Smythe 2009-10.indd - Axiomadvisors.net

Kirk Fujikawa
Erik Swanson
Principals
5115 Dduley Blvd.
Bldg A,
McClellan, CA
95651
(916) 566-1600
Board of Trustees
Janis Green
Michelle Rivas
Alecia Eugene Chasten
Bob Bastian
Cortez Quinn
Roger Westrup
Linda Fowler
Frank Porter
Superintendent
Principal’s Message
Twin Rivers Unified School District
The Smythe Academy of Arts and Science is a conversion of the pre-existing Alethea B. Smythe Elementary
School. The Smythe Academy of Arts and Sciences’ education program provides expanded educational choice
and opportunities for the families in the North Sacramento community. Our charter serves preschool to eighth
grade. The Smythe Academy asks parents to commit thirty hours a year per family to assist the school and has
increased decision making for teachers.
The mission of Smythe Academy is to provide an enriched educational environment for an ethnically and socioeconomically
diverse student population that emphasizes the arts, technology, and community service and applies
a holistic approach to education by involving the parent, community, and the teacher in assessment coupled with
project-based instruction and authentic assessment.
The vision of the academy is to provide a rigorous core academic program with high behavioral expectations
that emphasizes cultural awareness and acceptance. The educational environment includes technology, fi ne and
performing arts, physical education, science and service learning which supports the intellectual, physical, social,
and emotional development of a culturally aware student of the 21st century. The redesigned structure of the
school allows for greater teacher participation in the decision making processes of the school.
The Smythe Academy of Arts and Science is interested in attracting K-8 students who are:
• Making a commitment to realize their academic potential
• Meeting high behavioral expectations
• Cultivating self motivation for lifelong learning
• Project-based curriculum and service learning
District & School Profile
Twin Rivers Unified School District is California’s newest unifi ed
school district, combining the former North Sacramento, Del
Paso Heights, Rio Linda Union, and Grant Joint Union High
School Districts. Started in the 2008-09 school year, Twin Rivers
Unified School District is located in Sacramento County and has
34 elementary schools, six junior high schools, fi ve high schools,
six charter schools, and seven alternative education schools.
Smythe Academy has two separate school sites. One site has
preschool through sixth grade and the other has grades seven
and eight. Smythe Academy had a beginning enrollment of 1,025
students in grades kindergarten through eight for the 2009-10
school year. Student demographics are illustrated in the chart.
Discipline & Climate for Learning
Smythe Academy
of Arts and Science
Elementary School: 2781 Northgate Blvd, Sacramento, CA 95833 (916) 263-8466
Middle School: 700 Dos Rios Street, Sacramento, CA 95811 (916) 449-8622
2009-10 School Accountability Report Card
Student Enrollment by Ethnic Group
2009-10
Percentage
African American 10.6%
American Indian 1.0%
Asian 4.1%
Filipino 1.4%
Hispanic or Latino 64.0%
Pacific Islander 1.5%
White 13.8%
Two or More 0.4%
None Reported 3.3%
Students at Smythe Academy are guided by specifi c rules and classroom expectations that promote respect,
cooperation, courtesy, and acceptance of others. The school’s discipline philosophy “Be Safe, Be Kind, Be
Productive,” promotes a safe school and a warm, friendly classroom environment, and demonstrates that good
discipline is a solid foundation on which to build an effective school.
The goal of Smythe Academy’s BEST Practices (Building Effective Schools Together) program is to provide
students with opportunities to learn self-discipline through a system of consistent rewards and consequences
for their behavior. Parents and students are informed of discipline policies at the beginning of each school year
through classroom orientation and individual student handbooks. Additional policies regarding school uniforms
contribute to a proactive learning environment, and help remove distractions that may deter students from focusing
on class work.
Smythe Academy of Arts and Sciences 1
Published: February 2011

The Suspensions and Expulsions table illustrates the unduplicated number
of students suspended as well as the percentage of enrollment (students
suspended divided by enrollment). Expulsions occur only when required by
law or when all other alternatives are exhausted. Since the district opened
in the 2008-09 school year there is no district data reported for one of the
last three years. Being a new district it would not be appropriate to assign
the performance of any of the old districts to the new district.
