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

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• Students think, reason, and problem solve in group and individual activities. • Discussions and class wikis • Student-created rubrics • Self and group assessments • Writer’s workshops and peer editing • Students use technology. • Student-created PowerPoints • Use of wikis, blogs, and Google apps • Use of Photo Story and video production • CompassLearning Odyssey • Online courses: Spanish III, Digital Citizens Unite, Algebra Support (and tutoring), CLO high school courses, Discovery Streaming • Students use materials and resources and construct learning beyond the textbook. • Résumé writing • Current events (newspapers and media) • Students participate in job shadowing • Assorted field trips • Vendor Course Instruction • Internships and work experience • Enrollment in community college/ROP classes • Participation in SPAWAR – Girl’s Day Out, BE WiSE (San Diego Science Alliance), and Civil Air Patrol • Service learning projects • Goals for Linking Instruction and Assessment: • Feedback on mastery is timely and geared toward individual learning styles • Teachers monitor progress and adjust instruction (curriculum, strategies, gaps, tools, scaffolding) • Ongoing formative assessment involves students in the evaluation of their own learning and goal setting • Teachers work as coaches to facilitate learning • Rubrics are provided when work is assigned • Student progress in mastering core subjects and 21st century skills is measured over time through a comprehensive, balanced assessment approach (e.g., formative, benchmark, summative and/or large-scale assessments) • Capstone projects, portfolios, and performancebased work products are used to formatively assess student performance • English class wikis • Rubric for human body 3-D model • Spanish self assessment • Writing workshop peer editing sheet • Student work sample of science project • English and science wikis and websites, K-8 projects • Elluminate schedule • Classroom observation • WIGS 2009-2010 • English and life skills assignments, social studies current events project, ROAR week (MA) • Field trips to colleges, Salk Institute, sheriff substation • Master agreements • Refugee tutoring program (AA), native plant revegetation project (PVA) • Learning Styles • Goal setting sheet • Rubrics Chapter 4: Self-Study Findings: Instruction 74 Julian Charter School Focus on Learning 2009-2010
INSTRUCTION AREAS OF STRENGTH • JCS focuses on personalized learning. Students have a variety of choices to pursue their education including online learning, personalized electives, classroom instruction, community college and ROP classes, and a large selection of vendor course instruction. • Regularly scheduled time is set aside to discuss curriculum and instruction. • Students are provided with multiple ways to demonstrate outcomes (i.e., the ability to incorporate projects of interest, or different modalities into assignments). • The implementation of instructional modules Compass- Learning Odyssey) based on MAP test results (K-8) provides high quality direct instruction, enrichment, or intervention. • Resources have been purchased to make communicating, teaching and tutoring students more effective across a large geographic area. • A strong effort is made to not only place students appropriately from the beginning, but to not “sit” on an issue and instead take swift action to ensure student success. • JCS offers multiple program options for students—we are not one size fits all. • Numerous creative and engaging learning experiences are embedded in all JCS programs. INSTRUCTION AREAS OF GROWTH • Expanded process of examining student work using rubrics, including student-generated rubrics for content area writing. • Need for common assessments across all instructional programs to provide the data necessary to analyze the effectiveness of instructional strategies. • Develop grading policies, staff calibration, and rubrics to bring consistency to final exam scores and semester grades. • Expand opportunities for student-centered project-based activities into student learning paths; work with parents to design more activity-based curriculum. • Further articulate the linkage between field experiences (field trips, job shadowing, service learning) and curriculum standards; build out internship and career path programs. • Move from providing distance-based learning opportunities to authentic online learning. Chapter 4: Self-Study Findings: Instruction Julian Charter School Focus on Learning 2009-2010 75
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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
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STUDENT PERFORMANCE DATA ACADEMIC P
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students passing English-language a
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CHAPTER II: STUDENT/COMMUNITY PROFI
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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 and 86: C. INSTRUCTION C1. To what extent a
Page 87: INSTRUCTIONAL STRATEGIES AND RESOUR
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
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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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