a Theory of Knowledge course, and complete 100
hours of Community Service. The other three comprehensive high schools have
Honors/Advanced Placement Programs which require the same high academic standards but are
based on Advanced Placement exams from the College Board.
• HIGH SCHOOL ACCREDITATION PROCESS
The Board is pleased that four of the District's high schools are conducting self-studies using a
new Western Association of Schools and Colleges (WASC) Accreditation process. The focus of
this new process is on student learning as defined by what students need to know, understand,
and do by the time they graduate. The District developed Expected District Learning Results
(EDLRs) this year involving 700 teachers, administrators, classified employees, students,
parents, and community members in the process.
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 8
Staff is to be commended for the guidance and support to the high schools as staffs prepare for
the new WASC accreditation program review process by assisting with the school and
districtwide Expected Student Learning Results (ESLRs).
• COST EFFECTIVENESS OF INSTRUCTIONAL PROGRAMS
The Board is also very satisfied with the emphasis on the cost effectiveness of instructional
programs, e.g. :
Restructured the categorical programs in the District to focus on supporting low-achieving
students in every school in the areas of math, reading, and technology.
• Worked with principals, District managers, and teachers to structure a funding formula
that uses the Title I (Federal Appropriation of Funds for Underprivileged or Poor
Children) provisions allowing schools with 35% or more of their student population
qualifying for free and reduced lunch to be funded.
• Revised the District Categorical Master Plan to provide greater emphasis on the
instructional areas of reading and math and to increase students' opportunities for
technology-assisted learning.
• Assisted every school in the District with writing a new or revised categorical school
plan.
• Assisted every school in the District in preparing and implementing its 1996-97
categorical budget and staffing plan.
The Board directs the Administration to:
✓ explore the feasibility of the use of technology in multicultural learning,
✓ explore the third grade non-achieving subgroups and develop strategies to address
specific needs,
✓ explore the feasibility of comparing test data with surrounding school districts, not
necessarily same-size school districts, and
✓ continue to explore strategies to meet the student performance objective with continual
monitoring and evaluation to be sure that each tactic is fiscally sound and cost-effective.
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 9
Strategic Objective IV
DEVELOP A PROGRAM OF DROPOUT PREVENTION
Leadership: Dr. E. Neal Roberts
Mrs. Leslie Pulliam
Develop and implement plans to reduce the dropout and expulsion rates and
provide a nontraditional educational alternative for students who are not benefiting
from the traditional educational program.
BOARD OF EDUCATION'S ASSESSMENT OF PROGRESS:
In response to the Board's recommendations for 1995-96, the following is noted:
The San Bernardino City Unified School District is a large urban district characterized by a student
population growth of over 61% between 1982--27,992 students--and 1995-45,091 students. The ethnic
distribution of the District has changed dramatically during the period from 1982 to 1995. Changes
within the Hispanic and White populations accounted for the Districtwide shifts. Between 1982 and
1995, the Hispanic population increased 20 percentage points within the District while the White
population declined by more than 22 percentage points. During this same period of time, the District
served 22 more languages. The increase in language groups brought an increase in the number of
limited-English proficient students, i.e., 3,077 in 1982 to 9,209 in 1996. This increase of 6,132 students
is almost a 200% growth.
San Bernardino City Unified School District
Enrollment and Growth Data
Grade Number Percent Number Percent
Span 1982 1983 Change Change 1994 1995 Change Change
K-6 16042 17034 992 6.18% 27330 27863 533 1.95%
7-8 4209 4306 97 2.30% 6722 6756 34 0.51%
9-12 7741 7519 -222 -2.87% 10198 10472 274 2.69%
District
Total 27992 28859 867 3.10% 44250 45091 841 1.90%
Source: Administrative Services/CBEDS (California Basic Educational Data System)
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 10
San Bernardino City Unified School District
Ethnic Distribution
Ethnic Group 1982 Percent 1995 Percent Change
American Indian 2.49% 1.48% -1.01
Asian 2.71% 3.79% +1.08
Pacific Islander 0.06% 0.53% +0.47
Filipino 0.19% 0.46% +0.27
Hispanic 28.50% 48.50% +20
Black 16.51% 18.60% +2.09
White 49.32% 26.62% -22.7
Source: CBEDS/MIS (California Basic Educational Data System/Management information Systems)
Another area for consideration is that of poverty. AFDC (Aid for Dependent Children) is the only
consistent information available from 1982 to 1996. In 1982, the AFDC count for the District was 8,846
students. This group represented 32% of the District's population. By 1996, the AFDC count has
increased to 19,796 students, which represents 45% of the District's population. The increase of 10,950
students on AFDC is a growth of over 123% (while the District's growth rate was approximately 61%).
San Bernardino City Unified School District
Source: Cat/Pro/R&E/C BEDS Comparative Poverty Data
Grade Span Variable 1982-83 1995-96 Change
Elementary School Enrollment 16042 26713 10671
AFDC Count 5880 13542 7662
AFDC Percent 37.00% 51.00% 14%
Middle School Enrollment 4209 7764 3555
AFDC Count 1345 3243 1898
AFDC Percent 32.00% 42.00% 10%
High School Enrollment 7741 9841 2100
AFDC Count 1621 3011 1390
AFDC Percent 21.00% 31.00% 10%
District Enrollment 27992 44318 16326
AFDC Count 8846 19796 10950
AFDC Percent 32.00% 45.00% 13%
Give-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page I I
The dropout information is based upon the report generated in the spring of each school year, not the data
from the October CBEDS. Not only has the dropout rate declined since 1985-86, but so has the actual
numbers of dropouts. The following data should be noted in light of the increasing enrollment:
San Bernardino City Unified School District
Comparative Dropout Data
Variable 1985-86 Numbers 1994-95 Numbers
High School
Enrollment 8634 11044
Number of
Dropouts 1431 750
Dropout 1985-86 1994-95
Rate Percentage Percentage
District 16.60% 6.80%
American Ind. 18.00% 8.00%
Asian 9.20% 5.10%
Black 17.20% 6.50%
Hispanic 18.70% 7.80%
White 15.80% 5.80%
Source:Research&Evaluation
Three alternatives to dropping out are for students to obtain a GED(General Education Development
Test), a CHSPE(California High School Proficiency Exam), or enroll in Adult Education. Between
1985-86 and 1994-95, there was a total of 194 more students who benefited from these alternatives. The
complement to the dropout rate is the rate of graduation. Between 1986 and 1995, the graduation rate
(based upon high school enrollment) increased from 12.8% to 14.8%. See following data:
San Bernardino City Unified School District
Dropout Alternative Actions
Source: Research&Evaluation (Percent Of High School Enrollment)
Variable 1985-86 Numbers 1994-95 Numbers
H.S. Enrollment 8634 11044
#of Dropouts 1431 750
Dropout Rate 1985-86 % 1994-95 %
District 16.60% 6.80%
American Indian 18.00% 8.00%
Asian 9.20% 5.10%
Black 17.20% 6.50%
Hispanic 18.70% 7.80%
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 12
Three primary delivery systems have been improved to prevent students from dropping out.
• School Site Programs
• Expanded Independent Study Program to include elementary (short-term).
• Enhanced Summer School Program with Independent Study option.
• Created "Lead Independent Study Teacher" positions for each comprehensive
high school.
• Implemented on-campus suspension programs (7-12).
• Implemented immediate placement into Independent Study students suspended
pending expulsion so no ADA (Apportioned Daily Attendance) is lost.
• Alternative Learning Center(Fairfax)
• Shifted use of contract teachers to use of hourly paid teachers which reduced costs
and increased experience level of staff.
• Fully implemented grade, credit, and ADA accountability with the addition of an
audit clerk and a registrar.
• Counseling Program for Alternative Students
• Expanded Independent Study and Pregnant Minor group counseling efforts.
• Conducted home visits.
CounselinglGuidance Program
The counseling/guidance program at the elementary schools is student-centered with student
success as the end result. Only 23 out of 38 elementary schools have counselors. Those 23
counselors act as friend, listener, protector, advisor and tutor to children. For the school, the
counselor supports children and their families by serving in Family and Student Support Teams;
providing individual, group, and family counseling; and working with teachers and other staff
members to promote good attendance, behavior, and values. Counselors also provide
professional development for staff and workshops for parents. The overall-goals of the
elementary counselors include:
Under the direction of the principal, the elementary and middle school counselor will:
• monitor and promote the progress of all student populations including Special
Education, English Learners, Gifted and Talented Education (GATE), and
Educationally Disadvantaged Youth,
• coordinate the school's guidance program, including career awareness activities
• provide pertinent information and communicate with teachers regarding
counseling and guidance services as appropriate,
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 13
• confer with the principal on a regular basis concerning matters relating to
counseling and guidance,
• provide counseling services within the scheduled work day, and
• perform other duties as assigned.
Past responsibilities of the middle school counselors included student attendance, student
scheduling of classes, and attendance at School Attendance Review Team (SART) and School
Attendance Review Board (SARB) meetings. With the increase in violence, gang activities,
drug/alcohol/tobacco abuse, suicides, child abuse, pregnancies, and runaway issues, the role of
the counselor has changed dramatically. Counselors are site coordinators for the substance abuse
prevention program, site conflict management, and parent education programs; serve on the site
Family Support Teams and Student Study Teams; participate on the Cal State Project Upbeat
outreach program; and assist students in career awareness and exploration. Each counselor plays
a major role in the articulation between the elementary school, the middle school, and the high
school for each student in assisting in the promotion of all students to the 9th grade and
ultimately in the graduation of all students from high school. Additional goals of the middle
school counselors include the development of a crisis handbook and greater involvement through
the Superintendent's Ninth Grade Objective, which will give them new opportunities to work
more closely with high schools, colleges, and the community.
The comprehensive guidance program at the high school level includes individual student
planning of course work in order to meet high school graduation requirements and post-
secondary goals. As part of the large group guidance goal, career awareness--a three to six week
curriculum--has been placed in the ninth grade World Geography classes. Students gain an
awareness of a wide range of careers by taking career interest surveys, touring the Career Center,
making career choice comparisons, and doing research. Students then can make informed
decisions in selecting a career goal to follow during the 1 lth and 12th grades and beyond high
school. As part of the support system, counselors have restructured registration procedures for
incoming 9th graders through in-depth middle school/high school articulation.
Student Athlete Drug Policy
A committee of educators, health professionals, parents, students, and community members met
together to develop a policy to test athletes for possible drug abuse which was presented for
Board consideration in February 1996. Following review and modification, the Student Athlete
Drug Policy was put in place on March 5, 1996.
