• Abstract and Figures
• Public Full-text

AGUEDA I. JOHNSTON MIDDLE SCHOOL SELF-STUDY REPORT

192 Dero Road Ordot, Guam 96910

Guam Department of Education

March 11-14, 2014

WASC Focus on Learning Accreditation Manual, 2013 Edition OUR SCHOOL COMMUNITY: AGUEDA I. JOHNSTON MIDDLE SCHOOL Principal James M. Petitte Assistant Principals Erica Sudo Cepeda, Curriculum, Instruction & Assessment Angel S. Legaspi, Student Support Office Kevin Smith, Special Programs Focus on Learning WASC Committee Chair Dr. Benjamin Santiago, Self-Study Coordinator Jiana Sanchez, Co-Coordinator Vicky Cruz, Chairperson –Organization for Student Learning Roger Reoganis, Co-Chairperson – Organization for Student Learning Lethia Calvo, Chairperson –Curriculum, Instruction, and Assessment Yolanda Roundtree, Co-Chairperson –Curriculum, Instruction, and Assessment Betty Diaz, Chair – Student Personal and Academic Growth Andria Quinata, Co-Chaiperson – Student Personal and Academic Growth Patricia Quichocho, Chairperson – Resource Management and Development Andrew Borja, Co-Chairperson – Resource Management and Development Parent-Teacher Organization Joyce Rosario, President Rosita Muna, 8th Grade Vice-President Christine Chargualaf, 7th Grade Vice-President Marie Reyes, 6th Grade Vice-President Patricia Quichocho, Secretary Christine Chargualaf, Treasure Mark Tainatongo, Public Relation Officer Student Leaders Maleia Lute, NJHS President Angel Rose Cruz, SBA President Sixth Grade

Goonies Navigators

Reading Lethia Calvo Joyce Aguilo

Language Arts Liza Artero Lourdes Farfan

Math Odelia Sablan Lorraine Banu

Social Studies Rigta Aguilar Mark Tainatongo

Science Teresita Manaloto Pierre Calvo

Seventh Grade

Pathfinders Skulls and Crossbones

Reading Yolanda Roundtree Jannale Aflague

Language Arts Jesusa Ladrido Alva Wan

Math Ofelia Camaganacan Earvin Santa Maria

Social Studies Andrew Borja Kirk Spindel

Science Patrick Manibusan Luciano Oppus

Eighth Grade

Black Pearls Explorers

Reading Yoshiko Kajiyama Laura Topasna

Language Arts Aubrey Benito Jiana Sanchez

Math Elsa Bautista Geraldine Quichocho

Social Studies Vilma Kempen Christian Ong

Science Patrick Perez Leah Koch Special Programs SPED ESL Reading Josephine Castro Liezel Chen Lang Arts Carmel Diaz Liezel Chen Math Todd Theisen Ronald Labrador Social Studies Jonah Gumataotao Albert Caasi Science Franklin Perez Albert Caasi Real Life Skills Andria Quinata (RLS) Deaf and Hard of John Russell Hearing (DHH)

ELECTIVES Fred Aguon Michelle Taitague Joseph Cruz Paul Taisapic Chamorro Chamorro Language Physical Education Physical Education Language Leslie Avilla James Berry Christine Naputi Alvin Fejeran Japanese Tourism Physical Education Physical Education/ Health Patricia Quichocho Caesar Whitt Linda Taitano Rosalinda Burkhart Health Industrial Arts Career ED Computer Science Gloria Obias Ronald Labrador Dr. Benjamin Santiago Luis Frank Cabral Visual Arts/ Visual Arts/ Journalism/ Music Math Enrichment ESL Math Cultural Dance Faith San Nicolas Reading Enrichment

STUDENT SUPPORT NON INSTRUCTIONAL PERSONNEL

Vicky Cruz Kristle Rosario Debra Mariano Evita Lujan- Espinosa Sixth Grade Counselor Seventh Grade Eight Grade Counselor SPED CRT Counselor Mark Kempen Betty Diaz Roger Reoganis Naomi Lujan-Gonzales School Librarian School Health Counselor ESL Coordinator SPED CRT Support Staff School Aides Support Staff Support Staff Paraeductor Pareducato (Full-Time) r (Part- Time) Pete San Nicolas Anthony Camacho Eileen Susan Gogo Remedio Lead School Aide Supervisor Quichocho Paraeducator Meno Computer Operator Francisca Aguon Gilbert Sanchez Magdalena Rick Quinata Deniong Duenas Paraeducator Phillip Community Aide -Attendance James Losongco Joseph Arriola Barbara Fejeran Kent Espinosa Tanya Business Office Clerk- Student Paraeducator Simer Support Office Carmelita Evangelis Babauta Richard Bossy Japheth Apiag Arthur Quidachay DHH-Interpreter ESL Aide Paraeducator Creelman BJ Naputi Christine Ryan Gauguin Vince Richard Chargualaf Attendance Quintanilla Mangling DHH-Interpreter Officer Paraeducator Edward Affable Monika Duenas Steven Angelina Irene Mangling DHH-Interpreter Parent Community Paraeducator Outreach Program Carol Prejean Main Office TABLE OF CONTENTS

Chapter I: Student/Community Profile and Supporting Data and Findings...... 1

Chapter II: Progress Report...... 19

Chapter III: Student/Community Profile – Overall Summary from Analysis of Profile Data and Progress...... 27

Chapter IV: Self-Study Findings...... 30 A: Organization for Student Learning ...... 31 A.1 School Purpose...... 33 A.2 Governance Criterion...... 39 A.3 School Leadership...... 47 A.4 Staff Criterion...... 53 A.5 School Environment Criterion...... 61 A.6 Reporting Student Progress Criterion...... 69 A.7 School Improvement Process Criterion...... 74 Strengths and Growth Needs...... 78

B: Curriculum, Instruction, and Assessment ...... 79 B.1 What Students Learn Criterion...... 80 B.2 How Students Learn Criterion...... 98 B.3 How Assessments is Used Criterion...... 111 Strengths and Growth Needs...... 121

C: Support for Student Personal and Academic Growth…...... …………… 122 C.1 Student Connectedness Criterion...... 124 C.2 Parent/Community Involvement Criterion...... 146 Strengths and Growth Needs...... 152

D: Resource Management and Development ...... 153 D.1 Resource Criterion...... 154 D.2 Resource Planning Criterion...... 162 Strengths and Growth Needs...... 169

Prioritized Areas of Growth Needs from Categories A through D...... 170

Chapter V: Schoolwide Action Plan ...... 171

Appendices...... 176 1. Preface

This document is the culmination of activities and events that led to the successful completion of the 2014 Western Association of Schools and Colleges (WASC) Full Self Study Report written by the stakeholders of Agueda Iglesias Johnston Middle School (AIJMS). In collaboration with the Guam Department of Education (GDOE), six professional development half days were approved for the collection, analysis, and synthesis of quantitative data. Unique to this year’s report and in response to the last WASC recommendation, qualitative data was also used to gain the insights of our students interests and concerns regarding academic achievement and social success; hence, this report is more “student centered” as opposed to “teacher centered.”

The following is a brief synopsis of AIJMS accreditation history and developments leading up to this Full Self-Study Report:

 1998: Initial accreditation visit; SY 2007-2008: 2nd Full Self-Study;  2008: AIJMS granted a six-year accreditation status from the Western Association of Schools and Colleges (WASC);  SY 2010-2011: WASC committee members reevaluated AIJMS during a midterm visit in April, 2011; Professional Learning Communities (PLCs) were implemented through the KATTAN grant with focus on curriculum standards, Stanford Achievement Test 10 (SAT 10) item analysis, pre/post tests, and formative and summative assessments to improve student learning in the classroom;  Summer 2011: 3-year term revisit progress report sent to WASC; Language Arts, Reading and Mathematics (LARM) curriculum alignment;  August 2011: Mrs. Erica S. Cepeda as assistant principal of the Student Support Office;  SY 2011-2012: Dr. Benjamin Santiago became the self-study coordinator. The AIJMS faculty and staff engaged in more intimate discussions taking into consideration students and their needs via qualitative assessment training in-house;  October 2012: Mr. James M. Petitte was assigned as the Principal of AIJMS;  SY 2012-2013: WASC Focus on Learning manual was restructured and the entire school community identified the critical learner needs as follows: 1. Motivation and Improvement of students’ work ethics 2. Holding students more responsible for learning and their future 3. Increase of students’ comprehension skills  SY 2012-2013, the Expected Schoolwide Learning Results (ESLRs) relabeled as Schoolwide Learner Outcomes (SLOs, see Appendix A)  Summer 2013: Final progress report submitted to WASC via Mr. Pat Lickiss;  July 2013, Mr. Angel S. Legaspi as assistant principal of the Student Support Office (SSO), reassigning Mrs. Erica S. Cepeda as the assistant principal for Curriculum, Instruction and Assessment; and  December 2013, Mr. Kevin P. Smith as assistant principal of Special Programs.

With the major shift in administration and focus on learning, stakeholders have continued to foster the sense of community and have taken ownership of the school’s goals for the continued improvement of student academic achievement and social success.

In addressing one of the critical areas for follow-up by the last WASC committee, there has been a concerted effort to include all stakeholders. Administrators, faculty, and staff have engaged in rigorous PLC development of Specific, Measurable, Attainable, Reliable, Time- bound (SMART) goals, Curriculum Maps, Schoolwide Action Plan (SAP), and the regular review of data (pre/post assessment, SAT 10, and student discipline). Collaborative dialogue occurs on a regular basis through weekly meetings (leadership, content, grade level, and faculty), biweekly Ahoy Assemblies, and the quarterly Positive Behavioral Intervention and Supports (PBIS) grade level assemblies. The intent behind these collaborative efforts is to foster a transparency of information regarding school and student needs.

Presently, and as addressed in the SAP, parents and students are highly encouraged to take a more active role in various PLCs as primary stakeholders of education. As a result, in the last two years, we have seen a steady increase of parental involvement and student participation in various school functions, activities, and meetings. These attendees have also been instrumental in making guiding recommendations in addressing changing trends in socio-cultural transformation of our local community. This openness has fostered a general acceptance of teachers towards collaborative efforts with students, parents and our community leaders.

Focus groups have taken an aggressive approach to revisiting the school wide action plan (SAP) with proper alignment to not only the specific steps but also the critical learner needs, the academic standards and the SLOs. Focus group members have also made it a point to ultimately drive the new SAP with the 5 District’s goals to increase student achievement.

Student achievement, curricula, and activities are driven by the regular analysis of data. Additionally, students’ social and behavioral data are presented to stakeholders during not only faculty and team meetings but also in grade level and Ahoy Assemblies by student leaders. This major shift in presenting data to students also addresses the critical area recommended by the last WASC visit to have a more transparent means of disseminating information. Since research has shown that students learn best from their peers, students have been empowered to lead these assemblies and moreover, take ownership of the cause and effect of learning and their future.

The findings of this self study has prompted AIJMS stakeholders to take a closer look at the entire school program and has continued to validate our strengths and weaknesses, to recognize and implement solutions to address our priority areas of growth. A clear understanding of the Superintendent’s 5 District Goals and the Leadership framework guides all AIJMS stakeholders towards a more cohesive approach to implement the possible solutions to drive academic achievement and the social success of our students.

In SY 2013-2014, faculty and staff reviewed, aligned and amended the SAP with the GDOE academic standards, the SLOs, and the critical learner needs as well as the District Goals. This document serves as the ultimate long-range action plan to improve student achievement and social success. Teachers are an integral part of this process. Therefore, AIJMS leadership is committed to sustain and maintain their professional growth and development. Our school community remains vigilant and committed to meet the demands and challenges of the changing trends in local and national education. AIJMS uses these findings to meet the district’s expectations in preparing all students for life, promoting excellence and providing support to bring out the treasure in every Pirate. 2. Chapter I: Student/Community Profile and Supporting Data and Findings

Community Profile

The island of Guam is located 3500 miles West of Hawaii, 1350 East of Japan, and 1500 miles northeast of the Federated States of Micronesia (FSM). FSM is inclusive of Chuuk, Pohnpei, Kosrae, Marshall and Yap Islands. The 2010 census revealed Guam’s population at 159,358.

Guam, is an unincorporated territory of the United States since 1950 and host two major military facilities: Commander Naval Forces Marianas (Naval Base Guam) and Anderson Air Force Base. The island is currently governed by Governor Eddie Baza Calvo and Lieutenant Governor Ray Tenorio. The 32nd Guam Legislature is led by Speaker Judith T. Won-Pat who also oversees the Committee on Education. The Guam Education Board (GEB) chairman is Dr. Jose Q. Cruz and vice chairperson is Maria A. Guiterrez who along with the entire GEB oversees the Superintendent of Education Mr. Jon JP Fernandez.

Most recently, Mayors Jessy Gogue (Ordot-Chalan Pago), Nito Blas (Mangilao) and Robert Hoffman (Sinajana) have agreed to become more active in school functions and activities to support the AIJMS community goals in increasing academic achievement and social success. Respectively, they have provided monthly emails and provide school information in their village news and update publication. They have been also very transparent by frequently visiting the school campus during functions, meetings and school activities. Furthermore, these mayors have also made their offices available for parents to utilize computers and facilities to assist our students with their home and school assignments. In times of natural disaster and crises, the mayors are the point of contact to assist the school. They also assist and support our underprivileged students and their families in their respective villages.

With the increase in population, many local businesses have strived to accommodate the demands for innovative and modern conveniences. Many new businesses owned by private companies and family partnerships have flourished around the school vicinity to include Shine Market, Shinny’s Coffee Shop, Hoa Mai Restaurant, Bubble-Bubbles Laundromat, Thai Smoothie and Grill, Island Fresh Supermarket, and Nana’s Store. Also located within the vicinity are the Ordot-Chalan Pago Mayor’s Office, San Juan Bautista Catholic Church, Ordot-Chalan Pago Elementary School, St. Thomas Aquinas Catholic High School, Ordot Dental Clinic and the Leo Palace Resort.

For a more detailed listing of the AIJMS Community members and their respective roles, see Appendix B.

School Profile

AIJMS is located at 192 Dero Road in the central village of Ordot, Guam. The original campus was built in 1966 under the name George Washington Junior High School (GWJHS). Initially, GWJHS provided education to students in grades seven through nine. Seven years later in 1973, the institution’s name was changed to Agueda I. Johnston Junior High School in honor of a local educational leader. In 1982 educational restructuring required junior high schools to convert to middle schools. As a result, the school was once again renamed to its current name, Agueda I. Johnston Middle School. AIJMS is presently one of eight public middle schools serving the unique needs of students from the villages of Mangilao, Ordot-Chalan Pago, and Sinajana. Current enrollment is approximately eight hundred fifty- four (854) students in grades six through eight.

Annually, AIJMS enrolls students from four elementary feeder schools that have three different curricular programs. The majority of students come from Price Elementary School in Mangilao, which is a metgot school. Metgot schools facilitate instruction based on the GDOE Content Standards and Performance Indicators. Metgot schools also assess and track student progress using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for Reading and Monitoring Basic Skills (MBA) for Math. Ordot-Chalan Pago Elementary School (OCPES) and C.L. Taitano Elementary School (CLTES) use Success for All, whose curriculum program tracks and implements instructional strategies to monitor student progress. M.U. Lujan Elementary School (MULES) and Adacao Elementary School (AES) implement the Direct Instruction (DI) program that places students in their ability level. Instruction is provided through repeat, drill and practice at a pre-set pace. Assessments are incorporated in their instruction.

