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

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D3. To what extent does the school, with the support of the district and community, have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected schoolwide learning results? SUMMARY • As noted in D2a and D2b, JCS uses a variety of assessment strategies, and the findings of these strategies, to modify the teaching and learning processes. This is possible because JCS has an assessment and monitoring system in place to determine student progress toward achievement of state standards and our ESLRs. Our monitoring system examines students as individuals and as groups. Findings • Monitoring of individual students • The process of monitoring students begins the moment a student enrolls with JCS. Previous student data is examined so correct student program placement and curricular choices can occur. • Ongoing and frequent student monitoring: o Parents/students: daily progress monitoring o Academy teachers: class time/weekly checks, learning management system, if applicable o Home study teachers: monthly meetings o Home study high school teachers: weekly monitoring on learning management system • Monitoring of students in groups • PLCs analyze assessment results to effect change of practice and instruction: grade levels and department are moving towards common assessments, aligned to standards, given at regular intervals during the school year, and reviewing assessment results to determine needed curricular changes. Evidence • Student files • Teacher observations • Collection of student work used for learning period envelopes • Student data on the learning management systems • Counselor meets with any student scoring Far Below Basic or Below Basic on the California Standards Tests • Student reports of achievement by group Chapter 4: Self-Study Findings: Assessment and Accountability 82 Julian Charter School Focus on Learning 2009-2010
D4. To what extent does the assessment of student achievement in relation to the academic standards and the expected schoolwide learning results drive the school’s program, its regular evaluation and improvement and usage of resources? SUMMARY • Student learning is the primary purpose of our school and how we use resources and what changes are made to our school’s program(s), including its regular evaluation, are based on how well our students are meeting state standards and our school ESLRs. • A significant change has occurred since the last WASC visit in the area of using data to drive decision making within JCS. Data, such as student test scores, are being more globally reviewed and the staff is beginning to embrace using these data to plan future programmatic changes, student interventions, and the individualization of student educational programs. Findings • Resource usage changes driven by student achievement in relation to the academic standards and ESLRs. • Textbook selection: Additional curriculum options, Prentice Hall Math 6, Pre-algebra and Algebra I, were added to support middle school math. • Technological systems: o Learning management system: provides oversight and teacher/home communication. o Elluminate: supports online classes at middle and high school levels; also used for tutoring. o DataDirector: allows analysis/disaggregation of data; replaced spreadsheet analysis. • Program changes driven by student achievement in relation to the academic standards and ESLRs. • PLCs put in place/professional development. • Support structures added: tutoring, in-person and online; writing course; algebra support course. • Common high school core subject finals. Evidence • Textbooks in resource center • Learning management systems • Elluminate (possible to view an archived session) (WIGS 2009-2010) • DataDirector reports • PLC agendas and work • Student tutoring schedule • Writing course material • Algebra support materials • Department finals Chapter 4: Self-Study Findings: Assessment and Accountability Julian Charter School Focus on Learning 2009-2010 83
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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
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CHAPTER III: PROGRESS REPORT Chapte
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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 and 92: D. ASSESSMENT AND ACCOUNTABILITY D1
Page 93 and 94: • Other reporting methods include
Page 95: • Formative and summative 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
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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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