The Board commends the Superintendent and Staff for the following:
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 14
• SUPERINTENDENT'S NINTH GRADE OBJECTIVE
On May 4, 1995, Dr. E. Neal Roberts, Superintendent, met with high school principals to discuss
how to keep ninth graders from becoming dropouts. He asked his principals how a class could
begin its freshman year with approximately one thousand students and only about three hundred
graduate. He said he was making it a priority to keep these kids in school. He presented his
expectations in the following objective: All ninth graders will be promoted to tenth grade status
and ultimately graduate.
During the summer and fall, Dr. Roberts held meetings with secondary principals and instructed
them to hold articulation meetings between feeder middle schools and high schools to develop
ideas/strategies to increase the success of ninth grade students. Listed below are some of the
strategies:
• Implement the middle school concept of families/teams at the ninth grade level.
• Establish team leaders at the high school level.
• Identify in the spring of 8th grade, those students considered academically and
behaviorally at risk and develop special programs to meet their needs.
• Place teachers who have common conference periods in teams.
• A major goal is bonding of 8th graders with their high school campuses. A summer
school program was offered for 8th graders on the high school campuses, providing 8th
graders the opportunity to visit their high school campuses to get a feel for life on a high
school campus.
The Superintendent continues to conduct monthly meetings with all secondary principals to
monitor their progress in implementing the objective. His top research, evaluation and
development people are continually analyzing data on the percentage of ninth graders who are
promoted, the reading scores of ninth grade dropouts, those who are credit deficient, and the
number of absences to determine further links as to how to keep these at-risk students in school
and ultimately graduate.
• SUPERINTENDENT'S ATTENDANCE OBJECTIVE
A component to increasing the educational opportunities for students and increasing revenue for
the District is the Superintendent's Attendance Objective. Among the strategies for improving
attendance were: (1) verification of all student absences (Problem Attendance Report); (2) an
Independent Study Program operable for all student absences at all schools; (3) in-school
suspension programs at all secondary schools; and (4) immediate placement in Independent
Study of suspended students awaiting expulsion.
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 15
A preliminary report showed that all schools were successful in maintaining or improving their
attendance. No schools will lose funding. Twelve schools will remain at the same funding.
However, of that twenty, fifteen made slight gains, but not enough to receive additional funds.
Thirty-two other schools will receive from $1.00 per student to $36.00 per student. The
increased ADA has resulted in over $1 M additional dollars for the District for attendance.
• DATA SUPPORT
Particularly noteworthy is the data support given to principals, teachers, and other staff during
the past year through various research and student assessment projects which have proven to be
invaluable when exploring strategies to meet the dropout prevention objective and providing
educational needs for many dysfunctional families with at-risk children.
• IN-HOUSE SUSPENSION
Generally the program has been successful. It has effectively reduced the suspension rate by
allowing students to stay connected with their school while still maintaining the integrity of the
instructional program by not allowing students to be disruptive. Suspensions have gone down
across the District. Suspensions at the 9th grade level have been reduced by as much as 50%.
• NONTRADITIONAL EDUCATIONAL ALTERNATIVES FOR STUDENTS
Other programs of note are:
• Independent Study, Healthy Start, and
• Pregnant Minor Program, Sierra and San Andreas High
Schools.
The Board directs the Administration to:
✓ continue to review the District's elementary and secondary guidance counseling program,
✓ continue the study of additional nontraditional educational alternatives for students who
have been expelled, and
✓ continue to explore strategies to meet the dropout prevention objective with continual
monitoring and evaluation to be sure each tactic is fiscally sound and cost-effective.
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 16
Strategic Objective V
MAINTAIN VOLUNTARY INTEGRATION PROGRAM PRIORITY
Leadership: Dr. E. Neal Roberts
The District's Voluntary Integration Options Program will continue to operate with
no significant increase in racial isolation at any of the schools within the District.
BOARD OF EDUCATION'S ASSESSMENT OF PROGRESS:
In response to the Board's recommendations for 1995-96, it is noted that:
Evaluation
Continuous evaluation of programs and locations is in place. A major thrust has been to evaluate
the effectiveness in attracting students to help balance either the sending or receiving schools,
reprogramming, or closing programs at sites where they are not cost-effective.
Past patterns in student movement through the Voluntary Magnet Program (Choices) showed
two minority students for each white student volunteering to move. In October 1995, the total
District student enrollment was 26% white. Consequently, now it is three to one minority
students volunteering to move for each white student (23% of those moving are white). Every
effort is being made to maximize the use of available facilities and to keep "capping" and
combination classes at a minimum. Close attention is given to the efficient use of transportation
by attempting to block-zone the city to eliminate or minimize busing.
Review of Current Options/Imbalances
Certain schools have not been successful in attracting majority students to their magnet
programs. If several programs have been designed but only a very few"white" students have
signed up in each of the past years, and if those students do not stay after the first year, if that
long, it is not cost-effective to run the program and provide wide-spread busing. If the number of
incoming students falls below 75-100; and/or if siblings don't sign-up for the next year or if
students don't remain from year to year, start-up costs for new programs are generally high. If a
school must try a new program each,year to try to interest kids and is unsuccessful, then costs
cannot continue. These schools end up with no program and remain highly impacted. Many of
the home children do leave for other magnet schools. Burbank and Inghram are in this position
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 17
and no longer have magnets. Rio Vista, Urbita. Lytle Creek, E. Neal Roberts and Palm Avenue
were low on magnet students in 1995-96, sometimes due to lack of space for magnet students.
This may be somewhat improved in 1996-97. Available options to parents at these schools are to
ask for magnet placement of their students in other magnets. Vice-Principal Multi-Cultural
Specialists make every effort to bring groups of"white" students into contact with minority-
impacted school populations for field trips and shared activities.
Evaluation/Monitoring of Voluntary Integration Options Program for Cost-Effectiveness
Each year the principal of the magnet school meets with the Director of the Magnet Programs
and a line-item review is made of the budget, actual expenditures for the past year, and proposed
changes for the next year. A review of recruitment practices is made and suggestions to improve
enrollment are discussed. A goal of the number of students for the following year is established
and a plan may be outlined as to what will need to be increased or eliminated if more or fewer
students than anticipated sign-up.
Impact Upon Education Mission
Except in a very few cases, magnet school budget cuts have only curtailed the enrichment most
magnet schools plan for their students. Generally this has been"made-up"by the school using
other sources of funding including "Adoptees," fund-raising activities, and modified
requirements.
The present concern is that many of the "start-up" pieces of equipment and books have been in
use eight to fifteen years and need replacement. This is particularly true of programs with a high
concentration of computers or instruments and equipment used by students, and the rising costs
of mountain/ocean camps, materials, books, and field trips. Salaries have increased and, as new
programs have been added, there has not been additional funding to cover costs.
The Board commends the Superintendent and Staff for the following:
• The Voluntary Magnet Program is comprised of 25 different themes, some replicated on
as many as six sites, located on 33 elementary and middle school sites. The goal of the
District is to move forward with integration in our culturally-diverse community which
has had a dramatic change in the representation percentages of ethnic groups since this
objective was originally written. In 1995-96, 4961 students voluntarily moved to attend
special options programs. The Options Program also enriched the education of students
who attend the options schools as their"home schools."
• The District staff, as a whole, is aware of the potential problems for racial imbalance and,
through positive cultural and structural integration and a united effort, is meeting the
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 18
goals with no significant increase in racial isolation at any of the schools within the
District. The Board is fully aware of the potential legal consequences for a desegregation
program that does not work. Since the District last appeared in court in the late 1970s,
the administration, with staff and community support, has been able to provide the kinds
of integration activities that have kept the District free of legal entanglements which have
been so devastating in similar court-ordered programs.
• In addition, the Board recognizes two major constraints facing staff--space at many sites
and the increase in minority population--which make it more difficult to meet District
Desegregation & Integration objectives. The Board is, indeed, very proud of the staff for
its continued efforts to meet this objective.
The Board directs the Administration to:
✓ establish a Superintendent's Committee to explore creative ways to continue the
District's outstanding Options program in the event that state funding is drastically cut or
completely eliminated,
✓ continue to review current options at schools where the minority/majority enrollments are
not as balanced as in other schools and report findings/recommendations to the Board,
and
✓ carefully evaluate and monitor each Voluntary Integration Options program to be sure it
is fiscally prudent and cost-effective.
five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 19
Strategic Objective VI
DEVELOP A PLAN TO USE TECHNICAL
ADVANCES TO RUN OUR BUSINESS BETTER
Leadership: Dr. Daniel S. King
Leadership: Dr. Harold L. Boring
DEVELOP A PARALLEL PLAN FOR INFUSION
OF TECHNICAL DEVELOPMENT IN CURRICULUM
Leadership: Mrs. Leslie Pulliam
A technology plan will be developed and implemented incrementally to provide for
the use of technology as (1) a management tool to better facilitate communication
within the District and allow more efficient data collection and paperwork flow and
(2) an instructional tool to facilitate and improve the instructional delivery system in
basic subjects and better prepare students to function in a world of rapidly
advancing technology.
BOARD OF EDUCATION'S ASSESSMENT OF PROGRESS:
The Board commends the administration for the following progress that has been
accomplished by the Management Information Systems (MIS) staff:
Personnel Services
• Supervised Management Information Systems (MIS).
The successes of the MIS Department are many, even when taken as a relative
comparison with other districts. For example, the District has had computerized
applicant tracking for ten years. Some districts are just developing such a tracking
system and it seems like a major accomplishment. This District is far ahead with the
fully integrated Personnel and Student Information systems.
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 20
This past year there has been an expansion to over 20 sites of the use of PRISM (Payroll
Information for Secretaries and Managers), an automated employee attendance system.
This system was developed by a member of the MIS staff. The same employee has
developed a similar computer program for hourly classified employees.
During the 1995-96 school year, towers for the wireless WAN (Wide Area Network)
were installed at all locations. The wireless WAN was developed to establish a WAN
without the large recurring costs associated with such connections and speed which
includes volumes at 56 KBG (kilobyte per second) speed. It is 40 times slower than the
original plan. It must be noted also that the original price was decided by comparing the
cost of replacing an antiquated secondary attendance system. Currently, other proposals
are being recommended to install a telephone hookup for all sites.
• A total, K-12, attendance system was developed;
• servers for each site were purchased;
• a 12-station training center was established at MIS to train personnel in the new
attendance system and Windows software; and
• an E-Mail package, GroupWise, was thoroughly investigated and recommended
for installation.