The 47-year-old campus currently includes 71 classrooms, a gym with shower facilities, 19 restrooms, a courtyard, a soccer field, a cafeteria/dining hall, a library, a faculty lounge, and various offices to include nurse, counseling, special programs, social worker, administrative, and student support. The campus also houses an office for the GDOE Maintenance Division, the Guam DOE Chamorro Studies Division, and the Parent Family Outreach Program/Truant Officer for the Kattan Region. In addition, the school also provides a satellite program for the middle school regional Special Education (SpEd) Deaf and Hard of Hearing (DHH).

Student Demographics

Since the last WASC visit, there has been a significant decrease in our student enrollment. In prior years, additional teams were created to accommodate the overload in all grade levels. More specifically, in mid SY 2011-2012, a combined grade level Team, the Buccaneers, was formed. Approximately 25 students were randomly selected from each grade level to maximize classroom numbers and relieve the overcrowding in the classrooms. Recently, the Guahan Charter School opened and families throughout the island had the opportunity to enroll their children into the new school. This has contributed to the decrease in AIJMS student enrollment by approximately 50 students. Below is a grade-level enrollment graph for the past four school years:

The graph below (right) reflects the student population from the September 30 th enrollment of each school year since SY 2010-2011. The pie graph indicates the number of student this school year. Student enrollment continues to fluctuate on a daily basis due to enrolling, withdrawing, and transferring of students from other schools on Guam and off- island.

Since the last WASC visit, the gender distribution has consistently shown that the male population outnumbers their female counterparts. Presently, the female population has increased almost equivalent to their male counterparts. As a result of this consistent increase in female students, various female exclusive outreach programs were implemented to help these young women cope with valuable life-style issues and concerns. Below is the student gender distribution graph:

AIJMS’s student ethnicity shows a diverse student population. The breakdown of ethnic groups shows the potential for a wide spectrum of cultural and traditional barriers amongst the student population. The data below illustrates that the largest student population is Chamorro (511), which is 60% of the student population. It is noteworthy to mention that since the last WASC visit in 2008; our Chuukese population has increased from 76 students to 176 students, which is representative of 21% of our total student population. It was also noted that the outer island student population has significantly increased.

Although English is the dominant language spoken on campus, there is still are a large number of students who speak other languages. Other languages are spoken on our school grounds (Chuukese, Filipino, Yapese, and Belauan). Additionally, American Sign Language (ASL) is also used as a means of communication for our DHH students.

Special Programs

Since 2008, AIJMS’ Special Education (SpEd) and English as a Second Language (ESL) programs have seen an increase in their student rosters. Currently, 40% of our total student population receives special program services. This percentage is nearly half of our current student population that indicates a critical need for a more aggressive approach to address the challenges of our student achievement shortfalls. Hence, the AIJMS teacher community has developed and implemented creative interventions and strategies to address the latter.

AIJMS prides itself on being able to accommodate differentiated instruction for all of its students. With this in mind and as mentioned earlier, we have seen an increase in our special programs population. Future plans include the hiring of additional teachers to accommodate the increase of students in these programs. There is also an additional need for our general education classroom teachers to effectively meet the individualized needs of our students in these programs. This need is supported by continued Professional Development (PD) trainings and continuous PLCs) to share best practices.

The SpEd population continues to increase. The school leadership has taken an aggressive approach in identifying student’s academic and social needs. This is evident by the increased numbers of Child Study Teams (CST) meetings and subsequent referrals for intervention and support.

Based on the SpEd Compliance report in April 2013, there were various recommendations made in order for AIJMS to be in compliance with the Individuals with Disabilities Education Act (IDEA) mandate. One main concern was the number of students in the SpEd program who are in resource room classes for more than 80% of the day. Another concern was the implementation and documentation process of students receiving consult and monitoring as part of their Individualized Education Plan (IEP). AIJMS was privileged to obtain two Consulting Resource Teachers (CRTs) this school year to address these concerns. With previous challenges of keeping files maintained and monitoring compliance with the IEP requirements, our two CRTs have addressed these concerns.

The ESL population also continues to rise. AIJMS has an ESL school aide who provides assistance in translating in the Chuukese language. He also provides assistance to students who struggle with the English language by attending their classes, providing translation for students, interventions and support, as needed. The ESL English translator also provides services and support to Child Study Team (CST) meetings, Individualized Evaluation Plan (IEP) meetings, and parent meetings. The chart below illustrates the number of student who receives ESL services and their classified categories.

The chart below illustrates the percentage of students who qualify for participation in meal benefits under the federally funded Free and Reduce Lunch Program. Since 2008, students receiving special meal benefits have increased from 58% to 82% of qualified participants. As the data reveals, the number of students in this lower socio-economic range has increased consistently over the past four years.

Attendance and Discipline The chart below identifies the frequency of attendance and student discipline rates since SY 2010-2011 to SY 2012-2013. Since the last WASC visit, the school implemented the PBIS and Character Education Programs to increase student attendance and promote a positive learning environment. The ultimate goal of the program is to promote safety and an orderly learning environment, as well as equip all students with the necessary skills to become model citizens.

Most recently, grade levels have met to define quarterly thematic units to carry out the goals of the school’s Character Education Program. Since the last WASC visit, the position for the opportunity room (OR) teacher was shifted to accommodate more enrichment classes. In the absence of the OR, government, private, and public stakeholders have come to aide the school by supplementing behavior and learning presentations in a more pro- active approach. Presentation topics include bullying, cyber bullying, healthy hearts, suicide, drug and alcohol abuse, gang resistance, and family violence. Life lessons are taught via parent-child interactions, teacher-student discussions/lessons, guest speakers, as well as presentations from students and student organizations. Presentations are held in the classrooms and/or during assemblies. Student groups also provide skits and student led assemblies to aide in the efforts to promote a positive and safe learning environment amongst their peers. The school community works to highlight the importance of living a model life; hence being a Responsible Contributor and productive members of our island community.

This school year, student behavior and attendance monitoring through Parent Portal and the automated calling system was initiated as a means to inform parents and to increase active parental involvement. Although this is a new program, AIJMS has seen an increase in parents calling the school and requiring collaboration with teachers regarding attendance and academic student progress.

With the automated telephone calling system that tracks and informs parents about their child’s daily attendance, it is our hope to see an increase of students’ daily participation in classroom activities and a decrease in the annual truancy referral rate. With many outreach programs provided in our school by students and community partners, AIJMS believes that we will eventually build the ideal school for students’ academic and social successes.

The student planner is used as a form of communication between teachers, parents and students. Students are able to write information such as homework, daily agenda or remind themselves of the school rules and important dates that parents acknowledge with signatures. Parents are also encouraged to use the student planner to document absences and excuse notes. The student planners include the school handbook that addresses all aspects of the school rules and policies. Once a week or at the teacher’s discretion, student planners are checked and recorded by each home base teacher and also by content teachers. Teachers and administrators also initial after student planners are reviewed regularly and at random.

Parental Involvement Other forms of parental involvement include attendance during Parent Teacher Organization (PTO) meetings, Parent Teacher Conferences (PTC), mandatory parent/student/teacher/administrator meetings, daily parent shadowing, the use of the Parent Portal, attendance during trainings, and CST meetings. These initiatives are used to support the collaboration process for student academic achievement and social success. In the absence of formal measurable data, AIJMS has made progress toward developing innovative systems to properly record and track growth in the area of parental involvement.

Every year, AIJMS parents devote their time and service to our PTO. At the beginning of each school year parents are nominated and elected to office. These individuals assist a team of teachers and set goals for the year. This organization also ensures that the school campus is a safe and conducive learning environment. Parents are also highly encouraged to attend monthly PTO meetings to support the organization meet the goals for year. The PTO also assist during school beautification projects –mowing of the grounds, picking up trash, painting, and pulling weeds. It has also been customary that our eight grade parent officers oversee the end of the year recognition/promotional ceremony and a fun day for eighth grade students.

Faculty and Staff Profile

Over the past three years, AIJMS has operated under the leadership of three administrators. However, most recently, the school was provided with an additional administrator for special programs. Since our last WASC visit, the faculty and staff population has also seen a decrease from 115 to 99 individuals. In November 2013, three custodial personnel were reassigned to other schools. This has decreased the number of support staff monitoring the hallways and supervising students.

Below is a chart of the AIJMS Faculty and Staff Composition. AIJMS Faculty and Staff Composition Administration-4 Principal 1 Assistant Principals 3 Faculty -52 Content Teachers 38 Elective Teachers 14 Professional/Ancillary Support -9 Guidance Counselors 3 School Health Counselor 1 Librarian 1 Consulting Resource Teacher (CRT) 2 ESL Coordinator 1 Speech Therapist 1 Staff-31 Administrative Assistant 1 Computer Operator 1 Clerk 1 Library Technician 1 Community Aide 1 School Aides 7 ESL Aide 1 Custodians 3 DHH Interpreters 3 Special Education (One-to-One Paraeducators) 12 On-Call Substitutes 3 Total 99

Since the last WASC visit, AIJMS has seen a decrease in personnel for various reasons. As a result, the Department encouraged the AIJMS community to maximize the learning potential for its students by consolidating roles within the school community. This drastic change posed challenges for teachers to utilize various strategies learned from professional development trainings throughout the years to make AIJMS conducive to teaching and learning regardless of personnel issues.

The Guam Code Annotated (Title 17) addresses the qualification of teachers in the Guam education system. The graph represents AIJMS commitment in providing professionally certified teachers to bring the teaching and learning process to real life in the classroom. Based on the survey conducted, 61 teachers at AIJMS revealed that four teachers obtained a doctoral degree and majority (30 individuals) has obtained master’s degree or master’s equivalence. The survey also revealed that several teachers are seeking professional development through higher education. Based on results from the teacher surveys, seven percent of the population holds an emergency teaching certificate with the intent to complete their certification requirements as mandated by the Office of the Guahan Commission for Educator Certification (GCEC). 88% of the teacher population is certificated in their specific content area. Below is a chart that outlines the certification status of the AIJMS teacher population:

Overall, the graph below presents an exemplary model of pedagogy in the middle school. One hundred percent (100%) of our teachers and administrators hold a bachelor’s or master’s degree. Furthermore, the school’s administrative team is fully certified in area of Administration and Supervision and has met the requirements prescribed by GCEC.

According to the surveys conducted, the average years of teaching service for 25% of the teacher population was between one and five years. On the opposite side of the spectrum, 19% of the teacher population has served the education community for 26 years or more. The remaining 56% represents varied teaching years of experience, between six and twenty-five years as outlined in the graph below. Overall, the composition of newer and veteran teachers at AIJMS complement each other to build a strong foundation for learning and most importantly, a wide spectrum of teaching methodologies that promote excellence in teaching.

The faculty and staff are comprised of 56% female while the remaining 44% are male.

Faculty ethnicity includes 59% Chamorro, 22% Filipinos, 9% Caucasian and 5% in other ethnicities such as Japanese, Chinese, and African American.

AIJMS school leaders and staffs provide the resources for teachers to be able to effectively utilize various teaching strategies to accommodate for differentiated teaching through lesson planning, teacher training, and professional development. The AIJMS administrative team does an exemplary job at accommodating teachers being sent to training with time and class coverage. Professional staff developments are also pre-arranged and approved by the Superintendent of Education. Therefore, the content and department meetings are utilized to inform teachers of new teaching strategies, assessing data, and to promote the use of technology in the classroom. With the major shift in the GDOE curriculum development and the adoption of the Common Core State Standards (CCSS) and Curriculum Maps became the major focus with PD training around this initiative.

In addition, support staff (school aides, custodial and office staff) is sent to annual trainings to include Search and Seizure, Shooter on Campus, Customer Service, Equal Opportunity Employer, Munis Financial Management System (MUNIS), First Aid and Cardiopulmonary Resuscitation (CPR) training, Fixed Asset Inventory, Non Appropriated Funds (NAF) and Customer Service. These trainings provide the staff with the necessary support to perform their duties and responsibilities. All trainings are provided at the District level.

School Financial Support

The chart below outlines the expenditure of funds for fiscal years 2010 to 2013. The substantial amount of spending is focused on annual salaries and increments of employees.

LOCAL FY2010 FY2011 FY2012 FY2013 FY2014 Personnel $4568,920 $2,275,49 $5,098,63 $4,771,32 $5,523,15 1 1 0 9 Operations 98,788 94,829 80,422 60,594 377,421 Utilities 351,894 398,140 454,406 403,958 429,542 TOTAL $5,019,54 $2,768,46 $5,633,45 $5,235,87 $6,531,10 2 0 9 2 6 Per Pupil Cost $5639.93 $3019.04 $6190.61 $6130.99

Despite the shortfalls, AIJMS faculty and staff continue to operate professionally to maximize student academic achievement and student safety with the funds that are allocated to the school. The average amount that the department allocates per pupil from the budget is $6,035.10 per year.

In November 2013, the Department hired several private companies for the sole purpose of cleaning and maintaining GDOE schools. Guam Cleaning Masters was awarded the custodial cleaning contract by GDOE for AIJMS and are assisted by two of our long-time custodial staff to ensure that our campus is kept well maintained and conducive for learning to take place.

American Rehabilitation and Recovery Act (ARRA) funds have been allocated for roof repairs, fire alarm system, electrical, and air-conditioning upgrades. These ARRA funds have been critical in creating a safe and conducive environment here at AIJMS.

Student Performance Data

The SAT10 chart below illustrates three years of student achievement results since SY 2011 and provides the school with data for student progress and academic achievement. The District Action Plan (DAP) focuses on LARM in order to promote literacy as dually emphasized by the CCSS. However, the AIJMS community felt it was also important to focus on other areas such as spelling, science, social science, listening, and thinking to illustrate a more complete picture of our student learning profile. SMART goals address student achievement by identifying a 33% benchmark of improvement as a school-wide approach across content areas. This benchmark was implemented to allow students a more realistic and attainable measure to reach the District’s goal of progressing towards mastery in the proficient or advanced levels (Level 3 and 4).

As per Public Law (PL) 13-101, GDOE is mandated to evaluate the instructional programs department-wide on an annual basis. The School Progress Report Card (SPRC) report is published to highlight school initiatives and exemplary programs which impact teaching and learning. The district currently uses the below basic, basic, proficient and advanced levels as categories for performance level achievements 1, 2, 3, and 4.

Some movement was made in the sixth grade in the areas of math and social science, math for seventh grade, and spelling for eighth grade. The overall picture shows little to no movement across content areas; hence, the AIJMS community utilizes the percentile ranking-stanine as a device for tracking student achievement since SY 2012 and has infused this concept in the new SMART goals. Below are the charts that represent the percentage of student’s performance levels 3 and 4 from the sixth to the eighth grade:

The Percentile Ranking-Stanine graphs below illustrate a new perspective regarding student achievement. According to the data AIJMS students scored average in the area of language arts consistently since SY 2011-2012 to present; however, there has been an increase in the area of social science from the 16th percentile in SY 2011-2012 to the 20th percentile in SY 2012-2013.

SY 10-11 SY 11-12 SY 12-13 Language 21-3 27-4 26-4 Reading 15-3 13-3 13-3 Mathematics 12-3 13-3 15-3 Science 18-3 18-3 17-3 Social Science 14-3 16-3 20-3

In the seventh grade, although students have consistently underperformed in comparison to their local and national counterparts, they have made consistent gains in language, math, science and social science. Although scores may have shifted longitudinally for the last three years, there has been progress overall.

