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

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• 6-12 academies offer unique opportunities for students (e.g., fencing). • K-8 field trips offer a wide range of opportunities to explore personal interests and career interests. • Service learning curriculum such as Character Counts or participation in social action projects strengthens the school-to-life connection and promotes student academic achievement and civic and social development. • Vendor course instruction provides ways for students to explore interests and passions. • Character Counts curriculum (AC) • Unique course lists • VCI list Chapter 4: Self-Study Findings: Curriculum 66 Julian Charter School Focus on Learning 2009-2010
Findings B3. To what extent are students able to meet all the requirements of graduation upon completion of the high school program? SUMMARY • Upon completion of the high school program, 96% percent of all students have met the graduation requirements. • Staff monitors and supports progress of students toward meeting graduation (or college) requirements and senior audits identify seniors who are still behind in credits; “in danger of failing” letters and/or regular progress reports are sent each semester. • The school is at the beginning stages of implementing methods of tracking graduates. Evidence STUDENT UNDERSTANDING OF GRADUATION REQUIREMENTS • Staff monitors progress of students toward meeting graduation (or college) requirements: • Facilitators or advisors/coordinators regularly evaluate transcripts and assess student progress toward graduation (and college) requirements. • Senior audits identify seniors who are behind in credits and follow-up throughout the year. • CAHSEE scores are reviewed to ensure that this graduation requirement is met and/or that curriculum and/or interventions are adjusted as needed. STUDENT SUPPORTS IN MEETING GRADUATION REQUIREMENTS • CAHSEE flowchart • Process for regular review of student data that provides information on students meeting the graduation requirements, including CAHSEE • Grad requirement chart • UC/CSU grad requirement chart • Staff provides multiple supports to ensure students meet graduation requirements. • Placement tests determine level/schedule of advancement in math courses to support meeting the algebra requirement. • Students are introduced to CAHSEE requirements in middle school; individualized or small-group instruction (stepped-up curriculum and intervention options for different grades) aids CAHSEE prep. • All ninth grade students are required to take a writing course for success in other courses. • CP (meets a-g requirements for UC/CSU), NCP or basic curriculum levels are provided; altered schedule of courses are available. • CP foreign languages (Spanish and ASL) are offered via Elluminate (online). • CP, NCP and basic curriculum descriptions • Placement tests • Safety Net progress notes • Special education progress notes • Tutoring schedules on JCS website • Writing course description and syllabus • CAHSEE intervention options chart • View archived language class session • WIGS 2009-2010 Chapter 4: Self-Study Findings: Curriculum Julian Charter School Focus on Learning 2009-2010 67
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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
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STUDENT/COMMUNITY PROFILE Julian Ch
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ETHNICITY The ethnicity of our stud
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Framework for 21st Century Learning
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STUDENT PERFORMANCE ADEQUATE YEARLY
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Chart 4: Enrollment by Ethnicity En
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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 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: • “In danger of failing” noti
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
Page 121 and 122: 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
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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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