Suspensions & Expulsions
School
District
07-08 08-09 09-10 07-08 08-09 09-10
Suspensions 163 160 35 0 10898 6864
Suspension Rate 15.6% 16.2% 3.4% 0.0% 35.2% 22.0%
Expulsions 2 0 1 0 64 52
Expulsion Rate 0.2% 0.0% 0.1% 0.0% 0.2% 0.2%
Recognition Program
Smythe Academy’s comprehensive student recognition program
contributes to the positive environment of the school, and includes
classroom and school-wide awards. Assemblies are held each trimester
to recognize students for Honor Roll, Perfect Attendance, and to give out
classroom awards in Math, Reading, Language and Attitude. Students
exhibiting positive behavior, attendance, and effort are eligible to become
one of “Smythe’s Shining Knights.”
Extracurricular Activities
Smythe Academy recognizes that extracurricular activities enrich the
educational and social development and experiences of students. The
district encourages and supports student participation in extracurricular
activities without compromising the integrity and purpose of the educational
program. Extracurricular activities include:
Elementary School:
• Honor Roll
• Shining Knights
• Family Reading & Science Nights
• Exploratory Showcase
Middle School
• Student Government
• MASTERS Program
• Band
• Competitive Soccer
• Basketball
• Track & Field
• Golf
• Flag Football
• Volleyball
• Power Hour
School Enrollment & Attendance
School districts receive financial support from the state for the education
of the students they serve based on how many students attend each
day. Most importantly, attendance is critical to academic achievement
and regular daily attendance is a priority at Smythe Academy of Arts and
Sciences. Student attendance is carefully monitored to identify those
students exhibiting excessive absences.
Attendance, tardy, and truancy policies are clearly stated, consistently
enforced, and consequences fairly administered. Parents are advised
of their responsibilities, including proper notification of when and why
students are absent. The school monitors student attendance very closely,
makes phone calls to parents on a daily basis, and will send letters home if
absences become a problem.
Students are referred to the School Attendance Review Board (SARB)
when they have persistent attendance and behavior problems in school,
and when the normal avenues of classroom, school, and district counseling
are not effective.
This chart illustrates the enrollment trend by grade level for the past three
school years.
Class Size
Average class sizes vary by grade level and subject area taught. The table
indicates the average class size by grade level or subject area, as well as
the number of classes offered in reference to their enrollment.
Class Size Reduction
Enrollment Trend by Grade Level
2007-08 2008-09 2009-10
K 81 77 76
1st 106 83 80
2nd 91 92 76
3rd 100 84 92
4th 88 79 80
5th 96 78 80
6th 79 88 85
7th 206 238 231
8th 195 169 225
Class Size Distribution
Classrooms Containing:
Average
Class Size
1-20
Students
21-32
Students
In 1996, state legislature approved implementation of the Class Size
Reduction (CSR) program that provides funding to hire additional teachers
to assist schools in reducing K-3 class sizes. Smythe Academy began
implementing CSR for grades kindergarten through three in 1996-1997.
The table displays the percentage of K-3 classrooms that participated in
CSR for the past three school years.
CSR Participation
2007-08 2008-09 2009-10
K 100% 100% 0%
1 100% 100% 0%
2 100% 100% 0%
3 100% 100% 0%
33+
Students
08 09 10 08 09 10 08 09 10 08 09 10
By Grade Level
K 20 20 24 5 5 - - - 3 - - -
1 20 20 24 5 4 - - - 3 - - -
2 20 18 24 4 5 - - - 3 - - -
3 20 20 22 4 4 - - - 4 - - -
4 28 22 31 - 1 - 3 3 2 - - -
5 28 25 30 - - - 2 2 2 - - -
6 28 24 27 - 1 - 3 2 3 - - -
K-3 19 - - 1 - - - - - - - -
4-8 27 - 30 - - - 1 - 1 - - -
By Subject Area
English 22 21 25 9 13 2 11 9 15 - - -
Mathematics 22 22 25 9 8 2 10 11 15 - - 1
Science 25 24 26 3 6 - 13 9 15 - 1 1
Social Science 23 22 26 6 9 1 11 10 15 - - -
Smythe Academy of Arts and Sciences 2
Published: February 2011

Curriculum Development
All curriculum development in the Twin Rivers Unified
School District is based on the California State Content
Standards and Frameworks. Curriculum guides are
updated regularly, to align with the state standards, district
goals, and the statewide assessment program.
