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

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SUPPORT A CHIEVEMENT OF STANDARDS/ESLRS • All governing bodies, leadership teams, and stakeholders provide input and direction on ESLR outcomes. • Department chairs/curriculum team leads meet with assistant directors monthly to plan/review PLC work and determine needed professional development. • PLCs meet monthly to review data, analyze student work, develop common assessments and focus on continuous improvement. • Leadership and teaching staff participate in ongoing reviews of teaching and facilitating practices to ensure academics are relevant and rigorous. • The executive director communicates weekly to the staff via email in the form of a weekly update and communicates regularly with the board. POLICY I MPLEMENTATION DELEGATED TO PROFESSIONAL STAFF • The school’s organizational chart outlines areas of responsibility and categories of direct reports. • Each program director/assistant director is tasked with running one aspect of the educational program: K-8 home study, high school home study, K-8 academies, 6-12 academies, and special education. • Each site coordinator is tasked with communicating and engaging parents and other stakeholders in the vision and mission of the school as well as generating and sustaining a school culture conducive to student learning and staff professional growth. • Important decisions and responsibilities are delegated to committees made up of all interested stakeholders. MONITOR RESULTS • Staff monitors and assesses student progress; leadership teams report progress to the board and advisory council; governance bodies or designated stakeholder teams incorporate data into school planning decisions; as possible, decisions are made collaboratively. • All stakeholders support high quality learning experiences with every student achieving the standards. • An SPSA is developed, however, since the school is not required to have one, it has not been through the formal stages; our LEA Plan will be updated upon reauthorization of NCLB or its equivalent. • As an independent charter, JCS is exempt from most provisions of the CA Education Code and does not receive Title I funds or free/reduced lunch allocations. • Meeting notes • PLC wikis • Office Update e-mails • WASC preface, certificated handbook, public folders • Education leadership team and coordinator interviews • Site and program visits • Small school learning communities (SLCs) • PLC, forum and leadership teams agendas • Strategic plan, budget, and tech meeting agendas and minutes • Schoolwide and student data reports • Planning documents • PLC, forum, and leadership teams agendas Planning documents: • Strategic plan(s) • Schoolwide goals (board goals) • WASC action plan • Technology plan • ESLRs/21st century framework Chapter 4: Self-Study Findings: Organization/Governance 46 Julian Charter School Focus on Learning 2009-2010
ORGANIZATION/LEADERSHIP AND STAFF A3. a) To what extent based on student achievement data, does the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards? b) To what extent does the school leadership and staff annually monitor and refine the schoolwide action plan based on analysis of data to ensure alignment with student needs? SUMMARY • The actions of cabinet and the educational leadership team (ELT) are directly linked to students’ achievement of the academic standards and the ESLRs. • Cabinet, the educational leadership team, and the advisory council provide input for, review, and monitor implementation of the action plan and the strategic plan. • The educational leadership team reviews data on an ongoing basis, plans for and ensures the implementation of the action plan and provides input on the relevant EdWing elements of the strategic plan. • Leadership (from executive director to department chairs) works to place teaching staff in areas of strength and interest. • Leadership uses processes/procedures for involving staff in shared responsibilities/actions to support student learning: • Department chairs/curriculum teams develop goals annually and communicate regularly to assess student progress; PLCs are structured as collaborative tools and use a variety of data as basis for measuring/shaping progress on the ESLRs. Findings Evidence SCHOOL LEADERSHIP AND STAFF FOCUS ON STUDENT ACHIEVEMENT • With the adoption of PLCs, the school’s academic program planning is broad-based and collaborative and includes overlapping and diverse wings of the educational program: academies and learning centers, K-8, high school, Safety Net, SPED, resource center, accountability/testing, and technology. • PLC agendas and minutes • Survey results • Leadership retreats (schoolwide planning) -- agendas and notes • Organizational chart Chapter 4: Self-Study Findings: Organization/Leadership and Staff Julian Charter School Focus on Learning 2009-2010 47
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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
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 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: ORGANIZATION/GOVERNANCE A2. To what
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
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Action Plan Item #2 Area of Focus:
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Action Plan Item #3 Area of Focus:
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Action Plan Item #3 Continued Actio
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APPENDIX Appendix Julian Charter Sc
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A. PERCEPTION DATA Each year studen
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Chart 6: Satisfaction with EF I am
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Schoolwide Goals 2008-09 Wildly Imp
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D. SUPPLEMENTARY PROFILE DATA Chart
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Table 20: Parent Education 1 2 3 4
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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
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Table 47: Percent and Average Score
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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
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CST History-Social Science (Grade 8
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E . S ARC School Accountability Rep
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III. School Climate School Safety P
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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
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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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