San Bernardino County, CA
Preferred Realtor in San Bernardino County , Ca
Profile
Discover TEXANA BANK MORTGAGE
A Mortgage Loan for Every Situation.
With more than 100 years of banking experience under our belts, we’ve learned that no two people have the same mortgage lending needs. Our lenders go beyond the traditional mortgage into FHA, VA, USDA, Construction, Home Equity, Land, and Manufactured Home loans to name a few.
Share your needs with Brent Nelms one of our mortgage lending experts and he will help you find the mortgage that’s right for you.
Applying is quick and simple.
At Texana, we’re taking the holdup out of home buying. Applications typically take only 20 minutes, and our loan officers are standing by to answer any questions you may have.
Once you’ve completed your application and submitted it, we’ll review your information. A Texana Bank loan officer will contact you with any follow-up questions.
If you have questions of your own, please contact Brent Nelms directly at 714-330-7659 and one of our loan officers will be glad to help you.
- 2024 Texana Bank. All rights reserved.
- Privacy Policy
- Terms of Use
* All products may be subject to credit check and other approvals.
** Investment services are not FDIC-insured, not a deposit, not bank guaranteed, not insured by any federal government agency, and may go down in value.
NOTICE OF EXPIRATION OF THE TEMPORARY FULL FDIC INSURANCE COVERAGE FOR NONINTEREST-BEARING TRANSACTION ACCOUNTS
By operation of federal law, beginning January 1, 2013, funds deposited in a noninterest-bearing transaction account (including an Interest on Lawyer Trust Account) no longer will receive unlimited deposit insurance coverage by the Federal Deposit Insurance Corporation (FDIC). Beginning January 1, 2013, all of a depositor’s accounts at an insured depository institution, including all noninterest-bearing transaction accounts, will be insured by the FDIC up to the standard maximum deposit insurance amount ($250,000), for each deposit insurance ownership category. For more information about FDIC insurance coverage of noninterest-bearing transaction accounts, visit: https://www.fdic.gov/deposit.
Adelanto Elementary School District Public education
Profile
About Our District
Adelanto Elementary School District (AESD) is a 15 campus TK-8th grade school district headquartered in Adelanto, CA. AESD serves students in the City of Adelanto (eight schools), in Northwest and South neighborhoods of the City of Victorville (five schools), and in the unincorporated community of El Mirage (County Service Area 70 – one school).
AESD has three middle schools, two K-8 campuses, nine elementary campuses, and an independent study program. Our district offers Transitional Kindergarten, magnet school programs, a dual-immersion campus, STEM/STEAM instruction, afterschool programs, athletics, and extracurricular programs. Special Education services are offered at each site.
In 1941, the district was established to support the educational needs of the families from the newly opened George Air Force Base. The first schools were Harold H. George Elementary School and Harry R. Sheppard Middle School. Additional campuses were built around Adelanto starting with Adelanto Elementary School in the 1950s, as well as the former site of Adelanto Middle School (now demolished). Additional campuses were constructed in the population boom from the 1970-1990s. The current day District Office was constructed from the frame of the prior one in 2008, and the district was renamed Adelanto Elementary School District upon completion of the building.
AESD District Organization
Adelanto Elementary School District consists of three department units:
Academic Services, which oversees instructional programs, services, and support departments.
Business Services, which is in charge of facilities, maintenance, financial, and logistics-based departments.
Human Resources, who oversees staffing and staff bargaining unit negotiations.
All three units and their member departments are all headquartered at the District Office site.
Mission & Vision
Mission Statement
To prepare every student to be successful in high school, in college, in career, and in the 21st century global community
Vision Statement
To be the High Desert’s premier learning establishment where dreams are awakened, academic achievement soars, and integrity leads the way to future success.
Apple Valley Unified School District Public Education
Profile
Apple Valley Unified School District serves just over 13,000 students ranging from preschool through twelfth grade, and offers an adult education program linked with Victor Valley College.
AVUSD provides a safe, encouraging, and challenging learning environment in which students are given the opportunity to reach their full potential. Our students have access to current technology, up-to-date curriculum, highly qualified teachers, and a variety of extracurricular activities and sports. Our district’s defining features include a focus on reading, writing, mathematics skills with science applications, social science, physical fitness, and the arts. Critical Thinking, Communication, Collaborative Skills, and Creativity are supported throughout the district.
AVUSD is a partner of the SBCSS Alliance for Education and works with other regional districts, industry, government, and higher education to provide hands-on learning opportunities for our students and to bring economic viability to our region through collective impact strategies. Our district puts this concept to action by continuing to be a leader in the formation of the Mountain Desert Regional Career and Occupations Pathways Joint Power Authority, which mutually supports our schools and communities by working together to build better opportunities for the future of our students.
AVUSD was one of the first districts to adopt the San Bernardino Countywide Vision Cradle to Career Roadmap. Our high schools offer a variety of pathways, including Advanced Placement Courses (AP), Advancement Via Individual Determination (AVID), Concurrent Enrollment and Articulated Classes with Victor Valley College, Visual and Performing Arts, Student Leadership, and Career and Technical Programs, which include Engineering and Design, System Control and Design, Health and Medicine, Construction Technology, Hospitality Occupations, and Digital Media.
Our motto, “Proudly Preparing our Students for Their Future”, is evidenced in the programs and student engagement activities at our schools. Our paramount goal is to ensure that students are ready for their career or post-secondary education.
Mission: Apple Valley Unified School District serves our community with dignity by meeting the unique academic, behavioral, and social-emotional needs of all students so that they may thrive in an ever-changing world.
If you looking for a home in the Apple Valley Unified School District area-please search BuyingSunsets.com
Profile
-
Alta Loma ISD -
History of the Alta Loma School District
The Alta Loma School District was established as an elementary school district in 1885 and provides education for children from kindergarten through eighth grade. The District operates eight elementary schools (kindergarten through sixth grade) and two middle schools (grades 7 and 8). The District encompasses approximately 25 square miles in the northern part of the City of Rancho Cucamonga and adjoining unincorporated areas. The District is located in the western portion of San Bernardino County, approximately 40 miles east of Los Angeles and 19 miles west of the City of San Bernardino.
District History The Alta Loma School District, formed in September 1884, was originally called the Hermosa School District, opening its school doors in September 1885. The schoolhouse contained two classrooms with a library in-between. Part of the school curriculum was planting a garden. In 1921, the “new” Alta Loma School was built at the northwest corner of 19th and Hellman. The new school became quite a gathering place for the whole community on many occasions: PTA dinners, Boy Scouts, May Day festivities and the Christmas program. What We Are About
Our shared values are . . .
the long-term measurable goals we strive to achieve
- Excellence in student learning
- Safe and orderly school environments
- Active parent, school, and community involvement
- Responsible citizenship
- Maximization of District resources
Our strategies for success are . . .the means by which we will achieve our shared values
- We will create educational programs that meet the interests and needs of the whole child and provide access to the best instructional tools, including technology.
- We will implement a system of assessment based on District standards aligned with a rigorous and relevant curriculum.
- We will identify, organize, and develop District resources to support a safe environment for learning where pupils are valued and respected.
- We will communicate effectively in order to engage the entire community in the education of our students.
MISSION STATEMENT
- “Inspiring Learners for a Lifetime”
The Alta Loma School District,
in partnership with parents and community,
provides a safe, supportive, and fiscally
responsible environment where students develop
a solid foundation to become productive, responsible citizens,
and lifelong learners.