SY 10-11 SY 11-12 SY 12-13 Language 17-3 22-3 22-3 Reading 17-3 16-3 16-3 Mathematics 14-3 15-3 20-3 Science 23-4 18-3 20-3 Social Science 19-3 22-3 21-3

In eighth grade, although there was a slight decrease in the areas of language arts and science, students still managed to perform at the average levels in the 23 rd and 25th percentile respectively.

SY 10-11 SY 11-12 SY 12-13 Language 21-3 21-3 23-4 Reading 22-3 19-3 19-3 Mathematics 19-3 17-3 17-3 Science 30-4 26-4 25-4 Social Science 21-3 22-3 21-3

Below are charts from two cohorts groups reviewed for this accreditation visit. Although there is no significant gain in the areas of spelling and science, AIJMS continues to review and interpret data to collaborate on strategic measures to increase student achievement. The complete battery data below affirms that student progression is being achieved favorably in comparison to their entry-level scores in the areas of language arts, math, and social science.

Technology Use

In the absence of formal online education courses for our students, many AIJMS teachers have integrated technology in their course curriculum. As a source of communication with parents, many teachers use secured email addresses to communicate student’s coursework and progress monitoring throughout the year. Student access to online technology in submission of homework or obtaining immediate feedback from teachers is made available in journalism, language arts and computer science classes. Although there are a small number of teachers utilizing this approach to online teaching and learning, AIJMS continues to facilitate in-house training to advance teachers with online instruction and support. Most recently, funding from ARRA, Library Technology Plan, and Gateway to Technology grants have supplied the school with various technological resources and equipment such as: laptops, multimedia projectors, Elmo’s, Smart Board interactive whiteboard systems, and tablets. Teachers are now able to utilize Professional Development 360 (PD360) as an online resource to support professional development. PD360 allows teachers to collaborate in common learning groups to discuss trends in education, innovative approaches to teaching and to share best practices. Professional education videos, common core alignment templates, and online resource books are amongst the many available options for teachers and administrators to use as supplemental curriculum in their respective content areas. Administrators added the Observation360 component to provide immediate feedback for teachers regarding their formal and informal observations. This valuable walkthrough tool allows administrators to observe and assess teachers using standard options made available to them. This feature allows both parties to view compiled historical data in order to promote teacher effectiveness.

For the past three years, teachers have been able to post information regarding student grades, attendance and academic standing. As an added assurance for parents, the Power School web-based student information system also known as Parent Portal includes a feature that allows parents to monitor their student’s grade, attendance and behavior at school. This year an added feature was made available through the Power Announcement regarding daily student attendance. An immediate notification is sent to parents in real time when their child is marked absent via an automated telephone notice, text and/or email notification. Parents are given the opportunity to call and verify their child’s absence by calling the school or logging onto the Parent Portal for verification.

This school year there was a discussion regarding the sub-goals of each of the SLOs. Particular attention was spent on the “T” of Technologically Literate Consumers. Teachers debated over the correct terminology to consider the words technical, or even computer literate. In the end, majority agreed to maintain the “status quo” for the SLOs. Another debate arose regarding the rubrics of the SLOs and the degree to which students should be proficient in them. Furthermore, teachers sought clarification regarding the grading system for these SLOs. Teachers have agreed to keep the status quo approach to the SLOs to monitor effectiveness in and outside of the classroom.

Through the content area group PLC meetings, various exercises were completed to discuss the realistic translation of this rubric into a grading system. Furthermore, teachers discussed ways to personalize the rubric levels to create a more positive foundation for building each of the school wide learner outcomes.

School Satisfaction Survey Results

In order to determine how AIJMS is performing as a school, parents were provided a school satisfaction survey to elicit relevant information concerning experiences with the school as a whole (administrators, teachers, staff, the curriculum, and the school campus) during the first quarter PTC in October 2013. This survey instrument was composed of ten questions. Questions allowed parents to choose a response that is best applicable to them. Some questions were open-ended statements that enable the parent to express their feelings and perceptions regarding their experiences at AIJMS.

Two hundred thirteen (213) surveys were completed and returned. The participants include 60 parents from the sixth grade, 63 parents from the seventh grade, 66 parents from the eighth grade, and 24 parents with students in different grade levels. The number of parents who participated in this survey comprises twenty-five percent (25%) of our student population, which was a good representation of parent sampling thus far.

Of the two hundred thirteen (213) surveys completed and returned, a hundred eighty-eight (188) responded to the question pertaining to whether they believe their child/children are receiving a quality education 63% agreed that their child/children receive a quality education while 9 % felt that this was not the case. Overall, parents felt their child/children were receiving a good education at AIJMS. The following statistics also outline specifics relevant to their child’s experiences at AIJMS:

86% of the parents agreed that their child/children are receiving a quality education at AIJMS. 25% of parents felt that better communication between teachers, admin and parents is needed 24% expressed that more anti-bullying and character education programs are needed 22% requested for technology in the classroom 14% felt that homework and education materials should be sent home 12% expressed the need for more parent workshops/meetings

This data validates the continuing efforts of the AIJMS community to foster and nurture the academic achievement and social success of all our students. Through this self-study profile, AIJMS school community will continue to assess and evaluate existing programs and activities to ensure that we support the needs of our students and school community.

Chapter II: Progress Report

Since the last self-study in SY 2007-2008, monumental changes have been implemented to better serve our education community. The following outlines the Critical Areas for follow up from not only the Full Self Study results in 2008 but also the mid term follow up in 2011:

2008 Critical Areas for Follow Up: 1. Come to a site and/or district consensus with regards to the DI programs currently used in Math and English, as the school and district strive to bring all students to grade level achievement. In SY 2009-2010 the AIJMS community was given the option to continue with implementation of the DI programs in their curriculum. Since then, the school has opted to discontinue the implementation. Currently, the AIJMS community implements the SMART goals as the framework for curriculum planning and review of student data. The district goal has influenced the school’s initiative of a 33% increase, as an achievable benchmark exclusive to the AIJMS student population needs. These goals further drive the SMART goals and curriculum to follow. For further lateral alignment of the newly adopted CCSS alongside the SAT10 data results (item analysis) the Curriculum Maps were developed across content areas and grade levels. The district facilitated professional developments with content and national professionals to create the GDOE’s vertical alignment Curriculum Maps with the scheduled implementation in SY 2014-2015. The AIJMS faculty has been actively involved in this process and awaits further guidance from the district office.

2. Bring urgent safety equipment, such as the fire alarms and sprinklers into repair to assure student and staff safety In January 2013, a private company was hired to reinstall a new fire alarm system. This project was completed and activated in July 2013. Due to the structural limitation of the aging infrastructure it was not economically viable to install a new sprinkler system with the available funding. The school continues to receive satisfactory safety ratings for building occupancy from the Department of Public Works (DPW), Department of Public Health and Social Services (DPHSS), and the Guam Fire Department (GFD).

3. Establish a system of collecting, analyzing, disaggregating and communicating results/data from the multiple assessments on campus, in a timely manner. With funding made available by the Kattan Grant of 2010, the PLC was established. This form of collaboration existed in a variety of formats to include faculty, team, and content gatherings. In any of these aforementioned forums, all concerned stakeholders collected, analyzed, disaggregated, and communicated results from pre/post test data, SAT10, and several formative and summative assessments used in and outside of the classroom. Data is not only concerned with students’ academic achievement, but their behavioral outcomes as well. Ad hoc organizations like the School Climate Cadre (SCC) and other student organizations review and present data in public forums quarterly. The results of this data are taken into consideration when developing co-curricular activities to support overall student achievement through affective rewards and immediate benefits. 4. Insure all students have access to a challenging, relevant, and coherent curriculum. Since the last WASC visit, a new superintendent of education had been appointed. With the appointment of Mr. Jon Fernandez also came the mandate of 5 District Goals for a full implementation Island wide (see Appendix C). The elements of these goals include SMART goals, curriculum maps, PLCs, assessments and Professional Teacher Evaluation Program (PTEP) mandates. The combination of all of the elements makes for a challenging, relevant, and coherent curriculum further explained in sections presented by the Curriculum, Instruction and Assessment focus group.

2011 Priority Areas for Improvement: 1. Develop a plan that will identify the leadership structure tasked with the responsibility for implementation and monitoring of school-wide action plan and annual progress reports.

At the start of the new academic school year (SY 2012-13), AIJMS was under the leadership of Mrs. Naomi Taitingfong, who was on deployment leave with the military; an assistant principal of curriculum, Mrs. Rose Castro; an assistant principal for Student Support Office, Mrs. Erica Cepeda; and an assistant principal of Business and Special Programs, Mrs. Trisha San Miguel. On October 21, 2012, AIJMS had received news that the leadership roles would shift, assigning Mrs. Taitingfong and Mrs. San Miguel to Jose Rios Middle and Southern High Schools respectively. As a result, Mr. James M. Petitte had become the new principal for the school and leaving Mrs. San Miguel’s position vacant. This switch required the AIJMS Administrative team to assume additional responsibilities in the areas of Special Programs and Business. Again, in July there was a shift of Administrators. Mrs. Castro moved to George Washington High School and Mr. Angel Legaspi transferred to AIJMS. For school year 2013-2014 Mr. Petitte shuffled the leadership roles placing Mrs. Cepeda in Curriculum, Instruction and Assessment; Mr. Legaspi in Student Support Office and shared roles among the three of them for Special Programs and Business. After much lobbying with the District Office by Mr. Petitte, Mr. Kevin Smith was assigned to AIJMS to assume the duties and responsibilities for the Special Programs area. All three assistant principals will share in the Business area for the school in order to meet the mandates within the department.

Since taking the leadership responsibility at AIJMS, Mr. Petitte has taken an active role in discovering new talent in order to develop a new and more definitive and collaborative leadership structure to include the following:

 Accreditation Leadership Team: Develops a comprehensive action plan to drive student achievement while taking into consideration important trends and changes that evolve periodically within the school.  Content Representatives: Collaborates with content teachers to create attainable benchmarks in the form of SMART goals and facilitate the ongoing collaboration process of the Curriculum Map.  Team Leaders: Guide respective teams; disseminate important information and providing needed guidance from all concerned personnel.  SCC: Provides AIJMS with innovative ways to improve positive behavior; moreover, analyzing discipline referral rates.  Critical Friends: Provides first and second year teachers with the help and support to transition into middle school.  National Junior Honor Society (NJHS): This national organization creates enthusiasm for scholarship, to stimulate a desire to render service, to promote leadership, and to develop character in members.  Student Body Association (SBA): Allows students in grades 6-8 to experience government from a school-wide approach with guidance from grade level advisors.  PTO: Promotes a closer relationship among administration, students, faculty, staff and parents; to sponsor and coordinate school supporting programs and a consistent parent participation in school events, activities and planning tor the health, safety and welfare of the school community.

See Leadership Structure (Updated Member Chart), Appendix D

2. Specific assessment data must be collected by teams and content areas to utilize data from multiple assessments in the classroom; gain specific assessment strategies for all learners; and identify specific steps to ensure common assessments play a key role in improving instruction. Include qualitative as well as quantitative data to show student growth.

Since the 2008 WASC Accreditation visit the school was led through the Professional Learning Communities (PLC) approach with the intent of the Curriculum, Instruction, and Assessment (CIA) Focus Group to collaborate with Content Representatives to develop a more consistent process of gathering and analyzing pre and post test data. These assessment data is used to track and measure significant percentage gains in all subject areas. It is also used to identify needed critical areas for improvement in specific areas. Data is also gathered from multiple classroom assessments to include Wide Range Achievement Test (WRAT) 1 (6th), WRAT 3 (7th and 8th), Nelsons Reading Skills Test (NRST), and many other exclusive content area skills assessment checklists. All content areas and electives have Quarterly Pre/Post assessments to monitor and track student progress on a quarterly basis. The SpEd department also assesses students in additional areas at different levels in order to track individual progress over a specific amount of time.

Data from these assessments are used to monitor and track student progress in order to effectively plan instruction based on the specific needs of the group of students. It is also used to assist the team develop an at-risk listing for further monitoring and interventions for lower level students. The review and analysis of the data, teachers facilitate additional teaching strategies and interventions to meet specific learner needs by implementing various accommodations and modifications. These interventions are completed before the CST process is initiated with the Counseling department and Administration in order for a clear picture of what the strengths and weakness’ of the student. If accommodations and modifications are not successful, a CST collaborates on additional resources or support that may be needed.

In most cases additional support is provided through a Special Education (SpEd) referral for further evaluation. After the evaluation is completed, a formal eligibility meeting is held with an IEP team (SpEd representation Evaluator and CRT), General Education Teacher, an in-house Special Education Teacher and Parent/Student) to report findings from the evaluation. During this meeting, the team addresses the eligibility as a group to determine whether or not the student is eligible for SpEd services.

The ESL program aggressive measures student’s academic progress by implementing a Quarterly Modification Progress Report for individuals under the Sheltered and Consultation program. The ESL Coordinator and the ESL Consultation and Monitoring teacher ensures that all students are provided with modifications designed to assist students in meeting the district’s content and academic standards based on their specific needs. Modification progress report documents are filed in the students’ cumulative folder by the end of the year for tracking and review.

These specific approaches that AIJMS completes in order to gain specific assessment strategies for all learners and to improve instruction was guided by the facilitation of monthly seminars to improve the school’s qualitative approach to drive student growth and achievement. In school year 2011-2012, Dr. Santiago facilitated monthly seminars during Faculty Meetings to familiarize teachers with uniformed qualitative assessments to ascertain students’ authentic perceptions of the school’s facilities, academic offerings, and extracurricular programs. After one year of training and at the end of SY 2012-2013, the survey was distributed to gain more insight into student’s perceptions. A random selection was implemented during these trainings. It was completed at the end of the school year and analyzed at the beginning of school year 2013-2014 as an opener for teachers and the school community to review the perception of the students. At the start of school year 2013-2014, the survey results were utilized to refresh veteran teachers and familiarize new teachers at the first PD with what students’ needs were. Amongst the many questions posed, the more popular ones were relevant to what ways students like to learn and what suggestions they may have to make AIJMS a better school.

Regarding the ways students like to learn, multiple answers were given to include: 1) group presentations, 2) student led assemblies, 3) hands-on activities, 4) group work, and 5) immediate positive feedback from teachers regarding their work. Secondly, regarding suggestions for a better AIJMS, students answered in the following manner: 1) cleaner campus, 2) more free activities for students to participate in, and 3) more meaning collaboration with teachers and staff.

In the end, teachers were able to use this powerful source of information to build for a better school climate and make students’ responses an integral part of their lesson planning and overall objectives to commit to increased student achievement.

In school year 2012-2013 specific steps have also been identified to ensure common assessments play a key role in improving instruction via content area SMART goals and student survey results. In December of 2012, the AIJMS community revisited the SMART goals and through positive collaboration amongst colleagues they reaffirmed the SMART goals to make them specific, measurable, attainable, realistic, and timely. This true representation of the PLC resulted in the positive alignment of the SMART goals to not only the content area assessments but also the school-wide action plan. The renewed SMART goals also reflect an emphasis on literacy by requiring students more opportunities for qualitative written expression school wide.

