1. Joe Serna, Jr. Charter School Annual Report Lodi Unified School District Board of Education November, 2012 Maria G. Cervantes, Principal

2. Executive Summary Met API goals school-wide with 8 point gain 726. Did meet API goals for significant sub-groups. Hispanic Latino-10 pts., White-5 pts., EL-16 pts., Soc. Eco. Dis.-23pts. Met 13 of 21 AYP goals. Math Percent Proficient in Grades 2-7 continue to improve. Positive four year trend for Algebra I scores in eighth grade. EL students in the dual immersion program outpace students on California English Language Development test (CELDT) criteria in the district, county, and state by eighth grade. In grades 6-8 all but one student scored in the Intermediate level or higher on the CELDT test. Twelve students in eighth grade are eligible to attain the Bi-Literacy Award from San Joaquin County of Education. 2

3. 3 Executive Summary The school will continue to work with Action Learning Systems to utilize benchmarks in Spanish Language Arts and train teachers in the use of formative assessments. Serna will continue development of criteria for AP Track in Spanish at Lodi and Tokay High Schools We will also continue development of “Seal of Bilingualism” through the California Department of Education for 12-13 school year. All core classes in middle school are one hour. Parent participation exceeded 5,485 hours during the 2011-12 school year. Service Learning Activities in each grade. Art, drama, music, each week in grades K-5 Band Instruction available for 4 th -8 th grade students.

4. Joe Serna, Jr. Charter School Core Elements of Serna Charter: Two-way Immersion – Proficiency in two languages, Intercultural understanding. Focus on effective instructional strategies and techniques K-8 Integrated/Thematic Instruction – Problem solving, cooperative learning. Personalized Learning – Small School Community 4

5. Joe Serna, Jr. Charter School Staff Development Focus Teachers spend an average of 40 hours in staff development each year. Two Way Immersion Teacher Development Balanced Literacy and Language Arts in Spanish and English Guided Language Acquisition Design (GLAD) Assessment and Data Analysis/Action Learning Systems Writing Process Training/Action Learning Systems 5

6. Joe Serna, Jr. Charter School - Demographics Demographics 6

7. Serna API Results 176 point gain over ten years 7

8. Math Percent Proficient Grades 2-7 8

9. CST Algebra I: Five Year Trend 9

10. CST ELA Percent Proficient by Grade 10

11. CST ELA: Four Year Trend Grades 2-8 11

12. Percent of Students Meeting California English Language Development Test Criterion – Fall 2011 12

13. ACTION PLAN 2012-13 Intensive focus on data analysis to drive instruction and to make appropriate recommendations for academic interventions for students. Teachers will perform an individual analysis of both their current and former students. Doing this will identify trends, areas of strength and challenge in the instruction and materials used. Data will be analyzed by grade level and cross grade level. Continue to identify students in significant sub-groups whose results are in the basic level in order to address and increase student outcomes to the proficient level. The principal will meet with all 6 th through 8 th grade students to review and set achievement goals on the STAR assessments. As a learning community we will focus on the positive aspects of the STAR assessment by celebrating student and school success and talking about the importance of the assessment. 13

14. ACTION PLAN 2012-13 (Continued) Continue to provide professional development and coaching in the area of balanced literacy in grades K-8. Continue to implement effective strategies and techniques to support balanced literacy. Targeted instruction utilizing Junior Great Books in Spanish and English. Literacy interventions for students in grades K-8 will include: After school intervention groups, intervention groups in reading and writing during the school day will also be provided. The Serna Staff will visit the Napa Language Academy to compare and contrast the best practices to increase academic achievement in a dual language immersion program in Spanish and English. 14