Instructional Materials
Twin Rivers Unified School District held a public hearing
in October 2009, and determined that each school within
the district had sufficient and good quality textbooks,
instructional materials, and science lab equipment pursuant
to the settlement of Williams vs. the State of California. All
students, including English learners, are given their own
individual standards-aligned textbooks or instructional
materials, or both, in core subjects for use in the classroom
and to take home. Textbooks and supplementary
materials are adopted according to a cycle developed
by the California Department of Education, making the
textbooks used in the school the most current available.
Materials approved for use by the State are reviewed by
teachers and a recommendation is made to the School
Board by a selection committee composed of teachers and
administrators. All teachers have the opportunity to review
the materials. All recommended materials are available for
parent examination at the district office prior to adoption.
The table displays information about the quality, currency,
and availability of the standards-aligned textbooks and
other instructional materials used at the school.
Additional Internet Access/Public Libraries
For additional research materials and Internet availability,
students are encouraged to visit the public libraries located
in the city and county of Sacramento, which contain
numerous computer workstations. Visit www.saclibrary.org
for more information and directions to the nearest branch.
Grade
Levels
7th
8th
K-6
6th
K-5
Subject
English
Language
Development
English
Language
Development
English/
Language Arts
History/Social
Studies
History/Social
Studies
District-Adopted Textbooks
Publisher
Adoption
Year
Sufficient
% Lacking
Holt 2006 Yes 0.0%
Holt 2007 Yes 0.0%
Open Court 2002 Yes 0.0%
MacMillan/
McGraw Hill
Pearson Scott
Foresman
2006 Yes 0.0%
2006 Yes 0.0%
K-6 Mathematics
Pearson Scott
Foresman
2009 Yes 0.0%
7th Mathematics Prentice Hall 2006 Yes 0.0%
8th Mathematics Prentice Hall 2007 Yes 0.0%
7th Science Holt 2006 Yes 0.0%
6th
Science
Houghton
Mifflin
2007 Yes 0.0%
K-5 Science
Pearson Scott
Foresman
2007 Yes 0.0%
8th Science Prentice Hall 2007 Yes 0.0%
7th
8th
Social
Science/
History
Social
Science/
History
Teacher’s
Curriculum
Institute
Teacher’s
Curriculum
Institute
2006 Yes 0.0%
2007 Yes 0.0%
Counseling & Support Staff
It is the goal of Smythe Academy to assist students in their social and personal
development as well as academics. The goal is to help students deal with problems and
assist them to reach positive goals. When students require additional assistance the
following support staff are available according to the full-time equivalent indicated in the
chart.
Smythe Academy utilizes supplemental instruction, Resource Specialists, and Learning
Development classes for students with special needs. A Speech & Language Therapist
provides additional support outside of traditional classrooms.
A Gifted and Talented Education (GATE) program is available for those students that
qualify, where students receive challenging supplemental instruction.
Physical Fitness
In the spring of each year, Smythe Academy of Arts and Sciences School is required by
the state to administer a physical fitness test to all students in fi fth grade. The physical
fi tness test is a standardized evaluation that measures each student’s ability to perform
fi tness tasks in six major areas. Students that meet or exceed the standards in all six
fi tness areas are considered to be physically fit or in the healthy fi tness zone (HFZ).
*2009-10 scores were not released by the CDE at the time of publication.
Counseling & Support Services Staff
Number of
Staff
Full Time
Equivalent
Academic Counselor 1 1.0
English Language
Resource Teacher
1 1.0
Library Clerk 1 0.75
Music Teacher 1 0.333
Nurse 1 0.33
Outreach Consultant 1 1.0
Psychologist 1 0.5
Resource Specialist
Program (RSP) Teacher
1 1.0
RSP Aide 2 1.5
SDC Aide 2 1.5
Special Day Class
(SDC) Teacher
2 2.0
Speech and Language
Specialist
1 0.5
Smythe Academy of Arts and Sciences 3
Published: February 2011

California Standards Test
The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance
in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Profi cient (meets
standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). The combined percentage of
students scoring at the Proficient and Advanced levels in English/Language Arts, Math, and Science, for the most recent three-year period, is shown.