-
VISION STATEMENT
- Alta Loma School District’s safe and nurturing culture, along with its high levels of learning for all, ensures each and every student is college and career ready, inspired to be lifelong learners, and motivated to live responsibly as they successfully navigate their unique futures
- If you are looking for home in the Alta Loma School District, look no further than BuyingSunsets.com
Profile
WELCOME TO BARSTOW UNIFIED SCHOOL DISTRICT
The goal of our district is to ensure that each of our schools treats students fairly, equitably, is safe, and maintains an environment conducive to learning. Providing quality educational experiences which enable our students to reach their full potential and make positive contributions to our community.
PHILOSOPHY & VALUES
– The Central Interest of Schools is the Learner.
– Learning is an Active Process – Our Schools are Responsible for Each Learner.
– Experiencing Success is Crucial to the Learning Process.
– The Qualities of Teaching and Learning are Inextricably Interwoven.
– Program Improvement is a Continuing Process.
– Providing Quality Program Education is a Responsibility of Our Community.
– Our Community Provides an Essential Resource to the Educational Program.
BUSD GOAL
Ensuring all Schools Treat Students Fairly, Equitably, Is Safe, and Maintains an Environment Conducive to Learning.
MISSION STATEMENT
The District Will Provide Quality Educational Experiences Which Enable Students to Reach Their Full Potential and Make Positive Contributions to Their Community.
Board of Education
Purpose: Build upon a strong team-oriented working relationship with each individual Board member and the Board as a whole.
Board Governance
The BUSD Board Governance Handbook reflects the Barstow Unified School District Governance Team discussions about developing and sustaining a framework for effective governance that will enable the team to continue to perform its responsibilities in a way that best benefits all students. The BUSD Board Governance Handbook is reviewed and adopted yearly and reaffirms the Agreements To Facilitate Effective Governance
Superintendent, Deanna Swearingen
Ms. Swearingen was appointed Superintendent by the BUSD Board of Trustees on October 25, 2022.
Swearingen says her favorite thing about the students of BUSD is that they are resilient.
“Many of them have overcome challenges that students and kids in other areas have never
experienced and our kids get up every day and come to school and do everything they can to
become educated and do better in life.”
Ms. Swearingen joined Barstow Unified in February 2020 as Chief Business Official. In that
time, Swearingen was instrumental in the Barstow Unified District’s response to the COVID-19 pandemic, ensuring
education continued for the students of Barstow. She assisted in assembling the paper learning
packets for students, as well as oversaw the distribution of pre-packaged meals so none of the
District’s 6,000-plus students would go hungry.
As CBO, Ms. Swearingen was in charge of the Business Services Department, which includes
five other departments: Facilities, Maintenance and Operations, Fiscal Services, Purchasing,
Warehouse, and Print Shop and Risk Management.
Ms. Swearingen began her career in education as a mentor teacher, managing an independent
study center in Hesperia, as well as spending seven years in the classroom and serving as a
director of various student programs before moving into administration.
Ms. Swearingen holds a Bachelor of Science degree in Psychology from Cal Baptist University
and a Master of Science degree in Education for School Business Leadership with a certificate in
School Management Negotiations from Wilkes University.
Bear Valley Unified School District Public Education
Profile
Superintendent
Dear Families, Students, Staff, and Community:
Welcome to Bear Valley Unified School District! It is the mission of Bear Valley Unified School District (BVUSD) to educate, inspire, and prepare all students by creating innovative learning environments where students thrive academically, contribute to society, and lead healthy, purposeful lives. Our schools are filled with caring, creative and talented teachers and staff members who are here to partner with parents and the community to ensure our children in Bear Valley receive a premier education.
Bear Valley Unified School District is focused on preparing students for extraordinary futures! We believe that every child possesses infinite potential, and it is our calling to empower our students to achieve at the highest levels. We accomplish this by providing a rigorous and relevant curriculum that engages students, promotes critical thinking, creativity, communication, and collaboration.
Students in BVUSD are immersed in Science, Technology, Engineering, Arts and Mathematics (STEAM) at all school sites. Each year, our students have numerous opportunities to perform in the visual and performing arts. Our students benefit from hands-on experiences including opportunities for Place Based Education, Project Lead the Way, Coding classes, and Robotics.
Through a collaborative effort with our staff and community, we have identified the following BVUSD Core Values:
- Students First
Students come first in everything we do.
- Mutual Trust
Mutual trust is essential in all our interactions.
- Dignity and Respect
We always treat each other with dignity and respect.
- Innovation and Continuous Learning
We embrace innovation and continuously strive to learn and improve.
- Growth Mindset and Grit
High expectations and perseverance are keys to success.
- Collaboration and Partnerships
Working together, in collaboration and partnership, we make a difference for students.
Our vision is that all students graduate educated, inspired, and prepared to pursue their dreams. We believe that the partnership we create with you is essential to provide the highest quality education for our students.
Thank you for the opportunity to serve your family.
Sincerely,
Dr. Mary Suzuki
Superintendent of Schools
Central Elementary School District Public Education
Profile
About The District
Central School District’s Vision is to ignite endless possibilities for all.
Our Mission is to inspire learners to be future ready.
Adopted by the Board of Trustees
July 2023
GUIDING PRINCIPLES
DISTRICT GUIDING PRINCIPLES
1. STUDENT PERFORMANCE
We are committed to maintaining an exceptional academic environment that provides quality instruction to all of our students which will ensure that they meet federal, state and local standards.
2. PARENTAL INVOLVEMENT/CHARACTER EDUCATION
We recognize parents as key partners in the success of our students. We are committed to working together to promote academic, social and civic values.
3. FISCAL SOLVENCY
We are committed to remaining fiscally solvent by effectively managing current resources and pursuing new revenue sources.
4. FACILITIES
We take pride in our well-maintained facilities. It is our responsibility to provide clean, safe and secure sites for the well being of our students and staff.
5. PERSONNEL DEVELOPMENT/STAFF DEVELOPMENT
We are committed to hiring and retaining the best employees. We believe that all employees benefit from building on their strengths and identifying areas in which to grow.
6. TECHNOLOGY
We believe that students and staff must demonstrate technological competence to support academic progress, communication and learning.
LINKS
School Accountability Report Cards (SARC)
MEASURE N PASSED WITH 67.1% OF THE VOTE!!
Central School District would like to thank our school community for their support of Measure N. A very special thank you to those of you who volunteered many, many hours of your personal time to campaign for this important bond measure. We could not have gotten the word out to our community members without your help!!
CENTRAL SCHOOL DISTRICT CELEBRATES 100 YEARS!
From citrus groves to suburbs, Central School District celebrates 100 years. Some parents of school-aged children in the western part of what today is Rancho Cucamonga found themselves in a rather difficult position 102 years ago.
Inland Valley Daily Bulletin Article
NEWSPAPER ARTICLE ON CSD’S 100 YEARS
The Press Enterprise did a nice article on the district’s celebration of its 100 year anniversary. Please click on the link below to view this article and slide show:
Chaffey Joint Union High School District Public Education
Profile
About the District
About Us
The Chaffey Joint Union High School District serves the communities of Ontario, Montclair, Rancho Cucamonga, and portions of Fontana, Upland, Chino, and Mount Baldy. With approximately 24,000 students, the District is the second largest high school district in California. It has eight comprehensive high schools, a continuation high school, an online high school, a community day school, an adult school, and alternative programs. The District offers a wide variety of instructional options that provide a quality education for each student, every day. The District’s well-prepared, dedicated, and highly qualified teachers and support personnel are second to none.
The Chaffey Joint Union High School District Board of Trustees are steadfast in the belief that, “all students in the Chaffey Joint Union High School District will graduate ready for college and careers.”
To support this effort, the District provides college and career readiness endeavors that include career interest assessments and programs, access to Baldy View Regional Occupation Programs (ROP), college and career fairs and other events, and curriculum that develops employability, life, and learning skills. Our daily purpose encompasses our commitment to provide student learning, and ultimately their achievement, of the prescribed curriculum that takes place in the classroom under the direction of the teacher. The Chaffey District supports this daily act. We realize that our efforts uniquely influence the future of our community and of this nation, and we are passionate about doing whatever it takes to prepare students to be successful and contributing citizens of the 21st century.