Personnel Services and MIS staff have worked diligently to establish links with the
county and administrative services in budget matters and position control. Headway is
being made slowly.
Personnel Services staff have investigated computer storage of personnel files. Several
districts have expressed interest in studying this with us. To the best of our knowledge,
no one has installed "current" personnel files on discs, but we are continuing the search
for such a system. The integration of a Personnel Information System with a Student
Information System puts the District in a league of its own.
• Organized Net Day '96 and developed template for wiring of"finger" style school sites.
• Continued to recommend SB2000 for 1996-97 full implementation.
• Continued to advise development of pathways to allow full electronic information-
sharing with the County Schools.
• Activated the technology committee to explore and expand ways to more actively deliver
instruction as well as manage the operation of the District.
• Represented the District's Personnel Services Division in matters relating to the County
Schools' Technology programs.
• Provided in-depth information to the Superintendent on technology issues.
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 21
The Board commends the administration for the following progress that has been
accomplished by Administrative Services' staff:
Administrative Services
Purchasing
• The Purchasing Department has computerized its work area with improvements such as
an on-line ordering system with Apple Computer, a computer program that tracks receipts
and cycle time of District orders, and a direct computer connection with the Warehouse
that allows for the flow of information between the two sites which assists in solving
problems regarding the status of any District order.
Warehouse
• The Warehouse Department has computerized its dispatch area so that it can provide
better customer service in regard to delivery times without the addition of new
employees. The record keeping system of District orders has also been computerized to
provide increased tracking of all deliveries and receipts.
The Board commends the administration for the following progress that has been
accomplished by Educational Services' staff:
Educational Services
• Restructured categorical funding to support District Technology Plan:
• eliminated concern for supplanting issues,
• empowered Board's commitment for technology with categorical funds, and
• provided source of funding for all schools to purchase hardware and software.
• Created a"menu" of strategies for schools to use in guiding technology infusion in areas
of math, reading/English, and computer literacy.
• Sent a team of educators to view progressive technology plans with Apple Computers in
Orange County, with the Bellingham Public Schools in Washington State, and to the
annual Computer Using Educators (CUE) conference.
• Designed, planned, and promoted a new technology program at San Gorgonio High
School (Technology Linking Students to the Future World of Work [TECHLINKS])
which opens Fall 1996.
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 22
• Continued to provide inservice opportunities for classroom teachers and administrators in
technology applications and grant writing. Received 16 technology grants totaling
$6,400.
The Board directs the Administration to:
✓ continue to explore strategies to meet the technology plan objective, as it relates to both
management and instruction, with continuous monitoring and evaluation to be sure each
strategy is fiscally sound and cost-effective.
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 23
Strategic Objective VII
DISTRICTWIDE MARKETING PLAN
Leadership: Mrs. Barbara Kidd
Continue to implement and expand as necessary the overall District marketing plan.
BOARD OF EDUCATION'S ASSESSMENT OF PROGRESS:
The Board commends the Superintendent and Staff for the following:
Golden Apple Awards--Working with the Education Roundtable, coordinated the second
annual Golden Apple Awards program honoring outstanding educators from the District, Valley
College, and Cal State, San Bernardino. Community recognition for these awards continues to
grow. Because the program is televised, it generates additional positive public relations and
recognition for the District.
Television--Completed production and taping of seven television programs for Channel 3. They
were the Third Grade Objective, Recruiting for Teachers, the Hotel/Hospitality Management
Program, District Demographics, Gang Resistance Education and Training Program, the Parent
Infant Program, and the 1996 Valedictorians' Interview. Current plans include taping at least
two additional programs over the summer months.
Radio--The informational radio programs for Hispanic parents airing on radio station KDIF, and
originating from school sites, have gone very well. Parents, teachers, students, and principals
have been featured on the radio air discussing a variety of topics of interest to the Hispanic
community. Seven additional programs will have been completed by the end of June. The
schedule for 1996-97 is being prepared and begins in July.
News Media--A regular contact with Beth Szymkowski is ongoing to keep her abreast of what's
coming up to provide interesting story ideas, as well as maintaining contact with the community
newspapers. News releases of all significant District activities are mailed regularly to all news
outlets, including the Chamber of Commerce Business Report, which this year has used five
articles, including an article on the Superintendent's Third Grade Objective.
Principal For A Day--This continues to be the "Number One" public relations activity. Forty-
six businessmen and women participated in this year's activity. All participants related positive
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 24
experiences at the schools they were assigned to and all said they would tell others of the great
job the schools are doing.
Education Roundtable Community Breakfast--Coordinating the District and student
participation in the annual State of Education report to the community. In addition, the
Communications Department is responsible for program design and printing of materials for the
event.
It's a Great Day In San Bernardino--Assisting in the planning of this event. Attended
planning meetings and facilitated District student participation.
Publications--All publications, including the Board of Education booklet, have been updated.
The 1994-95 Annual Report was completed in January and has been distributed to community
groups such as service clubs, Board of Realtors, Highland and San Bernardino Chambers of
Commerce, area legislators, etc. A new publication that lists all schools and their major
programs was also published and distributed this year. Other publications include: three issues
of Reports to Parents, four issues of Passing Marks (two are pending), weekly issues of FYI, one
issue of Management Memos, and All Schools Tabloid. A new newsletter was started for
elementary school secretaries called Front Office. Three issues have been published since
September and were very well received by the secretaries.
Classified Workshop--A public relations workshop for classified employees was held in
February. More than 400 classified employees attended. The response by attendance and in the
evaluations tell us that there is a need for ongoing workshops for classified employees. The
possibility of offering one or two workshops for classified employees each year is being
explored.
Advertising--Responding to the Board's directive to begin using ads to publicize student and
staff accomplishments, ads have been purchased this year on the following: the Board's Black
History resolution, the Golden Apple Award winners, an ad highlighting the District's
outstanding programs, Cinco de Mayo, Classified Employees recognition, Certificated
Employees recognition, and Asian/Pacific American Heritage Month. There are plans to
continue to look for achievements which can be recognized through similar ads.
Adopt-A-School Program--Sixteen adoptions were completed this year, bringing the total
number of school business partnerships to 103. In April the Board formally recognized the
active adopters. Seventy-four adopters attended a Board meeting to receive certificates of
appreciation.
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 25
District Recognition Programs:
• The Marketing Committee recommended re-establishing the Board's recognition
reception for employees which was held on May 21, 1996, at 4:30 p.m.
• On May 21, 1996, the Board's Exemplary Employee Awards, honoring 11 certificated
and classified employees, were presented during the regular board meeting.
• A reception and recognition for retirees and service award recipients was held on May 14,
1996.
• Outstanding students are recognized by the Board once each month. This program
generates positive public relations by involving families and teachers.
• Adopt-A-School--A reception and presentation of certificates of appreciation for
businesses which have adopted one or more schools was held on April 2, 1996.
• Golden Apple Awards--The Communications Department worked with the mayor's
office and the Education Round Table to coordinate the reception, which was taped and
televised on Channel 3.
• Five-Year Plan Update--Each year video production and presentations by the major
divisions to all managers are coordinated by Communications' staff. This activity serves
to bring the Board and managers an update on the District's progress in meeting its goals.
CaSA (Community and School Alliance Foundation)--The Communications Office provides
staff support for CaSA programs. This has included two fund raising carnivals, the annual grants
program for teachers, and teacher reception. In addition, the annual All School Tabloid, which is
printed by The Sun, is produced by Communications' staff.
Marketing Committee--At the Board's direction, the Marketing Committee was reactivated
during the 1994-95 school year. Advisory subcommittees were set up and are working in the
areas of radio marketing, television marketing, publications, staff recognition, and media
monitoring.
The Board directs the administration to:
✓ continue to purchase ads/inserts in community newspapers about outstanding Options
programs, specifically at the elementary level,
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 26
✓ use other creative strategies to inform parents about student achievement and outstanding
educational opportunities for students in District schools, and
✓ continue to explore strategies to meet the districtwide marketing plan objective with
continuous monitoring and evaluation to be sure each tactic is fiscally sound and cost-
effective.
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 27
Strategic Objective VIII
MAIN'T'AIN A SAFE LEARNING AND WORKING ENVIRONMENT
Leadership: Dr. E. Neal Roberts
All District sites will provide a safe learning and working environment for students, staff,
and visiting community members.
BOARD OF EDUCATION'S ASSESSMENT OF PROGRESS:
In response to the Board's recommendations for 1995-96, the Superintendent and Staff are
commended for the implementation of the following steps which have been taken to send
the signal that the Board of Education and Staff have "zero tolerance" for acts of violence
that endanger students and employees on or around District sites:
Under the leadership of the Acting Police Chief, several activities to enhance response time and
ensure more safety/security at District sites include:
• Four Campus Security Officers have been hired to fill positions which have been vacant
since September 1995.
• Shift hours have been changed to ensure more officers on duty at the elementary school
dismissal times.
• Two hand-held radios to be used as loaners to the middle schools were purchased.
Identification kits and cameras for crime scene processing have been purchased and
issued to all police officers.
• For the period January 1 through May 12, 1996, 1,632 crime/incident reports and 9,510
responses for service/site checks were completed.
• Since January 1996, four random searches have been conducted. Also, a"stake-out and
apprehend" activity was conducted which resulted in the arrest of a burglar(ex-
employee) responsible for the theft of approximately $70,000 worth of District
equipment.
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 28
• In addition, a sex offender book has been obtained and guidelines written to be followed
by employees desiring such information.
The Board commends the Superintendent and Staff for the following progress made to
meet this objective as noted:
• ensured a timely response to crime and security threats,
• responded quickly to the protection of District property/students/staff, and
• awarded a$4.1 million dollar contract to replace its antiquated alarm system.
Completion of the system is scheduled for completion on March 31, 1998. (The new
system will be monitored in the new School Police Dispatch Center located at the School
Bernardino Adult and General Education Services [S.A.G.E.S.] Building). It will alert
school police dispatchers to perimeter intrusions and pinpoint the location of the intruder
which will assist school police officers in apprehending the intruder quickly.)
The Board of Education is also pleased with the close.working relationship developed between
the School Police and the Juvenile Traffic Hearing Officer. Student offenders face effective
consequences for a variety of offenses. School police officers can now write citations to
juveniles for misdemeanors such as: petty theft, graffiti, vandalism, fighting, and possession of
tobacco, alcohol, and marijuana. The juvenile and parent must appear in Court on the ticket. If
the hearing officer finds the complaint is true, a hefty fine is imposed. For cooperative, first-time
offenders, the Hearing Office may suspend the fine and place the student on probation with terms
and conditions such as community service, regular school attendance, and maintenance of rzood
grades, etc.