Since the district opened in the 2008-09 school year there is no district data reported for one of the last three years. Being a new district it would not
be appropriate to assign the performance of any of the old districts to the new district. For results on course specifi c tests, please see http://star.cde.
ca.gov.
California Standards Test (CST)
Subject School District State
2008 2009 2010 2008 2009 2010 2008 2009 2010
English/Language Arts 36 40 43 44 38 39 46 50 52
Mathematics 31 42 50 49 35 40 43 46 48
Science 46 50 64 43 34 39 46 50 54
History/Social Science 26 41 48 41 25 27 36 41 44
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.
Subject
California Standards Test (CST)
Subgroups
English/
Language
Arts
Mathematics
Science
History/
Social
Science
District 39 40 39 27
School 43 50 64 48
African American 45 39 66 61
American Indian * * * *
Asian 61 61 57 *
Filipino * * * *
Hispanic or Latino 38 48 61 43
Pacific Islander 33 58 * *
White 57 62 73 53
Males 40 49 66 49
Females 46 51 61 47
Socioeconomically
Disadvantaged
42 49 63 46
English Learners 20 34 41 18
Students with
Disabilities
39 38 40 24
Migrant Education * * * *
*Scores are not disclosed when fewer than 10 students are tested in a grade level
and/or subgroup.
Federal Intervention Program
Schools and districts receiving Federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same
content area (English/Language Arts or Mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance
to the next level of intervention with each additional year that they do not make AYP. Since the district opened in the 2008-09 school year there is no
district data reported for one of the last three years. Being a new district it would not be appropriate to assign the performance of any of the old districts
to the new district.
Federal Intervention Programs
School District
Program Improvement (PI) Status In PI In PI
First Year in PI 2009-2010 2010-2011
Year in PI (2010-11) Year 2 Year 1
# of Schools Currently in PI - 35
% of Schools Identified for PI - 61.40%
Smythe Academy of Arts and Sciences 4
Published: February 2011

Academic Performance Index
The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually
measures the academic performance and progress of individual schools in California. The state
has set 800 as the API score that schools should strive to meet.
Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size
(deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high
school).
Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other
schools with similar demographic characteristics. Each set of 100 schools is ranked by API
score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to
similar schools.
The table to the right displays the school’s API ranks and actual API point changes by student
group for the past three years.
The table below displays, by student group, the most recent Growth API at the school, district,
and state level.
Growth API
School District State
All Students at the School 765 725 767
Hispanic or Latino 747 708 715
White 834 765 838
Socioeconomically Disadvantaged 757 713 712
English Learners 729 709 692
API School Results
07-08 08-09 09-10
Statewide - - 3
Similar Schools - - 6
All Students at the School
Actual API Change - 38 26
Hispanic or Latino
Actual API Change - 38 15
White
Actual API Change - 18 109
Two or More Races
Actual API Change - - 0
Socioeconomically Disadvantaged
Actual API Change - 37 25
English Learners
Actual API Change - 40 22
* Statewide and similar schools ranks are based
on the first year listed. (Example: the 07-08 rank
reflects testing from Spring 2007.)
Adequate Yearly Progress
No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It
mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have
limited English proficiency) in all grades meet the state academic achievement standards for Mathematics and English/Language Arts by 2014. Schools
must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The Federal NCLB Act requires that all schools and districts meet the
following Adequate Yearly Progress (AYP) requirements:
• Participation rate on the state’s standards-based assessments in English/Language Arts (ELA) and Mathematics.
• Percent proficient on the state’s standards-based assessments in ELA and mathematics.
• API as an additional indicator.
• Graduation rate (for secondary schools).
Adequate Yearly Progress (AYP)
There are several consequences for schools that do not meet the
AYP standards, including additional tutoring and replacing of staff.
