2009-2010 Self-Study WASC Action Plan - Julian Charter School

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• The school, academies, and facilitators communicate with parents in a variety of ways from mailings and e- mails to the website and management systems. • Part of each family meeting is devoted to sharing information about student/family opportunities and student achievement/academic standards. • Every specialist provides a Monday morning e-mail outlining key course announcements. • In the home study program, facilitators are in frequent contact (phone/e-mail) with families. • JCS makes effective use of community resources. • Students in all three counties access education and services available through the community college and library systems and participate in Work Experience Education (WEE) in two counties. • The school partners with libraries and churches in various communities and uses these sites for student meetings, centers, academies or testing sites. • The school provides access to over 650 community vendor courses. Services include everything from art/music instruction to aquatics and tutoring. • Other community resource connections include extensions to the academic program such as ROP, UCSD/USD programs for middle schoolers, service learning, museums, theaters, research facilities, non-profit organizations (SDSA, Civil Air Patrol) and foundations. • JCS Online/Teacher Ease • JCS website • Direct mailings • E-mails/phone calls • Facilitator contact log • Flyers/newsletters • Parent handbook • Family meetings • In Danger of Failing letters • CAHSEE letters/meetings • Vendor Course Instruction • Community college enrollment/college visits • Space sharing with nonprofit organizations • Guest speakers • Home school co-ops • Programs such as Pizza Hut’s “Book It” • Community/government services (SPED, awards) • Work Experience Education/internships • Volunteer San Diego • Grant opportunities Chapter 4: Self-Study Findings: School Culture and Student Support 86 Julian Charter School Focus on Learning 2009-2010
E2. a) To what extent is the school a safe, clean, and orderly place that nurtures learning? b) To what extent is the culture of the school characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement? SUMMARY • The JCS Safety Plan, including a behavior policy, was updated in 2008-09 and is built on a model that has worked well for other independent study schools with satellite centers. (WIGS 09-10) • All site facilities are leased, clean, and up to code; custodial services are on a contract basis. • JCS renovates sites and provides policies and resources to ensure safe, clean, and orderly premises that nurture learning. • Policies are in place for expected student achievement and behaviors with clear expectations for student performance. • JCS staff demonstrates a caring concern for all students that honors individual differences and is conducive to learning. • JCS has an atmosphere of trust, respect and professionalism. Findings SAFE, C LEAN AND ORDERLY E NVIRONMENT • Safety regulations are in place and followed. • Buildings are cleaned on a regular basis. • Supplies and needed resources are stocked. • Safety items are maintained and labeled. • Required records and certifications are on file. • School safety plan is updated as needed. • Policies relating to school safety and adult and student behavior(s) are in place. • School beautification efforts in place at many sites. • Implementation of comprehensive site behavior plan. Evidence • Adult certification/training • Sexual harassment • Mandatory reporting • Emergency procedures • CPR/First Aid • Fingerprint clearance • Fire drill records, emergency procedures and discipline posters, equipment • Policies/surveys HIGH E XPECTATIONS/CONCERN/TRUST, RESPECT AND PROFESSIONALISM • Small intimate campus settings (meeting center, learning centers, academies) promote mutually respectful interactions (staff/students, peers). • Home study families, whenever possible, are matched with an EF in terms of geography, expertise in the educational approach of the family’s choice (Classical, Waldorf, portfolio, etc.), and support needs. • Personalized attention to student goal setting, design of the learning path and curriculum choices. • Site visits • Stakeholder interviews • Highly qualified teachers • Care taken in educational facilitator assignment • Three-tiered high school program and student/ parent curriculum choices • Personalized learning plans Chapter 4: Self-Study Findings: School Culture and Student Support Julian Charter School Focus on Learning 2009-2010 87
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JULIAN CHARTER SCHOOL WASC SELF-STU
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GOVERNING BOARD JULIAN CHARTER SCHO
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Organizational Chart 2009-2010 Gove
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JCS WASC 2009-2010 Focus Groups Org
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FOCUS ON LEARNING 2009-2010 WASC SE
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TABLE OF CONTENTS Introductory Mate
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Schoolwide Action Plan 2009-2012 ..