Currently as a district, we are currently revisiting the SMART goals with the recent Department-wide implementation of the CCSS; AIJMS teachers have also made concerted efforts to push for reading, writing and mathematics skills as an integrated approach to increase student achievement. Teachers have become more familiar with teaching strategies to incorporate reading and writing in their lessons in order to strengthen students’ overall literacy. Most recently, the reading and language arts departments have received newly adopted textbooks already equipped with CCSS anchor standards. Many teachers have also attended various CCSS training during the summer and within the school year to familiarize them with unpacking the standards. AIJMS also provides updates from training and provide mini-training of shared strategies during Leadership, Faculty and Professional Development trainings.

Currently, the GDOE is shifting from the SAT 10 district assessment to the CCSS and the district wide assessments. The District is aggressively training teachers in all areas for this shift in instruction and assessment. There has also been funding to support the Science and Math teachers in the implementation of Science Technology Engineering and Mathematics (STEM) program.

With the support from the district through training and resources, AIJMS’s restructuring of the SMART goals and Curriculum Maps has strengthened the school’s efforts in aligning the GDOE Content Standards and Performance Indicators with the CCSS. The school’s SMART goals continues emphasis the importance of meeting specific individual needs based on modifications, accommodations, enhancements, and other teaching strategies that help progressively improve the school’s curriculum, instructions and assessment in order to effectively facilitate the teaching and learning process in the classroom.

3. Incorporate the recommendations of this report into a revised action plan that focuses on student learning that is submitted to WASC.

The newly revised action plan is a reflection of the notable collaboration amongst teachers, faculty, and staff. To date, all stakeholders of AIJMS had met thrice to develop a comprehensive approach to the school’s action plan. In this sincere effort to achieve a more authentic representation of AIJMS’ commitment, support staff were included and had participated actively in this new document.

At the end of school year 2011-2012 a review of the SAP from our last WASC Self-Study was reviewed and amended based on the completion of the goals and objectives in each focus area. The SAP was also reviewed and updated at the end of school year 2012-2013 and a Final Progress report was completed and submitted. At the beginning of school year 2013- 2014, a SAP was developed to meet the transitional needs of the department and school in order to better facilitate and track the growth in each focus area.

AIJMS takes pride in the collaborative approach through our PLCs and Collaborative Learning Teams (CLTs) in order to complete the efforts of the school.

4. Proactively pursue all the initiatives outlined in the Kattan grant by participating in all aspects of the process and professional development opportunities offered by the plan.

In 2010, an education coalition (Kattan Region), comprised of George Washington High, Captain Price Elementary, C.L. Taitano Elementary, Ordot-Chalan Pago Elementary, LP Untalan Middle and Agueda I. Johnston Middle Schools participated in a special project funded by AARA known as the “Kattan Inetnon” grant. The focus of the grant included: a) the development of common assessments, vertical alignment from elementary to middle, middle to high, and high school to college/career path; b) the support for modernization and renovations for technological classroom needs; and lastly, c) Capital Improvement Projects (CIP) for security alarms, fire alarms, sprinkler systems, and general safety concerns.

The Goal of the Kattan Region grant was to 1) Kattan schools will maintain the number of professionals participating in “high quality” professional development at no less than 95% each year. The following are the grant’s objectives and extend of accomplishments that were completed as part of the last WASC recommendations from our last self-study visit.

Objective 1.1 Develop a team of cadre members from the Kattan region to establish ad promote Professional Learning Communities.

1) Training for all teachers to develop pre and post tests, common assessments, and identify essential skills is on going. PLC of team teachers and content teachers work diligently each week to articulate content standards and performance indicators in their subject area. 2) All school members are working together to assess and prioritize content standards taking into consideration the CCSS. 3) 100% Accomplishment with Kattan region schools. Two workshops facilitated: Marriott Resort with Laurie Robinson and Adacao Elementary School with Dr. April Taylor. 4) Supplies and materials were provided to support training on July 28-29, 2012 and during the Response to Intervention (RTI) training sessions. 5) AIJMS teachers have engaged in dialogue to articulate connections between the PLC and curriculum, instruction and assessment.

Objective 1.2 Kattan Leadership Team applies and implements DuFour’s model of PLC and the Standards from National Staff Development Council (NSDC) resulting in improved student scores as indicated by 85% passing rate in the quarterly marks analysis.

1) 10% completed. Teachers have had training on unpacking the standards. SAT 10 skills have been addressed--content standards and performance indicators. 2) AIJMS teachers are being exposed to the essential skills with weekly dialogue during content meeting using item analysis from the SAT 10 to drive curriculum- mapping decision-making. 3) AIJMS teachers are in the infant stage of identifying standards/skills in their content area. 4) On-going between all Kattan schools, especially in the area of vertical alignment and common assessments. 5) On-going continuous collaboration and training of new teachers. This continuous process has proven to be challenging. The focus has become to persuade teachers to “buy in” and participate in this type of collaboration. The use of the error-analysis protocol and lesson planning at each grade level has been accomplished.

Objective 1.3 All teachers will experience high quality professional development by engaging in monthly continuous cycle of movement. 1) SMART goals were developed in all content areas to include reading, language arts, math, social studies, and science using data analysis and instructional strategies that work. 2) This is on going as teachers articulate respective needs in their content areas. They use data to adjust and collaborate regarding their SMART goals. 3) Use of item analysis of the SAT 10 and student data on a continuous basis as SMART goals are created and adjusted.

Thus far, AIJMS is still meeting objectives of Kattan Grant by facilitating in-house seminars during PLCs (faculty meeting, content meeting and professional development dates) and the CLTs (Critical Friends). There is also an increase in professional empowerment with each group to grow through the collaboration process.

5. Lobby the District Office to provide special needs services at a northern region school for emotionally disabled, hearing impaired/deaf and autistic children closer to their homes thus preventing excessively long bus rides to and from school and enable them to be more easily transitioned into their district school.

In response to requests made by AIJMS past administrator, the Emotionally Disabled (ED) program was transferred to LP Untalan Middle School (LPUMS) at the end of school year 2011-2012. More specifically, LPUMS was moved to a temporary school campus in Tiyan, Guam and was able to accommodate the program with the additional rooms needed. While long-term plans have not been solidified regarding the status of the program, the district administrators wait for more finite details from the district office.

AIJMS continues to house and accommodate the following offices, the GDOE middle school SpEd-DHH program, the Chamorro Studies Division, and the GDOE Maintenance Division, because of its central strategic location.

6. The District office should provide a full complement of administrative support for AIJMS that includes three assistant principals and an administrative officer.

As a result, Mr. Petitte has lobbied with the district office to fill all vacancies at AIJMS to include Assistant Principal, Administrative Officer, teaching, and staff positions. The Principal has completed and submitted various “Request to Fill Vacant Position Form” since his assignment in October 2012. These positions are deemed priority from the stakeholders in order for the school to effectively meet the mandates of the department and compliance review from the last visit. He has also discussed these needs with the Deputy Superintendent of Educational Support and Community Learning on various occasions. Additionally, he has emailed the deputy on many occasions following up on the status of the fulfillment of these positions. Since these outreaches, AIJMS is closer to completing all positions needed to effectively facilitate the safety, wellbeing and educational support for our school community.

In September of 2013, an Administrative Assistant was hired and in December of 2013, an assistant principal for Special Programs was also hired to support the needs of the school. These two positions were recently filled, providing the school with the much needed support and assistance. The school is currently reviewing the staffing pattern of our teachers and staff in order to meet the needs of the students. Requests for additional positions will be acted upon in an “as needed” basis.

Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress

After engaging in aggressive discussions, stakeholders generated their overall implications, critical learner needs, and important questions. The following section outlines their findings:

Past progress and current data

Students Taking into consideration the student community profile, the students involved in our discussion were comprised of students in grades 6, 7, and 8. Additionally, these students are classified into several achievement categories to include at-risk students, SpEd and ESL students.

Performance Based on SAT10 data, in SY 2011-2012 student performance increased in language arts, mathematics, and social science with a slight drop in reading and science. In SY 2012-2013 math and science content areas had increased in scores; while language arts and reading remained consistent with a slight drop in social science. Ultimately, students are performing at different rates: some need more motivation to succeed, others strive for success but still yet most scores are not at the recommended benchmarks by the GDOE SPRC.

Achievement Those who value education and consistently get good grades, take the initiative to do well in class and in the SAT10 assessment. Those who are at-risk may not have sufficient parental involvement, academic support and/or do not place academics as a priority. Data indicates that at-risk students continue to struggle in the classroom although teachers make earnest efforts to contact parents at home. Even with the inclusion of the parent portal on PowerSchool, there still seems to be a challenge with increasing parental involvement. AIJMS stakeholders have become resourceful with the implementation of support from not only our school’s Parent Community Outreach Support Office but also the Administration’s aide via mandatory parent conferences, CST meetings and mandatory tutorial detentions.

Accomplishments This year, administration has created the “Ahoy” Assembly, allowing students to demonstrate their skill at leading these assemblies to become role models and address how students learn best. These bi-monthly assemblies were created from the monthly PBIS assemblies that addressed specific issues and acknowledged students’ academic and social accomplishments from previous years. Teachers and staff have received consistent trainings in the curriculum changes to include CCSS, STEM, SIOP Sheltered Instruction Observation Protocol (SIOP), SpEd Compliance issues-Present Level of Academic Achievement and Functional Performance (PLAAFP), CST, Modifications, and Consult and Monitoring. Implications

AIJMS stakeholders didn’t hesitate to mention that not all students actively participate in schoolwork in and out of the classroom due to their differentiated learning styles (kinesthetic, audio, visual). As mentioned earlier, stakeholders pointed to the home foundation and the varying degrees of parental support as one of the main reasons students fall short of the recommended achievement targets. Stakeholders also commented on the varying learning styles and perspectives at the home foundation.

Stakeholder also made mention that the increase in SpEd and ESL populations should prompt our community to consider an increase in teachers for both disciplines and at least more sections to their curriculum. The ESL Home Language Survey should be updated and translated based on the primary language spoken at the home. Mandatory student orientation for parents and students is needed for our Micronesian population upon registration at school. Ultimately, the goal is to move students from a sheltered environment to the mainstream classrooms with their peers.

It was also noted that more support is needed for students to success in the mainstream classes. There is a need to increase student comprehension by using a variety of strategies and methods suited for our students. Teachers need support in the classroom with resources to support special learner’s needs by increasing the class periods, teacher assistants, and/or additional tutorial classes.

Overall, teachers and staff at AIJMS do the best they could to help students learn and value their education on a daily basis. All concerned personnel model the behaviors expected of students. The resources, although limited, are utilized to support students to become academic achievers. Teachers take the initiate to motivate students; however, some students remain more motivated than others.

Select two to three critical learner needs based on the data, noting the correlated school wide learner outcomes.

Based on past performance and current data, the AIJMS stakeholders have selected three critical learner needs, noting the correlated school wide learner outcomes.

1) Motivation and improvement of work ethics in and outside of the classroom: Problem Solver; Responsible Contributor; Academic Achiever; Communicator; Successful learner 2) Holding students more responsible for learning and their future: Problem Solver; Responsible Contributor; Academic Achiever 3) Increase students’ comprehension skills: Problem Solver; Innovative Thinker; Responsible Contributor; Effective Communicator; Successful Learner List important questions that have been raised by the analysis of the student performance, demographic, and perception data to be used by Home and Focus Groups in their study.

AIJMS stakeholders also listed four important questions that have been raised by the analysis of the student performance, demographic, perception data and the progress data.

1) What tangible evidence can we use to support our claims of successes/failures? 2) What can we do to improve levels in all subject areas and technology? 3) What resources are available for students to be successful? 4) How can we bridge the knowledge gap of our students in and outside of the classroom?

3. Chapter IV: Self-Study Findings

CATEGORY A: Organization for Student Learning (OSL)

Since the last WASC visit, several committees were established to address and monitor the progress of AIJMS. To address the concern also outlined by the last visit, a leadership structure was established with the responsibility for implementation and monitoring of the school wide action plan and SPRC reports. These include the accreditation focus groups, SCC, content area representatives, grade-level teams, and Critical Friends. Additionally, this process was also facilitated by student organizations such as Student Body Association (SBA), National Junior Honor Society (NJHS), Close Up, Kulu Natibu, and the Pacific Languages and Culture Club (PLCC). These student organizations are empowered to take ownership and facilitate deeper learning activities that directly affect the student body and their organizations goals and objectives.

In November of 2012, the Superintendent, Mr. John Fernandez, through the annual State of the Education Address, presented the vision of the Department via the five goals for the District. Here at AIJMS, the school community ensures that these goals are infused into our SAP, and SMART goals. AIJMS leadership team has structured the goals and objectives within the school to address the need to improve student learning by implementing and facilitating a number of strategies:

1. Every school is now required to set SMART goals related to student progress. Schools must set clear academic goals that are attainable and assessed annually. o AIJMS SMART goals were established in SY 2011-2012 and were refined and endorsed in SY 2012-2013.

2. Every school is required to have a guaranteed and viable curriculum to attain these goals. o AIJMS has outlined the school’s Curriculum Maps in SY 2012-2013 for each content area and implemented the maps in SY 2013-2014. Various teachers participated in the District’s curriculum map development with teacher representatives from other public schools. It is the hope of the Department that all schools use these maps to guide their curricula by SY 2014-2015.

3. Every school is required to promote PLCs, where teachers gather on a regular basis to review student progress and use this opportunity to discuss more effective strategies. o Since the last WASC visit, the AIJMS faculty and staff believe that PLCs and collaborative learning teams are a vital part of the planning and collaborative process for school success. Teachers and teams continue to meet regularly to share best practices and address immediate issues and concerns.

4. Every school is required to develop common formative assessments. These assessments must be conducted quarterly to gauge student progress. o AIJMS has implemented common formative assessments since SY 2010-2011. Assessments are completed twice a year such as pre/post assessments for reading and mathematics. The NRST and the Wide Range Achievement Test (WRAT 1-3) are the assessment tools utilized to track students’ academic progress for the year in these areas. In all other content areas, pre/post tests are also conducted on a quarterly basis. Teachers authored these tests, utilized standard textbook assessments or both. The AIJMS SMART goals includes the increase of student performance by 33% at the end of each quarter. This benchmark is tracked individually, as a class, and as a homogeneous group to ensure that progress is made to meet the school’s and District’s goals.

5. Finally, every school is required to have an effective means of teacher observations. These observations are not meant to be punitive but to help teachers improve the quality of instruction in their classrooms. o Currently AIJMS utilizes the PTEP to evaluate teacher effectiveness in the classroom. Additionally, AIJMS is currently participating in the Observation 360 pilot program to provide teachers with immediate feedback after being observed by administrators formally or informally. A1. School Purpose The school has established a clear vision and mission (purpose) that reflects the beliefs and philosophy of the institution. The purpose is defined further by adopted school wide learner outcomes that form the basis of the educational program for every student. (Note: school purpose is a general term for terminology used by schools such as core beliefs, vision, mission, or philosophy and objectives.)

Beliefs and Philosophy Indicator: The written mission and vision (purpose) reflects the beliefs and philosophy of the school and its constituency. Prompt: Evaluate the written purpose in relationship to the beliefs and philosophy of the school and its constituency served. Findings AIJMS has established a clear statement of purpose, which reflects the school’s beliefs and philosophy since 1998. The school’s purpose is aligned with the GDOE vision serving as the overall umbrella in ensuring that all students graduate and apply their learning to real life in the work force or in higher education.

The AIJMS community continues to nurture student values such as education, respect, scholarship, and cooperation. Through their experiences at AIJMS, students will also acquire knowledge and positive attitudes to become life-long learners and be responsible citizens in our community.

