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

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ANALYZING S TUDENT DATA • Assessment data is analyzed in leadership teams and PLCs: • State-mandated tests (e.g., CSTs, CAHSEE, PFT). • School-adopted diagnostic tests (NWEA MAP, CLO, COIN3, Renaissance Learning’s Baby STAR). • Curriculum-embedded assessments: o Math placement tests are administered to high school (or applicable middle school) students at the beginning of the year. o Finals are administered in all core classes to high school students. • Formative assessments: o Formative assessment work is overseen both by the educational facilitator/teacher and the parent-teacher. • Student results data is analyzed and provided to different stakeholder groups by the Accountability Coordinator. • At the beginning of each school year, findings are used to guide the direction of the teachers and departments: o Teachers: results of how current students performed on the previous year’s CSTs. o Department chairs and curriculum team leads: student data for courses/subjects. • Mid-year and end-of-year data collections include course grade and CAHSEE/STAR comparisons. • Non-test related data (e.g., enrollment and mobility rates) are analyzed in administrative and leadership teams and shared with PLCs and other stakeholders, as appropriate, by the Accountability Coordinator. REPORTING ACHIEVEMENT D ATA FINDINGS • Numerous methods are used to report student performance data to students, parents and community. • The high school program uses two learning management systems, JCS Online (home study) and TeacherEase (academies), to report progress and communicate with parents and students. • State-mandated test scores (CSTs and CAHSEE) and other test reports (PSAT, MAP) are mailed home to parents and/or reviewed at family meetings (home study) or conferences (academies). • Data/PLC training agendas • DataDirector reports • Public folders: raw data, disaggregated data, and data analyses • Math placement tests • Core subject finals • Formative data: • Writing journals • Quizzes/benchmarks • PBLs • ILPs • Performance-based and other observable activity-based work • PLC department work • Teacher reports for current student rosters • Department reports • Non-test related data • CST/CAHSEE reports • JCS Online/TeacherEase Chapter 4: Self-Study Findings: Assessment and Accountability 78 Julian Charter School Focus on Learning 2009-2010
• Other reporting methods include: • Report cards are given to students and parents each semester. • The School Accountability Report Card (SARC) is posted on the school website. • “In danger of failure” letters are sent home midsemester to the parents of any home study high school student who is in danger of failing the course. • Other data reporting methods (facilitator/teacher to supervisor) related to student performance include: • Concern Report: Includes student profile with performance measures, the nature of the concern, what changes and accommodations have already been attempted, suggestions from the Safety Net team, and action items. • High School CAHSEE Intervention Form: In-house form records all scores and interventions that have been attempted to date for students who have not passed the CAHSEE by the end of the 10th grade. • Reports cards/progress reports/parent letters • E-mail/telephone calls • Governing board reports • SARC • Diagnostic reports (e.g., MAP Student Progress Report) • Concern Reports • CAHSEE Intervention Forms Chapter 4: Self-Study Findings: Assessment and Accountability Julian Charter School Focus on Learning 2009-2010 79
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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
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• Recognize need for common asses
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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 and 88: INSTRUCTIONAL STRATEGIES AND RESOUR
Page 89 and 90: INSTRUCTION AREAS OF STRENGTH • J
Page 91: D. ASSESSMENT AND ACCOUNTABILITY D1
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
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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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