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

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NOTES QUESTIONS FINAL EXAM POLICY Action Plan #3 (2003-2009): Develop and implement a final examination policy for all high school students. The school has implemented a final examination policy for all high school students in core courses. Milestones from the last self-study include: • Adopted final exam board policy in the fall of 2004 with revisions added in 2008. • Initial CP final exams were given (spring 2005) for both home study and academy students in the four core courses. • Thereafter, both first and semester exams have been given. • Proctored final exams for non-CP and basic core coursework began in the winter of 2008 when the high school specialist program was in place for all levels of core subjects. • Proctored exams are offered over a period of four days, with students able to choose day, time, and location and how many tests they take during one sitting. FINAL EXAM ACTION PLAN EVIDENCE: • Final exam policy • Certificated handbook • Parent handbook • Educational leadership team, advisory council, and cabinet agendas and minutes • Copies of final exams ONGOING GROWTH NEED: • Develop consistency in regards to final exams in all high school core courses and across all programs. • Expand final exam policy to include elective and other noncore courses. • Apply principles (quality, rigor, etc.) learned through our assessment work (i.e., Stiggins) as final exams are reviewed and updated. Chapter 3: Progress Report 34 Julian Charter School Focus on Learning 2009-2010
WRITING Action Plan #4 (2003-2009): Develop a detailed plan to improve writing skills at the 6 th -12 th grade levels. As a school we have worked hard to find curriculum and methods of teaching writing that work well for home study students (kindergarten through grade 12) comparable to the instruction academy students receive from a certificated teacher at least twice a week. The sequence of work in the improvement of writing skills has included some trial and error and some good progress: • Initial program implementations included Step up to Writing and Criterion Online Writing Evaluation. • Provided K-8 student and parent training on the 4-Square Writing Method. • The Strategies for Writers curriculum, a structured textbook approach, was chosen to contrast with the Step up to Writing program for families needing additional lesson detail. • The subscription to Criterion Online Writing Evaluation was cancelled as the program was not useful in helping students evaluate or improve their writing. • English specialists began working with grades 9-12 as the specialist program was implemented. • A mandatory writing class (or its equivalent in the academy program) was implemented as a requirement for graduation. The class is open to eighth graders, but is mandatory for home study ninth graders who have not fulfilled the requirement or passed the challenge exam. Eleventh grade students new to the school are required to take the class unless they have taken and passed the English portion of the CAHSEE. Instruction is offered in a variety of ways, including an online class. • English and language arts PLCs are established; wikis used for teamwork, collaboration, and document sharing. • Elluminate writing classes are offered for middle schoolers. • More K-8 teachers are trained to use Excellence in Writing materials; writing seminars with author Andrew Pudewa. • Schoolwide writing samples (writing portfolios grade 9) are collected at specified grade levels and timelines and scoring methods calibrated (beginning stage). • Student work samples are analyzed to improve instruction and product production. Chapter 3: Progress Report Julian Charter School Focus on Learning 2009-2010 35
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 and 38: • Recognize need for common asses
Page 39 and 40: CRITICAL AREAS OF NEED Expand expos
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: • Building consistency, where pra
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
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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
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Table 32: CAHSEE ELA Census (Combin
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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
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California Department of Education
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% Below Basic 13 % % Far Below Basi
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California Standardized Testing and
Page 145 and 146:
CST History-Social Science (Grade 8
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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
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White (not Hispanic) 61 39 55 41 Ma
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Detailed information about AYP, inc
Page 157:
Select CDS to Report: CBEDS Califor
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Appendix 146 Julian Charter School
Page 162 and 163:
Julian Charter School Four- Year Co
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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
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ICT Literacy Maps or ICT Maps Indep
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Page 180:
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2009-2010 Self-Study WASC Action Plan - Julian Charter School

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