Our mission is defined by our SLOs. The SLOs, formerly known as the ESLRs were adopted during SY 98-99, revised in SY 01-02, and discussed with stakeholders every year. Throughout the school year, administrators, teachers, and staff demonstrate a strong commitment to the school’s mission and SLOs, which is evident in daily school operations and activities. The SLOs continue to guide instruction and facilitate the learning process and include indicators written in acrostic fashion, forming the word PIRATES, which is the school’s mascot. Under each SLO are sub-indicators that specify what students do to demonstrate knowledge of each learning outcome. (see Appendix A) Supporting Evidence  SLO banners  Home group development of rubrics for the SLOs as they relate to their content areas  SLO rubric (see Appendix E)  Lesson plans

Purpose, Schoolwide Learner Outcomes, and Profile Data Indicator: The student/community profile data has impacted the development of the school’s vision and mission and school wide learning outcomes. Prompt: Evaluate the degree to which the development of the school’s vision, mission, and school wide learner outcomes have been impacted by pertinent student/community profile data and identified future global competencies, and current educational research.

38 Findings In recent years, the school’s profile data has maintained a steady rate. Therefore there has not been a significant shift in the school’s vision and mission. Since last school year, students who were ESL went up four percent and the eligibility of students for special education increased by one percent. The data below also indicated 75% of our students come from a low socio-economic background (eligible for free/reduce lunch program), which was a slight increase from 2012. In comparison to last year, a substantial change was evident with a 13% decrease in the student discipline rate, which calculates the number of referral and suspensions made within each school year.

SY 2010-2011 SY 2011- SY 2012-2013 2012 English as a Second Language 31% 41% 45% (ESL) Special Education (SpEd) 13% 8% 9% Free and Reduced Lunch Program 56% 74% 75% Student Discipline Rate 46% 62% 49%

In terms of academics, there was an overall increase in the SAT10 results with the most recent student cohort (current 9th graders). By the end of their three years at AIJMS, the class of 2012 increased their scores by four percent in reading, three percent in math and four percent in language arts. Although the overall data shows no significant progress, the AIJMS community continues to uphold the values set in our mission and vision to strive for academic progress and excellence throughout their educational experience as a PIRATE.

Supporting Evidence  SAT10 results  SPRC data (SY 2010-2013)  PowerSchool data  ESL portfolios  SpEd portfolios  Food and nutrition data  Discipline data

Involvement of All Indicator: The school has a process for involving representatives of the entire school community in the development/refinement of the mission, vision, and school wide learner outcomes.

39 Prompt: Evaluate the processes 1) to ensure the involvement of representatives from the entire school community in the development/refinement of the vision, mission, and school wide learner outcomes and 2) to determine their effectiveness. Findings In keeping with the standards and protocol established since 1998 regarding the ESLRs, the AIJMS community in April 2013 agreed to continue to use the established PIRATES as the acronym for the SLOs. In August 2013, parents and students were reacquainted with the ESLRs that were renamed as the SLOs at the student orientation and reviewed during first quarter homebase classes. Supporting Evidence  WASC accreditation report  Results of meeting

Consistency of Purpose, Schoolwide Learner Outcomes, and Program Indicator: There is a strong degree of consistency between the school purpose, the school wide learner outcomes, and the school program. Prompt: Provide a range of examples that the school vision, mission, school wide learner outcomes, and program are consistent. Findings All homebase classes review the SLOs during the first quarter and students were given a posttest on their level of understanding at the end of the first quarter. A second test will be given at the end of the third quarter to compare the gains and level of understanding made between the two quarters.

The SLOs are published in every student planner and faculty handbook. It is also posted in classrooms and displayed on enlarged canvas banners throughout the school campus. Students recite the vision, mission, and SLOs during homebase, Ahoy and PBIS assemblies, and other school gatherings. They (SLOs) are reinforced amongst the students all year long during daily classes, school field trips, and classroom lectures. Teachers also recognize students demonstrating the SLOs’ principles in various ways, which create positive reinforcement amongst the students. Tangible rewards and certificates are also distributed and recognition announcements are made during assemblies. Supporting Evidence  SLOs  Student planners  Faculty handbook  Banners  SLOs post test data  Quarterly/monthly student rewards listing

Communication about Vision, Mission, and Schoolwide Learner Outcomes

40 Indicator: The school has means to publicize the purpose and the expected school wide learning results (school wide learner outcomes) to the students, parents, and other members of the school community. Prompt: Examine the effectiveness of the means to publicize the purpose and the school wide learner outcomes to the students, parents, and other members of the school community. Findings The mission and SLOs are visibly posted throughout the school (hallways, classrooms, restrooms, administrative offices, library, dining hall, gymnasium, nurse’s office, and teachers’ lounge). It is also written in the faculty/staff and student/parent handbooks, the school’s website, annual school report card, and bulletins to ensure everyone is reminded of the AIJMS expectations regularly.

During the school’s annual student/parent and teacher/staff orientations, PTO meetings, and Character Education classes, the meaning of the AIJMS Vision, Mission, SLOs statements are reviewed, and discussed. It is the expectation of all stakeholders that all Pirates demonstrate these expectations on a daily basis. In addition, teachers address and incorporate the SLOs in field trip planning forms and daily lesson plans. Students are also expected to recite the expectations in school assemblies and functions in order for them to be reminded of their purpose at AIJMS.

Through the data analysis, students continue to uphold the expectations as indicated in the decrease of referral rates since SY 2012-2013. The expectation of the school is for all students to be safe, be respectful and be responsible (3 Bs). Students review student discipline data at the quarterly grade-level and school wide assemblies. Teachers and students are also empowered to dialogue in and out of the classroom to exhaust all possibilities to improve behavior and meet the standards outlined in the SLOs. This school year, a posttest regarding the school wide expectations and learning outcomes were implemented during the first quarter Character Education classes. The overall score was 65%. This score is symbolic of AIJMS’ need to properly document data for future longitudinal studies. Supporting Evidence  Vision, Mission and SLOs posters and banners  School planners  Lesson plan template  Field trip form template  Discipline data

Regular Review/Revision Indicator: The school has a process for regular review/revision of the school purpose and the school wide learner outcomes based on current and future learner needs and other local/global trends/conditions. Prompt: Evaluate the effectiveness of the regular process for review/revision of the core beliefs, school vision, mission, and the school wide learner outcomes. Include the degree to which the review/revision process addresses current and future learner needs and other local/global trends/conditions. 41 Findings On an annual basis, AIJMS stakeholders review the Vision, Mission and SLOs. In SY 2012- 2013, a lengthy dialogue ensued amongst teachers and students regarding the use of one of the SLOs, Technologically literate consumer. The debate centered on the effectiveness of the term and options to imply students’ awareness of technology, computers, and other equipment to help them learn. Further dialogue revolved around the appropriateness of the novice, developing, and advanced rubric categories. Common assessments regarding the SLOs have yet to be finalized. Presently, all have agreed to maintain the status quo of the current standards. Further dialogue and training are needed for the successful implementation of the rubrics system in the upcoming year. Supporting Evidence  Data from stakeholder collaboration  SLOs rubric system template

Conclusions Prompt: Comment on the degree to which this criterion is being addressed.

AIJMS has clearly established a framework through our SLOs that guides stakeholders to prepare our students for high school academics, social interaction, and personal development. This was accomplished by encouraging the students to become problem solvers, innovative thinkers, responsible contributors, academic achievers, technologically literate consumers, effective communicators, and successful learners. All curricular and extra-curricular activities incorporate the SLOs to maintain consistency. They are extensively published and clearly displayed on the campus. The administrators ensured that faculty, staff, students, and parents were involved in the decision making process when reassessment meetings were held regarding the SLOs. One of the factors of the recent 13% drop in the Office Discipline Referrals (ODR) compared to last school year is the firm reinforcement of the SLOs. School data also reflects that the 2012 class cohort showed improvement in reading, math and language arts after attending AIJMS for three years.

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.

The SLOs include becoming problem solvers where students would develop solutions to their problems and explain cause and effect. And as effective communicators they are expected to use language that is precise, engaging, and well suited to the topic and audience. By promoting these traits, this would help advance students’ comprehension skills.

42 Students are motivated to improve their work ethic by having stakeholders, especially the teachers, as role models exemplifying what it means to be responsible contributors (maintain good citizenship and show active involvement in school and community activities) and successful learners (demonstrate self-motivation, critical thinking, and mastering of skills essential to life-long learning).

Students could take more stake in their learning and in the future by becoming innovative thinkers (utilizing available resources to apply to everyday solutions and generating ideas to overcoming prevailing predicaments) and academic achievers (improve test scores to meet the objectives of the SAP). These are all SLOs incorporated into various aspects of student life at AIJMS.

43 A2. Governance Criterion The governing authority (a) adopts policies which are consistent with the school’s mission and vision (purpose) and support the achievement of the school wide learner outcomes, (b) delegates implementation of these policies to the professional staff and (c) monitors results.

Clear Policies and Procedures Indicator: There are clear policies and procedures with regard to the selection, composition and specific duties of the governing authority. Prompt: Evaluate the clarity of the policies and procedures regarding the selection, composition, and specific duties of the governing authority. Findings The 17 Guam Code Annotated (GCA) §3102 clearly outlines the policies and procedures regarding the selection, composition, and specific duties of the governing authority. More specifically, since the GEB is a policy board, it selects a search committee to aggressively pursue the selection of a governing authority, otherwise known as the Superintendent of Education. This committee screens and coordinates meetings with the Board and potential candidates who have expressed their interest in filling the position as Superintendent of the GDOE. Once potential candidates with favorable qualities have been selected, interviews are conducted with the full Board. An executive session is then conducted. The candidate with the majority vote is then given the job offer and possibly hired as the Superintendent. In effect, these qualifications for the Superintendent are clearly outlined in 17 Guam Code Annotated (17 GCA) §3102.

In regards to AIJMS, these policies and procedures regarding the governing authority present AIJMS with a well-qualified leader with clear goals and objectives. Previously, in the absence of a superintendent, acting superintendents filled the positions. In the last instance, the hiring of a new superintendent, took over a year. The absence of a superintendent did not fully support the schools because there was a lack of direction and focus with the exception of educating students.

The GEB is a policy board and not a governing board. There are nine members who comprise this Board. Six are elected with a two-year term and three for a three-year term. The other three members are selected and appointed by the Governor of Guam. Supporting Evidence  GDOE website  17 Guam Code Annotated (GCA) §3102

Pre-training of Potential Board Members Indicator: Individuals who seek board membership or are being considered, as appointees by the board will have some form of training in the principles and skills essential to the effectiveness of the school board. Prompt: Evaluate the effectiveness of the training that is offered to prospective or new school board members.

44 Findings According to the 17 GCA §3102.1q, every newly elected or appointed Board member will undergo a training program provided by the University of Guam (UOG) and GDOE during the first year of their first term. They will be trained for skills and knowledge relevant to their duties as Board members. The training program includes:

(1) A review of the Guam Code Annotated and other laws pertaining to GDOE (2) Robert’s Rules of Order (3) The budgeting procedures and guidelines of the government of Guam and the GDOE (4) Difference(s) between policy making and micromanagement of the affairs of the GDOE

The training program provides essential and relevant instruction for the Board members to fully carry out their duties and responsibilities. Supporting Evidence  17 GCA §3102.1q

Relationship of Policies Indicator: The governing authority’s policies are directly connected to the school’s vision, mission, and school wide learner outcomes. Prompt: Evaluate the adequacy of the policies to support the school’s vision, mission, and school wide learner outcomes through its programs and operations. Findings The school’s administration implements policies that are aligned with GDOE’s vision and are consistent with the school’s purpose and support towards the achievement of the SLOs.

Consistent with their indicated duties and responsibilities, the GEB creates policies as a result of local and federal legislation or by research done within the district. These policies are deemed to have an opportunity to enhance the safety and welfare of all students as well as their education. All within the educational community of AIJMS collaboratively work to facilitate policies and ensure compliance with all policies and mandates that directly affect the students’ academic achievement and social success. Supporting Evidence  GEB Policies  Public Laws 26-26  Faculty Handbook  SPRC data (SY 2010-2013)  District Action Plan  School Action Plan  Public Law 28-45  CAPE report 45 Additional Online Instruction Indicator: The governing authority’s policies are directly connected to the school’s vision, mission, and school wide learner outcomes. Prompt: Evaluate the policies related to online instruction for effectiveness in clarifying the vision for the school’s use of various types of online curriculum, instruction and support methodologies; this includes, upgrading or updating technology, acceptable use policies, CIPA policies, and policies to ensure internet safety. Findings The GEB established BP 379 entitled, “Education Technology Use” which outlines the Educational Technology Standards of Operations and Technology User Agreement. The policies consist of an Acceptable Educational Technology Use Guideline; Unacceptable Use; Other Educational and Telecommunications/Network Use Guidelines; Email Use Guidelines; and Unacceptable Email Use Guidelines. This policy also clearly states that internet service shall be filtered and used in compliance with the Federal Child Protection Act. More specifically, the policy states that these consent forms must be distributed to students at the beginning of the year with the intent of obtaining parental acknowledgement regarding all of the latter.

At the beginning of each school year, the AIJMS Educational Technology Use Policy is distributed to students, collected, and tracked by school officials. In prior years, the return rate of this form was low. These forms must be signed by the student and parent then returned to the teachers before students are allowed to use technology and carry cell phones on campus. This school year, the leadership team creatively incentivized the completion and submission of these forms giving students immediate benefits such as dress down and prizes to increase the return rate. This innovative methodology has created a higher success rate compared to previous years. A 92% return rate for this form was reached this school year. Tracking is more efficient for administrators and stakeholders regarding the safety of online learning and use with our students this school year. Supporting Evidence  Guam Education Board Policy 836  Grade level portfolios

Involvement of Governing Authority Indicator: The governing authority is involved in the regular review and refinement of the school’s vision, mission and school wide learner outcomes. The governing authority uses a variety of strategies to remain current in research-based knowledge about effective schools. Prompt: Evaluate the processes for the involvement of the governing board in the regular review and refinement of the school’s vision, mission and school wide learner outcomes.

46 Findings The GEB does not directly become involved with the regular review and refinement of the AIJMS vision, mission and SLOs. The school’s stakeholders (administrators, faculty, staff, students, and parents) are directly involved in the process. Stakeholders seek and conduct dialogue on the revision process and if need be, vote on any amendments on updating the school SLOs. As mentioned previously, a dialogue ensued amongst teachers and students regarding the use of the SLO, Technologically literate consumer. The debate centered on the effectiveness of the term and options to imply students’ awareness of technology, computers, and other equipment to facilitate learning. Further dialogue revolved around the appropriateness of the novice, developing, and advanced rubric categories. Common assessments regarding the SLOs have yet to be finalized. Presently, all have agreed to maintain the status quo of the current standards and rubric. Supporting Evidence  Meeting logs  PLC meeting logs

School Community Understanding Indicator: The school community understands the governing authority’s role. Prompt: To what degree does the school community understand the governing authority’s role? Findings The role of the governing authority, otherwise known as the Superintendent of Education, is articulated to the entire AIJMS school community. The administration highly encourages the school community to review the GDOE website regarding the role of the governing authority. Supporting Evidence  17 GCA §3102  www.gdoe.net

Relationship to Professional Staff Indicator: There is clear understanding about the relationship between the governing authority and the responsibilities of the professional staff. The governing authority constrains its actions to policymaking and strategic planning, while authorizing the administration to implement its decisions.

