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

• Support from school counselors for academic planning;
individual student meetings or individual family
meetings held at a convenient location.
• High school academies promote “a-g” courses.
• School focuses on continuous improvement with high
staff expectations, proactive program modifications,
collaborative teams, new teacher support (BTSA), and
administrative coaching.
• Support classes, intervention strategies, service
providers, and tutoring are widely available.
• Teachers promote social development and awareness
of a healthy, productive lifestyle, and habits that will
lead to success.
• Staff members show a genuine concern and high
expectations for each student and demonstrate this in
a myriad of ways:
• Attendance at non-school related student
performances.
• Locating vendors/activities/services that fit with a
student’s needs and goals.
• Providing familial support in both academic and
non-academic needs.
• Helping families structure a home environment
conducive to learning.
• Celebrating student successes.
• Seeking ways to alleviate academic distracters.
• Having an arsenal of teaching strategies readily
available to provide to students/families.
• Helping students to schedule time, utilize
organizational tools, and academic organizers.
• Serving as club advisor or coach.
• Building teams of families who support each other.
• Mentoring of peers, parents, or students.
• Teaching about and enforcing academic honesty.
• Safety Net/SN tutoring
• High school counselors
• Counseling resources
• College/career counseling
• COIN3
• Student dress code
• Staff dress code
• Strike reports
• Enrichment clubs (HS/AC)
• Sports programs
• Prom (HS/AC)
• Yearbooks
Survey Responses
• “Is your experience as a
JCS student a positive
one?” 95.8% of students
responded yes.
• “Are you learning the skills
you need to be successful?”
91.4% of students
responded yes.
• 97% of home study
students responded that
they either strongly agree
or agree that they are
satisfied with the relationship
they have with their
educational facilitator.
• Student perceptions
regarding their teachers
indicate that the majority
of students feel respected,
cared for, and listened to
by their teachers and are
learning the skills needed
to be successful.
Chapter 4: Self-Study Findings: School Culture and Student Support
88 Julian Charter School Focus on Learning 2009-2010