The Chaffey District has provided a quality education for high school students in the area since 1911. As the District continues to grow and progress, we are poised to meet the challenge of providing the finest quality education possible for every student.
History of the Chaffey Joint Union High School District
The Chaffey Joint Union High School District
The Chaffey Joint Union High School District traces its roots back to 1882 when George Chaffey, along with his brother William, purchased land from the Cucamonga Land Company and Kincaid ranches (Ontario/Upland) with the objective of creating a “new model colony” that would surpass anything of its kind ever attempted in California. George’s plan for perfecting this township, in which he named Ontario after his Canadian Province, involved a strict commitment to fundamental principles – one of which was to provide a college for the agricultural education of the people of the colony and for the general education of their children.[i]
To support his endeavor, the Chaffey brothers set aside 20 acres of land for the educational facility.[ii] He provided 384 town lots and 270 additional acres to be sold at a later date to support the institution.[iii] Then George established an endowment with the University of Southern California to have their Trustees supervise the building plans and run the school. The Chaffey College of Agriculture of the University of Southern California opened its doors in 1885, and during the next 16 years, it operated as a fully functioning learning institution.[iv]
Ontario began to prosper, and many settlers began to purchase the desirable town lots. Due to this success, the Chaffey brothers were courted by the government in Australia to develop a colony much like Ontario in their own country, and in 1886, they accepted.[v]
The college continued to attract young men and women to the colony who wished to receive higher education, but in 1901, due to the mismanagement of the endowment by the University of Southern California’s Trustees, the college dissolved.[vi] That same year, the Ontario School District took over the abandoned college building to serve the area’s secondary students.[vii]
In 1902, George Chaffey returned and brought forward litigation against the University of Southern California. In 1906, the Superior Court demanded that the University of Southern California relinquish all claim on the property and provide a settlement to be used toward annual student scholarships and the Chaffey library. The Chaffey Trust Fund was established, and to this day, the interest of that early financial settlement provides over $13,000 in annual scholarships to seniors who graduate from each school in the Chaffey District.[viii]
In May 1911, the citizens of Ontario and Upland voted by large majority to form a Union High School District, to which the name Chaffey was attached.[ix] On June 9, 1911, the Chaffey Union High School District became a legal entity, and Merton E. Hill was named as the first Superintendent. Chaffey Union High School opened its doors to 346 students on September 11, 1911. As the high school received its new name, the colors were changed from cardinal red and black to orange and black.[x] Later, the tiger became their mascot.
For the next 43 years, Chaffey Union High School served secondary students from Alta Loma, Camp Baldy, Central Cucamonga, Etiwanda, Fontana, and Upland. Chaffey Junior College was reestablished in 1916 to meet the needs of students who wished to continue their education after high school.[xi] The college remained on the Chaffey Union High School campus until it moved to Haven Avenue in north Alta Loma in 1960. The original college building was condemned in 1934, and most of the structures that exist on the Chaffey campus today were built from President Roosevelt’s Works Progress Administration funds that were provided to create jobs during the Great Depression.
George Chaffey died on February 29, 1932 at the age of 84. During his lifetime, he founded 12 towns, engineered the electricity that lighted Los Angeles, founded a college, owned banks, and will forever be known as the “Father of the Chaffey District.”
In 1938, Gardiner W. Spring was named as the District’s second Superintendent. Mr. Spring was the driving force behind the construction of many of the buildings including the auditorium which was named the Gardiner W. Spring Auditorium in his honor.
In 1952, under the helm of Superintendent Daniel Milliken, the District built Fontana High School to meet the needs of a growing population in the east region. Maroon and white became the school colors, and not surprisingly, they were known as the “Steelers.” A unification election was held in 1955, and Fontana High School separated from the District and became part of the newly created Fontana Unified School District.[xii]
Also in 1955, a successful bond election enabled the District to build Upland High School to serve the northern communities. The green and white “Highlanders” would remain part of the District until their unification in 1987.[xiii]
Montclair High School was built during the term of Superintendent Allan G. Smith at a cost of a little more than $2 million in 1959. The school’s name was originally planned to be Monte Vista High School, but the name was revised to Montclair High School prior to its opening.[xiv] It is the home of the Columbia blue and black “Cavaliers.”
Population continued to grow in the north, so plans were developed to build a school on Baseline Road in Alta Loma. What was initially slated to be called Hillside High School in the planning stage, was later named Alta Loma High School when they opened their doors in 1963.[xv] The school is the home of the “Braves,” and they proudly fly their blue, white, and silver colors.
Another high school in Ontario became a necessity but making it a reality was not an easy proposition due to a defeated bond that was earmarked for the new facility. Finally, at a cost of almost $5 million, the District built Ontario High School in 1967 with cardinal red and gold as the school colors and “Jaguars” as the mascot.[xvi] That same year, the District opened Chaffey Adult School to meet the educational needs of adult students within the community.
Following 1967 and throughout the next few years, the District began to experiment and explore options to meet the needs of high school students in an alternative setting. In 1969, a program was established to meet the needs of this student population. In 1973, Valley View High School was constructed as the District’s first continuation school. Valley View’s colors are green and white, and their mascot is the Viking.
In 1976, the Chaffey Union High School District was given a gift of land that included a portion of the parcel that was located in Los Angeles County. Therefore, as required by law, it was necessary for the District to revise its name to Chaffey “Joint” Union High School District.
On April 4, 1977, the longest serving Board member in the District’s history, Charles Uhalley, was elected. A few years later in 1982, under the leadership of Superintendent Mike Dirksen, Etiwanda High School was built.[xvii] The name “Etiwanda” comes from George Chaffey, who named the community after a Native American Algonquin Chief that his uncle Benjamin befriended back in the mid-1800s on the shores of Lake Michigan. The eagle was selected as the mascot with red, black, and gold as its colors.
In 1992, while Superintendent Dean Smothers was at the helm, Rancho Cucamonga High School was built.[xviii] The school was located geographically between Alta Loma and Etiwanda in the north. As Alta Loma High School’s school color is predominately blue and Etiwanda High School is red, it was only fitting to merge those two colors into purple: hence the school’s colors of purple, silver, and black. The mascot is the “Cougars.”
Board member, Art Bustamonte was elected in December 1995. Following his election, the District decided to open another continuation high school and add a community day school. Canyon View Continuation High School existed to support students until it was combined with Valley View Continuation High School in 2010.
During the mid-1990’s, the District was forced, once again, to address overcrowding in the northern and southern parts of the District. Superintendent Bette Harrison spearheaded an unprecedented charge to build two new comprehensive high schools at the same time. The challenge was that this endeavor would require the community to support a bond to provide the District with a necessary $128 million to build the two schools.[xix] Through her leadership and the efforts of a very strong Board of Trustees which included Art Bustamonte, Clyde Francisco, Kathleen Kinley, Ray Sarrio, and Charles Uhalley, the bond passed in April 1998. In August 2002, with Barry Cadwallader as Superintendent, Los Osos (blue and gold “Grizzlies”) and Colony High School (red, white, and blue “Titans”) opened on the same day.[xx]
In 2008, the Board named Mathew Holton as the District’s ninth Superintendent. In the fall of that same year, Board members Shari Megaw and Sue Ovitt were elected to the Board of Trustees. In 2010, Josie Estrada was elected to the District’s Board of Trustees. In 2012, the District, known for its cutting-edge approach to instruction, opened the Chaffey District Online High School.
