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 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 Demographics

8 Serna API Results 120 point gain over six years

9 ELA Proficiency Level- Over Time Current Grade 8 students

10 ELA Proficiency Level- Grade 8 Two Way Immersion Cohort CST Language Arts: Fifth Grade Students in the Dual Immersion Program Cohort Group

11 Math Proficiency Level Over Time Current Grade 8 Students

12

13 CELDT Score Trend

14 Percent of Students Meeting CELT Criterion – Fall 2007

15 Two-Way Immersion -STS Spanish Language Arts Assessments

AYP Proficiency Targets – English Langugae Arts

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.