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

• Formative and summative assessment strategies (see
D1) include state-mandated tests, school-adopted
diagnostic tests, curriculum-embedded assessments
and performance-based assessments.
• In addition to the variety of assessments listed in D1,
parents play a large role in individual analysis of student
work on a daily basis. Parents are expected to
grade student work daily to inform instruction.
• CSTs and CAHSEE
• MAP, CLO, Baby STAR
• Math placement tests
• Core subject finals
• Quizzes/benchmarks
• Student work samples
• Journals/portfolios
• Activity-based work
• ILPs
MODIFYING THE T EACHING/LEARNING PROCESS
• One of the most effective ways that the teaching and
learning process can be altered is by selecting a
different JCS program option. Choices include:
• Academy classes, similar to traditional classrooms
but kicked up a notch, where students spend
between two and four days at a site;
• An INSITE program where students work on all
subjects with two teachers in a self-contained
classroom and the students are on site two to four
days a week; and
• A home study program where most of the learning
takes place at home, but students can also take
learning center (or academy) classes. As needed,
more intensive mentoring with the parent-teacher
or more frequently scheduled family meetings may
be incorporated.
• Other means of modifying the teaching and learning
process that are employed include:
• Curriculum modifications are implemented,
including differentiated assignments. Practices
include: lower reading level of instructional or
resource material that still provides access to the
standards, assignments that provide more student
choice, or assignments that include more breadth
in lieu of multiple assignments.
• Instructional strategies that are proven to work for
a particular student are engaged more frequently
(e.g., advance organizer, pre-learning, modality, or
the curriculum delivery method is changed (e.g.,
adjusted from primarily direct instruction to
computer-aided learning or cooperative learning)
• Pacing of curriculum delivery is adjusted.
• We are building on the premise that when students
are active participants in recording and understanding
their performance, they can use this understanding to
guide and refine their learning and work.
• Program options listed in
parent handbook
• Program observations
• Stakeholder interviews
Chapter 4: Self-Study Findings: Assessment and Accountability
Julian Charter School Focus on Learning 2009-2010 81