Students would also be allowed to transfer to schools (within their
district) that have met their AYP, and the former school would be
required to provide the transportation to the new site. Results of
school and district performance are displayed in the chart. Since
the district opened in the 2008-09 school year there is no district
data reported for one of the last three years. Being a new district
it would not be appropriate to assign the performance of any of
the old districts to the new district.
Teacher Assignment
Twin Rivers Unified recruits and employs the most qualified credentialed teachers.
School
District
Made AYP Overall No No
Met AYP Criteria
English -
Language
Arts
Mathematics
English -
Language
Arts
Mathematics
Participation Rate Yes Yes Yes Yes
Percent Proficient No Yes No No
API School Results Yes Yes
Graduation Rate N/A Yes
Teacher Credential Status
School
District
07-08 08-09 09-10 09-10
Fully Credentialed 52 53 45 1131
Without Full Credentials 2 2 1 27
Working Outside Subject 0 0 0 3
Smythe Academy of Arts and Sciences 5
Published: February 2011

Teacher misassignments reflect the number of placements within a school
for which the certificated employee in the teaching or services position
(including positions that involve teaching English Learners) does not hold
a legally recognized certificate or credential. Teacher vacancies refl ect the
number of positions to which a single designated certificated employee has
not been assigned at the beginning of the year for an entire year.
Highly Qualified Teachers
The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as “Highly
Qualified” no later than the end of the 2006-07 school year. Minimum qualifi cations include: possession of a Bachelor’s Degree, possession of an
appropriate California teaching credential, and demonstrated competence in core academic subjects.
NCLB Compliant Teachers
% of Core
Academic
Courses
Taught
By NCLB
Compliant
Teachers
% of Core
Academic
Courses
Taught By
Non-NCLB
Compliant
Teachers
School 100.0% 0.0%
District 98.0% 2.0%
High-Poverty Schools in District 98.0% 2.0%
Low-Poverty Schools in District N/A N/A
Misassignments/Vacancies
08-09 09-10 10-11
Misassignments of Teachers of English Learners 0 0 0
Misassignments of Teachers (other) 0 2 0
Total Misassignments of Teachers 0 2 0
Vacant Teacher Positions 0 0 0
Teacher Evaluation & Professional Development
A constructive evaluation process promotes quality instruction and is a fundamental element in a sound educational program. Evaluations and formal
observations are designed to encourage common goals and to comply with the state’s evaluation criteria and district policies. Temporary and probationary
teachers are evaluated annually and tenured teachers are evaluated every other year.
Evaluations are conducted by an administrator, who has been trained and certifi ed for competency to perform teacher evaluations. Evaluation criteria
are: Demonstrates Effective Instructional Techniques and Strategies, Establishes and Maintains Suitable Learning Environment, Adherence to District
Curricular Objectives, Promotes Students’ Progress Toward District Standards of Expected Student Achievement, Fulfi lls Instructional Duties and
Professional Responsibilities.
Teachers and other certificated staff build skills and develop educational concepts through participation in conferences and workshops throughout the
year. In the 2009-2010 school year, Twin Rivers District offered 2 non-student professional development days for elementary teachers and secondary
teachers. Professional development sessions focused on curriculum content (in particular the new K-6 Math program) and 7 specifi c focus areas to reach
District goals to increase student achievement: Differentiating Instruction, 21st Century Skills, Increasing Parent Involvement, Student Interventions,
Integrating the Arts, Teaching English Learners and Culturally Responsive Instruction.
School Leadership
Leadership at Smythe Academy is a responsibility shared between district administration, the principals, instructional staff, students, and parents. Primary
leadership duties for the elementary school are assumed by Principal Kirk Fujikawa, who has been in his current position for 15 years. Prior to his tenure
as the principal of Smythe Academy, Mr. Fujikawa was a Programs Facilitator for ten years and a classroom teacher for eight years.
Primary leadership duties for the middle school are assumed by Principal Erik Swanson, who has been in his current position for 5 years. Mr. Swanson
has 13 years of experience in education.
The education of children is a joint effort of home and school. Students, parents and teachers meet each trimester to plan, discuss and evaluate student
objectives. These objectives enable teachers to adjust their teaching to the unique needs of each class. Staff and parents are encouraged to participate
in a wide variety of leadership teams, such as the School Site Council, the Leadership Team, the English Learners Advisory Committee and the Student
Success Team.
