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

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ORGANIZATION/RESOURCES (CHARTER SCHOOLS) A7. To what extent has the charter school’s governing authority and the school leadership executed responsible resource planning for the future? Is the charter school fiscally solvent and does it use sound and ethical accounting practices (budgeting/monitoring, internal controls, audits, fiscal health and reporting)? A8. To what extent has the charter school developed policies, procedures, and internal controls for managing the financial operations that meet state laws, generally accepted practices, and ethical standards? Findings SUMMARY • JCS exercises responsible resource planning and conducts financial operations through established/sound procedures, including all reporting requirements. The school is solvent. Evidence RESPONSIBLE R ESOURCE PLANNING/FISCAL SOLVENCY/SOUND PRACTICES • Julian Charter School is a direct-funded charter school. • The business office, headed by a “shared” authorizing district/charter school Chief Business Officer (CBO), works closely with the district and COE. • JCS handles budgeting, payroll, purchasing, accounting, contracts, and personnel processes internally through financial systems administered by SDCOE. • Long-term debt schedules, multi-year contracts, and capital projects are tracked and monitored on a regular basis within the budget and budgeting process. • Annual reviews of significant operating costs are shared with all of those who make budget decisions, including governing bodies and the executive director. • Annual reviews of significant operating costs are shared with stakeholders at an open meeting. • JCS has a comprehensive Memorandum of Understanding (MOU) established with its chartering district detailing the specific operational relationship and responsibilities and special education/facility fees. • The current JUSD-authorized charter was renewed in the spring of 2006 and is in force through 2011. • CBO interview • Direct-funded charter school classification • Organizational chart • Personnel interviews • Financial systems • Contracts/leases • Open budget meeting handouts • Weekly office updates include enrollment projections and budget updates • Memorandum of Understanding • Charter • Charter renewal documentation Chapter 4: Self-Study Findings: Organization/Resources 54 Julian Charter School Focus on Learning 2009-2010
• JCS conducts its financial operations through established procedures required of charter schools, including all budget reporting requirements and a standardized accounting code system (SACS). • The school undergoes an annual financial audit conducted in accordance with “generally accepted accounting principles” and any other state-mandated requirements for charter schools. Audits have revealed no exceptions or deficiencies in the past four years. • The school seeks to maintain a fiscal reserve in line with that recommended in state guidelines. The uncertainty of state funding, lowered funding rates, and altered payment dates are all stresses on our systems, but are being managed appropriately. • In order to sustain a shared responsibility for fiscal matters, the responsibility for some aspects of the school’s budget was given to individual departments: K-8, 9-12, site-based programs (K-8/9-12), special education, and accountability in 2007-08. • Each student in the home study program is allotted a budget of educational units (EUs) based on grade span to purchase materials, courses, or curriculum that fall within school guidelines. • General school funding is primarily from two sources: general purpose entitlements and categorical block grants. Funding is provided from a combination of state/local sources in an amount per unit of average daily attendance in specified grade level spans. • Independent charter school funding is based on a nonclassroom-based instruction and funding determination. To date, SBE has set JCS funding at 100 percent. • The school seeks to maximize program services and receive allocations for initiatives (e.g., CAHSEE intervention, counseling services, and eRate funding). • The school’s service learning program is supported, in part, through federal funding from Learn and Serve America. This is a six-year program, with a year-toyear continuing grant application, that totals approximately $180,000 spread over six years. • Private donations to either academy programs or schoolwide are about $25,000 a year. • The school has taken steps to increase funding outside of state and local sources in numerous ways such as the establishment of a school foundation, stepped up fund raising, and increased attention on grant writing and other revenue building or marketing campaigns. • Annual budget • Interim budget reports • Annual audit/audit findings • Accounting books • WIGS 2009-2010 • Reserve documentation • Sample student envelope (part of audit) • Department budgets • Purchase orders • Cash flow logs • Monthly statements • Follett (EU) records • Other department or sitebased fiscal records • Fiscal forms used by staff • Attendance accounting • Admissions log • Non-classroom based SB740 stipulations: ≤20 percent can be spent on non-instructional items • CAHSEE intervention funding notices • Middle and high school supplemental school counseling program • Service learning grant • Donation records • eRate funding records • Articles of Incorporation 501 (c)(3) document • Fundraising flyers • WIGS 2008-2009 Chapter 4: Self-Study Findings: Organization/Resources Julian Charter School Focus on Learning 2009-2010 55
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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 ..
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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 and 66: • • ORGANIZATION/LEADERSHIP AND
Page 67: • Key academic staff includes: te
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
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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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