The Board directs the Administration to:
✓ study the feasibility of the use of technology to further assist school police officers, e.g.,
computer-aided dispatching, mobile digital terminals, and computer collection of data,
✓ continue the excellent working relationship with law enforcement agencies, and
✓ continue to explore strategies to meet the student, staff, and community member safety
objective with continuous monitoring and evaluation to be sure each tactic is fiscally
sound and cost-effective.
Five-Year Plan
1995-96 Year-End Progress Report
September 3, 1996
Page 29
NO BETTER PLACE TO LEARN!
San Bernardino City
Unified ;school District
More than 100 years of educational excellence
Our schools offer:
Emphasis on academic skills along with challenging electives
>Y Computer labs and multimedia centers
International Baccalaureate
.� More than 20 special interest magnet programs
Award-winning programs:
University Demonstration School
Environmental Education
Academy of Communication,Arts and Technology
or
Interscholastic sports
High school Academic Decathlon participants
Advanced Placement Scholars
Excellence and Innovation:
11 California Distinguished Schools
High school graduation rate of 96.5 percent
Or Dropout rate of only 6.6 percent
More than $2 million in scholarships earned by graduating seniors
in 1994 and 1995
Middle and elementary magnets for gifted and high achieving
students
ELEMENTARY SCHOOLS
ALESSANDRO ELEMENTARY SCHOOL DEL ROSA ELEMENTARY SCHOOL
670 Ramona, San Bernardino,CA 92411 3395 Mountain,San Bernardino,CA 92404
Principal Ted Alejandre, (909)388-6300 Principal Patricia DeLisle, (909)881-8160
Vanguard Reading Clinic
ANDERSON SCHOOL EMMERTON ELEMENTARY SCHOOL
24302 E.4th,San Bernardino,CA 92410 1888 Arden,San Bernardino,CA 92404
Principal Dr.Deenaz Coachbuilder,(909)388-6311 Principal Joan K.Sanders, (909)388-6522
Emmerton Project
ARROWHEAD ELEMENTARY SCHOOL
3825 Mt.View, San Bernardino,CA 92405 HARMON SCHOOL
Principal Vernita Harris,(909)881-8100 4865 State,San Bernardino,CA 92407
HILT(Asian) Principal Arlan Anderson, (909)880-6616
BARTON ELEMENTARY SCHOOL HIGHLAND-PACIFIC ELEMENTARY SCHOOL
2214 Pumalo,San Bernardino,CA 92404 3340 Pacific,Highland,CA 92346
Principal Brad McDuffee, (909)388-6534 Principal Bonnie Everett, (909)864-4490
Write To Read
BELVEDERE ELEMENTARY SCHOOL
2501 Marshall,Highland,CA 92346 HILLSIDE ELEMENTARY SCHOOL*
Principal Danny Ward, (909)862-7111 4975 N.Mayfield,San Bernardino,CA 92407
Academic Enrichment;HILT;Vanguard(HILT) Principal Martha Pinkney, (909)881-8264
Curriculum Design;Demonstration School
BRADLEY ELEMENTARY SCHOOL
1300 Valencia,San Bernardino,CA 92404 HUNT ELEMENTARY SCHOOL
Principal Santosh 7rikha, (909)388-6317 1342 Pumalo,San Bernardino,CA 92404
Principal James Tanner,(909)881-8178
BURBANK ELEMENTARY SCHOOL Curriculum Design
198 W.Mill,San Bernardino,CA 92408
Principal Susan Vargas, (909)388-6324 INGHRAM ELEMENTARY SCHOOL
1695 W. 19th,San Bernardino,CA 92411
CALIFORNIA ELEMENTARY SCHOOL Principal Joyce Payne, (909)880-6633
2699 California,San Bernardino,CA 92405 Environmental Education
Principal Manuel Salinas, (909)880-6600
Creative Arts;Vanguard KENDALL ELEMENTARY SCHOOL
4951 State,San Bernardino,CA 92407
CARMACK SCHOOL Principal Arlan Anderson, (909)880-6626
4777 State,San Bernardino,CA 92407 Curriculum Design
Principal Arlan Anderson, (909)880-6607
KIMBARK ELEMENTARY SCHOOL*
COLE ELEMENTARY SCHOOL 18021 Kenwood,San Bernardino,CA 92407
1331 Cole,Highland,CA 92346 Principal Charles Van Frank, (909)880-6641
Principal Rosalyn Dong, (909)862-5611 Curriculum Design;Environmental Education
Music;Reading Clinic
LANKERSHIM ELEMENTARY SCHOOL
CYPRESS ELEMENTARY SCHOOL* 7499 Lankershim,Highland,CA 92346
26825 Cypress,Highland,CA 92346 Principal Dave Coleman, (909)862-4213
Principal Dorothy Fenster,(909)862-8158
LINCOLN ELEMENTARY SCHOOL
DAVIDSON ELEMENTARY SCHOOL 255 W. 13th,San Bernardino,CA 92405
2844 Davidson,San Bernardino,CA 92405 Principal Sharon Sedrowski, (909)388-6370
Principal Dr.Janet Stimson, (909)881-8153 Pre PREP M
Extended Day
LYTLE CREEK ELEMENTARY SCHOOL PARKSIDE ELEMENTARY SCHOOL
275 S."K"Street,San Bernardino,CA 92410 3775 N.Waterman Avenue,San Bernardino,CA 92404
Principal Narciso Cardona, (909)388-6382 Principal Linda Campbell, (909)881-8209
Extended Day;Junior Police Academy Pre PREP HI
MARSHALL ELEMENTARY SCHOOL RILEY ELEMENTARY SCHOOL*
3288 N."G"Street,San Bernardino,CA 92405 1266 N. "G"Street,San Bernardino,CA 92405
Principal Dr.Lynne Zubieta, (909)881-8185 Principal Guadalupe Zowarka, (909)388-6460
International Studies Balanced Language
MONTEREY ELEMENTARY SCHOOL RIO VISTA ELEMENTARY SCHOOL
794 Monterey, San Bernardino,CA 92410 1451 California,San Bernardino,CA 92411
Principal Kathleen Stevens, (909)388-6391 Principal Dr.Duneen DeBruhl, (909)388-6450
Extended Day;Fine Arts;Vanguard
MT.VERNON ELEMENTARY SCHOOL
1271 W. 10th,San Bernardino,CA 92411 E.NEAL ROBERTS ELEMENTARY SCHOOL
Principal Alvina Pawlik, (909)388-6400 494 E.Ninth Street,San Bernardino,CA 92410
Reading Clinic Principal Gerald Kasinski, (909)388-6409
Music
MUSCOY ELEMENTARY SCHOOL
2119 W.Blake,San Bernardino,CA 92405 ROOSEVELT ELEMENTARY SCHOOL*
Principal Linda Brown, (909)880-6649 1554 N.Garner,San Bernardino,CA 92411
Principal Pauline Farhar,(909)388-6470
NEWMARK ELEMENTARY SCHOOL Vanguard
4121 N.Third Avenue,San Bernardino,CA 92407
Principal Dr.Susan Brown, (909)881-8192 THOMPSON ELEMENTARY SCHOOL
Project Learn 7401 Church,Highland,CA 92346
Principal Barbara Pregmon, (909)862-1302
NORTH PARK ELEMENTARY SCHOOL Extended Day
5378 N."H"Street,San Bernardino,CA 92407
Principal Marvin Johnson, (909)881-8202 URBITA ELEMENTARY SCHOOL*
Full Day Kindergarten;History/Science 771 S."J"Street,San Bernardino,CA 92410
Principal Gloria Carlson, (909)388-6488
NORTH VERDEMONT ELEMENTARY SCHOOL* College Bound Kids;Extended Day
3555 Meyers Rd.,San Bernardino,CA 92407
Principal Nancy Cliath, (909)880-6730 VERMONT ELEMENTARY SCHOOL
Environmental Education 3695 Vermont,San Bernardino,CA 92405
Principal Carlton Bell, (909)880-6658
BONNIE OEHL ELEMENTARY SCHOOL* Extended Day
2525 Palm,Highland,CA 92346
Principal Lynn Kvalheim, (909)862-2261 WARM SPRINGS ELEMENTARY SCHOOL
Curriculum Design;Language Plus 7497 Sterling,San Bernardino,CA 92410
Principal Carolyn Livingston, (909)388-6500
PALM AVENUE ELEMENTARY SCHOOL
6565 Palm Ave.,San Bernardino,CA 92407 WILSON ELEMENTARY SCHOOL
Principal Jaynes O'Neill, (909)880-6753 2894 Belle,San Bernardino,CA 92404
Fine Arts Principal Rosa Diaz, (909)881-8253
MIDDLE SCHOOLS
ARROWVIEW MIDDLE SCHOOL CURTIS MIDDLE SCHOOL
2299 N."G"Street,San Bernardino,CA 92405 1472 E.6th,San Bernardino,CA 92410
Principal Steven Perlut, (909)881-8109 Principal James G.Alvarado, (909)388-6332
Computer Reading Lab;Computer/Math Lab; College Capable Program;GATE;Discovery Center;
Opportunity and Alternative Programs Writing Lab;Parent Community Center;Intermediate
Police Academy
DEL VALLEJO MIDDLE SCHOOL RICHARDSON PREP HI*
1885 E.Lynwood Dr.,San Bernardino,CA 92404 455 S."K",San Bernardino,CA 92410
Principal Susan Beck, (909)881-8280 Principal Edith Krache, (909)388-6438
College Capable Program;GATE;ABLE(Acquiring PREP HI;Parent/Student Contract Magnet,Admission by
Basic Skills,Literacy and English)Magnet;Conflict Parent Application
Resolution Management Program
SERRANO MIDDLE SCHOOL
GOLDEN VALLEY MIDDLE SCHOOL* 3131 Piedmont,Highland,CA 92346
3800 Waterman,San Bernardino,CA 92404 Principal James T.Dilday, (909)862-0230
Principal James R.Kissinger, (909)881-8168 GATE Program;Opportunity and Alternative Studies
Middle School;Opportunity and Alternative Studies Programs;California Middle School Grades Partnership
Programs;Computer Lab Program
MARTIN LUTHER KING,JR.MIDDLE SCHOOL SHANDIN HILLS MIDDLE SCHOOL
1250 N.Medical Center Dr.,San Bernardino,CA 92411 4301 Little Mountain Dr.,San Bernardino,CA 92407
Principal Calvin M. White, (909)388-6350 Principal Stephanie Cereceres, (909)880-6666
Academy of Communication,Arts and Technology; Year-Round School;GATE;Sheltered English Program;
Vanguard;GATE;Macintosh Writing Labs California Language Arts Dissemination School;
Language Arts/Math State Demonstration Programs
HIGH SCHOOLS
CAJON HIGH SCHOOL SAN BERNARDINO HIGH SCHOOL*
1200 Hill Dr.,San Bernardino,CA 92407 1850 N."F'St.,San Bernardino,CA 92405
Principal Don Simpson, (909)881-8120 Principal Karen G. Craig, (909)881-8217
Honors/Advanced Placement;International Baccalaureate Honors/Advanced Placement;Air Force Jr.ROTC;
Program;ROP:Restaurant Training;Evening Extended Cardinal Partnership Academy(career training);
Day Classes;After School Tutoring Program;Student Telecommunications;Teachers for the Dream;Project
Support Class Upscale;ROP:Printing,Computer Assisted Drafting,
Construction;Evening Extended Day Classes
PACIFIC HIGH SCHOOL
1020 Pacific St.,San Bernardino,CA 92404 SAN GORGONIO HIGH SCHOOL
Principal Dr.Michael Davitt, (909)388-6419 2299 Pacific,San Bernardino,CA 92404
Honors/Advanced Placement;Agriculture;ROP: Principal Philip D.Haley, (909)862-1440
Landscape Maintenance/Design,Nursing Assistant/Health Honors/Advanced Placement;Spartan Academy;ROP:
Occupations;Evening Extended Day Classes;Parent Hotel/Hospitality Management,Food Service,
Resource Center Computerized Drafting;Upward Bound;Ca1SOAP
SAN ANDREAS ALTERNATIVE HIGH SCHOOL SIERRA CONTINUATION HIGH SCHOOL
3232 Pacific,Highland,CA 92346 570 E.9th St.,San Bernardino,CA 92410
Principal Margaret Hill, (909)862-5432 Principal Veloria M.Jacobson, (909)388-6478
TLC Program(Tomorrow's Leaders of the Community) Language Arts Center;Special Education Resource