47 Prompt: Determine whether there is clear understanding about the relationship between the governing board and the responsibilities of the professional staff and how that understanding is developed and maintained. Findings The Superintendent of GDOE has total oversight and responsibility of the daily operations of the school system and adheres to all directives and policies set by the GEB. The Deputy Superintendent of Educational Support and Community Learning assists the Superintendent in assessing and monitoring the schools. This Deputy Superintendent oversees all school principals; the Deputy Superintendent of Finance and Administration oversees the budget issues and concerns, maintenance and Financial Student Administrative Information System (FSAIS) divisions; the Deputy Superintendent of Curriculum and Instructional Improvement oversees all matters regarding curriculum issues; and finally, the Deputy Superintendent of Assessment and Accountability oversees compliance and safety issues and serves as the Department’s Public Information Officer (PIO). The AIJMS vision, mission and SLOs are aligned to the Board policies of the Department’s vision and goals.

School administrators, faculty and staff implement the directives given by the central office in their respective schools. The principal assumes full responsibility for the daily operations of the school to include both curricular and non-curricular activities. The principal is required to submit documents to the district office, such as the Fourteen Point compliance, goal setting, and monthly calendar reports for transparency and accountability of the school. These reports indicate the status of personnel at the school site, the facility needs, bus transportation, accomplishments towards the five district goals and the monthly planned activities within the school. Supporting Evidence  GEB Policies  Public Law 26-26  Public Law 28-45  Fourteen Point compliance  Goal setting  Monthly calendar reports

Board’s Evaluation/Monitoring Procedures Indicator: There is clarity of the evaluation and monitoring procedures carried out by the governing board, including the review of student performance, overall school programs and operations, and the fiscal health of the school. Prompt: Determine the degree to which there is clarity of the evaluation and monitoring procedures carried out by the governing board, including review of student performance, overall school programs and operations, and fiscal health of the school. Findings At the end of every fiscal year, the Superintendent completes the Annual State of Public Education Report (ASPER). The report focuses on critical public educational issues such as its fiscal, instructional, and academic development.

48 The Board also receives the SPRC report card from each public school. The information consists of:  Student population demographics;  SAT 10 data results, graduation rates and dropout rates, and progress level of reaching education benchmarks formulated by the Board;  Progress of special programs;  Characteristics of the school and staff, such as certification, teacher assignments, and staff experience;  Overall budget status; and  Examples of model programs, proven practices, or other programs that promote increased student learning within each school

The Board is also mandated to establish and regularly evaluate educational objectives and performance benchmarks for the Department. Supporting Evidence  SPRC data (SY 2010-2013)  17 GCA §3103 and §3107  ASPER

Complaint and Conflict Resolution Procedures Indicator: The established governing board/school’s complaint and conflict resolution procedures as they apply to the school’s stakeholders are effective. Prompt: Comment on the effectiveness of the established governing board/school’s complaint and conflict resolution procedures as they apply to the school’s stakeholders. Findings The school principal handles issues that can be resolved at the school level. The school principal has an obligation to investigate any and all allegations made against any employee within the Department in their perspective school. The school principal must follow procedural safeguards in place that are outlined within BP 914 that protect the due process rights of all department employees. Personnel employee rules and regulations also outlined in Chapter 9 specify the grievance procedures that apply to all school stakeholders.

Regarding the school’s complaint and conflict resolution procedures, the AIJMS Student and Parent Handbook also outlines the “Parental Grievance Procedures” taken from Board Policy (BP) 830 which specifies such procedures as discussion with teachers, joint meetings, appeal to the Superintendent of Education, and appeal to the Board.

If there are any concerns or complaints regarding school operations that the school cannot handle, they are referred to the Superintendent. The Superintendent of Education will then direct the Employee Management Relations Officer (EMRO) to conduct an investigation. There is a 60-day time frame in which the investigation must be completed and resolved. Findings of any investigations are reported to the Superintendent who is then required to report to the Board.

49 Supporting Evidence  17 GCA §3102.1  BP 914  Guam Department of Education Personnel Rules and Regulations manual  AIJMS Student and Parent Handbook

Evaluation Procedures Indicator: The governing authority carries out clearly defined evaluation procedures. Prompt: Comment on the clarity of the evaluation procedures carried out by the governing authority. Findings It is mandated by law for the GEB to assess instituted policies on a regular basis in order to adjust to the ever-changing needs of the Department and for its development of policies.

The Superintendent regularly evaluates the Department’s management and curriculum status and distributes his report to the Board. The Board takes a poll on whether to agree or disagree with the assessment results. If required, they take necessary actions to settle the matter. Assessments are made on the following:

 Implementation of the Adequate Education Act  Efficacy of administrators in fulfilling board policies and assigned objectives  Efficacy of instructional personnel and their skill in reaching curriculum goals  Board policies, practices, and directives  Comprehensive scope of management functions

Every month the Board also receives from the Superintendent a budget status report of all local and federal funds accessible to the Department. The report covers all appropriations, transfers and adjustments, revised appropriations, expenditures to date, outstanding encumbrances, and unencumbered balances.

In conjunction, the Board receives an ASPER. This report lists personnel compliance, school maintenance facilities, textbook compliance and timely bus operations on a monthly basis. The school administrator is responsible to ensure that this report is updated and submitted monthly. According to 17GCA §3103, the ASPER is: “a monthly budget status report of all local and federal funds available to the Department” that includes “all appropriations, transfers, and adjustments, revised appropriations, expenditures to date, outstanding encumbrances and

50 unencumbered balances.”

Supporting Evidence  17GCA §3103  Adequate Public Education Report

Evaluation of Governing Authority Indicator: There is a process for evaluating the governing authority. Prompt: Review and assess the process for evaluating the governing authority. Findings The GEB is a policy board and not a governing board. There are nine members who comprise of this Board. Six are elected to two-year terms and three to three-year terms.

The Superintendent of Education, Mr. Jon JP Fernandez governs GDOE. The Board evaluates his performance every year. Their evaluation is measured by the five board goals that ensure excellence in the education of our children in a free society. The Board presents and endorses this policy statement on school and community relations because of its conviction that:

 All GDOE students will graduate from high school prepared to pursue post-secondary education on-or-off Island or to assume gainful employment within the public or private sector.  All students in the GDOE will successfully progress from grade to grade and from one level of schooling to another in order to maximize opportunities to successfully graduate from high school.  All GDOE personnel will meet high standards for qualifications and ongoing professional development and will be held accountable for all assigned responsibilities.  All GDOE school facilities will meet high standards for health and safety and provide optimal conditions for learning objectives.  All GDOE operations activities will maximize the critical use of limited resources and meet high standards of accountability.

The Board has conducted two evaluations of Mr. Fernandez performance thus far. Each time, the Superintendent has received satisfactory performance evaluation consistent with the five board goals. Supporting Evidence  17 GCA §3102.5  DAP Goals and Objectives

Conclusions Prompt: Comment on the degree to which this criterion is being addressed.

51 As mentioned earlier, the GEB consists of nine members, six of which have a two-year term after they are voted in during a general election. The Governor of Guam appoints the other three members who serve for three years. They receive specific training as board members from university professors in order to be equipped to operate as a board member. The GEB then employs the Superintendent of Education who is responsible for implementing the overall local and federal laws and policies. AIJMS administrators ensure that school decisions align with the directives of the superintendent. Annually, the superintendent conducts an assessment of AIJMS’ operations that includes student performance, student behavior, and school characteristics. In turn, the GEB reviews the superintendent’s performance.

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.

The Board and the Superintendent work diligently to be accountable for the overall educational advancement of our school population. They implement policies and directives that reflect the national trends so as to keep abreast of the ever changing needs of our global society. In turn, the administrators are cognizant that daily school operations are in alignment with these policies so as to support the advancement of the students.

52 A3. School Leadership Criterion The school leadership (a) makes decisions to facilitate actions that focus the energies of the school on students’ achievement of the school wide learner outcomes (b) empowers the staff and (c) encourages commitment, participation and shared accountability for student learning.

Defined Responsibilities, Practices, etc. Indicator: The school has administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Prompt: Evaluate these administrator and faculty written policies, charts, and handbooks. Determine the clarity and understanding of these by administration and faculty. Findings During annual teacher orientations, administrators review the overall expectations of all faculty and staff for the school year. A copy of the Faculty Handbook is also sent out electronically to all personnel and printed upon request. This handbook provides comprehensive information on all aspects of school operations such as:

 Guam Education Board Policies (GEBP)  Curriculum and the middle school programs  Teacher duties and responsibilities  Department, team, and content meetings  Student attendance procedures  Instructional supplies, textbook, and classroom equipment  PBIS  SPAM  Equal Employment Opportunity (EEO)  School services  NAF  Administrative duties and responsibilities  Non-classroom teacher duties and responsibilities  Library rules, policies, and procedures

Appendices include SLOs rubrics; course syllabus sample; citizenship rubrics; daily lesson plan format; CST Policy/Packet (CST); Student Request to See Counselors form; Retention Policy and Procedures; Planning Agenda for Team Meetings; Field Trip request forms; Personnel Acceptable Use Policy and Contract; Minor Infractions form; and Table of Behavior Offenses and Weighted Interventions. All the pertinent information is contained in the Faulty Handbook for reference.

All the pertinent information is contained in the Faculty Handbook for reference.

The four administrators supervise faculty and staff personnel. They divide the duties for the daily operations and managing the school. James Petitte, Principal; Erica Sudo Cepeda, Assistant Principal for Curriculum and Instruction; Angel S. Legaspi, Assistant Principal for

53 Student Support; and Kevin P. Smith, Assistant Principal for Special Programs.

Each faculty member is designated a specific responsibility. Some are active in one or more of the following committees:

 Leadership representative  Accreditation focus group leader  Department chair; team leader  Activity advisor/team activity member  School Climate Cadre member  Disciplinary Action Committee representative  Team attendance facilitator  Child Study Team coordinator

This system distributes the numerous responsibilities and duties amongst the teachers with shared responsibilities outside of the classroom. Supporting Evidence  AIJMS Faculty Handbook  PTEP  Chart listing administrators and who they oversee

Existing Structures Indicator: The school has existing structures for internal communication, planning and resolving differences. Prompt: How effective are the existing structures for internal communication, planning and resolving differences? Findings Standard communication is conducted via internal memorandums, mainly via GDOE email. Each week a summary of the leadership committee meetings are emailed to all faculty members. Communication, planning, and resolving differences occur during the following meetings:

 Team preparation periods (daily)  Content team (weekly or bi-weekly)  Leadership meetings (weekly)  Accreditation committee (bi-monthly and monthly)  Faculty (monthly)  School Climate Cadre (bi-weekly)  Professional Development days (twice a year)  Child Study Team meetings (as needed)

Administrators, teachers, and parents formally meet to discuss academic and social concerns during monthly PTO meetings and quarterly PTCs. Teachers and administrators

54 communicate with parents on an as needed basis via student planners, letters, emails or telephone conversations. When a parent or guardian meets with a student’s team of teachers regarding academic, behavioral, or attendance concerns, it is documented as a CST meeting.

Parents and guardians at AIJMS are encouraged to fill out a Parent Concern form when all attempts to resolve a concern at the lowest level have not been successful. These forms are forwarded to an administrator and when issues are resolved they are filed in their child’s discipline/attendance folder.

School employees are entitled to present an informal grievance either informally or in writing to their administrator. However, the employee is expected to exhaust all possibilities of reaching a favorable outcome independently through their collaborative teams. AIJMS administrators also implement an open door policy with the hopes of establishing transparency and providing an immediate response with alternative options for compromise and successful resolution. Supporting Evidence  Team/committee meeting minutes  Parental Grievance Procedures (Board Policy)  Employee Grievance Procedures (GDOE Personnel Rules and Regulations)

Involvement of Staff Indicator: The school leadership has processes and procedures for involving staff in shared responsibility, collaborative structures and actions, and accountability to focus ongoing improvement on teaching and learning that supports student learning. Prompt: How effective are the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning? Findings The empowerment of the AIJMS staff by the school leadership is exemplified in the following ways:

 Teacher teams (PLCs) facilitate monthly faculty meetings that address upcoming events, current issues, solutions and share strategies.  Time is provided at the beginning of each meeting to acknowledge “Pirate Pride” where accomplishments, successes, or achievements of students, teachers or clubs are recognized.  Time is also provided at the end of each meeting for the Guam Federation of Teachers Union (GFT) to address any pressing issues/concerns from staff or teachers.  Faculty is divided into nine different teams relevant to their content area and meet regularly to address curricular and non-curricular issues. However, this school year, some content teachers lack a common preparation period and consequently meet after school when needed. Each grade level has two teams that includes a designated team leader. During PLC meetings, students’ academics, behavior, attendance concerns, teaching strategies, stakeholders 55 involvement and professional development are discussed.  Leadership committee meetings are held weekly where each content leader meets with administrators as a team to discuss activities, events, and the overall goals of the school.  Administrators have offered an open door policy to all students, teachers and staff to address any concerns brought to their attention in a timely manner.

The school leadership encourages commitment, participation and shared responsibility and accountability for student learning by implementing the following: Standardization of the lesson plan format to address and ensure compliance among GDOE standards as well as compliance of our school’s SLOs. Regular class monitoring to ensure teachers are following lesson plans and students are actively engaging in the learning process. Various on-site training offered to assist with new content or adopted programs, i.e., CCSS, STEM programs, etc. Supporting Evidence  Bulletins  Lesson plans  Faculty meeting agendas  Team meeting minutes  Faculty Handbook  GFT Contract  Character Education

Evaluation of Existing Processes Indicator: The school leadership regularly reviews the existing processes to determine the degree to which actions of the leadership and staff focuses on successful student learning. Prompt: To what extent does the school leadership regularly review the existing processes to determine the degree to which actions of the leadership and staff focuses on successful student learning? Findings Annually, the SAT10 data, pre/posttests, WRAT and NRST reports are reviewed at the beginning of the year and on a quarterly basis. Other opportunities for discussing successful student learning occur during professional development days and meetings (PLCs) with the content teachers, teams, other faculty and staff.

As noted in an earlier chart, 43% are learners under the ESL program and nearly 9% are eligible for SpEd services. Both populations enroll in either a sheltered or a mainstream program. It was critical that auxiliary support be put into practice to support their learning needs. Consequently, the administration adjusted the schedules of the SpEd and ESL program teachers to collaborate with the mainstream teachers. Each SpEd and ESL teacher spends up to a period a day in the classrooms monitoring students and or collaborating with colleagues on modifications and teaching strategies. Documentation regarding consult and

56 monitoring is properly maintained in student folders to include information such as teacher contacts and classroom observation. As a result, based on the data provided during the consultation and monitoring of students in these programs, there was a need to create tutorial classes for these students. Two tutorial classes were created for the second semester of this school year and approximately fifteen students who receive SpEd services and who are listed as at-risk are currently enrolled in these classes. Tracking and documentation of student progress will be made within the quarter and revaluated at the end of the quarter for continued enrollment in these tutorial classes.

Administrators perform informal and formal classroom observations throughout the school year to ensure effective teaching and learning take place in the classroom. They also review class syllabi and lesson plans on a regular basis.

The curriculum administrator also meets with a committee of personnel new to the school on a bi-monthly basis during the Critical Friends meeting. The newly hired teachers within the Critical Friends committee discuss methodologies or student concerns with the administrator, a teacher mentor, or both. Teachers in the Critical Friends group are locked into a two-year mentoring program while at AIJMS.