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CHAPTER I: STUDENT/COMMUNITY PROFIL
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STUDENT/COMMUNITY PROFILE Julian Ch
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ETHNICITY The ethnicity of our stud
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Framework for 21st Century Learning
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STUDENT PERFORMANCE ADEQUATE YEARLY
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Chart 4: Enrollment by Ethnicity En
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STAFF JCS increased the number of c
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STUDENT PERFORMANCE DATA ACADEMIC P
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students passing English-language a
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CHAPTER II: STUDENT/COMMUNITY PROFI
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PROFILE SUMMARY From the analysis o
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• Recognize need for common asses
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CRITICAL AREAS OF NEED Expand expos
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CHAPTER III: PROGRESS REPORT Chapte
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PROGRESS REPORT In the spring of 20
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Milestones from last self-study thr
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• Building consistency, where pra
Page 49 and 50: WRITING Action Plan #4 (2003-2009):
Page 51 and 52: HIGH SCHOOL PROGRAM STRUCTURE Actio
Page 53 and 54: PROFESSIONAL DEVELOPMENT Action Pla
Page 55 and 56: CHAPTER IV: SELF-STUDY FINDINGS Cha
Page 57 and 58: SELF-STUDY FINDINGS ORGANIZATION/VI
Page 59 and 60: ORGANIZATION/GOVERNANCE A2. To what
Page 61 and 62: ORGANIZATION/LEADERSHIP AND STAFF A
Page 63 and 64: ORGANIZATION/LEADERSHIP AND STAFF A
Page 65 and 66: • • ORGANIZATION/LEADERSHIP AND
Page 67 and 68: • Key academic staff includes: te
Page 69 and 70: • JCS conducts its financial oper
Page 71 and 72: ORGANIZATION AREAS OF STRENGTH •
Page 73 and 74: Findings B. CURRICULUM B1. To what
Page 75 and 76: PARTICIPATION I N AND ACCESS TO A V
Page 77 and 78: • Staff analyzes, evaluates and m
Page 79 and 80: • “In danger of failing” noti
Page 81 and 82: Findings B3. To what extent are stu
Page 83 and 84: • Develop rubrics or other means
Page 85 and 86: C. INSTRUCTION C1. To what extent a
Page 87 and 88: INSTRUCTIONAL STRATEGIES AND RESOUR
Page 89 and 90: INSTRUCTION AREAS OF STRENGTH • J
Page 91 and 92: D. ASSESSMENT AND ACCOUNTABILITY D1
Page 93 and 94: • Other reporting methods include
Page 95 and 96: • Formative and summative assessm
Page 97 and 98: D4. To what extent does the assessm
Page 99: Findings E. SCHOOL CULTURE AND SUPP
Page 103 and 104: Findings E3. To what extent do all
Page 105 and 106: ACCESS TO P ERSONAL S UPPORT SERVIC
Page 107 and 108: CHAPTER V: SCHOOLWIDE ACTION PLAN C
Page 109 and 110: SCHOOLWIDE ACTION PLAN Action Plan
Page 111 and 112: Action Plan Item #2 Area of Focus:
Page 113 and 114: Action Plan Item #3 Area of Focus:
Page 115 and 116: Action Plan Item #3 Continued Actio
Page 117 and 118: APPENDIX Appendix Julian Charter Sc
Page 119 and 120: A. PERCEPTION DATA Each year studen
Page 121 and 122: Chart 6: Satisfaction with EF I am
Page 123 and 124: Schoolwide Goals 2008-09 Wildly Imp
Page 125 and 126: D. SUPPLEMENTARY PROFILE DATA Chart
Page 127 and 128: Table 20: Parent Education 1 2 3 4
Page 129 and 130: Table 24: D and F Grades in Math Sc
Page 131 and 132: Table 32: CAHSEE ELA Census (Combin
Page 133 and 134: Chart 14: CAHSEE English 2008-09 No
Page 135 and 136: Table 47: Percent and Average Score
Page 137 and 138: CELDT Following previous year’s t
Page 139 and 140: California Department of Education
Page 141 and 142: % Below Basic 13 % % Far Below Basi
Page 143 and 144: California Standardized Testing and
Page 145 and 146: CST History-Social Science (Grade 8
Page 147 and 148: E . S ARC School Accountability Rep
Page 149 and 150: III. School Climate School Safety P
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VII. Curriculum and Instructional M
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White (not Hispanic) 61 39 55 41 Ma
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Detailed information about AYP, inc
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Select CDS to Report: CBEDS Califor
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Appendix 146 Julian Charter School
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Julian Charter School Four- Year Co
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Curriculum Order Form High School 2
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JCS Remedial 5707 Basic English 11
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2056 Non-CP Glencoe Algebra 2 CA Ed
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JCS Non-CP 6865 US History (Home St
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JCS Julian Charter School LC Learni
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ICT Literacy Maps or ICT Maps Indep
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