Program;Special Day Class Transition Program;Teen
Mother Program
*A California Distinguished School
BOARD OF EDUCATION-.SAN BERNARDINO CITY UNIFIED SCHOOL DISTRICT
Mr.Lawrence E.Neigel,President Mrs.Lynda K.Savage
Dr.Marlin L.Brown,Vice President Mr.Danny Tillman
Mrs.Elisa Diaz Mr.Louis E.Yeager
Mr.James Marinis
Dr.E.Neal Roberts,Superintendent
777 North F Street,San Bernardino,CA 92410(909)381-1100
I11 �•�.r - �_
A ,
t I ,
MA
1,
Board of Education
Mr. Lawrence E. Neigel
President
Dr. Marlin L. Brown
Vice President
Mrs. Elisa Diaz
Mr.James Marinis
Mrs.Lynda Savage
Mr. Danny Tillman
Mr. Louis E. Yeager
Administration
E. Neal Roberts, Ed.D.
Superintendent
Harold Boring, Ed.D.
Assistant Superintendent
Administrative Services
Mrs. Leslie Pulliam
Assistant Superintendent
Educational Services
Daniel King, Ed.D.
Assistant Superintendent
Personnel Services
\ Produced by the
Communications
Department
�---' Barbara Kidd
Director
Communications/
Community Relations
drool Board Meetings
Jan Bell
The Board of Education meets at 5:30 p.m. on Communications
the first and third Tuesday of each month at the Board Specialist
of Education building, 777 North F Street, San Bernar- Jennifer Owens
dino. Meetings are open to the public except for Graphics
closed sessions, which the Board is permitted to hold
to discuss confidential matters relating to employees,
students or litigation. Actions taken in closed session
are reported out at the end of the meeting. The Board San Bernardino City
may also hold special meetings and study sessions as Unified School District
needed. 777 North F Street
Notices of meetings are posted in school offices San Bernardino, CA
and provided to local media. Copies of the agenda 92410
may be reviewed at the Board of Education building (909) 381-1100
switchboard and city library branches.
Mission Statement: The primary mission of the district is to provide academic
instruction to each enrolled student sufficient to develop the skills, knowledge,
and understanding required to promote personal development to the fullest extent
of the individual's potential.
The San Bernardino The high school Day, and Adopt-a-School. adopters.
City Unified School Dis- graduation rate is 96.5 The Chamber's executive Additional support
trict is the 10th largest in percent. Graduating se- director hosts the comes from the Commu-
the state with 58 schools niors in the class of 1995 monthly Education nity and School Alliance
and 44,250 students. Its were awarded $2.1 mil- Round Table television Foundation (CaSA), a
120 square miles cover lion dollars in scholar- show featuring district nonprofit organization
the city of San Bernar- ships and more than programs. which raises money to
dino, a portion of the city $93,000 in grants for con- More than 90 busi- support the school dis-
of Highland and the un- tinuing their educations. nesses, service organiza- trict. Since 1985 the
incorporated communi- The district enjoys tions and other agencies foundation has awarded
ties of Muscoy and excellent support from have adopted one or more than$240,732 in
Devore. There are 43 el- the San Bernardino com- more schools. California grants to teachers for
ementary schools, eight munity. The San Bernar- State University, San classroom projects.
middle schools,four dino Area Chamber of Bernardino; San Bernar- For K-12 education,
comprehensive high Commerce sponsors an dino Valley College; the there is no better place to
schools,two alternative annual breakfast for new City of San Bernardino; learn than the San Ber-
high schools, and an teachers, career shadow- the Police Department nardino City Unified
Adult Education school. ing for high school stu- and the Sheriff's Depart- School District.
With 4,444 employees, dents,Principal for a ment are among the
the district is the seventh
largest employer in San
Bernardino County.
The attractiveness of
the San Bernardino area
has drawn families from
all over the world,result-
ing in a vibrant mix of
races and cultures, and
students that speak 48
different languages. The
o;
education program is ''x iM�l
designed to meet the w
needs of this diverse .
group and is enhanced by
iLl
26 magnet programs at 36 �
school sites. Environmen-
tal science,fine arts,mu-
sic, communications arts
and technology, Interna-
tional Baccalaureate, and
the Artists in Residence
program through the Los
Angeles Music Center are
all available to district
students. The Rotary Club honors teachers for outstanding character education programs.
1
. �T ,
;- o our parr T,._ � , , commun L ;T , and staff ;
There are many and enhanced their ef- At the end of the Since my public
things you can feel good forts to teach students to year, we had reached 80 statement about the read-
about in K-12 education read. Teachers were pro- percent of our goal and in ing objective, education
in San Bernardino. vided with additional July I invited 17 commu- leaders, up and down the
Through the hard inservices to give them a nity members to listen to state, including State
work of our administra- variety of strategies to these third graders read. Superintendent of Public
tors, teachers and stu- teach reading. Some Each person selected the Instruction Delaine
dents, three schools schools set aside a time students and the books Eastin, are incorporating
earned "Distinguished each day where every- they wanted read. It was this reading objective
School" status this year body reads together— a tremendous success into their instructional
from the California De- students, teachers, which received positive plans. Once again, your
partment of Education: custodians, health aides, news coverage. An un- San Bernardino City Uni-
Hillside University Dem- clerical staff, and visitors. dertaking such as this can fied School District is a
onstration School, Several schools have be risky. But I feel leader in educational
- Bonnie Oehl Elementary special parent libraries strongly that we must innovation and instruc-
School, and Riley E1- where parents may check show our community that tion.
ementary School. Only out books to read at home we are doing our very E. NEAL ROBERTS
four percent of elemen- to their children. best for the students. Superintendent
tary schools in California
achieve this recognition,
and for our district to
have three in one year is t
really quite an achieve- t
ment. Eleven district
schools have now earned
"Distinguished School"
status.
We are making
progress on the A
Superintendent's Third =
Grade Reading Objective.
This objective, that all
students will be reading
at grade level by the time
they leave third grade, is
a commitment I made to ?.
the community in the
Spring of 1990. Since
then, our Educational °
Services staff, principals,
teachers and support
personnel have worked
very hard to ensure that it
becomes a reality.
All elementary
schools have renewed
2
Curriculum defines in kindergarten and con- cation. dents may choose
what a student is ex- tinues through the el- At the middle electives—technology,
petted to learn, and the ementary grades, middle school level teachers family life, art, foreign
skills he or she is ex- school and high school. focus on reading/lan- language, industrial arts
pected to master at a par- The elementary guage arts, math,social or others. Sixth and sev-
ticular grade level or in a curriculum includes studies, science, and enth graders take these
particular subject area. mathematics, reading/ physical education, in- classes in sessions which
Curriculum for district language arts, science, cluding learning ways to last one quarter while
students guides teachers social studies, music, art, develop a healthy eighth graders take se-
and students beginning health, and physical edu- lifestyle. In addition stu- mester-long courses.
'�B asic Subjects Get Boost
From Better Teaching/Learning
Methods
English Mathematics
All eight middle Middle school
schools completed their mathematics teachers
second year in the En- across the district re-
:�e � glish Renaissance Project, ceived training in new
an extensive professional teaching strategies for the
development program for Math Renaissance Project
teachers of reading and sponsored by the Califor
j language arts. Based on nia Department of Educa-
the most current research tion and the National
in how students learn Science Foundation. The
L and retain language district purchased new
skills,new teachers re- textbooks for this project
ceive intensive training which are designed to
and experienced teachers give students a balance
extend their skills. The between learning basic
goal of the program is to skills while gaining new
. ,,_' ensure that students problem solving strate-
progress toward becom- gies.
Teacher Deborah Joseph, California Science ing individuals who read, Middle school and
Instruction Network leader, helps other teachers write,and think critically high school algebra and
with new strategies to teach science. and reflectively. geometry classes are
3
using college preparatory ers features previous
math materials which are biology and physical ;
aligned with the new science courses in a more -
SAT (Scholastic Aptitude connected manner -
Test). These materials through the selection of
reflect the the newest knowl- themes. The sequence
edge about how students
g was approved for Univer-
learn and retain math- sity of California admis-
ematics. High school sions last year.
trigonometry/precalculus
and calculus students Physical Education "'
also have new textbooks The ninth grade
and will learn to use curriculum was rede- VS,
graphing calculators for signed to help students
1 .
the Calculus Advanced develop a healthy
....G A r
Placement Exam. lifestyle and maintain it `""-----r-
through their adult years. -� ��_ ,.