In November 2012, the District was successful in obtaining authorization from the District’s voters to pass an $848 million bond (Measure P). Under the leadership of Board members Art Bustamonte, Josie Estrada, Shari Megaw, Sue Ovitt, and Charles Uhalley, the District established the Citizens’ Bond Oversite Committee in order to satisfy the accountability requirements of Proposition 39 and the Strict Accountability in Local School Construction Bonds Act of 2000.
In 2014, John Rhinehart was elected to the Board and faithfully served until his resignation in March 2021. Gil Zendejas was elected to the Board in 2018. Under the strong leadership of Superintendent Holton and Board members Art Bustamonte, John Rhinehart, Sue Ovitt, Shari Parker-Megaw, and Gil Zendejas, the District persevered through the COVID-19 pandemic which began with the school closures in March 2020 and continued for over a year.
In March 2021, Dionne Berwick was appointed to the Board to fill the vacancy and complete John Rhinehart’s term. In October 2021, Ms. Berwick resigned, and Donald English was appointed to replace her in Trustee Area Four. In September 2022, Shari Parker-Megaw resigned, and Cary Willborn was appointed on October 4, 2022 to represent Trustee Area Five as her replacement. Mr. English was elected by the voters to continue representing Trustee Area Four in November 2022.
The Chaffey Joint Union High School District, the second largest high school district in the State, has always been revered and respected for its efficiency and its students’ performance results. As of 2024, the District has demonstrated stability by having only nine superintendents lead the District in over the last 113 years. It has talented and dedicated principals, teachers, support staff, and, most importantly, exceptional students. The students’ success is reflected in their academic performance, which ranks at the top of all large high school districts throughout the State including extracurricular awards. The District boasts the highest graduation rates in San Bernardino County, and students are routinely accepted into prestigious colleges across the Country. Throughout history, there has been a consistent commitment to support students and provide them with the knowledge and skills necessary for them to graduate college and career ready and one day realize their dreams. The District is convinced that this commitment will continue for the next 100 years.
Chino Valley Unified School District Public Education
Profile
-
Chino Valley Unified School District - Chino Valley Unified School DistrictCVUSD is home to 21 California Distinguished Schools, the highest honor bestowed upon a public school by the state of California. We are also home to a National Blue Ribbon School, Title I Achieving Schools and a California Department of Education Service-Learning Leaders School. The District is one of 547 school districts in the U.S. and Canada honored by the College Board with placement on the 5th Annual Advanced Placement (AP) District Honor Roll for increasing access to AP course work while simultaneously maintaining or increasing the percentage of students earning scores of 3 or higher on the AP exams. Student test scores traditionally lead schools throughout the County of San Bernardino and the state. Thriving performing arts and athletic programs, nationally recognized marching bands, and invigorating parent programs distinguish Chino Valley Unified School District as one of the best school districts in California.
Superintendent Norm Enfield, Ed.D.
August 2, 2023
Dear CVUSD Families and Staff,
It is hard to believe how quickly the summer has passed, but I’m excited to welcome everyone to the Chino Valley Unified School District’s 2023/2024 school year! After the success Chino Valley USD enjoyed last year with student achievement, engaging instruction, and phenomenal awards, it’s hard to imagine us making this year even more fantastic. But in Chino Valley, that’s what we do!
While administration and staff are geared and ready to Engage with Clarity in support of this year’s district theme, I’m proud to share that the district will kick off its reimagined attendance initiative: Attend Today, Achieve Tomorrow! Research shows that student success is strongly correlated to consistent attendance, and we want to make sure that our bright scholars are present in the classroom and poised to gain invaluable hands-on instruction.
Beginning in preschool and transitional kindergarten, healthy attendance routines can set a strong foundation for how students will perform during their K-12 years. Prior to the COVID-19 pandemic, CVUSD had accomplished an impressive 96% attendance rate in both the 2017/2018 and 2018/2019 school years. It is my vision to increase CVUSD’s current 93% average attendance rate to an achievable 96.5%. When students are not present in class to receive fundamental instruction and direction, they increase the possibility of declining academic achievement, fall victim to poor health and overall well-being outcomes, multiply the probability of misbehavior, and risk dropping out of school before reaching their high school graduation.
As we prepare for this school year, I’d like to recruit your support in encouraging and practicing positive attendance routines by:
- Scheduling medical and dental appointments after school.
- Completing essential tasks the night before school (i.e. making lunch, packing bookbags, selecting outfits).
- Planning family vacations and group gatherings when school is not in session.
- Keeping students home only when they have a contagious illness or a fever of 101° or higher.
- Connecting with your student to understand why they are not looking forward to attending school regularly and reaching out to school staff for support.
- Inform your student why regular attendance is important.
With your support, we will be able to accomplish the district’s attendance goal of 96.5% while strengthening student confidence, fostering positive peer relationships, increasing academic success, positively impacting post-secondary achievement, and enhancing vital life skills.
As we all embark on new adventures this school year, I would like to remind our students and community of the district’s online One-Stop-Shop. This vital resource is easily accessible from the CVUSD and all school website homepages, QR codes found on posters displayed throughout school campuses, student Classlink platform, and quarterly reminders emailed directly to CVUSD students. Information and support resources regarding harassment and bullying assistance, social, emotional, and mental health aids, suicide prevention resources, and anonymous crime reporting services can be located in this comprehensive location.
Last, but definitely not least, I’d like to remind and encourage families to stay up to date with district updates, announcements, and success stories by regularly visiting the CVUSD website at https://www.chino.k12.ca.us, or following us on social media:
Facebook: ChinoValleyUSD
Twitter: ChinoValleyUSD
Instagram: ChinoValleyUSD
YouTube: ChinoValleyUSD
Cheers to a prosperous school year as we continue to collaboratively foster a tradition of excellence!
Sincerely,
Norm Enfield, Ed.D.
Superintendent
Colton Joint Unified School District Public Education
Profile
Colton Joint Unified School District
A message from Superintendent Frank Miranda, Ed.D:
Keeping students first – July 31, 2023
I am truly excited to continue the great work to learn and grow together as we strive to educate our students at the highest level.
I know the past few years brought many challenges. I cannot express how grateful I am for the teamwork and dedication of all our parents and guardians, teachers and administration. The effort and care each takes to keep students first is clear.
There are many challenges we still face and room for improvement. The spirit and commitment that we have together is the reason why I know we will succeed. I am excited to welcome our students back onto campus Thursday for the first day of school. School attendance directly impacts achievement in the classroom, so let’s start the school year strong by making sure that all our students are here to dive into 2023-24 together.
On behalf of the Board of Education and district administration, welcome to the new school year and thank you for your support. Our primary focus is always keeping students first, with focus on achievement, equity and wellness.
Colton Joint Unified School District
Un mensaje del Superintendente Frank Miranda, Ed.D.
Los alumnos son la prioridad – 31 de julio de 2023
Estoy realmente emocionado de continuar el gran trabajo de aprender y crecer juntos mientras nos esforzamos por educar a nuestros alumnos al más alto nivel.
Sé que los últimos años trajeron muchos desafíos. No puedo expresar lo agradecido que estoy por el trabajo en equipo y dedicación de todos nuestros padres, tutores legales, maestros y administración. Es evidente el esfuerzo y el cuidado que cada uno pone para que los alumnos sean lo primero.
Son muchos los retos que aún enfrentamos y posibilidades de mejora. El espíritu y compromiso que tenemos juntos es la razón por lo que sé que tendremos éxito. Me complace dar la bienvenida a nuestros alumnos de regreso a los planteles el jueves, en el primer día de clases. La asistencia afecta directamente el rendimiento en el salón de clases, así que comencemos este año escolar con fuerza, asegurándose de que todos nuestros alumnos estén aquí para embarcar juntos hacia el 2023-24.
