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

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NOTES QUESTIONS KEY QUESTIONS WITH RESPECT TO STUDENT PERFORMANCE • Why do students show a marked difference in mathematics versus English-language arts achievement? • What can we do to maintain the same level of academic performance throughout the high school years that earlier grade levels exhibit? • Is the academic performance of our students as high as should be expected considering that we don’t have a large number of English-language learners? • Is there a different population that chooses an academy program over the home study program or are the majority of performance questions related to the instructional program delivered by the parent-teacher? Is the difference in scores between academy and home study students justified, expected, and acceptable? • What measures within the school reflect student learning? Course grades? Assessment results? Teacher subjective assessment? High stakes testing? • What has the impact of the mandatory ninth grade writing course had on student writing? On work in other classes? • Why are students enrolling in and then dropping out of college prep courses? • What instructional strategies are currently in place to ensure academic achievement for all students and student subgroups? What instructional strategies should be implemented to enhance academic achievement for underperforming students? What interventions for at-risk students are currently in place and what could be added? • How can we enhance measurement of ESLRs? • How can we effectively use data to identify goals for schoolwide action plans? • How can we broaden parent outreach and training? • How can we increase and expand the effectiveness of common assessments and other formative assessments? • How can we decrease failure and/or withdrawal due to failure rates? • What programs that have been put into place are currently effective? What programs need changes? • What professional development opportunities and needs are to be considered? • How can we build effective community relationships? Chapter 2: Student/Community Profile Summary 24 Julian Charter School Focus on Learning 2009-2010
CRITICAL AREAS OF NEED Expand expository writing strategies across the curriculum. • Correlated ESLRs under the umbrella of core subjects and 21st century themes: • Learning and Innovation Skills • Information, Media and Technology Skills • Life and Career Skills Refine, design, implement and assess instructional and curricular strategies to enable all students to master Algebra I. • Correlated ESLRs under the umbrella of mathematics and 21st century themes: • Learning and Innovation Skills • Information, Media and Technology Skills • Life and Career Skills Refine, design and implement comprehensive support strategies for all students. • Correlated ESLRs under the umbrella of core subjects and 21st century themes: • Learning and Innovation Skills • Information, Media and Technology Skills • Life and Career Skills Chapter 2: Student/Community Profile Summary Julian Charter School Focus on Learning 2009-2010 25
Page 1 and 2: JULIAN CHARTER SCHOOL WASC SELF-STU
Page 3 and 4: GOVERNING BOARD JULIAN CHARTER SCHO
Page 5 and 6: Organizational Chart 2009-2010 Gove
Page 7 and 8: JCS WASC 2009-2010 Focus Groups Org
Page 9 and 10: FOCUS ON LEARNING 2009-2010 WASC SE
Page 11 and 12: TABLE OF CONTENTS Introductory Mate
Page 13 and 14: Schoolwide Action Plan 2009-2012 ..
Page 15 and 16: CHAPTER I: STUDENT/COMMUNITY PROFIL
Page 17 and 18: STUDENT/COMMUNITY PROFILE Julian Ch
Page 19 and 20: ETHNICITY The ethnicity of our stud
Page 21 and 22: Framework for 21st Century Learning
Page 23 and 24: STUDENT PERFORMANCE ADEQUATE YEARLY
Page 25 and 26: Chart 4: Enrollment by Ethnicity En
Page 27 and 28: STAFF JCS increased the number of c
Page 29 and 30: STUDENT PERFORMANCE DATA ACADEMIC P
Page 31 and 32: students passing English-language a
Page 33 and 34: CHAPTER II: STUDENT/COMMUNITY PROFI
Page 35 and 36: PROFILE SUMMARY From the analysis o
Page 37: • Recognize need for common asses
Page 41 and 42: CHAPTER III: PROGRESS REPORT Chapte
Page 43 and 44: PROGRESS REPORT In the spring of 20
Page 45 and 46: Milestones from last self-study thr
Page 47 and 48: • Building consistency, where pra
Page 49 and 50: WRITING Action Plan #4 (2003-2009):
Page 51 and 52: 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 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 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
Page 155 and 156:
Detailed information about AYP, inc
Page 157:
Select CDS to Report: CBEDS Califor
Page 160 and 161:
Appendix 146 Julian Charter School
Page 162 and 163:
Julian Charter School Four- Year Co
Page 164 and 165:
Curriculum Order Form High School 2
Page 166 and 167:
JCS Remedial 5707 Basic English 11
Page 168 and 169:
2056 Non-CP Glencoe Algebra 2 CA Ed
Page 170 and 171:
JCS Non-CP 6865 US History (Home St
Page 172 and 173:
Page 174 and 175:
JCS Julian Charter School LC Learni
Page 176 and 177:
ICT Literacy Maps or ICT Maps Indep
Page 178 and 179:
Page 180:
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2009-2010 Self-Study WASC Action Plan - Julian Charter School

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