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

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