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

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Action Plan Item #1 Continued Action Steps Timeline Person(s) Responsible • Teach writing skills in the context of core subjects and interdisciplinary themes; use ICT Literacy Maps as content and project guide • Increase student, teacher, and parent-teacher conversations about student writing • Calibrate interdisciplinary staff on scoring and evaluating student writing • Provide training and practice in creating effective rubrics • Post rubrics, exemplars and sample scored student work for at least one writing project in each core subject • Provide access to writing specialists for students, teachers, and parents Spring 2011• Winter 2010• Fall 2010; annually thereafter Summer/Fall 2010• Spring 2012• Spring 2010• • DCs/CTs • PLCs • ADs • DCs/CTs • PLCs • ADs • Writing teacher(s) • ADs • PLCs • DCs/CTs • PLCs • ADs • DCs • Specialists Resources Assessment Report of Progress • Curriculum maps • Sample writing strategies/lessons • Writing teachers and ELA teams • Training about how to analyze student work • Models of successful implementations in other schools • Research-based examples • PLCs • Writing teachers • English teachers • Specialists • Ongoing review of student work by individual teachers and collaboratively in content area PLCs • Stakeholder surveys • Observations/reflections • Anecdotal records • Training records • Peer, AD, student and parent feedback • Work analysis • Parent feedback • Stakeholder feedback • AD observation • PLCs and ELT monthly progress reports • PLCs and ELT monthly progress reports • ELT monthly progress reports • ELT monthly progress reports • PLCs and ELT monthly progress reports • ELT monthly progress reports Chapter 5: Schoolwide Action Plan: Action Plan #1 96 Julian Charter School Focus on Learning 2009-2010
Action Plan Item #2 Area of Focus: Refine, design, implement and assess instructional and curricular strategies to enable all students to master algebra. Rationale: Supporting Data: ESLRs Addressed: Many students reach middle (or even high) school without the proper preparation for (or appreciation of) algebraic thinking which frequently curtails success in algebra. Research tells us that mathematics is the content area where teachers (and parent-teachers) report they have the least expertise. Secondly, math is not placed as a high priority by most parents. Self-study findings indicate a need to improve student achievement in mathematics to ensure students are achieving up to and beyond algebra. State assessment data (CSTs/CAHSEE), coursework, and review of student work show that most students are struggling to master the math standards. Learning and Innovation Skills; Information, Media and Technology Skills; Life and Career Skills Action Steps Timeline Person(s) Responsible • K-8 (algebra) math curriculum that offers early, mid- and advanced-math skill development • Math modules that can be incorporated into current curriculum to fill alignment gaps between different curricula and the standards • Teacher and parent-teacher teaching strategies to promote algebraic thinking Fall 2009• Fall 2010• Spring 2010• • Math CT • K-8 AD • 9-12 AD • Math CT • K-8 EFs • K-8 AD • DCs • Specialists • DCs/CTs • Specialists Resources Assessment Report of Progress • Math department chair and math curriculum team lead • STAR exemplars • Power standards • Model instruction modules include vocabulary concepts, student tasks, standards covered, instructional ideas, and pre- /post- assessments • Current research • Published math strategies • Math ICT Literacy Map • Curriculum review report • K-12 articulation records • Release of at least one module per grade level per year • Math wiki postings • Math PLC report • AD report to ELT • Math PLC report • ELT monthly progress reports • Math PLC report • ELT monthly progress reports Chapter 5: Schoolwide Action Plan: Action Plan #2 Julian Charter School Focus on Learning 2009-2010 97
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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
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PROFESSIONAL DEVELOPMENT Action Pla
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CHAPTER IV: SELF-STUDY FINDINGS Cha
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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 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: SCHOOLWIDE ACTION PLAN Action Plan
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
Page 155 and 156: Detailed information about AYP, inc
Page 157: 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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