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

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NOTES QUESTIONS organizational structure allows staff members to focus and train within their area of specialty. As of 2009-2010, we have adjusted the duties of the academic counselor and added an additional person to the team—one academic counselor now serves the home study population and one the academy students. HIGH SCHOOL PROGRAM STRUCTURE ACTION PLAN EVIDENCE: • Professional Improvement Plans (PIPs) • Job descriptions • Department agendas and minutes • Staff and PLC wikis • JCS Online • Counselor webpage, counselor packets • Stakeholder interviews • Certificated and parent handbooks ONGOING GROWTH NEEDS: • Build a cohesive high school program across all high school program options. • Begin to bring the same focus and attention to non-core courses and electives as the work previously completed in core course areas. • Expand high school program to include more career technical pathways (WIGS 2008-2009). • Seek ways to provide additional support structures for students not achieving success. • Continue to analyze data to drive instructional and programmatic department-wide decisions. Chapter 3: Progress Report 38 Julian Charter School Focus on Learning 2009-2010
PROFESSIONAL DEVELOPMENT Action Plan #6 (2003-2009): Create a plan that will increase the variety and frequency of parent and staff professional development opportunities. The school has recognized the need for sustained and impactful professional development and has sought creative ways to provide meaningful training for teachers and parents spread over a wide geographic area. Our efforts at co-training parents and teachers have been largely unsuccessful and so we have moved the focus to having the best professional development program we can for our staff and then having the staff (or parents) mentor parent-teachers one-onone (beginning stage) and through other avenues such as co-op meetings, support groups, expos, and online discussion groups. Milestones from the last self-study include: • Teachers at Julian Charter School set goals and track professional growth through a Professional Improvement Plan. • Staff meetings have evolved from compliance and “how to” sessions to Professional Learning Communities (PLCs). • Highly qualified single-subject department chairs or curriculum team leads oversee and facilitate respective PLCs, while the assistant directors lead program PLCs. • More organized opportunities have been provided for parentteachers to gain expertise in areas of concern, including the last session of each forum designed as a parent/staff session. PD ACTION PLAN EVIDENCE: • Professional Improvement Plans/Tech Portfolios (PIPs/TTPs) • BTSA/Formative Assessment for California Teachers (FACT) • PLC and forum agendas and minutes; parent/staff/PLC wikis • Stakeholder interviews • Beginning work in teaming parent mentors/parent mentees • Event and professional development calendars (e.g., curriculum workshops, Q meetings, support group schedules) ONGOING GROWTH NEED: • Professional development needs are ongoing and include training for both staff and parent-teachers (PLCs, parentteacher coaching/peer mentoring, and support groups). Chapter 3: Progress Report Julian Charter School Focus on Learning 2009-2010 39
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 and 48: • Building consistency, where pra
Page 49 and 50: WRITING Action Plan #4 (2003-2009):
Page 51: HIGH SCHOOL PROGRAM STRUCTURE Actio
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
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
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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
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
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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
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
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Page 180:
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2009-2010 Self-Study WASC Action Plan - Julian Charter School

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