The Smythe Academy Site Council is a committee of parents and staff that reviews the total school program on an annual basis. This group leads the
school in efforts to provide the best program for students. The Leadership Team is the primary body assigned to developing, refi ning, and implementing
the school plan. Responsibilities of the Leadership Team include planning and monitoring the effectiveness of the school curriculum. Other leadership
opportunities at Smythe Academy include the Safety Committee, the Coordination of Services Team, BEST Practices Committee, Board of Governors,
Enrichment Committee, Parent Comittee, and Art Committee.
Parent Involvement
Parent Involvement: Parents and the community are very supportive of the educational programs in the Twin Rivers Unifi ed School District. The Parent
Teacher Organization (PTO) plays an active role in the community and at each school site through fundraising and special activities. Contributions by
Mim’s Café, El Pollo Loco, the Dream Project, and Stanford Settlement add to the programs available at Smythe Academy.
Contact Information
Parents who wish to participate in Smythe Academy’s leadership teams, school committees, school activities, or become a volunteer may contact the
K-6 school’s office at (916) 263-8466 or the 7th-8th grade school’s offi ce at (916) 449-8622.
Smythe Academy of Arts and Sciences 6
Published: February 2011

School Facilities & Safety
The elementary school facilities were built in 1948, and consist of 11 permanent classrooms, 23 portable classrooms, one multipurpose room, one library,
two administrative buildings, one computer lab, one staff room, and one playground.
The middle school facilities consist of seven permanent classrooms, 11 portable classrooms, a multipurpose room, a library, a computer lab, and a staff
room.
District administration and the Twin Rivers Board of Trustees
have placed a great emphasis on campus safety and
security. Teachers supervise students on campus before and
after school and during recess, and noon duty supervisors
monitor students during lunchtime. All visitors must sign in
at the principal’s office and receive proper authorization to
be at the school. Visitors are asked by the school site staff to
display their pass at all times.
Smythe Academy’s Safety Plan was reviewed February 2009
by the Site Safety Committee, which is comprised of the
principals, head custodian, secretary, Outreach Consultant,
Learning Coordinator, and computer teacher. Emergency
drills are held on a regular basis; fire drills are held once a
month; earthquake and lockdown drills are held three times
a year.
The table shows the results of the most recent school
facilities inspection. While reviewing this report, please note
that even minor discrepancies are reported in the inspection
process. The items noted in the table have been corrected or
are in the process of remediation.
Cleaning Process and Schedule
The district governing board has adopted cleaning standards
for all schools in the district. All schools are on a regular
cleaning schedule. Each classroom is swept or vacuumed
and the trash emptied. The cafeteria, gym, and all restrooms
are cleaned daily. Grounds are groomed on a rotating basis,
with trash, lawn, and plumbing issues addressed daily.
Maintenance and Repair
District maintenance staff ensures that the repairs necessary
to keep the school in good repair and working order are
completed in a timely manner. Four full-time and one parttime
custodians ensure that all classrooms and facilities
are in adequate condition. A work order process is used to
ensure efficient service that emergency repairs are given the
highest priority. At the time of publication, 100% of restrooms
are in complete working order.
Deferred Maintenance Budget
The district participates in the State School Deferred
Maintenance Program, which provides state matching
funds on a dollar-for-dollar basis, to assist school districts
with expenditures for major repair or replacement of existing
school building components. Typically, this includes roofing,
plumbing, heating, air conditioning, electrical systems, paving
and fl oor systems. For the 2010-11 school year, the district
has budgeted $790,000.00 for the deferred maintenance
program. This represents 0.34% of the district’s general fund
budget. Please see the district for a complete list of deferred
maintenance projects.
