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

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• Curriculum/Course Offerings • Most courses at JCS provide for scaffolding or custom course designs to meet the course objectives. o Students repeating a course, for example, are not required to use the same curriculum or course outline the second time in the course. o Facilitators/coordinators may design a custom course for a student’s elective interests. o Facilitators may provide multiple sources of instruction/curriculum for the same course. For example, a student working on fractions might have a “Key to Fractions” resource book and a standards-based textbook. • Each learning plan is designed to meet standards and ESLRs with curriculum and instructional options selected by the teacher/facilitator and parent/student to ensure equal access to the curriculum. • Steps are taken to ensure connections are made between academic standards/ESLRs and allocation of resources to student support services such as the three-tiered response to intervention. Educational units (EUs) or school support or contract services are allocated as needed. • As identified, alternative instructional options which allow access to and progress in a rigorous standardsbased program are implemented. The most current examples are the implementation of the INSITE program (primarily at-risk students) and the foundational level of courses for non-diploma bound students. • Direct and swift referral and intervention processes are in place to ensure student success. • The school does not identify nor provide GATE services; all students are provided an academic environment with enrichment activities built into a student’s learning plan. This may include outside activities such as summer programs for gifted youth. • Student support services are offered in one-to-one or small group sessions ideally with the parent in close proximity; therefore opportunities frequently exist to gain direct input about the student’s or parent’s attitude about support services. Academy programs also talk to parents at the beginning or end of the day. • Student’s and parent’s views about support services are covered thoroughly at monthly family meetings. • Student surveys and grad questionnaires provide additional input about student support services. • Examples of Course Differentiation Options: • 1 or 2 classes at a time • Summer school, CHSPE or GED prep, ROP, VCI, or CC classes • K-8 individualized • Course pace or 2-year or 2-semester course • Curriculum choice(s) • Modified assignments • Ancillary programs: CLO, COIN3 Life Lessons • Concern reports • Safety Net/SST records • Intervention records • IEPs/504/SPED records • Four-level high school program (CP, NCP, basic, foundational) • INSITE/AC/HS • Student resource tracking records (EUs) • Resource center inventory • Stakeholder interviews • Customized RW courses • CAHSEE support classes, community college classes, ROP, Work Experience, Safety Net Tutoring, enrichment classes • School profile data • Master agreement • Student interviews • Student representative on JCS Advisory Council • ASB at academies • Facilitator/advisor and coordinator interviews • Counselor interviews • 9-12 electronic survey • Grad survey Chapter 4: Self-Study Findings: School Culture and Student Support 90 Julian Charter School Focus on Learning 2009-2010
ACCESS TO P ERSONAL S UPPORT SERVICES, A CTIVITIES AND OPPORTUNITIES • Service support categories for students include: • College/career: planning, financial aid, testing • Academic planning: learning plans, four-year plans • Academic support: counseling, services, testing • Personal counseling: support, referrals • Special education: services, testing, referrals • Community Services and Other Agency Referrals: intervention services, agency services, counseling, hospitalization, support, referrals • JCS implements strategies to link curricular and cocurricular activities to the standards and ESLRs. • All courses are created using academic standards or ESLRs as a guide; any resource materials purchased (EMRs) must correlate to standards. • Most field trips are academic in nature and align with curriculum. Exceptions would be things like Park Day, but even there time is set aside to hold group parent meetings where the objective might be to model how to use a particular piece of curriculum or an instructional strategy. • Most clubs, such as math, science and eClubs, are coordinated with standard curriculum objectives, but also allow students to pursue areas of passion. • All lessons in ReportWriter are standards based. • Service learning projects have a required, wellarticulated curriculum component. • Presentations and projects at academies connect to standards. • All co-curricular activities using VCI funds must demonstrate correlation to frameworks or ESLRs before funds are dispersed. • JCS has no schoolwide extra-curricular activities, outside of an intramural sports program. • Recommendations/gaps identified from surveys are discussed in leadership teams and advisory council and programs and procedures are adjusted based on input/confirmation of perceptions with other data. Overall, parents feel the school is responsive to needs. • Some examples of changes initiated by parent and student input are types of academy classes offered, the range of academies established, learning center class offerings, expansion of the sports program, implementation of a ninth grade writing class, and a focus on algebra preparedness. • College/career materials, centers, event schedules, COIN3, website • Staff interviews (advisors, counselors, facilitators, SPED, Safety Net) • Referral list/records • Handbooks/packets • Required health course • SP student records • No Purchase Chart • Field trip guidelines for K-8 • eClub guidelines (K-8) • Link to standards on master agreements • Mini-grant stipulations for schoolwide or service learning grants • Site-based informal and formal guidelines • Facilitators, advisors, and coordinators track and monitor all school-related co-curricular activities • Work experience portfolios • Parent questionnaire • Parent interviews Chapter 4: Self-Study Findings: School Culture and Student Support Julian Charter School Focus on Learning 2009-2010 91
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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
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WRITING Action Plan #4 (2003-2009):
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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 and 100: Findings E. SCHOOL CULTURE AND SUPP
Page 101 and 102: E2. a) To what extent is the school
Page 103: Findings E3. To what extent do all
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
Page 151 and 152: VII. Curriculum and Instructional M
Page 153 and 154: 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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2009-2010 Self-Study WASC Action Plan - Julian Charter School

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