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

More documents

Recommendations

Info

$4th Grade: Math (page 1 of 3) CALIFORNIA CONTENT-STANDARD ...$

$Kindergarten: Math CALIFORNIA CONTENT-STANDARD ...$

Findings CHALLENGING L EARNING E XPERIENCES • Between 50-75% of instructional strategies utilize a student-centered approach to teaching and learning core academic subjects. • Differentiated instruction • Inquiry-based learning • Learning activities are rarely the same for all students. • Learning experiences may be interdisciplinary, crossage (all children within a family are involved with the same topic of study), and experiential. • Specialist-designed lessons are evaluated against rigor and relevancy to student experiences and whether the authentic application of knowledge and understanding are frequently present. • Activities where students act as co-creators of knowledge along with other students and teachers are becoming increasingly more common. • Although still building expertise, teacher and parent engagement with digital technologies has led to more student-centered learning. Examples include: • Digital Citizens Unite, Online Production Design, “published” work products, (online) peer editing, collaborative or individual student-designed content, global technology projects, photo journal essays, and topical video production • Project-based assignments promote engaged and challenged students in all programs. Examples include: • Creation of math games (MMA), meteorology research (AA), current events project (SDA), tower project (PVA), SDLC Times (student-produced newsletter), novel songs, movie poster project, ancient man magazine, Egyptian skit, Photo Story, movie creation, Glogster and erosion projects • Students are involved in co-curricular activities to extend their learning experiences. • Garden clubs • Student-led tutoring program for refugees • Service learning project involving the re-vegetation of burned areas in the east county • Community service as part of senior projects • Schoolwide culture of high expectations. Evidence • Classroom and student work observations • Student notebooks, portfolios and project photos • Rubric, instructions, and student assignments • Rubrics provided when work is assigned • Senior project writing and artifacts • Assignments in online grade book/JCS Online • ReportWriter specialist and facilitator assignments Note: • Developing a unit or course of study explicitly based on the ESLRs demands a studentcentered approach to learning; PLCs are moving to the point where they can develop model units in the core curricular areas. Most Recent Survey Results: • 91.4% of students feel that their educational program is preparing them for their future. • Majority of parents indicate that students are being educated in a manner that meets expectations and allows for personalization and student success. • Class syllabi, parent meetings, orientations, back to school nights Chapter 4: Self-Study Findings: Instruction 72 Julian Charter School Focus on Learning 2009-2010
INSTRUCTIONAL STRATEGIES AND RESOURCES • Through observations and interviews with teachers, our self-study shows that educators facilitate student acquisition of knowledge and skills using a range of methods. The majority of teachers use three or more instructional strategies frequently. Strategies are used in academy lessons, modeled by home study teachers, and, when possible, taught to home study parents: • Identifying Similarities and Differences: comparing, classifying, creating metaphors, creating analogies • Summarizing and Note Taking: analyzing, synthesizing, prioritizing data, restating, organizing • Reinforcing Effort and Providing Recognition: student self-recognition and goal setting, correlation between effort and achievement, effective praise, recognition tokens, pause-prompt-praise method (practices varies widely) • Homework and Practice: establishing and communicating a homework policy (academies), purpose of homework, student assignment sheets or planners, commenting on homework, massed and distributive practice • Nonlinguistic Representations: creating graphic organizers, using other nonlinguistic tools (strong) • Cooperative Learning: elements of cooperative learning, varying grouping criteria, group size • Setting Objectives and Providing Feedback: setting, personalizing, and communicating objectives, negotiating contracts, using criterion-referenced and assessment feedback, peer feedback, student self-assessment (area of growth) • Generating and Testing Hypothesis: systems analysis, problem-solving, decision making, historical investigation, experimental inquiry, invention (in process with work on 21st century learning) • Cues, Questions, and Advance Organizers: focusing important information, explicit cues, asking inferential and analytical questions, expository and narrative advanced organizers, skimming, specific types of knowledge, vocabulary, details, organizing ideas, skills and processes. • Students have the tools necessary to organize, access and apply knowledge. • EBSCO database available to all students and part of teacher assignments • Research papers, portfolios and reflections • Sample lesson plan • Classroom observation • Student notebooks, journaling, goal setting sheets, and learning target checklists • Links to graphic organizers • Marzano’s instructional strategies list Instructional Cornerstones to Build Upon: • Instruction is designed to connect with all four learning styles using various combinations of experience, reflection, conceptualization, and experimentation. Parents and teachers use: sound, music, visuals, movement, experience, and talking. • Instructional practices actively engage students in the planning and implementation of teaching and learning activities. • Educators construct lessons that enable a student’s progression from teacher- or parent-led to self-directed learning. • Educators construct lessons that foster the ability to “learn how to learn” (and the application of this ability to selfmonitor and improve learning progress across all subjects). • Teacher and student accounts • Student work samples Chapter 4: Self-Study Findings: Instruction Julian Charter School Focus on Learning 2009-2010 73
Page 1 and 2:
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 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: C. INSTRUCTION C1. To what extent a
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
Page 131 and 132: Table 32: CAHSEE ELA Census (Combin
Page 133 and 134: Chart 14: CAHSEE English 2008-09 No
Page 135 and 136: Table 47: Percent and Average Score
Page 137 and 138:
CELDT Following previous year’s t
Page 139 and 140:
California Department of Education
Page 141 and 142:
% Below Basic 13 % % Far Below Basi
Page 143 and 144:
California Standardized Testing and
Page 145 and 146:
CST History-Social Science (Grade 8
Page 147 and 148:
E . S ARC School Accountability Rep
Page 149 and 150:
III. School Climate School Safety P
Page 151 and 152:
VII. Curriculum and Instructional M
Page 153 and 154:
White (not Hispanic) 61 39 55 41 Ma
Page 155 and 156:
Detailed information about AYP, inc
Page 157:
Select CDS to Report: CBEDS Califor
Page 160 and 161:
Appendix 146 Julian Charter School
Page 162 and 163:
Julian Charter School Four- Year Co
Page 164 and 165:
Curriculum Order Form High School 2
Page 166 and 167:
JCS Remedial 5707 Basic English 11
Page 168 and 169:
2056 Non-CP Glencoe Algebra 2 CA Ed
Page 170 and 171:
JCS Non-CP 6865 US History (Home St
Page 172 and 173:
Page 174 and 175:
JCS Julian Charter School LC Learni
Page 176 and 177:
ICT Literacy Maps or ICT Maps Indep
Page 178 and 179:
Page 180:
show all

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

Create successful ePaper yourself

Delete template?

Save as template?