Science The new curriculum is a
High school biology two-year sequence that
and chemistry students includes both individual
are also using new text- and group sports and
books. Integrated science activities. Physical education is an important part of student
for ninth and tenth grad- learning.
Reading Key To Student
Success
Recognizing the iting and observing ex-
importance of reading emplary reading and
success in the early support programs. As a
grades, Superintendent E. result, 21 early interven-
Neal Roberts made the tion programs were rec-
commitment to our com- ommended to support
munity four years ago students as they learn to
that "by the time students read in the early grades.
exit third grade they will To assure good first-
be reading at grade time teaching and a bal-
level." A committee of anced reading program,
teachers, principals, teachers receive continu-
Board of Education mem- ous training in reading
bers, and community practices such as shared
representatives met for reading, guided reading,
several months to de- independent reading,
velop the blueprint for and language experience Everybody helps students learn to read. San
the district to meet his strategies. In teaching Gorgonio High School Principal Phil Haley listens to
goal. Their work in- reading, emphasis is third grader show off his skills.
cluded reviewing stu- placed on phonics,as
dents' current levels of well as using prior
performance, along with knowledge of language
current research on the structure and the content understand the new ma- time good teaching,
reading process,and vis- of what is being read to terial. In support of first- schools have imple-
4
mented preschool pro- munity panel, the com- gram will be expanded in to include all elementary
grams such as READY, munity assessment pro- the 1995-96 school year schools.
SET, READ,before or
after school one-on-one
tutoring programs, and - .
take home library reading
C
projects.
School resources
were examined and redi- Ww tip
rected to support our i
early readers. Supple-
mentary state and federal
funds were used to begin
such programs as Read- q
ing Recovery, one-on-one -
teaching for students
experiencing reading
difficulties, Family Sup-
port Teams, computer
labs using state-of-the-art
reading materials such as
Wiggle Works. More
reading teachers were "k
added in first and second
grades to reduce class
size during reading in- Kitty Rozzi, a bilingual language tutor, with some of her students. She was
struction. recently honored for 17 years of helping limited English proficient students.
In addition to
teacher training, all el-
ementary principals have
been involved in a year-
long inservice program Ar
designed to help them to '
better observe and assess
the progress of their stu-
dents. Important in the
assessment has been the
principals' commitment
to read individually with
their students in grades ,, :.
2-6.
As we examine howl i
we are meeting our goal
of having all students /
read at grade level by the
end of third grade, we
invited community mem-
bers to six of our schools ,'�,.
(Thompson,North Park,
Bradley,Parkside,
Kendall, and Belvedere)
to read with third grade P
students. With positive Reading is fun for these Newmark Elementary School students.
reviews and encourage-
ment from the first com-
5
0�:erall Student Achievement Scores Sh ��,
_ o Growth
1994 to 1995
ITAS Total District Scores
All Students Tested Grades 1-12
50
46.7 47 45.6 46.3 45.7 46 45.3 The Individual
44.3 44.5 Test of Academic
Skills (ITAS), adminis-
tered to all students in
grades 1 through 12
during the spring of
30 1995, showed higher
NCE performance in all
content areas when
20 compared to all stu-
dents tested in 1994.
Spring 1995 results
10 also indicate that all
ethnic groups showed
evidence of progress-
0
ing at least one year
Reading Comp Math Problem Total Reading Total Language Total Math for one year of instruc-
tion.
It continues to
to 1994 (N=31,427) 1995 (N=31,546) hold true that students
who have been in the
district for three or
SPRING 1995 ITAS RESULTS more years score better
By Time in District than those who have
so
Grades 1-12 attended San Bernar-
dino schools for
50.1 shorter periods. For
50 48.4 47.9 49.8 48 48.9 48.9 instance,by the time Em
44 3 2 45 7 43 5 46.8 students have been in
40 41.2 39.8 41.71111111111111111111
9.8 41.7 40 42'1 the district for three or
38.3 s more years, their test
NCE results in reading com-
30 prehension and math
problem solving are at
the national average.
20-- Along with the growth
shown through ITAS
results, students tak-
10 ing the SAT also in-
creased their verbal
o and math scores de-
spite the fact that the
Reading Comp Math Prob Total Reading Total Language Total Math number of test takers
- <1 Year = 1 Year 2 Years 3+Years increased.
(N=13,880)
6
radua icn Requirements Prepare S udents For Co l?eke,L niversity
, °f1?eiit5—
j _�czi .<s;r c: .:r„par son
San Bernardino City S_
Unified School District State Education Code UC/CSU Admissions
1 ENGLISH 4 years: 3 years 4 years English 40 35 40
1 yr.journalism,drama or i 40 30 30
speech may be taken for + stucud�es
fourth year.
Science 30 20 20
SOCIAL STUDIES 4 years: 3 years,including 1 year of 2 years of history/social
1 yr.world geography U.S.history and geography; sciences including 1 year of Math sty 20 20
{ 1 yr.world history 1 year of world history, U.S.history or 1/2 year of i
1 yr.U.S.history culture and geography;1 American government;and Foreign 10 10 10
1 sem.economics semester of American i 1 year of world history, language/
1 sem.American government;and 1 % cultures and geography. fine arts
Government semester of economics.
Physical 20 20 20
education
SCIENCE 3 years: 2 years,including biological 2 years required(3 years
1 yr.biological science and physical sciences recommended)providing tither 60 80 90
1 yr.physical science basic knowledge in at least
1 yr.elective science I two of the fundamental TOTAL 234 s 215 23
disciplines of biology,
chemistry and physics.
MATHEMATICS 13 years:at least 2 years j 2 years 3 years of college
1 must be taken in the math preparatory math required;
dept.,third year may be (4 recommended)which
recordkeeping,business include the topics in
math machines,accounting elementary and advanced
or drafting. I algebra and geometry.
FOREIGN 1 year fine arts or foreign 1 year of visual or UC/CSU:2 years of same ifGToday more
LANGUAGE; ! language. ( performing arts or foreign foreign language required;
VISUAL AND language. 3 years recommended than aver, edu-
PERFORMING ARTS UC:1 year of advanced fine cation is not
j arts may be used to
partially meet the elective just an issue for
requirement.
I CSU:1 year of visual or children. We
performing arts also
required. must be con-
PHYSICAL 2 years: 2 years: Not required cerned about
EDUCATION 1 yr.in grade 9 j 1 yr.in grade 9 ll
1 yr.in grades 10,11 or 12 1 yr.in grades 10,11 or 12 People o f a
COMPUTER 1 semester Not required. Not required. ages and back-
LITERACY j grounds, citizens
and newcomers,
SKILL 2 years of related skill ! Not required. I Not required. those who are
DEVELOPMENT l courses selected from
agriculture,business, ; illiterate and
education,industrial and
I vocational arts,JROTC and i those who are
regional occupational not. The future
programs.
ELECTIVES 7 semesters Not required. 2 additional years of college of America de-
preparatory electives pends on it
required to be chosen from
the following areas:visual
and performing arts,history,
i social science,English, Barbara Bush,
advanced mathematics, former First Lad
j laboratory science,and y
languages other than
English.
7
_-g,.out Rate Shows More Students Remaining in School
DISTRICT HIGH SCHOOL DROPOUT RATE
1985-86 Through 1993-94
Percent 18
Fewer stu- 1 s.s
dents are drop- 16 1 .-
ping out of school
in the San Ber- 14
nardino City Uni-
fied School 12 11.2
District than at
any time in the 10 10 0
past nine years. 7.7 1 7.3
8
The student
dropout rate has s
declined from
16.6 percent in 4
1985-86 to 6.2 2
percent during
1993-94. The rate 0
is for students 1985-86 1986-87 1987-88 1988-89 1989-90 1990-91 1991-92 1992-93 1993-94
enrolled in
grades 9-12 at the Year
district's four
comprehensive
and two
comprehensive
a- DROPOUT RATES BY ETHNIC GROUPS
tive high schools. 1985-86 Through 1993-94
20
Other good Percent
news is that the
declining drop-
out rate holds 15
steady for all
ethnic groups
and for Special
Education stu- 10
dents. Female
students continue
to have a slightly
lower dropout
rate than male 5 FRI
students.
0
1985-86 1986.87 1987-88 1988.89 1989-90 1990-91 1991-92 1992-93 1993-94
$-American Indian -<31- Asian -r Black - - Hispanic -[+•}- white
8
�taffin g Highlights
During the 1994-95 the following chart. Educational Level of Teaching Staff
school year, the district Ninety-five new 1994-95
had 4,444 employees. Of teachers were hired for
these numbers 2,098 are the 1995-96 school year. 1.1%Doctorate 0.6%Permit Teacher
licensed teachers, 2,133 While they came from
are support staff includ- states throughout the
23.3%Masters 22,4°/,
ing 1,503 part-time em- United States, the major- +30 Credits Bachelor's
ployees, and 213 are ity are natives of Califor-
managers. All teachers nia.
must hold a bachelor's The district's aver- U: - -
degree and must have age teaching salary is
passed the California $38,885. 11.0%Master's
Basic Educational Skills Hiring practices
Test (CBEST). The maxi- showed a strong commit-
mum educational level ment to the Board of
achieved by district Education's adopted affir- 41.6%ed tschelors+
teachers is represented in mative action goals:
Elementary Pupil/Teacher Ratio 31 percent of new teach- nia. This program,which
1994-95 ers are from minority pays for tuition for classi-
Grade Enrollment Teachers Ratio groups; 13 of 27 new fied employees who
appointments and pro- study to become teachers,
K 4,124 138 29.9 motions in management has already produced 61
are from these same new teachers for the dis-
1 4,313 145 29.7 groups. trict.
2 3,879 134 28.9 The district's Recruiting for classi-
Teacher Development fied employees reached a
3 3,696 127 29.1 Program was recognized new high with 6,752 ap-
by the National School plications-3,274 indi-
4 3,555 123 28.9 Boards Association with viduals were tested and
5 3,302 110 30.0 a Pinnacle Award for 1,287 candidates were
Excellence, one of twelve added to 118 newly cre-
6 2,111 73 28.9 awards given in Califor- ated eligibility lists.
Total 24,980 850
'The sixth grade numbers reflect only those sixth
graders at the elementary schools.