Items Inspected
Systems (Gas Leaks, Mech/
HVAC, Sewer)
Interior
Cleanliness (Overall
Cleanliness, Pest/Vermin
Infestation)
Electrical
Restrooms/Fountains
Safety (Fire Safety,
Hazardous Materials)
Structural (Structural
Damage, Roofs)
External (Grounds, Windows,
Doors, Gates, Fences)
School Facility Conditions
Date of Last Inspection: 08/21/2009
Overall Summary of School Facility Conditions: Good
Facility Component
System Status
Good Fair Poor
X
X
X
X
X
X
X
X
Deficiency & Remedial
Actions Taken or Planned
7-8 Campus-Rm 23 &
24 - Replace floor tile. 7-8
Campus-Rm 29 - Clean
carpet. 7-8 Campus-Rm
25 - Carpet needs cleaning.
Elementary Campus-Room
3 - Stained ceiling tiles.
Elementary Campus-Room
10 - Stained ceiling tiles.
Elementary Campus-Room
12 - Stained ceiling tiles.
Elementary Campus-Room
31 - Missing ceiling tile.
Elementary Campus-Room
34 - Missing ceiling tile.
7-8 Campus-Rm 13 & 14
- Bulbs out. 7-8 Campus-
MP Hall - Lights out. 7-8
Campus-Room 8 - Lights out.
7-8 Campus-Kitchen - Light
out. 7-8 Campus-Rm 23 & 24
- Light out. 7-8 Campus-Rm
32 - Light out. 7-8 Campus-
Rm 29 - Light out. 7-8
Campus-Rm 27 - Light out.
Elementary Campus-Room
12 - 1 light out. Elementary
Campus-Room 31 - 2 lights
out. Broken light cover.
Elementary Campus-Multi
Purpose Room - 3 lights out.
School Site Teacher Salaries
The chart illustrates the average teacher salary at the school and compares it to the average teacher
salary at the district and state (based on FY 2008-09 financial statements).
Average Teacher Salaries
School & District
School $60,564
District $62,378
Percentage of Variation 2.91%
School & State
All Unified School Districts $68,179
Percentage of Variation 11.17%
Smythe Academy of Arts and Sciences 7
Published: February 2011

Teacher & Administrative Salaries
This table displays district salaries for teachers, principals, and superintendents, and compares these fi gures to the state averages for districts of the
same type and size. The table also displays teacher and administrative salaries as a percent of the districts budget, and compares these fi gures to the
state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE Web site, www.cde.ca.gov.
Average Salary Information
Teachers - Principal - Superintendent
2008-09
District State
Beginning Teachers $40,000 $42,377
Mid-Range Teachers $60,444 $67,667
Highest Teachers $83,404 $87,102
Elementary School Principals $102,853 $108,894
Middle School Principals $105,554 $113,713
High School Principals $116,331 $124,531
Superintendent $200,281 $223,323
Salaries as a Percentage of Total Budget
Teacher Salaries 39.3% 40.3%
Administrative Salaries 7.2% 5.5%
Expenditures & Services Funded
Based on 2008-09 FY audited financial statements, the table provides a comparison
of a school’s per pupil funding from unrestricted sources with other schools throughout
the state.
In addition to general state funding, Twin Rivers Unified School District receives state
and federal funding for the following categorical funds and other support programs:
• Targeted Instruction Improvement Block Grant**
• PE Block Grant**
• School and Library Improvement Block Grant**
• EIA-LEP
• Gifted and Talented Education
• EIA-SCE
• Comprehensive Student Support
• Healthy Start
• Quality Education Investment Act
• Medi-Cal
• After School Education & Safety
• Head Start
• School Counselor Program
• State Lottery
• English Language Acquisition Program
• Title IV
• Parent Involvement
• Title I
• Charter School Fund
• Title III
• Reading First
• State Compensatory Education
• Pupil Retention Block Grant
Expenditures per Pupil
School
Total Expenditures Per Pupil $7,075
From Restricted Sources $1,153
From Unrestricted Sources $5,922
District
From Unrestricted Sources $4,815
Percentage of Variation between School & District 22.99%
State
From Unrestricted Sources $5,681
Percentage of Variation between School & State 4.24%
Data Sources
Data within the SARC was provided by Twin Rivers Unified School District, retrieved from the 2009-10 SARC template, and/or located on Dataquest
(http://data1.cde.ca.gov/dataquest). Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public
to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may fi nd
information about school performance, test scores, student demographics, staffi ng, and student misconduct/intervention.
Smythe Academy of Arts and Sciences 8
Published: February 2011