En nombre del Consejo Educativo y la administración del distrito, bienvenidos al nuevo año escolar y gracias por su apoyo. Nuestro enfoque principal es siempre mantener a los alumnos primero, enfocados en el rendimiento, la equidad y el bienestar.
Cucamonga Elementary School District Public Education
Profile
Cucamonga Elementary School District
About the District
DISTRICT INFORMATION
The Cucamonga Elementary School District is located in the western region of San Bernardino County in the Cities of Rancho Cucamonga and Ontario. As one of four K-8 elementary school districts in the city, the students feed into the Chaffey Joint Union High School District. The district has three elementary schools (K-5) and one middle school (6-8) serving a diverse student population of approximately 2443. The district’s ethnicity is composed of 70.4% Hispanic, 8.5% White, 14% African American, 3% Asian, and the remaining 3% students identified as American Indian, Pacific Islander, Filipino, and other (Dataquest Enrollment 2020-2021).
DISTRICT MISSION
The Cucamonga School District, with an appreciation for diversity, provides a comprehensive education that promotes academic, emotional and social development, which enables students to be lifelong learners and realize their full potential as contributing members of society.
DISTRICT VISION
In the Cucamonga School District, student achievement is the focus of the District and everyone is motivated to help all students succeed academically, socially, and economically. A partnership between administration, staff, parents, students, and community allows everyone to share the responsibility and to work together to ensure achievement and success for all students. Our highly qualified staff uses standards, data and research to continuously improve classroom instruction. Student success is enhanced by an environment where tolerance is promoted and everyone is treated with respect and dignity.
DISTRICT GOALS
- Focus on, promote and challenge the success of all students to meet or exceed grade level standards through scientifically research based quality curriculum, effective teaching strategies and professional development
- Increase the effectiveness of parents, teachers and students working together as a team, through regular communication to ensure student achievement and success.
- Use all available resources to support optimum learning experiences for students by establishing priorities and controls which ensure spending in a responsible manner.
Etiwanda Elementary School District Public Education
Profile
District History
Within one year of its establishment, the new Etiwanda Colony was growing by leaps and bounds with many new settlers arriving from the Midwest and eastern states. Lured by the advertising campaigns extolling the virtues of the Golden Land, they came to purchase land for the price of $100 to $150 per acre with a guaranteed water share for each acre of ground. This new and novel approach for delivering water gave added assurance that the new settlement would survive and grow. It made the old system of riparian rights (those who lived closest to the water source got more water) obsolete and undesirable.
The Chaffeys were moving along in establishing amenities for their community. They built the Etiwanda Hotel at a cost of $6,000 and by January of 1883, it was ready for occupancy. It was built in the southwestern style, in the shape of a “U” with a central patio. There were porches on the front and sides where guests could sit and enjoy the evening breeze. The overhang also provided shade and helped cool the interior. The hotel building fell into disrepair and was torn down many years ago, however, it was located on the north side of Langham Street, now Miller Avenue, three lots west of East Avenue. The hotel was one of two sites in town to later have a telephone which was set up in June 1883. The other was the Chaffey home in the north end of the Colony.
Realizing that their best course for attracting permanent settlers to their new Etiwanda Colony would be to meet the educational needs of the settlers’ children, George and William Chaffey decided to set aside land for a school building. They did this and proceeded to build a one-room schoolhouse at the southwest intersection of what is now Baseline and East avenues. Their cost for the new building was reported to be $1,200. Until the time of the 15 Freeway, there were tall palm trees marking the site. Now, it would be approximately where the park and ride lot is situated. The schoolhouse became the location for community meetings and Sunday church services. This and succeeding school buildings all became rallying points for community functions and held this position for many years.
It was reported in the Riverside Press and Horticulturist newspaper on February 3, 1883, that the new Etiwanda schoolhouse was one of the neatest in Southern California. Building being almost completed it would soon be ready for occupancy. Now that the Etiwanda Colony had enough children living in the area, it was urged that they petition for a separate school district to be known as Etiwanda.
Since Etiwanda was quite a distance from larger cities, residents became their own source of entertainment with musical evenings and community plays. The first such community social concert was held on Thursday, April 12, 1883, in the new Etiwanda Hotel and reported upon in the Riverside Press and Horticulturalist newspaper on the following Saturday. It was held for the benefit of the organ fund for the new settlement. There were addresses, songs with several solos, and three readings of famous works. This concert made people aware that the new settlement contained a large number of talented people. At the close of the program, Mr. L. M. Holt, editor of the Riverside newspaper and close friend of the Chaffeys, indicated that the object of the community concert was to raise funds to purchase an organ for the use of the settlement and which was to be kept in the schoolhouse. A collection was taken and $78.40 was raised. There was an announcement of a second concert to be held the following week in the new schoolhouse.
As announced, the second Etiwanda Concert was held on Tuesday, April 17, in the newly completed schoolhouse. This was the first time it was occupied. There was another collection taken for the organ fund and in all $128.80 was collected at both concerts. This was enough to purchase a new organ for $125 at a discounted price. (It was noted that the dealer gave a $35 discount for the good of the cause.) The organ was to stay in the schoolhouse and be used for both school functions and church services on Sundays. To show the growth of the community, the same newspaper carried a note that over 600 acres of land was placed under cultivation in Etiwanda during that current season of 1883.
At the time of the second concert in April 1883, the Chaffey Brothers brought down a steam-powered generator which provided two electric lights, one in the front of the building and one in the schoolroom. This provided abundant light for the gathering.
On May 12, 1883, the County Board of Supervisors granted the petition for Etiwanda School District, and it was established with a three-man board of trustees.
By June 30, 1885, the Riverside Daily Press reported that the San Bernardino County Superintendent of Schools had apportioned $5,372 per pupil in the county school fund. Etiwanda had a reported average daily attendance of twenty-two students and Perdew school had fourteen.
By 1899 the Perdew School District had merged with the Grapeland School District. Attendance at Grapeland School continued to dwindle and in 1901, the county superintendent declared the combined districts lapsed and they became part of the Etiwanda School District. The few children who were left now had to travel considerable distance on horseback and many dropped out of school.
The small one-room wooden schoolhouse at Baseline and East avenues was adequate for a time, until there was sufficient growth to require two teachers. In 1890, land was purchased at the intersection of Etiwanda and Victoria avenues. During this year, a large wooden schoolhouse was constructed. The community organ was moved to the new location. Older community members stated during interviews in 1976 that they remembered the organ and knew of students who were given lessons in its use.
In addition to the one large room which could be divided into two, the new schoolhouse had a bell tower and a cloak room where students stored their lunches and coats. This room also contained the table holding a communal water bucket and dipper which served as the drinking fountain. One of the children was selected to monitor and keep this bucket filled with fresh water obtained from the stone and cement reservoir situated on the northwest corner of the property. This reservoir was filled twice a month as the allotment for this property just as it was for the landowners in the area. Water to the reservoirs was directed through underground cement pipes.
In 1912, the number of families with young children continued to grow and the community needed a larger schoolhouse. So, a four-room, two-level brick building was constructed on the same site at Etiwanda and Victoria avenues. The wood from the first wooden schoolhouse at this site was purchased by a local community member who used it to build a large home that still stands on the southeast corner of East and Victoria avenues one lot from the corner.
Etiwanda students were very sports-minded even in those early days. They had both a girls’ and boys’ basketball team in 1914 and by 1927 a boys’ tackle football team played in a grain field east of town.
By 1938, the community continued to grow and more student housing became necessary. The Long Beach earthquake of this time also sparked interest in state school buildings and the new code required safer school construction, thus, the third building on this site was constructed. It now serves as the core of the current Etiwanda Intermediate School. Bricks from the demolished brick building were used by the W.P.A. to construct walls and fences. A portion of the original brick wall is visible in the front hallway near the auditorium entrance. A new brick façade was added in 1996 but a section was left open so we can still see and touch the original bricks from the 1912 school house.
