Executive Summary Did not meet API/AYP goals in language arts for the

school or significant subgroups. Did not meet API/AYP goals in math for the school or

significant subgroups. EL students in the dual immersion program outpace

students in English Language Arts both in the district and state-wide by eighth grade.

Parents have a very high level of satisfaction with the school and the program.

The school will look at the newly adopted curriculum in math and language arts for implementation in grades K-5.

The school will work with WestEd to establish benchmarks in Spanish Language Arts and train teachers in the use of formative assessments.

2

Joe Serna, Jr. Charter School

Charter Annual Report

Lodi Unified Board of Education

November 5, 2008

Michael Gillespie, Principal

3

Joe Serna, Jr. Charter School

07-08 Overview Did not meet API/AYP goals in language arts for

either the school or significant subgroups. Did not meet API/AYP goals in math overall and

for significant sub-groups. 4,697 hours of parent participation Art instruction in every class each week Parenting classes for nutrition, parenting skills,

family literacy, and ESL/Citizenship.

4

Joe Serna, Jr. Charter School

Core Elements of Serna Charter:

•Two-way Immersion – Proficiency in two languages, Intercultural understanding.

•Integrated/Thematic Instruction – Problem solving, cooperative learning.

•Fidelity to instructional program and curriculum K-8

•Personalized Learning – Small School Community

5

Joe Serna, Jr. Charter School

Staff Development Focus

Teachers spend an average of 40 hours in staff

development each year. Math Matters Guided Language Acquisition Design (GLAD) Two Way Immersion Teacher Development Literacy and Language Arts Assessment and Data Analysis

6

Joe Serna, Jr. Charter School Survey Results

95% of parents agree the school has high expectations and makes them clear.

96% feel the school respects all cultures.

95% are very satisfied with the overall educational program.

92% of students 4-8 think their teacher believes they can learn.

92% of students feel they know what they are supposed to learn in class.

91% feel very good work is expected at school.

7

Joe Serna, Jr. Charter School - Demographics

Language Status

38%54%

EO 111

ELL 156

FEP 22

Ethnicity6%

67%

30%

Anglo 72

Latino 198

Asian 17

Other 2

DemographicsEconomic Status

64%36%

Free and Reduced188

Paid 101

8

Serna API Results 120 point gain over six years

554 550

617656 653

718693 674

400450

500550600650

700750800

2001 2002 2003 2004 2005 2006 2007 2008

Seventh and Eighth Grade Added

9

ELA Proficiency Level- Over Time Current Grade 8 students

1 1 1 1

24

2 1 1

12 1112

1210

6 9

9

2 2 3

1

54

1

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7

Advanced

Proficient

Basic

BelowBasic

Far BelowBasic

2

10

ELA Proficiency Level- Grade 8 Two Way Immersion Cohort 07-08

10 0 0

3

1 20

9

9 9

8

86

21

35

2 2

Grade 4 Grade 5 Grade 6 Grade 7

Advanced

Proficient

Basic

BelowBasic

Far BelowBasic

CST Language Arts: Fifth Grade Students in the Dual Immersion Program Cohort Group

11

Math Proficiency Level Over Time Current Grade 8 Students

0 02 1

2 32 3

87 7 6

16

99

46

4 4

0

3

59

6

0

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7

Advanced

Proficient

Basic

BelowBasic

Far BelowBasic

12

2008-2009 Eighth Grade Dual Language Immersion Students Serna Charter School

CST English Language Arts Scores English Learner Sub-Group7th Grade Scores 2007-2008

0

10

20

30

40

50

60

Far Below Basic Below Basic Basic Proficient Advanced

Proficiency

Perc

ent o

f Stu

dent

s

Serna ELs Lodi ELs State ELs

13

CELDT Score Trend

Joe Serna Charter School Growth in English Language Proficiency Sy 2004 - SY 2007

460

465

470

475

480

485

490

495

500

505

510

515

SY 04-05 SY 05-06 SY 06-07 SY 07-08

CE

LD

T T

OT

AL

SC

AL

ED

SC

OR

E P

OIN

TS

Recalibration of CELDT

14

Percent of Students Meeting CELT Criterion – Fall 2007

21

3948

71 70

0102030405060708090

100

4 5 6 7 8

Serna

District

County

State

15

Two-Way Immersion -STSSpanish Language Arts Assessments

60

4854 57

59

48 52

64

0

10

20

30

40

50

60

70

2 3 4 5 6 7

STS 07 Avg. %CorrectSTS 08 Avg. %Correct

16

2008 AYP Proficiency Targets –English Langugae Arts

17

2008 AYP Proficiency Targets - Math

18

Joe Serna, Jr. Charter School

Possible Causes for Decrease Students in the sixth and eighth grade scored significantly

lower in math with zero students in the proficient and advanced levels

The math scores trend downward over time indicating a need for stronger implementation of the curriculum at the middle school level.

The number of students increasing one level of proficiency in the area of language arts did not increase to offset the losses in the area of math.

The Dual immersion program can have both positive and negative impact on STAR results.

19

ACTION PLAN

The school will look at the newly adopted curriculum in math and language arts for implementation in grades

K-5. Teachers perform an individual analysis of both their

current and former students to look for areas of strength and weakness in the educational program.

Continue to train teachers in the TAASA strategies. The school will work with WestEd to establish

benchmarks in Spanish Language Arts and train teachers in the use of formative assessments.

20

Action Plan - Continued

Continue to implement math intervention in conjunction with the Bridges program on site after school.

The principal will meet with all middle school students individually to discuss learning goals on the STAR assessments.

The school will focus on the positive aspects of the STAR assessment by celebrating student and school success and talking about the importance of the assessment.

Continue to target students in significant sub-groups whose results are in the basic level in order to increase student outcomes to the proficient level.

21

Action Plan- Continued

Continue staff development in GLAD and Math Matters in order to have all teachers trained.

Complete staff development in the area of literacy in grades K-8. Reading interventions for students in grade 1-8 include: after school

intervention groups, reading resource intervention groups during the school day, intervention reading groups in grades 4-6 and guided reading groups in grades 1-3.

Utilize the Americorps tutors to target level 1 and 2 ELL students as well as students not meeting the proficient level on STAR assessments.

Students will continue to be referred to summer intervention programs.

The school also utilizes the Instructional Support Team (IST) and Individualized Educational Program (IEP) processes to assist students who have special needs and are not meeting state, district, and school expectations.