2009-2010 Self-Study WASC Action Plan - Julian Charter School
2009-2010 Self-Study WASC Action Plan - Julian Charter School
2009-2010 Self-Study WASC Action Plan - Julian Charter School
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<strong>Action</strong> <strong>Plan</strong> Item #1 Continued<br />
<strong>Action</strong> Steps Timeline Person(s)<br />
Responsible<br />
• Teach writing skills in the<br />
context of core subjects and<br />
interdisciplinary themes; use<br />
ICT Literacy Maps as content<br />
and project guide<br />
• Increase student, teacher,<br />
and parent-teacher conversations<br />
about student writing<br />
• Calibrate interdisciplinary<br />
staff on scoring and evaluating<br />
student writing<br />
• Provide training and practice<br />
in creating effective rubrics<br />
• Post rubrics, exemplars and<br />
sample scored student work<br />
for at least one writing project<br />
in each core subject<br />
• Provide access to writing<br />
specialists for students,<br />
teachers, and parents<br />
Spring 2011•<br />
Winter <strong>2010</strong>•<br />
Fall <strong>2010</strong>;<br />
annually<br />
thereafter<br />
Summer/Fall<br />
<strong>2010</strong>•<br />
Spring 2012•<br />
Spring <strong>2010</strong>•<br />
• DCs/CTs<br />
• PLCs<br />
• ADs<br />
• DCs/CTs<br />
• PLCs<br />
• ADs<br />
• Writing<br />
teacher(s)<br />
• ADs<br />
• PLCs<br />
• DCs/CTs<br />
• PLCs<br />
• ADs<br />
• DCs<br />
• Specialists<br />
Resources Assessment Report of<br />
Progress<br />
• Curriculum maps<br />
• Sample writing<br />
strategies/lessons<br />
• Writing teachers<br />
and ELA teams<br />
• Training about how<br />
to analyze student<br />
work<br />
• Models of successful<br />
implementations in<br />
other schools<br />
• Research-based<br />
examples<br />
• PLCs<br />
• Writing teachers<br />
• English teachers<br />
• Specialists<br />
• Ongoing review of student<br />
work by individual<br />
teachers and collaboratively<br />
in content area<br />
PLCs<br />
• Stakeholder surveys<br />
• Observations/reflections<br />
• Anecdotal records<br />
• Training records<br />
• Peer, AD, student and<br />
parent feedback<br />
• Work analysis<br />
• Parent feedback<br />
• Stakeholder feedback<br />
• AD observation<br />
• PLCs and ELT<br />
monthly progress<br />
reports<br />
• PLCs and ELT<br />
monthly progress<br />
reports<br />
• ELT monthly<br />
progress reports<br />
• ELT monthly<br />
progress reports<br />
• PLCs and ELT<br />
monthly progress<br />
reports<br />
• ELT monthly<br />
progress reports<br />
Chapter 5: <strong>School</strong>wide <strong>Action</strong> <strong>Plan</strong>: <strong>Action</strong> <strong>Plan</strong> #1<br />
96 <strong>Julian</strong> <strong>Charter</strong> <strong>School</strong> Focus on Learning <strong>2009</strong>-<strong>2010</strong>