Etiwanda continued to grow and currently has 13 elementary schools and four intermediate schools, serving over 13,000 students. The rich history of the Etiwanda school system and the value of education have always played an important part in this community.
Mission Statement
“Excellence in Education”
“The Etiwanda School District is dedicated to promoting high standards in curriculum, instruction, performance and personal behavior. It is our goal that each student achieve academic excellence and develop respect for self and others so that they become contributing members of our culturally diverse society. The responsibility for the development of these qualities in all students is accomplished through a cooperative effort among students, parents, staff and community.”
Vision Statement
The Etiwanda School District will continue to be known as a place where “Excellence in Education” comes to life in abundant measure for all students. Our students will leave eighth grade prepared to excel academically, socially and emotionally in high school, college, career and beyond. With the Common Core Standards as the foundation of our instructional program, students will develop a rich understanding of traditional academic subjects. In addition, our students will develop skills as resourceful, collaborative problem solvers with a “can-do” attitude. Regardless of the assessment or measure, the high levels of performance of our Etiwanda students will be the target to which other schools and districts aspire.
Outside of their homes, there is no place our students would rather be than the schools and classrooms of the Etiwanda School District. Campuses will have an evident focus on student safety, with welcoming classroom environments and engaging instructional programs that will inspire a love of learning for a lifetime. Educational experiences will extend beyond the walls of the classroom into the greater community. Student learning will be enhanced through the efforts of specialists in art, music, drama, physical education and foreign language. School libraries will provide a multitude of resources and foster a love of reading. Enrichment, intervention and support programs will allow all students to reach their maximum academic, social and emotional potential.
As explorers of knowledge and pioneers in learning, our students will be fluent in the use of technology to access information and communicate with others. Technology tools and digital resources will be accessible to all students, integrated throughout classroom instruction, and extend learning beyond the end of the school day. Teacher and school websites, a parent portal and social media tools will strengthen communication with the home.
Our students and schools will be embraced by the community. Parent and community volunteers will volunteer at our schools daily to support student learning. Working as partners with teachers, parents will monitor student progress as well as enrich and extend learning experiences. Businesses and community members will be our allies, working to enhance the fiscal and volunteer resources of our schools.
Just like our students, Etiwanda’s dedicated educators and support staff will be life-long learners, continually growing in knowledge and perfecting their ability to serve our students. Positive and caring relationships with students will foster a culture of success in which students learn, grow and overcome challenges. Professional development will be ongoing and based upon the needs of students. Collaboration within the school community will be the hallmark of our continual improvement efforts. We will tirelessly seek new ways to help our students achieve and succeed.
The traditions and culture of our district that have been the bedrock of student achievement will continue to support and sustain our efforts: sense of family, teamwork, respect, compassion and absolute dedication to our students. District resources will be effectively used and devoted to achieving our mission of student success.
Belief Statements
We believe that the highest levels of academic, social and emotional growth for all students occur when:
- Schools are welcoming places, providing a nurturing learning environment that ensure physical and emotional safety.
- All members of the school community strive for unity and embrace diversity.
- Mutual respect between parents, students, teachers, support staff and administrators creates an environment in which teamwork and collaboration thrive.
- Self-esteem and self-respect are enhanced through achievement.
We believe that all students can achieve to their maximum potential when:
- Instructional strategies target individual needs, abilities and learning styles.
- Current technology is used to support and enhance student learning.
We believe the shared responsibility for student success is built on a foundation that includes:
- High quality, well trained, caring and compassionate teachers, support staff and administration.
- Strong connections between the school and home, recognizing that parents play a vital role both as teachers and partners with the school in the growth and development of their children.
- A district culture in which trust, kindness, honesty, and open communication are valued and practiced daily.
Profile
Fontana Unified School District
About Us
-
- FUSD School Directory
- Empower Our StudentsThe Fontana Unified School District is located in Southern California in what is known as the Inland Empire, a fast-growing community 50 miles east of Los Angeles. Our 46 schools serve students from preschool through adult education in a diverse urban/suburban environment. Fontana’s schools are recognized nationwide for their fast growth in student achievement.
At Fontana Unified School District we believe in our students and their ability to achieve greatness. It is our duty to unlock the genius in each child. To help nurture their gifts and talents, providing every opportunity for them to reach their full potential. It is through these opportunities, instruction, and support that they become empowered to achieve their goals, realize their accomplishments, and impact the world around them.
To learn more about and enroll in our schools, please click on the links below.
STUDENT ENROLLMENT
-
Preschool | Transitional Kindergarten – 12th Grade Enrollment
Welcome to Fontana Unified!
The FUSD Enrollment Center is facilitating enrollments for all grades, Preschool – 12th grade for the remainder of the 2023-24 school year. FUSD is no longer accepting Intra-district transfers for 23-24. The transfer window for 2024-25 is open. If you wish to apply for an Intra-district Transfer for the 2024-25 school year, please go to www.fusd.net/transfers]www.fusd.net/transfers
-
- Please read the entire web page carefully as it explains the process for enrolling as well as how to schedule an appointment to complete the process with us. We will be facilitating open enrollment for TK and Kindergarten beginning February 1, 2024, and throughout the rest of the school year and summer. If you are new to FUSD (no preschool or TK) then please begin the pre-enrollment process by clicking Pre-Enrollment (fusd.net). You may make an appointment after you have pre-enrolled by clicking the link after pre-enrollment.
- We are facilitating walk-in enrollments during this time. Please note that parents who choose to walk-in enroll may have a wait-time before we can accommodate them, or we may ask parents to come back another day or schedule an appointment depending on staffing and appointments that day. Be sure to review the required documents for enrolling and come prepared so we can complete your enrollment on the day you come see us by going to Enrollment / Documents You Will Need To Enroll Your Child (TK-12) (fusd.net)