Ethnic Distribution Class Size
All Employee Groups by Percentage 1994-95 Formula)
Amer. Total
White Black Hispanic Asian Indian Other Totai Minority Kindergarten 31
Administration 63.4 13.1 16.9 1.0 2.8 2.8 100% 36.6
1-3 30
Teachers 75.0 9.0 13.1 0.2 1.0 1.7 100% 25.0
4-6 33
Support Staff 51.4 11.9 33.1 0.3 0.8 2.5 1000/0 48.6 7-8 32
School District 63.1 10.6 22.9 0.3 0.9 2.2 100% 36.9 9_12 34
Total
9
onk- ± y _ I1tS
Model Program at SGHS grams. Previous winners
are Richardson PREP HI
The Hospitality (three times), Golden
Hotel Management Pro- Valley Middle School, �-
gram at San Gorgonio San Bernardino High
High School was named a School, Cypress,
State Model Site by the Kimbark, North
4
California State Depart- Verdemont, Roosevelt
ment of Education's and Urbita elementary
Home Economics Unit in schools. One or more
recognition of its ongoing district schools have
success. As part of the earned this award each
recognition, the program year for the past four
also received a San consecutive years.
Joaquin County Consor-
tium Tech Prep grant of Continuation School .
$20,000 in matching Honored ,,'
funds.
Sierra High Schools _
Distinguished Schools received a Model School
Award from the CaIifor-
Schools of distinc- nia Continuation Educa-
tion are a regular occur- tion Association and the -
rence here. During State Department of Edu-
1994-95 Bonnie Oehl cation. The award honors
Elementary School,Riley the school for doing an
Elementary School and exceptional job in meet-
Hillside University Dem- ing the educational needs
onstration School all of at-risk students. _;
earned Distinguished �
School status from the Del Vallejo Wins Grant Shandin Hills students participated in an archeo-
California State Depart- logical dig.
ment of Education. The Del Vallejo Middle
award recognizes exem- School was selected by
plary educational pro- the California State De- partment of Education to Career Education Award
receive a State Demon- to SBHS
stration Grant for Read-
ing/Language Arts. The Cardinal Academy
grant provides up to at San Bernardino High
$50,000 yearly for up to School was awarded the
�t F five years to train litera- California Career Educa-
ture teachers in the latest tion Association Presi-
teaching strategies. Del dential Award for having
Vallejo Principal Sue the most outstanding
Beck, co-writer of the career education program
< 'k grant with program facili- in San Bernardino
- '` tator Cathy Perkins, ex- County. The Academy
pects that within three also received a $50,000
years Del Vallejo will grant from the Job Train-
` - become a model teaching in Partnership Act to
g P
school for other middle enhance educational op-
Students and staff at Bonnie Oehl Elementary schools in California. portunities for students
School unveil their Distinguished School flag. in the program.
10
Graduating se-
niors earned more than
$2 million in scholarship '
money this year and have I-A
been accepted at top uni-
versities in the country.
The graduation rate con- -
tinues to improve. Of the
1,358 students in the
June 1995 senior class, ` -
1,310 were awarded di- i
plomas for a graduation r -
rate of 96.5 percent, up
1.2 percent over 1994.
/ w
Advanced math
�P
and science students
from Pacific High School
participated in an eight- 1p
week course, "Identifying
Scientific Principles in _
Cancer Management," San Bemardino High School students earned many trophies at the
offered by Loma Linda Academic Decathlon.
University. The course
and a one-week follow-
up session covered the
advanced technology students were Marlene Uyenphuong Duong, Arias, Erik Barthel,
now used to treat cancer Arthurs, Jill Boughey, Manal El-Awar, Akberet Octavio Flores, Christo-
patients. Participating Victoria Clark, Gerense,Jessica pher Goodwin, Robert
Hamilton, German Johnson,Lam Nguyen,
Iniguez, Roseann Amanda Pettitt, Timothy
Jimenez, Matthew Lam- Ryan, and Cari Weishar.
bert,Lieu Nguyen, My Beck and Younkman
Nguyen,Thuy Nguyen, graduated in June 1995,
Christine Peterson, Rob- the others in June 1994.
ert Simmons, Trang Son, From San Bernardino
Diemtrang Vo,Kalaya High School were
Williams and Maria Heather Armstrong,
Zavala. This is the third Esther Iverson, Scott
year Pacific students Beck, Ian Pierson and
r have participated. Chris Younkman.
M
-:• Twelve students ❖ June graduates
L =—. were named Advanced A.D. Davis, San Gorgonio
" N Placement Scholars by High, and Brian Christ
„ .”. the College Board in rec- San Bernardino High,
ognition of exceptional will attend the U.S. Air
achievement on the col- Force Academy. Both
lege level Advanced were nominated by Cong.
Placement examinations. George E. Brown,Jr.
From San Gorgonio High San Bernardino
Cajon High School students at work. School were Renata High School senior
11
Katrina Leanne Ness was
selected to attend the
California Scholastic
Press Association jour-
nalism workshop at Cal
Poly San Luis Obispo.
Katrina is editor in chief
of the school newspaper, PR p U DE 'E ��r,�E
The Tyro Times, and has
served on the Youth # _
Commentary Board for z
the local daily newspa-
per.
Sierra High
School had two top win-
ners in the 15th Annual
Student Awards Program
of the Riverside County
Chapter the Learning
Disabilities Association King Middle School won the Middle School Challenge Bowl.
of California. Raquel
Vasquez received the
Excellence in Education
Award and Evangelina LaNitra Walker, Eric Grif- Martin Luther Muscoy, North Park,
Robles received the fin, Elizabeth King won the district North Verdemont, Oehl,
Bronze Medal. Malancharuvil and Tho- Middle School Challenge Parkside, Rio Vista,
Advanced art mas Ro, SBHS; and Maria Bowl for the third Thompson, Warm
students at Pacific High Walton, Keith Jones, straight year. Golden Springs and Wilson.
School took home lots of Rosanna Campi and Valley was the runner- Middle schools repre-
first place awards at the Shaunterria Owens, up. sented at the fair were
National Orange Show art SGHS. Student authors Arrowview,Del Vallejo,
exhibit. Ryan Rainbolt Martin Luther at Golden Valley Middle Golden Valley, King,
won best of show,best of King Middle School stu- School were feted at an Serrano and Shandin
category and three first dents Elizabeth Nickell, Author's Tea in recogni- Hills.
place awards. Other first Conrad Valdez and Julian tion of their talent and Forty-two kinder-
place winners were Medina were awarded having their work pub- gartners and 16 middle
David Ortiz,Tam Ta, National First Place lished in hardbound book school students received
Jason Balog,Robert Boyd, Video Production Medals form. scholarship accounts
Rosen Jimenez,Rodger and Certificates of Honor V District schools from the Bing Wong
Nichols, Tiffany Rivera for their original screen- were well represented in Scholarship Foundation
and Sonia Vasquez. play-video public service the 1995 regional Inland to help their parents be-
`-'* The San Bernar- announcement, Theater Science and Engineering gin saving for their col-
dino High School Aca- Manners by the National Fair. First place trophies lege educations. Since
demic Decathlon team Student Film Institute were won by Kimbark the scholarships were
took third place overall and the Writers' Guild of and Roosevelt elementary established, more than a
in the countywide Aca- America. The Guild also students. All other en- quarter of a million dol-
demic Decathlon. Team presented recognition tries took either first,
lars has been awarded to
members from each of the certificates to Susana second or third place district students.
comprehensive schools Chesus-Beck, multimedia ribbons. Elementary V Two Roosevelt
were highest scorers or technology teacher, and schools participating Elementary School stu-
individual winners in Principal Calvin White. were: Alessandro, Arrow- dents had their articles
various categories. They Serrano Middle head, Barton, Burbank, selected for publication
are Suvany Phengsi and School won the regional Cole, Cypress, Del Rosa, in Full Circle, a newslet-
Thanh Dang, Cajon; Lara competition of Odyssey Emmerton,Hunt, ter of the San Bernardino
Hilo and Jill Boughey, of the Mind and went on Inghram, Kendall, County Waste Manage-
Pacific; Chris Younkman, to place loth in the state. Lankershim,Marshall, ment Department.
12
A fifth grade stu- Anthology of Poetry for
dent at Parkside Elemen- Young Americans.
tary School was among Musicians at Cole
the top scorers in the Elementary School, one
state in math and lan- of the district's two mu-
guage in the Center for sic magnet schools, were
Talented Youth's Young invited to perform for the
Students Talent Search. Inland Empire Symphony
The center is sponsored Guild.
by Johns Hopkins Uni- Students at three
versity. Sharon Chen was district schools were win-
recognized at a Celebra- ners in the San Bernar-
tion of Talent program in dino County Medical
San Diego. Society and Auxiliary's,
Students in Rio Choose a Healthv
Vista Elementary Lifestyle contest. Del
School's fine art magnet Rosa's morning kinder- -w
performed for educators garten class earned first
at the Los Angeles Music place for writing and
Center in April. The stu- illustrating a book, The `
dents studied with the Happy Healthy Lunch Principal George Bohn, center, congratulates a
Music Center resident Bunch. A first grade class recent graduate of the Adult Education Licensed
guest artist, Francisco at Belvedere and a fourth
Vocational Nursing program.
Martinez. grade class at Ramona-
.; Three Highland- Alessandro took runner-
Pacific students had po- up honors.
ems published in the
Making a Difference
For the past three and sponsored IT Day togetherness held in had from 200 to more
years, Cajon High School (International Together- downtown San Bernar- than 400 hours of service.
students have planned ness), a celebration of dino. It is designed to Many other district stu-
unite the community by dents were involved in
bridging the gaps that various community ser-
separate people because vice projects through
of age, sex, economic or their schools: tutoring
educational status. younger students, adopt-
_ - - - ing needy families, assist-
Nineteen students ing housebound senior
{ were honored by the citizens, visiting and
Volunteer Center of the writing letters to hospi-
`.
Inland Empire for com- talized veterans, and pro-
" _ munity service which viding countless baskets
included graffiti and of food for the hungry.
-� trash cleanup, working at
senior centers and help- San Andreas High
"A ing to feed needy fami- School students Josh
lies. Top volunteers were Gile, Vivian Bazan,
`? Cajon High School stu- Chrisy Whiting and their
- dents Ulysses Condon principal Margaret Hill
with 1,617 hours and received awards from the
Ken Kruger with 973 Highland City Council for
Mt. Vernon Elementary students made gifts for hours of service. The participating in the city's
veterans at the nearby veterans hospital. remaining students all Make a Difference Day.
