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

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ORGANIZATION/RESOURCES A6. To what extent are the human, material, physical, and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the expected schoolwide learning results? SUMMARY • Feedback from all self-study groups, parent surveys and student and parent interviews validate that JCS does well in providing and using the human, physical and financial resources needed to accomplish its mission. Findings Evidence RESOURCES S UFFICIENT AND UTILIZED EFFECTIVELY • The chief business officer, director of human resources, and the executive director (with support from others on cabinet, ELT, main office, and staff) handle budget, personnel, payroll, and purchasing. • Personnel, leases, renovation needs, maintenance, technology infrastructure and tools, as well as salary schedules and other budget-sensitive needs (budget or operational) are reviewed at each board meeting. • Department chairs, curriculum team leads, and other committees provide input about allocation of funds. • The service learning program (grant funded) embeds service learning projects into the academic program. • The JCS Foundation was established to provide additional funding for student programs, supplies, and other resources deemed important by stakeholders. • A variety of recommended curriculum is stocked and checked out to families per individual learning plan, with an option to purchase additional non-stocked educational materials resources (EMRs) as needed. • Home study families may use educational units (VCIs) to acquire lessons, tutoring, or to meet other needs. • Multiple ways for students to maintain a well-rounded educational program are offered such as Kroc passes (sports, education, activities) to music lessons. • Resource Center well stocked with textbooks, TEs, kits, manipulatives, and other resource materials. • Governing board minutes • Organizational chart • JCS budget/audits • Department budgets • Open budget meetings • New Hire Activation form • Salary schedules • Technology, facilities, and operational plans • DC/CT minutes and e-mails • Service learning grant • JCS Foundation Articles of Incorporation • Gifts, donations, and grant documentation • Curriculum order forms • Shipping cost analyses • Follett online ordering and other purchase orders • Student accounts (EUs) • Intramural athletics • Vendor courses • Murrieta Resource Center • Shipping records • Annual inventory Chapter 4: Self-Study Findings: Organization/Resources 52 Julian Charter School Focus on Learning 2009-2010
• Key academic staff includes: teachers, academic counselors, special education providers, administration, and support personnel, including technology. • Teachers are very involved in activities outside the classroom to support student success. • The special education department assists students and staff with sufficient and effective resources to support students in meeting the academic standards/ESLRs. • Staffing redistributed, as needed, to better meet the needs of students, within budget allocations. • Teachers, counselors, students, parents, and staff have access to online portals for grades and resources. • All teachers are regularly observed by administration and other support providers. • Vendors renew applications annually. • School Accountability Report Card (SARC) • Tutoring/assessment • Field trips/special events • Learning center classes • Audio or large print books • Other student aids/aides • Specialized staff • Contract personnel • Student-teacher ratio • JCS Online/TeacherEase • Administrative records • VCI applications Chapter 4: Self-Study Findings: Organization/Resources Julian Charter School Focus on Learning 2009-2010 53
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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
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JCS WASC 2009-2010 Focus Groups Org
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FOCUS ON LEARNING 2009-2010 WASC SE
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TABLE OF CONTENTS Introductory Mate
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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 and 64: ORGANIZATION/LEADERSHIP AND STAFF A
Page 65: • • ORGANIZATION/LEADERSHIP AND
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
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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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