-
A.B. Miller High School
High Schools
(909) 357-5800
6821 Oleander Avenue
Fontana, CA 92336
ACCESS Academy
Online Learning
(909) 357-7500
10760 Cypress Ave.
Fontana, CA 92337
Alder Middle School
Middle Schools
(909) 357-5330
7555 Alder Avenue
Fontana, CA 92336
Almeria Middle School
Middle Schools
(909) 357-5350
7723 Almeria Avenue
Fontana, CA 92336
Almond Elementary School
Elementary Schools
(909) 357-5130
8172 Almond Avenue
Fontana, CA 92335
Beech Avenue Elementary School
Elementary Schools
(909) 357-5060
9206 Beech Avenue
Fontana, CA 92335
Canyon Crest Elementary School
Elementary Schools
(909) 357-5440
11851 Cherry Avenue
Fontana, CA 92337
https://www.fusd.net/canyoncrest
Chaparral Academy of Technology
Elementary Schools
(909) 357-5450
14000 Shadow Drive
Fontana, CA 92337
https://www.fusd.net/chaparral
Citrus Elementary School
Elementary Schools
(909) 357-5140
16041 Randall Avenue
Fontana, CA 92335
Citrus High School
Alternative Schools
(909) 357-5300
10760 Cypress Avenue
Fontana, CA 92335
https://www.fusd.net/citrushigh
Cypress Elementary School
Elementary Schools
(909) 357-5460
9751 Cypress Avenue
Fontana, CA 92335
Date Elementary School
Elementary Schools
(909) 357-5240
9011 Oleander Avenue
Fontana, CA 92335
Dolores Huerta International Academy
Elementary Schools
(909) 357-5070
17777 Merrill Avenue
Fontana, CA 92335
Dorothy Grant Innovations Academy
Elementary Schools
(909) 357-5540
7069 Isabel Lane
Fontana, CA 92336
Eric Birch High School
Alternative Schools
(909) 357-5310
7930 Locust Avenue
Fontana, CA 92336
https://www.fusd.net/EricBirch
Fontana Adult School
Fontana Adult School
(909) 357-5490
10755 Oleander Avenue
Fontana, CA 92337
https://www.fusd.net/adultschool
Fontana High School
High Schools
(909) 357-5500
9453 Citrus Avenue Fontana
Fontana, CA 92335
Fontana Middle School
Middle Schools
(909) 357-5370
8425 Mango Avenue
Fontana, CA 92335
Harry S. Truman Middle School
Middle Schools
(909) 357-5190
16224 Mallory Drive
Fontana, CA 92335
Hemlock Elementary School
Elementary Schools
(909) 357-5470
15080 Miller Avenue
Fontana, CA 92336
Henry J. Kaiser High School
High Schools
(909) 357-5900
11155 Almond Avenue
Fontana, CA 92337
Juniper Elementary School
Elementary Schools
(909) 357-5480
7655 Juniper Avenue
Fontana, CA 92336
Jurupa Hills High School
High Schools
(909) 357-6300
10700 Oleander Avenue
Fontana, CA 92337
Kathy Binks Elementary School
Elementary Schools
(909) 357-5030
7358 Cypress Avenue
Fontana, CA 92336
Live Oak Elementary School
Elementary Schools
(909) 357-5640
9522 Live Oak Avenue
Fontana, CA 92335
Locust Elementary School
Elementary Schools
(909) 357-5650
7420 Locust Avenue
Fontana, CA 92336
Mango Elementary School
Elementary Schools
(909) 357-5660
7450 Mango Avenue
Fontana, CA 92336
Maple Elementary School
Elementary Schools
(909) 357-5670
751 S. Maple Avenue
Fontana, CA 92335
North Tamarind Elementary School
Elementary Schools
(909) 357-5680
7961 Tamarind Avenue
Fontana, CA 92336
Oak Park Elementary School
Elementary Schools
(909) 357-5690
14200 Live Oak Ave
Fontana, CA 92337
-
Profile
ABOUT HUSD
Hesperia Unified School District serves the City of Hesperia and adjacent areas in the High Desert of San Bernardino County and covers 140 square miles. The Hesperia Unified School District provides public education services for kindergarten through senior high school students. It includes 3 comprehensive high schools, 2 continuation high schools, 3 middle schools, 12 elementary schools, 3 choice schools, 2 alternative schools, 1 adult education school, and 5 charter schools. We also have a Pre-K Academy, independent study program, and offer career and adult education programs.
Hesperia Unified School District was formed in 1987. Until that time, students in the area were served by the Hesperia Elementary School District and the Victor Valley Union High School District.
HUSD MISSION STATEMENT
HUSD prepares students with skills for 21st century college and career readiness with a focus on developing deep levels of literacy through the 6 Cs and innovation:
¨ Critically think to solve problems
¨ Collaborate well with others
¨ Communicate effectively
¨ Creatively apply learning to new situations
¨ Develop strong personal Character through self-awareness and self-management
¨ Promote Citizenship through responsible decision-making and social awareness
HUSD SCHOOL FEATURES
CHOICE SCHOOLS:
- Leadership through Service
- Visual and Performing Arts
- Science, Math, and Technology
THEME SCHOOLS
- Academic Excellence
- Business and Innovation
- Citizenship, Community, and Character
- Environmental Science
- Global Citizenship
- Health and Medicine
- Leadership
- Literacy, Communication, and Character
- Service to Others
- Social, Physical, and Academic Fitness
- Technology and Innovative Learning
PATHWAYS
- Cisco Academy
- Design, Engineering, and Manufacturing Academy (DEMA)
- Early College Academy
- Health and Medicine
PROGRAMS
- AVID
- Music K-12
- Robotics K-12
Profile
About MUSD
The Morongo Unified School District (MUSD) is the lead agency for K-12 education in the Morongo Basin, located in San Bernardino County. The district is comprised of eleven elementary schools, two middle schools, two comprehensive high schools, one continuation high school and two alternative education programs.
Striving to meet the needs of a diverse student body, the District provides a wide array of programs, including special education, English Language Learners Program, athletics, advanced placement, GATE and more.
The MUSD offers dedicated teachers an opportunity to be a part of one of California’s finest school districts. The Morongo Unified School District has more than 980 outstanding employees, who provide quality educational services to over 8,600 students.
Our Vision
Every student graduates prepared for college and/or career empowered to become a productive citizen in society.
Our Mission
Our mission at MUSD is to ensure that all students have a comprehensive, high-quality education that empowers them with twenty-first-century skills, enabling them to be successful in college, career and society.
Our Motto
Our Students. Our Community. Our Future.
Superintendent’s Office
On behalf of the Board of Education and executive staff, I’d like to welcome you to the Morongo Unified School District.
Our dedicated team of educators, administrators and support staff have been working tirelessly to enhance the educational experience for all students. We have implemented innovative teaching methods, expanded extracurricular opportunities and invested in professional development to ensure our educators are equipped with the latest tools and resources.
We incorporate our tag line into all that we do – “Our Students. Our Community. Our Future.” Community engagement remains a top priority for us, and we are committed to fostering open communication between the school district and our families. We encourage parents and community members to actively participate in school events, parent-teacher conferences and other opportunities to collaborate with us in nurturing the growth and development of our students.
As we move forward, we are dedicated to maintaining transparency and inclusivity in all our endeavors. Your feedback is invaluable and we welcome any suggestions or concerns you may have. Together we can continue to build a strong foundation for the success of our students and the prosperity of our community.
Thank you for your ongoing support and I look forward to a productive and successful semester ahead.
With students in mind,
Patricio I. Vargas, Ph.D.
Superintendent
#ProudtobeMUSD
Ontario-Montclair Elementary School District Public Education
Profile
The Ontario-Montclair School District, founded in 1884, serves a 26 square mile area which covers most of the city of Ontario, Montclair, portions of Upland, and unincorporated areas of San Bernardino County. The Ontario-Montclair District is the third largest elementary district in the State of California.
More than 18,500 PreK-8 students attend 22 elementary schools, 6 middle schools, 4 K-8 schools and 1 Online Academy. Included in the 33 schools are magnet and academy programs, each of which is uniquely designed to provide an option for students to become fully immersed in an enhanced specially designed course of study, and two alternative programs.
OMSD boasts two California Distinguished Schools, eleven Gold Ribbon Schools, International Baccalaureate Schools, a GATE Magnet, a Science Magnet, Dual Language Academies, and Arts-integrated Magnet, and many AVID Schools, as well as many other recognized programs.
Our Mission Statement: We are committed to providing a world‐class education to all students in safe, respectful, culturally responsive, and welcoming environments that value and empower students, staff, and families to be successful in a dynamic global society by cultivating college, career, and community partnerships.
ENGLISH LEARNER MASTER PLAN – ENGLISH
- In 2010, the California State Board of Education adopted the Common Core State Standards for English Language Arts (ELA)/Literacy and in 2012 the California English Language Development (ELD) standards were adopted. Both sets of standards laid the foundation for the creation of the first curriculum framework in California, and in the nation, where both ELA and ELD standards are woven together. The ELA/ELD framework addresses how both sets of standards work in tandem during English Language Arts and Designated English Language Development instruction. In addition, all state frameworks are in revision for all content standards to include Integrated ELD instruction that supports English learners in learning their content areas. On July 12, 2017, the California State Board of Education adopted the English Learner Roadmap as a policy for the development of quality English learner programs leading to college and career preparedness and multilingual aptitudes. The four principles of the California EL Roadmap are:
· Principle One: Assets-oriented and needs-responsive schools
· Principle Two: Intellectual quality of instruction and meaningful access
· Principle Three: System conditions that support effectiveness
· Principle Four: Alignment and articulation within and across systems
One of the goals in the Ontario-Montclair School District’s Five-Year Action Plan is to provide ELA/ELD instruction for all EL students as defined in the California Content Standards to ensure students achieve mastery in reading, writing, speaking, and listening, research, critical thinking, and global awareness in all content areas and accelerate the reclassification of English language learners (EL). Over the last several years, the district has focused on improving the outcomes of English learners in OMSD. Beginning in 2014 and every year, the district’s reclassification rates have exceeded both county and state rates. In addition, the number of Long-Term English Learners, which are ELs in the United States schools for six or more years, has dramatically decreased.