Some of the methods school leaders make decisions on student achievement of the SLOs are as followed:

 Taught to students in all subject areas but reinforced primarily during Character Education. Students recite and memorize the SLOs. Teachers integrate the SLOs in their daily lesson plans and field trips forms  Briefings among school administrators are held to facilitate communication and to immediately address issues impacting the learning environment  Organization of the SCC to review and address student referrals and behavior modifications  Organization of the Emergency Management Team prepares staff and students with the proper courses of action in a variety of emergency situations during monthly drill  Time is scheduled during the workweek to allow accreditation team members to meet and address the various criteria put forth by WASC  Support of lunchtime and activity day entertainment and activities  Administrative support of student performances at invitational events, such as the Kulu Natibu Dance Squad performances Supporting Evidence  Faculty meeting agendas  Leadership meeting summaries  ESL and SPED binder  Critical friends binder  Pre/post NRST  Pre/Post WRAT test results  Staff development attendance sheet  Class syllabi 57 Conclusions Prompt: Comment on the degree to which this criterion is being addressed.

The AIJMS Faculty Handbook is explicit in explaining aspects of the school’s policies and procedures. It provides information on Standard Office Procedures (SOP) to ensure that all faculty and staff members participate in the effort to promote student learning. The handbook is easily accessible electronically. From the start of the school year, responsibilities and duties are outlined for every faculty and staff member.

Majority of the stakeholders maintain consistent communication through meetings, conferences, documentations, calls, calendar of events or emails to discuss various concerns and determine action plans. Team building is practiced on a regular basis via ongoing collaborations. Administrators regularly review teachers’ field trip forms, student activity requests, and character education and content lesson plans to ensure that the SLOs are appropriately incorporated.

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.

The AIJMS administrators monitor students’ pre and posttest and SAT10 data. By analyzing the data, they help facilitate specialized training and provide critical classroom equipment and supplies. They also enable teachers to attend additional pedagogic training in their content area. By equipping educators with the skills and materials they need, this will help increase learning in amongst the students.

58 A4. Staff Criterion The school leadership and staff are qualified for their assigned responsibilities, are committed to the school’s purpose and engage in ongoing professional development that promotes student learning.

Employment Policies/Practices Indicator: The school has clear employment policies/practices related to qualification requirements of staff. Prompt: Evaluate the clarity of the employment policies and practices related to qualification/statutory requirements of current and potential staff for all programs, including all types of online instruction and specialized programs such as college/career preparation. Findings GDOE Personnel Office in collaboration with the GCEC establishes the qualifications and requirements for school administrators, teachers, and staff. The GCEC verifies the certification of all professional personnel and handles every facet of the certification and continuing education.

Teachers are required to renew their certification every two to ten years depending on the type of certification held. Completion of college credit courses and or professional activities are required prior to recertification emphasizing the role of educators to consistently upgrade their pedagogical skills. Supporting Evidence  GDOE Personnel Rules and Regulations  Public Law 31-50 Guam Commission for Educator Certification Rules & Regulations

Qualifications of Staff Indicator: The school reviews all information regarding staff background, training and preparation. Prompt: Evaluate the procedures to ensure all staff members in all programs, including online instruction, based on staff background, training, and preparation are qualified for their responsibilities within any type of instruction to ensure quality student learning. Findings Currently, the GCEC requires that teachers acquire a Bachelor’s degree in education and pass the Praxis I (reading, writing and math) and the Principles of Learning and Teaching (PLT) (pedagogical knowledge in grade-level ranges) exams for an Initial Educator certification.

There are annual evaluations conducted by the administrators with faculty and staff to certify that they uphold their duties and responsibilities in a professional manner.

Presently, the four administrators hold undergraduate degrees in their respective areas and a Master’s degree in Administration and Supervision. The school administrative team shares a combined total of 30 years of experience in administrative supervision.

59 Regarding faculty members, 98% of the teachers obtained a bachelor’s degree; 56% earned a master’s degree; and 7% attained a doctoral degree.

AIJMS has a respectable number of educators who have long-term experience in the teaching profession. Twenty-nine percent taught more than 20 years: 19% served more than 26 years and 10% performed between 21 to 25 years. Seventeen percent reported that they taught between 16 and 20 years. Twenty-five percent of teachers were new with one to five years of experience. Seventeen percent were in the classroom between six and ten years and 12% were educators between 11 and 15 years.

Presently, 93% of the teachers hold a valid teaching certificate whereas 7% hold an emergency teaching certificate as they are in the process of completing their teacher certification.

Supporting Evidence  GCEC website  Teacher survey results

Maximum Use of Staff Expertise Indicator: The school has a process to assign staff members and provide appropriate orientation for all assignments, including online instruction and specialized programs so that the expertise of the staff members is maximized in relation to impact on quality student learning. Prompt: Evaluate the process to assign staff members and provide an appropriate orientation process to ensure all staff are qualified and prepared or their responsibilities including any type of online instruction. Findings As mandated under Guam Public Law 31-50, teachers should possess certification in their respective content areas. Teacher survey results indicated that 88% of teachers have a degree in the subject that they are teaching. The other 12% hold a temporary certification and in the process of completing their requirements for full certification.

The Critical Friends committee was organized in SY 2009-2010 in order to orientate and support new teachers to the field of education and AIJMS. Critical Friends members are mentored in-house for two years with a veteran teacher counterpart and in the committee for a minimum of two years.

60 Teachers at AIJMS make it a practice to assume their colleague’s classes during one of their preparatory periods in order to support teacher trainings held during instructional time in and off campus. This practice has made it possible for more teachers to attend training and bring back skills and knowledge to support their colleagues. Supporting Evidence  Teacher info survey  Faculty and Staff Handbook  Critical Friends meeting agenda and minutes

Defining and Understanding Practices/Relationships Indicator: The school has clear administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Prompt: Evaluate the administrator and faculty written policies, charts, pacing guides and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Determine the degree of clarity and understanding of these by administration and faculty. Findings At the beginning of each school year, veteran and new teachers alike are given an overview of the expectations of responsibilities corresponding to their respective areas of profession. They are also made aware of the changes and amendments to existing standard operating procedures found in documents such as the Faculty and Staff, Student and Parent, curriculum maps, emergency response plan and the NAF handbooks. Teachers are provided clear instructions regarding the SMART goals and the school framework set for the year. Copies are also made available for all stakeholders via email. Supporting Evidence  Faculty and Staff Handbook  Student and Parent Handbook  Curriculum maps  Emergency Response Plan  NAF handbook  SOPs  Teacher orientation packets

Staff Actions/Accountability to Support Learning Indicator: The school evaluates the effectiveness of the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs. This includes an evaluation of the collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentoring, group presentations. Prompt: How effective are the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs? Provide representative examples and data regarding impact on student learning?

61 Findings Teachers meet regularly in various formats of PLCs such as team, content, and faculty meetings. As one of the foundations of the five goals prescribed by the Superintendent, teachers effectively collaborate to discuss strategies to implemented differentiated instruction for effective teaching and learning. Since the last WASC visit, teachers have completed approximately 30 hours of professional development annually. Trainings and PLCs vary from year to year based on the school goals and action plan. Some in-house training includes the implementation of qualitative assessments, as recommended by the last WASC visiting committee; differentiated instructional strategies that work in the classroom; and the alignment of CCSS and GDOE content standards and performance indicators.

Teachers were able to understand the differences between qualitative and quantitative assessments; collaborate to develop foundational research questions; and lastly, implement these questions to ascertain students’ insights. More specifically, teachers created the following four questions:

1. What activities promote student academic growth and development? 2. How do teachers address the unique needs of a varied student population? 3. What opportunities for connectedness to the school allow students to grow academically? 4. How do club advisors design social activities for academic success?

The results of the latter, prompted teachers to create interview questions that were aggregated and used for the start of SY 2013-2014. This practice activity acclimated new teachers to the students’ insights and refreshed veteran teachers of their purpose as educators here at AIJMS.

Also as mandated by the Superintendent was the creation of SMART goals that provided a foundation for the further development of the Curriculum Maps. The creation of these documents influenced teachers to collaborate and communicate about vertical and lateral alignment across content areas.

Additionally, PLCs in the form of the accreditation focus groups to further discuss outcomes in the SAP. New insight is further gained during these meetings regarding the alignment of respective statements in the area of improvement, rationale, SLO, and most importantly, the critical learner needs for our students. PLCs meetings are held on Thursdays with different groups to discuss topics and review student data to drive instruction in the classroom. Supporting Evidence  PLCs sign-in sheet  Agendas  Portfolio

62  Leadership minutes (email form)  Student survey  SAP

Support of Professional Development Indicator: The school effectively supports professional development/learning with time, personnel, material, and fiscal resources to facilitate all students achieving the academic standards and the school wide learner outcomes. Prompt: How effective is the support of professional development/learning with time, personnel, material, and fiscal resources to facilitate all students achieving the academic standards and the school wide learner outcomes? Provide evidence and examples. Findings Teachers were kept abreast of best practices and evidenced based research by participating in numerous workshops, seminars, and trainings at the district level. A number of participants conducted trainings from what they learned or provided technical assistance for teachers at the school site. They include:

 STEM professional development training for middle school math and science teachers. The training covered the foundation and principles of STEM. It also included 21st Learning Inquiry and the CCSS to help structure lesson planning  PBIS training promoted reduction of disciplinary incidents, an increase of the school’s sense of safety, and the support of improved academic outcomes  IEP School Team training helped classroom resource teachers with the development and implementation of Individuals with Disability Education Act (IDEA) requirements  Alternative assessments  Lesson design training for teachers  SpEd compliance/IDEA  Autism awareness training for teachers and school aides  CCSS in mathematics - summer and fall workshops  Content Specific Literacy CCSS strategies for Secondary Schools  Differentiated Instruction  CCSS CITW  Safe training  Sheltered Instruction Observation Protocol (SIOP) provided training for teachers of English learners. This model helps teachers plan and deliver lessons that allow English learners to attain academic knowledge as they build their English language skills.  Gateway to Technology trainings helped teachers become aware of current technologies and strategies to incorporate technology in the classroom.  Computer mobile labs were also provided for teacher and student usage for the integration of technology in the classroom.  PowerTeacher trainings taught teachers how to use a grade book system that lists all classes, rosters, student demographic information, grades, scores, assignments, comments and progress.

63 Professional development is formally conducted twice a year at the school site. Additionally, it may occur monthly during faculty meetings and weekly during scheduled content or team PLC meetings. The above trainings were shared among the teachers and staff through various forms of informal and formal discussions. Supporting Evidence  Department training memos  Training handouts  Certificate of Trainings

Supervision and Evaluation Indicator: The school implements effective supervision and evaluation procedures in order to promote professional growth of staff. Prompt: How effective are the school’s supervision and evaluation procedures in order to promote professional growth of staff in all areas such as their technological training? Findings Each school year, teachers are evaluated under the PTEP. There are three categories that teachers can participate in. 1) Professional Growth, 2) Professional Accountability and 3) Professional Plan of Development (PPD). Approximately, 15% of our teachers participate under the Professional Growth 85% in Professional Accountability and the other 0% in Professional Plan of Development. This evaluation program consists of 17 standards to engage teachers in the planning, implementation and evaluation of their teaching methodologies. This program has set time lines to follow and specific required documents to facilitate the evaluation process.

Annually, 95% of our teachers complete this process with the other 5% pending the submission of forms and write-ups. Overall, AIJMS administrators diligently complete evaluations and salary increments in a timely manner. Supporting Evidence 1) PTEP evaluations 2) Gateway to technology 3) Formal/informal evaluation

Measurable Effect of Professional Development Indicator: There are effective operating processes that determine the measurable effect of professional development, coaching and mentoring on student performance. Prompt: Comment on the effectiveness of the processes in determining the measurable effect of professional development, coaching, and mentoring on student performance. Provide evidence about whether the professional development/learning has had a positive impact on student learning. Findings

64 The PLCs at AIJMS have become professional collaborative teams of educators who address and review current studies and findings regarding student achievement and behavioral successes. The PLCs are facilitated in both content and grade level groupings. The impact of the PLCs has resulted in the restructuring of the school’s SMART goals and Curriculum Maps. With the development of these foundational guiding documents, stakeholders anticipate a more reliable tool for measuring student achievement this school year.

As a result of the District implemented ODR, various PLCs were conducted regarding student behavioral successes in and out of the classroom. Due to the collaborative efforts amongst colleagues, SY 2012-2013 discipline reflected a decrease in referrals and an increase in positive behavioral changes.

The leadership team also sets yearly training around specific needs of the school. Below is a sample chart of SY 2012-2013 PD training topics that were set forth by the team:

MONTH TOPIC NOVEMBER Unpacking the CCSS and the Crosswalk Activity Finalizing Informed Consent Forms Understanding the Random Selection Table DECEMBER/JANUARY Conduct Interviews and Check for understanding FEBRUARY/MARCH Data Aggregation Developing themes APRIL/MAY Write and Revise qualitative assessment narratives JUNE Action plan alignment with qualitative assessments, SMART goals, and CCSS

PD is focused on re-capping the qualitative assessment—background concepts, teacher authored interview questions/research questions, the interview process and qualitative data aggregation. The learning community was engaged in a renewed sense of ownership to the qualitative assessment process. The latter addresses the critical area for follow up as recommend by WASC: qualitative assessment data Supporting Evidence  Thematic lesson  Graphic organizer evidence  Yearly PD planning guide and agendas

Conclusions Prompt: Comment on the degree to which this criterion is being addressed.

The principal selects candidates with the necessary qualifications or credentials or are in the final process of obtaining the necessary requirements for their positions. Ninety-three percent of educators possess a valid teaching certificate and the remaining teachers presently are working towards receiving their certification. Furthermore, 88% of the

65 teachers obtained a degree in the content area that they fall under. The 12% of teachers are still working on their certification. The topics presented during professional development trainings are relevant to the curriculum and student achievement. However, being that AIJMS was undergoing the Accreditation process, priority of time and effort for the past two school years emphasized more on issues concerning the school’s Accreditation. Some faculty members felt there was need to balance the two main goals: student achievement impact and fulfilling the Accreditation requirements.

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.

The collaboration that occurs in PLCs on a regular basis is what drives the teachers and other stakeholders to address the school’s critical learner needs. By meeting frequently in different settings and groupings, it helps to consider the numerous facets that effect student learning. However, there is a need to improve how we analyze student data in terms of the follow up process. It is after implementing a plan of action, that we have to be more diligent in tracking the effectiveness of the program itself on a long term basis.

66 A5. School Environment Criterion The school has a safe, healthy, nurturing environment that reflects the school’s purpose and is characterized by respect for differences, trust, caring, professionalism, support, and high expectations for each student.

Caring, Concern, High Expectations Indicator: The school demonstrates caring, concern, and high expectations for students in an environment that honors individual and cultural differences. Prompt: To what extent does the school demonstrate caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning? Findings The school’s vision, mission, school wide expectations (3B’s), and SLOs each contribute to creating an atmosphere of care, concern, and high expectations for all students. They are published in every student planner. The SLOs are posted in classrooms and main hallways around the campus. Beginning in August 2013, students spent the first quarter studying and reviewing the school’s philosophy on each section earlier noted.