13
�_5pecial Educe" L
I'ro ;-m benew_ _This year a new many opportunities. For travel across campus adaptations, modifica-
program was added to the example, the environ- with the use of a cane. tions, and equipment to
North Verdemont cam- mental education class The program for the ensure a successful
pus to meet the needs of offers a hands-on ap- visually impaired also school experience for
young blind students. proach to science by al- serves children in their these students. Collabora-
The children range in age lowing students who are regular classroom or tion and consultation
from 5 to 7 and partici- unable to see to actually home school who are among many profession-
pate in regular school as touch a frog, feel the identified with a visual als, parents, and other
well as in a specialized weight and textures of impairment. Itinerant staff members occurs to
program which includes various rocks and stones, teachers and tutors travel assure students the op-
instruction in braille and study the effects of among the 58 schools in portunity to meet their
reading and writing, typ- weather on plant life. The the district to provide maximum potential.
ing and computer usage, children learn braille and specialized instruction,
learning about body parts
and position in space
(mobility), developing
listening skills, daily "
living skills, managing
money, learning to use a .
cane and to effectively
move around in the envi-
ronment.
Incidental learning,
which is an everyday
occurrence for the
sighted child, is lacking
for the blind child. The
school's focus and chal-
lenge is to bring thex '
world to these students �
by collaborating with
students and staff to pro-
vide support within the '
school setting. North - 4'
Verdemont provides Visually impaired students find success on the playground.
Infant Program
The Infant Program program's services are Education Infant Program powerment. The plan
for Special Education provided in the home to initiated the use of a addresses family con-
youngsters received top include the entire family. document called the Indi- cerns, priorities, and re-
ratings in a recent state The Infant Program for vidual Family Service sources to help them
review. Service to chil- Special Education is lo- Plan (IFSP), to help coor- understand their child
dren under the age of cated on the Harmon dinate,yet not duplicate, with special needs and
three differs dramatically campus where toddler services to infants and the outcomes desired as
from the way services are classes are held. their families. The Infant well as the services to be
provided to older chil- In keeping with a Program emphasizes fam- provided.
dren. A great deal of the family focus, the Special ily involvement and em-
14
a f e Lean _ ne
To ensure a timely
response to crime and #`
security threats, the dis-
trict has established a
School Police Depart-
ment certified by the
California Commission
on Police Officers Stan-
dards and Training.
There are 22 sworn offic-
ers. All officers are gradu-
ates of an accredited
police academy and have
passed rigorous psycho-
logical screening and
background investigation.
While performing their
duties,school police of-
ficers have the same au-
thority as any other peace
officers such as deputy
sheriffs and city police. _
One school police
officer is assigned to each
of the district's four com- School Police Officers from left, Larry Williford, Mike Babb, Mike Miller, John
prehensive high school Cordero, Chris Herring and McGill Medina are volunteer mentors for at-risk
campuses. Other officers students.
work in patrol and in
special assignments, such
as Drug Abuse Resistance
Education (DARE) and have recently been up- schools. In addition, each working with city and
investigations. Patrol graded to include high school student and county officials to install
officers respond to calls completion of a physical parent must enter into a "Gun Free -Drug Free
from district campuses agility test and a police "Contract for Eliminating School Safety Zones" for
and other facilities and background investigation. Guns and Weapons" as 1,000 feet around
regularly check district With increasing part of the enrollment schools. The zones will
property on evenings and gun-related violence in process. Currently, the be enforced by school
weekends. our society, the district district's Safetv Office is police.
Each comprehensive has implemented a "zero
high school is patrolled tolerance of guns pro-
by a team of five campus gram." Students are sub-
security officers who ject to random weapons 'ri S
monitor halls,rest rooms, searches. Cash rewards
parking lots and grounds. are offered to students Located in an area Emergency supplies,
The two alternative high who report weapons on of seismic activity, disas- including food, drinking
schools and eight middle campuses. To ensure ter can strike at any time, water, blankets, and first
schools each have one anonymity, students may without warning. To aid kits are stored at
campus security officer. report weapons through meet this challenge, each schools. Overall pre-
Campus security officers the Students .Against school is required to have paredness is monitored
receive 24 hours of train- Weapons (SAW) hotline an emergency plan and a by the district's Safety
ing each year from school (388-6043). The number disaster plan in place. and Disaster Prepared-
police personnel. Em- is displayed throughout Drills are conducted sev- ness Office.
ployment requirements the district's secondary eral times each year.
15
Magnets Enric�
The district is a studio, TV studio, and Vanguard programs at California State Univer-
leader in offering a vari- media center. Its students elementary or middle sity, San Bernardino, and
ety of options/magnets regularly win awards school, and for students a number of schools have
that meet the special from the National Stu- who need extra help in day care programs with
needs, interests, and tal- dent Film Institute and reading there is a nation- extended hours. All mag-
ents of students. These the Writers' Guild of ally recognized reading nets are for one full year
choices are free and in- America. clinic. One elementary and are funded through
clude transportation if High achieving stu- school is a model demon- the district's voluntaev
needed. dents may choose among stration school site with integration plan.
Options range from
fine arts programs with
artists from the Education -
Division of the Los Ange-
les Music Center, to envi-
ronmental education plus Each year fourth The project has two Spring Concert featuring
technology, to a school grade students partici- phases. First, volunteer musical performance by
with a history/science pate in the Inland Empire docents from the Inland one of the district's
center. An international Symphony's, "Music in Empire Symphony Guild middle school or high
studies magnet is avail- the Schools", program. visit each classroom to school concert bands.
able at one site while two Its goals are to encourage describe the work of the The "Music in the
schools offer instrumen- children to participate in orchestra and conductor. Schools" fourth grade
tal music programs with school music programs, Audiovisual materials program is an outstand-
state-of-the-art keyboard/ provide music education and recorded instrumen- ing example of a joint
synthesizer laboratories. and training, develop tal passages are used to district and community
The Academy of Commu- creative potential, and introduce symphonic effort to benefit young
nications, Arts and Tech- achieve greater apprecia- and band instruments. learners.
nology offers a dance tion of symphonic music. The second phase is a
"Let us think of
education as a
means of devel-
oping our great-
est abilities,
because in each
child there is a
private hope
and dream,
which, fulfilled,
can be trans-
lated into ben-
efits for
everyone and
greater strength „. .
for our nation."
John F. Kennedy Mentor teachers, from left, Lillie Motley, Daniel Arrellano and Juliana Deckel
were featured on a cable television program hosted by Chamber of Commerce
Executive Director Judi Thompson.
16
N—fore Schc
Gold shirts dot the
campus at Mt. Vernon
School and give stu- ___ _.. �-�A
dents a crisp, neat ap-
pearance. What is this
new look? It's school � n
uniforms and Mt. ----
Vernon's gold and black
clad youngsters were
the first in the district
i
to adopt them. Now this
new "fad" has spread to
students at Monterey,
Lankershim, and Warm �
Springs who donned e w
uniforms at the begin- ::
ning of the school year.
Rio Vista students
started wearing them in
- >
November and Muscoy,
Roosevelt,Lincoln,
Inghram, Burbank, Bra-
dley,and Curtis Middle
School plan to have Mt. Vernon Elementary School students are proud of their new uniforms.
students in uniform by
year's end. Parents,
teachers, and staff
members are praising
the uniforms for help-
ing to establish a better
environment for learn-
ing. Students no longer -a
worry about gang colors
or styles. Wearing
school colors also helps
build school spirit and
gives youngsters a
sense of belonging and
safety. - {
Most schools have
established layaway
plans or other proce-
dures to help parents At
with the cost of the
uniforms.Parents are
w�
also discovering that
the uniforms are less
expensive than regular
clothing-particularly
clothes with designer Business leader Ray Quinto, left, stepped in as Principal for a Day for King
labels. Middle School Principal Calvin White.
17
The district relies heavily on state Where the Operating Dollar Came From
bonds for funding new classrooms, schools
and air conditioning for year-round pur-
poses. With an estimated $12 billion in un-
funded projects statewide and the Federal 7% Other Local 3%
movement by the state to leave the school
construction arena. San Bernardino and
other districts will need to find new local
resources to fund capital outlay projects. other state z2%
Revenue Limit 689'u
ha
How the Operating Dollar Was Spent
y' Capital Outlay 6% Others 1%
Services/Operating
t Expenses 12%
Books/Supplies 4%
Certificated
Salaries 48%
' Benefits 16%
k�
Classified Salaries 181/6
The Building Services staff work hard to keep our
schools looking good.
18
,
<��rowth FiLels Facilities .___N_e_e �ls
�,J
By 1999 student implementation of year- reviews projected enroll- growth, but additional
enrollment is estimated round education and use ment each year in order schools are needed.
to be 48,545, up 4,000 of portable classrooms to to update the five-year There are 58 schools in
students from the current accommodate more stu- plan for student housing. the district, 43 elemen-
year. Rising enrollments dents. This advanced planning tary, 8 middle schools, 6
began in the mid-1980s The district's Five- has allowed us to keep high schools and 1 adult
and led to the reopening Year Housing Committee pace with student education school.
of closed schools, the
Funding
The main source of
funds for school con-
struction is the State ` •f{' i !
School Building program.
Since 1987, the district
has received the state
support listed in the
chart.
In June 1994, Cali-
fornia voters failed to
approve an$800,000,000
State School bond and Palm Avenue Elementary School
the legislature did not
place a State School bond
measure on the Novem-
ber 1994,ballot. Conse-
quently, no state funds
are currently available to
complete the"proposed ditionally, funds are Completed Projects
projects." available to construct a Pacific High School Modernization $3.6
Negotiations have drama theater at San North Verdemont Elementary School $7.2
been completed with the Gorgonio High School. Air Conditioning for 12 Year-Round Schools $5.0
Inland Valley Develop- Finally, the district Design Funds for New Schools and Modernization Projects $2.0
ment Agency for school receives local developer Kimbark Elementary School Addition $1.7
construction funds in fees when new residen-
Palm Avenue Elementary School $6.5
connection with the rede- tial and commercial/in-
Modernization of 11 Schools $5.0
Total $31.0
velopment of Norton air dustrial projects are built Proposed Projects
Force Base. The funds are within the district bound- Modernization of 17 Schools
$9.0
being used to construct a aries. Because of the de- Del Vallejo Middle School Addition $2.5
permanent E. Neal Rob- pressed local economy, Fifth High School Site Acquisition and Construction $30.0
erts Elementary School to the funds are limited and E.Neal Roberts Elementary School •$5.0
replace the completely used for small projects Belmont Middle School Acquisition and Construction $10.0
portable school that was such as the acquisition of Total $56.5
opened in July 1991. Ad- portable classrooms. -To be reimbursed by the State
In millions
19
San Bernardino City Unified School District School Map
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RI••t * PREP HI Special Eligibility
SOnfa Ana A School District Building
our San Bernardino City Unified School District
Xo Better Place To Learn