One of the areas identified in the EL Roadmap is the creation by each Local Educational Agency (LEA) of an English Learner Master Plan. The EL Master Plan must be created with input from the district’s stakeholders. The Ontario-Montclair School District EL Master Plan addresses the following areas:
- Academic English Proficiency
- Academic Preparedness
- Monitoring of Academic Progress
- Biliteracy/Multilingualism
- English Learner Parent Engagement
Districts have an obligation under state and federal laws to ensure that EL students can participate meaningfully and equally in educational programs and services. California is leading the nation in providing guidance for Districts to ensure that best research-based EL programs are implemented and monitored so that ELs have the same advantages in educational access as their English-only speaking peers.
The Ontario-Montclair School District’s English Learner Master Plan describes the programs implemented within the District in support of its English language learner students.
Click below to view the Board adopted OMSD English Learner Master Plan:
English Learner Master Plan 22-23 – English
ENGLISH LEARNER MASTER PLAN – SPANISH
- En el 2010, El Comité Estatal de Educación de California adoptó los Estándares Estatales de las Normas Comunes en las materias de Artes Lingüísticas del Inglés (ELA)/lectoescritura y el 2012 adoptó los estándares del Desarrollo del Idioma Inglés de California (ELD). Se asentaron las bases para la creación del primer marco curricular en California, y en la nación, en el cual se entrelazan tanto los estándares de ELA como los de ELD. El marco ELA/ELD aborda cómo funcionan ambos estándares de manera conjunta durante la instrucción de las Artes Lingüísticas del inglés y la instrucción para el Desarrollo del Idioma Inglés Designado. Además, todos los marcos curriculares estatales están bajo revisión en todos los estándares de contenido para incluir la instrucción integrada de ELD, misma que apoya a los estudiantes aprendices del inglés en el aprendizaje de las áreas de contenido. El 12 de julio de 2017, el Comité Estatal de Educación de California adoptó el Modelo Educativo para Aprendices del Inglés (English Learner Roadmap) como una política para el desarrollo de valiosos programas de aprendizaje del idioma inglés que prepara a los estudiantes para la universidad, una carrera profesional y para adquirir aptitudes multilingües.
Los cuatro principios del Modelo Educativo para Aprendices del Inglés son:
· Primer principio: Escuelas orientadas en evaluar las necesidades y en brindar respuesta a dichas necesidades.
· Segundo principio: Calidad intelectual de la instrucción y acceso significativo.
· Tercer principio: Condiciones del sistema que respalden la eficacia.
· Cuarto principio: Alineación y articulación dentro y entre sistemas.
Una de las metas en el Plan de Acción de Cinco Años del Distrito Escolar Ontario-Montclair consiste en brindar una instrucción en las Artes Lingüísticas del Idioma Inglés (ELA)/Desarrollo del Idioma Inglés (ELD) para todos nuestros estudiantes aprendices del inglés (EL) tal y como se define en los Estándares de Contenido de California para garantizar que los estudiantes alcancen un dominio competente en la lectura, la escritura, la expresión oral y la comprensión auditiva, así como en la investigación, el razonamiento analítico, además de la concientización plena en todas las áreas de contenido y acelerar la reclasificación de los estudiantes EL. Durante los últimos años, hemos enfocado nuestra atención en mejorar los resultados de los estudiantes aprendices de inglés en nuestro distrito. A partir del 2014, y cada año siguiente, las tasas de reclasificación de nuestro distrito han excedido las tasas del condado y del estado. Además, la cantidad de estudiantes aprendices del inglés a largo plazo (estudiantes que han sido aprendices del inglés en escuelas de los Estados Unidos durante seis o más años) ha disminuido drásticamente.
Una de las áreas identificadas en Modelo Educativo para Aprendices del Inglés (English Learner Roadmap) es la creación, por parte de cada Agencia de Educación Local (LEA), de un–Plan Maestro para Aprendices del Inglés. El Plan Maestro para Aprendices del Inglés debe ser creado con el aporte de las partes interesadas del distrito. El Plan Maestro para Apéndices del Inglés del Distrito Escolar Ontario-Montclair aborda las siguientes áreas:
· Dominio del inglés académico
· Preparación académica
· Monitoreo del progreso académico
· Lectoescritura en dos idiomas/multilingüismo
· Participación de los padres de los estudiantes aprendices del inglés
Los distritos tienen la obligación, conforme a las leyes estatales y federales, de asegurar que los estudiantes EL puedan participar de manera significativa y equitativa en los programas y servicios educativos. El estado de California es líder a nivel nacional en dicho aspecto al brindarle orientación a los distritos escolares para garantizar que se implementen y monitoreen los mejores programas basados en la investigación para la instrucción de estudiantes EL con el fin de que estos estudiantes tengan las mismas ventajas en el acceso educativo que sus compañeros que solo hablan inglés.
El Plan Maestro para Aprendices del Inglés del Distrito Escolar Ontario-Montclair describe los programas que se implementan dentro del distrito para apoyar a los estudiantes aprendices del inglés.
Haga clic en el enlace de abajo para ver el Plan Maestro para Aprendices del Inglés aprobado por la Mesa Directiva de OMSD:
Profile
ABOUT YAAMAVA’ RESORT & CASINO
FROM LOCAL ATTRACTION TO FULL-SCALE RESORT
Yaamava’ Resort & Casino at San Manuel is Southern California’s newest luxury resort featuring a 17-floor hotel tower with 432 guest rooms and spacious suites, an elevated pool deck experience, a lavish full-service spa and salon and convenient 24-hour in-room dining. Millions of visitors each year will now be able to enjoy a premier “stay and play” experience with more than 7,200 slots, five high-limit gaming rooms, incredible entertainment, a full array of dining options, multiple bars and lounges, luxe retail shops and a generous player’s reward program.
The San Manuel Entertainment Authority (“SMEA”) wholly owns and operates Yaamava’ Resort & Casino. Located just 60 minutes from downtown Los Angeles in the city of Highland, Calif., the casino resort offers sweeping views of the San Bernardino Mountains. In 2021, San Manuel Casino and San Manuel Tribal Government Operations were certified as a “Great Place to Work” by the global authority on workplace culture.
THE SAN MANUEL BAND OF MISSION INDIANS
A tribe rich with history, the Yuhaaviatam clan of the Maara’yam have long resided in the Southern California highlands between the Mojave Desert and Inland Empire regions. Today our reservation spans over 1,100 acres where we preserve culture, history and provide support to our communities.
PLAY WITH THE BEST OF CALIFORNIA & VEGAS
Your Club Serrano membership goes further with rewards at both Yaamava’ Resort & Casino and Palms Casino Resort in Las Vegas. Daily and monthly promotions are waiting to surprise you with luxurious rewards. We’re talking a brand-new Porsche or exclusive Birkin bag!
PREMIER ENTERTAINMENT
Yaamava’ Theater brings you the best of entertainment in a luxury setting. Elite sound system and a stage built for any concert or show, Yaamava’ invites you to have the best seat in the house, from anywhere in our signature entertainment venue. Make your next memory with us.