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

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• Monthly staff, student, and parent collaboration drives standards-based courses and sets the stage for differentiation to meet student needs and interests. • Forum days offer a joint staff/parent-teacher session. • JCS contracts with Alliant International University’s Organizational Consulting Center for supervisory coaching. The majority of supervisors have participated in the coaching process since 2005-06. • The special education department receives legislative updates and operational bulletins from the local SELPA, the authorizing school district, and the accountability coordinator, in addition to workshops. • Academic counselors subscribe to related listservs, visit other schools/districts, participate in ongoing professional development and attend conferences to keep knowledgeable in their field. • Professional Improvement Plan (PIP) is aligned with the California Standards for the Teaching Profession. • Required Teacher Technology Proficiency (TTP) portfolio and attendance, as merited, at Tech Days. • 100% of core academic subjects are taught by NCLB compliant teachers. • ESLRs posted; standards in SP; frameworks in RC. • Conference/professional development opportunities outside of school include: CUE, APLUS+, California Charter School Association, speaker series, and opportunities of choice. • Schoolwide goals incorporate hiring and training of teachers and facilitators (see WIGS, page 109): • Improve Selection Process of Educational Facilitators: Selection and matching of teachers’ skills with the appropriate subject and grade level in addition to fulfilling faculty “talent” needs is not only integral for student learning, but also for compliance with various laws and regulations. • Emphasize Training and Development (Educational Facilitators, Parents and Staff): This objective seeks to enhance the process by which educational facilitators and staff members are oriented toward and become proficient in their roles and with providing training opportunities for further development. In addition, this objective seeks to help parents improve their teaching abilities in an effort to enhance the student learning environment. • Monthly family meetings • Parent support groups and other parent PD activities (Curriculum Expo/Q Mtgs.) • Administrative coaching logs, schedules, interviews • 360 feedback process • SPED department e-mail and calendar of events • Counseling calendars, e- mails, and binders • PIP documentation • Observation schedule • TTP documentation • 47%, advanced degrees • 98%, Clear Professional Credentials • Access to key documents • Agendas and notes from conferences • Staff interviews • PIPs • Schoolwide goals 2008-09 • Cabinet, advisory council and educational leadership team agendas and minutes Chapter 4: Self-Study Findings: Organization/Leadership and Staff 50 Julian Charter School Focus on Learning 2009-2010
• • ORGANIZATION/LEADERSHIP AND STAFF A5. To what extent are leadership and staff involved in ongoing research or data-based correlated professional development that is focused on identified student learning needs? SUMMARY • Staff inservice days at the beginning and end of the year are used for reviewing data and implementing changes (e.g., INSITE program, DataDirector implementation, foundational courses) based on identified needs. • Assistant directors, departments, and curriculum teams review and analyze data to determine student learning needs and project professional development needs. Findings • Over 75% of professional development focuses on improving educator capacity to teach core academic content for understanding, in ways that enhance 21st century skills mastery (e.g., training opportunities support educators in developing assessments for classroom use, supporting teacher leaders in 21st century skills integration, developing capstone projects and/or integrating inquiry-based strategies into practice); educators have access to and use capacity-building learning communities (PLCs) and instructional tools that enhance mastery of ESLRs. • Development is supported with time and personnel. • Time reserved for all school professional development, general and specialized tech training and professional learning community work. • Individual meetings held semi-annually with staff members to set/review professional development goals and progress. • Retreats and Spotlight on Education speaker series provide professional development for leadership. • Professional development supported with materials and resources: laptops, networking tools (e.g., wikis, Exchange), data tools (SP, DataDirector), shared professional development library, online training (e.g., LearnKey, DEN), books(s) given to staff that complement annual theme(s), trainers (CLO, DataDirector). Evidence • PLC/forum agendas/notes • K-8 AC Weekly PD logs • Department and curriculum team agendas and minutes • Best practices, data findings, and PLC presentations • Staff/leadership interviews • Data/data tools • Online collaborative tools • Leadership, PLCs, DCs/CTs agendas and minutes • Professional Improvement Process/PIP documents • BTSA binders • PD purchase orders • Speaker series attendance • June tech days/TTPs • Conference share-outs • PD materials/resources • PLC monthly summaries • Staff wikis • Public folders • Subscriptions Chapter 4: Self-Study Findings: Organization/Leadership and Staff Julian Charter School Focus on Learning 2009-2010 51
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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 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: ORGANIZATION/LEADERSHIP AND STAFF A
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:
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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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