Various personnel go beyond their scope of work finding ways to connect with the students. During lunchtime, teachers and administrators periodically join the students in the dining hall for lunch. Many teachers provide additional tutoring services for those who are struggling or need additional assistance to make up work. Some open their room for students to catch up on their assignments at lunchtime, before and after school, and during breaks. Also during lunchtime, the librarian assists an overload of students who utilizes the library; the school health counselor and teachers often run basketball games in the gym; counselors follow up with at-risk students; and the school aides open up the soccer field that serves as a safe place to play football, volleyball, and soccer. (Prior to this opening, they were restricted to the main courtyard).

Recently, faculty and staff launched intramural basketball tournaments in second quarter and volleyball in third quarter. The games were held during lunchtime with about 70 students enrolled. Students are allowed to participate with the condition that they receive a clearance from their teachers for good behavior and submission of daily assignments.

During the annual Food Fair hosted by the seventh grade social studies classes, cultural awareness is promoted. To prepare for this fair, students research a designated country. The students prepare an ethnic dish; dress in the country’s ethnic wear; and create a visual presentation on their selected country. Out of pride or a desire to learn more, many students usually selected their own ethnic background. Overseeing this event are the seventh grade social studies teachers.

In the month of March, the Chamorro culture is celebrated through food, art and language competitions. Several teachers conduct field trips to the Guam Micronesia Island Fair where students are able to observe the cultural arts of Guam, Rota, Saipan, Tinian, the Republics of Kiribati, Palau, the Marshall Islands, FSM, and Nauru. Furthermore, this school year, the Pacific PLCC was inaugurated. The club promotes the awareness and respect for 67 Pacific languages and cultures. Their goal is to increase the club members’ skills in leadership, collaboration, diversity awareness, organization, and communication.

Annually, AIJMS operates a foreign exchange program that consistently promotes cultural awareness. For the past four years, the school hosted many foreign exchange programs where AIJMS students paired up with students from Japan to experience daily life at a local middle school for one to two days. These students immersed in Guam’s culture, while AIJMS students gain from the experience and exposure to their culture. The next school year will see this program expand with a Memorandum of Understanding between GDOE and the Seo-gu District, Daegu Metropolitan City, Republic of Korea. This will be a home- stay program of approximately 30 students totally immersed in Guam’s Culture and Customs. Supporting Evidence  AIJMS: Vision, Mission, Expectation, and SLOs  Student tutoring logs  Intramurals calendar and score sheet  Food Fair projects  Chamorro month calendar and evidence  Exchange portfolios

Student Self-Esteem Indicator: The school fosters student self-esteem through high expectations for each student and recognition of successes. Prompt: To what extent does the school foster student self-esteem through high expectations for each student and recognition of successes? Findings To welcome and become more acquainted with the students on a daily basis, the administration makes time to greet students as they arrive in the morning and depart in the afternoon in their buses. At this time, student planners are randomly checked and students are highly encouraged to have their parents involved in their education.

Students are encouraged to participate in various intramural sports, clubs, and organizations. Intramural athletes and Kulu Natibu Dance Squad members learn about teamwork, sportsmanship, self-discipline, leadership, and respect for other teams and authority. The NJHS, SBA, Close-Up, and PLCC members develop skills in public speaking, leadership, team building, goal setting, financial management, organization, decision- making, and community service.

In the past, the Academic Challenge Bowl (ACB) participants increase their intellectual knowledge, personal growth, and collaboration skills. Spelling Bee competitions are held annually in the Language Arts classes and a team representative competes to represent the school during the annual Spelling Bee Island-wide competition. Project Isa-ta, an all girl’s organization, inspires females to develop a stronger self-awareness and self-worth. At the same time, they learn to make better decisions and respect people’s differences. Peer

68 Mediators empower students to develop conflict resolution, leadership, communication, and collaboration skills.

The Industrial Arts program instructs students to upholster office chairs; build school benches, parking lot signs, construct a portable stage; and landscape the campus. Not only do the students gain labor skills, but they also take pride seeing their hard work displayed around the school campus and develop service-learning skills.

The students are commended through diverse avenues. Those who demonstrate good citizenship or placed on the A and B Honor Roll receive a certificate and reward during PBIS assemblies. Students are also recognized for participation and achievement in island- wide competitions such as dance, art, composition, and speech during Ahoy assemblies.

Student clubs and organizations, individual students, and intramural sports teams’ achievements are also recognized during monthly faculty meetings, bi-monthly Ahoy Assemblies, quarterly PBIS assemblies, on the AIJMS’ website, and the Pacific Daily News (PDN). Students who achieve perfect attendance, exhibit positive behavior, and actively participate in school activities and functions are awarded dress downs where they are allowed to wear regular attire instead of their school uniforms. Supporting Evidence  Club and organizations’ evidence binder  Teacher evidence  Powerschool Records

Mutual Respect and Communication Indicator: Mutual respect and effective communication among and between staff, students, and parents is evident. Prompt: What evidence supports mutual respect and effective communication among and between staff, students, and parents? Findings The teachers and staff provide an environment that helps students become productive citizens in their community and to adjusts to the changing times as they grow into adulthood. There are a variety of opportunities for students to take ownership of the school by joining different clubs, sports and organizations.

In addition, AIJMS also offers a peer mediation program in which students are taught how to handle conflict in a peaceful and rational manner. This is important given the zero tolerance policies for fighting and bullying. Mediation programs give students a peaceful alternative to violence. Aside from mediation, the school administration also offers alternatives to students who have been suspended. The administration has an aggressive policy of leveraging suspension days for students to participate in intervention programs offered in the community. For example, if a student is suspended for 10 days for a fighting

69 offense, a student can have five days of the suspension lifted if the parent is willing to enroll their child in anger management classes; otherwise, they (parents) are highly encouraged to participate in a parent-shadowing program at school. For the remaining five days, the child is allowed back in school provided the parent is willing to shadow the student for these days.

Students are also recognized for their academic and athletic successes at AIJMS. An A and B honor roll ceremony as well as a sports banquet are two ways of celebrating student successes. Parents and family members are invited to these events. The honor roll ceremonies generally take place at the end of each quarter and the sports banquet is held at the end of the school year. Graduating eighth grade students also receive awards and recognition at their promotional ceremony held at the end of the school year. All these events allow students to take pride in their accomplishments throughout the year.

The NJHS, one of the most recognized honor societies nationwide, provide students with another level of honor for academic success. This organization not only promotes academic excellence, it reinforces community service and the value of helping others. In the last several years, NJHS members have been instrumental with campus clean ups, tutoring their peers, and gathering donations for local and global families in need. They also assisted in the logistics during orientations, open houses, commemoration day festivities, and PTC’s.

Student leaders also take ownership of various activities that promote not only fun but also unique learning experiences: Philippines typhoon relief drive, Christmas drop program, and the various coin drives spearheaded by the district.

The school’s educational community will continue to encourage students to fulfill their potential and to strive for excellence in everything they do. To support this effort, it is imperative that school leaders continue providing multiple opportunities for reinforcement and acknowledgements throughout the school year. Supporting Evidence  Parent, student, and school personnel surveys  Parent/student handbook  Club and organizations’ evidence binders

Teacher Support and Encouragement Indicator: There is a level of support and encouragement for teachers to use innovative approaches to enhance student learning. Prompt: How effective is the level of support and encouragement for teachers to use innovative approaches to enhance student learning? Findings The administrators support teachers who take their students on educational field trips to museums, art galleries and cultural fairs to provide real life experience on academic topics. Further, people in various positions from the private and government sectors are

70 invited to speak on various topics throughout the year.

Teachers whose students win community essays, speeches, or art competitions are recognized in monthly faculty meetings, assemblies, and the school’s website. Teachers are also applauded for participating in community events such as raising funds for disaster victims, coastal clean ups, recycling telephone books and aluminum cans, supporting anti-bullying and cancer awareness, and donating items for the disadvantaged. These events provide opportunities for the school and students to become more community and global conscious.

Teachers cultivate each other’s skills by conducting in-house training for their colleagues on PowerSchool, 3SQR (School Quality Review) Reading Method, graphic organizers, CCSS, and PD360. Those who attended the Advanced Placement (AP) and Pre-AP workshop, SIOP model training, and STEM program trainings share the information acquired during team, faculty and leadership meetings. In addition, both veteran and newly hired teachers collaborate and provide the support and assistance needed to be successful in the school community.

Monthly faculty meetings are prefaced with a “Pirate Pride” session in which administrators and other faculty members acknowledge and applaud the many efforts demonstrated by teachers and students alike such as: art-a-thon, community performances, island community clean ups, donation drives, sports achievements, and civic participation. Supporting Evidence  List of field trips  Training binder  In-house training binder

Safe, Clean, and Orderly Environment Indicator: The school has existing policies, regulations and uses its resources to ensure a safe, clean and orderly place that nurtures learning, including Internet safety. Prompt: Comment on your analysis of the effectiveness of a) the existing policies and use of resources to ensure a safe, clean and orderly place that nurtures learning, and b) all aspects of the school with respect to safety regulations including effective operating procedures for internet safety. Findings The overall rating from the Parent Outreach survey conducted in October 2013 indicates an average rating on the social and behavioral environment of AIJMS. This data was also depicted in informal polling of students on how they feel about their school environment. In general, there is a need to collaborate with stakeholders to determine the needs of a more positive environment for our students and parents.

71 As reflected in our Student and Parent Handbook, the policies and codes of conduct support the goal of providing a safe, healthy, nurturing environment that is conducive to learning. Zero tolerance policies regarding acts of violence such as harassments and threats were stringently enforced to ensure compliance and to promote a sense of well being among students. School rules and behavioral expectations were discussed extensively during student and parent orientation. It is also incorporated in the AIJMS Schoolwide Expected Behaviors and SLOs presentation and outreach.

In an attempt to increase the level of deterrence for possession of contraband and weapons so that students would feel safe, students are aware that random searches are conducted in lockers, school buses, as well as bus stops.

The student suspension rate decreased by 13% between SY 2011-2012 and SY 2012- 2013. Some contributing factors to the decrease of the suspension rates include monthly presentations, rewards and incentive recognition programs, strict adherence to SLOs, and the increase of parent advocacy during PTO meetings and parent seminars. Perhaps the most important contributing factor to this decrease was the consistent application of the schools discipline policies.

The middle school concept addresses both the academic and behavioral development of students. The homebase classes teach and reinforce the student codes of conduct. On a quarterly basis the character education lessons teach appropriate social behaviors by reinforcing the School-wide Expected Behaviors, also referred to as the 3Bs — Be Safe, Be Responsible, Be Respectful.

The SCC was created to ensure that the school has full representation of its stakeholder to review data regarding school safety, the school environment and behavior data. The SCC consists of representatives from each team of teachers, a counselor, administrator, and student representatives. Discipline data is reviewed monthly and discussions are held on how to address major policy infractions and promote positive behavior. Recognitions and outreach support are held during bi-monthly Ahoy assemblies and quarterly PBIS assemblies attended by the school body. This data is also shared with team teachers who have the prerogative to incorporate their character education lessons based on the trend of inappropriate behavior on a daily, weekly or monthly basis based on the need.

To control the movement of visitors on campus, all visitors must pass the main gate with clearance, sign-in at the main office and be issued a visitor’s pass. If a child is to leave the campus for any reason, only individuals listed on a student’s emergency contact list are authorized to take the student off campus. As an added measurement, the main gate is 72 monitored at all times by support staff during the instructional day.

Every month, the whole school participates in emergency exercises. To date, the school has practiced different scenarios including a fire drill, earthquake drill, bomb threat drill, and the appropriate responses to these events (e.g., lock down or evacuation). For more than a decade, the fire alarm and bell alarm system was out of operation. The fire alarm system funding was provided by the AARA grant during SY 2012-2013 and the bell system was rewired with school funds. Currently, both systems are fully functional and operating.

To further support the safety and welfare of our students, school personnel received formal training annually, in Safe Crisis Management, CPR, and Active Shooter on Campus.

The health and welfare of students are classified high priority and take into consideration by reviewing and following through with students’ medical conditions as indicated on their medical records. This effort provides awareness for all personnel of a student’s medical challenge. If necessary, teachers refer students for vision or hearing testing on an as needed basis to the School Health Counselor.

A nurturing environment is promoted through the Parent-Family-Community Outreach Program. The program’s objectives are to provide schools and families with adequate support in meeting the varied needs of children in the most effective manner and to promote the importance of parental involvement in education. The social worker and the community program aide work closely with both faculty and staff to assist students who have uniform, discipline, attendance, medical, and/or registration concerns/issues. They provide support in attaining parental involvement for school functions, activities and student meetings. They collaborate with outside agencies to provide outreach support for students and their parents on topics such as youth violence prevention, education, conflict resolution, anger management, and alcohol and drug abuse prevention.

The Financial Student & Administrative Information System (FSAIS) created protection measurements that block or filter internet access to pictures that are obscene, child pornography, or other material that is deemed harmful to minors. This division also monitors online activities of our students and faculty. Every Student-Parent handbook includes an Acceptable Use Policy for all students who use the school network and computers that are solely for school/educational purposes.

In their program presentations, School Guidance Counselors clarify the inappropriate use of technology whether it is texting or using social media. In these discussions, scenarios are illustrated to help students better understand the impact it has on other students. The Guam Police Department (GPD) also delegates a Crime Stoppers Coordinator to speak regularly before the student body regarding crimes relevant to adolescents such as cyber-bullying, domestic violence and reporting of crimes in school in their community.

As of November 2013, the school facility maintenance has been outsourced to a private company. Since there is a contract signed, areas, which couldn’t be regularly cleaned before due to limited personnel, are now being consistently maintained. This releases school aides 73 and custodial staff to focus solely on monitoring the students. Supporting Evidence  Parent surveys  Student parent handbook  District board policy  School emergency and evacuation plan  GDOE personnel rules and regulations  Parent-Family-Community outreach program manual  Sample of student monitor form  Guam Cleaning Masters contract

Conclusions Prompt: Comment on the degree to which this criterion is being addressed.

The general student population is constantly reinforced during assemblies and other student SCC to track ODRs. Then they initiate strategies to address the most critical and or frequent infractions. They also incorporate student recognition on a regular basis during student assemblies for those who display model behavior. During the previous two school years, student behavior improved with suspension rates falling by 13%.

The 2013 Parent Outreach survey indicated that 272 parents and guardians rated AIJMS’ social and behavioral environment as average; 48 considered the environment above average; and 31 graded it below average.

Teachers promote students’ wellbeing and build up their character by having them participate in community events, services, and competitions. Faculty and staff also provide support systems whether it is for academics or sports during non-instructional time. School assemblies incorporate acknowledgement of academic, athletic and behavioral achievement.

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.

As noted earlier, majority of parents and guardians considered our school’s social and behavioral environment as average. Overall, by creating a safe atmosphere here at AIJMS, it becomes conducive to learning which has an impact on how well our students perform academically and behave socially. By providing numerous student activities, sports, clubs, and organizations, students develop strong positive character traits.

74 A6. Reporting Student Progress Criterion The school leadership and staff regularly assess student progress toward accomplishing the school wide learner outcomes and report students’ progress to the rest of the school community.

Reporting Student Progress Indicator: There are effective processes to keep the board and parents informed about student progress toward achieving the academic standards and the school wide learner outcomes. Prompt: Evaluate the effectiveness of the processes that inform appropriate stakeholders (governing board members, teachers, students and parents) about student achievement of the academic standards and the school wide learner outcomes? Findings SAT 10 school results are published by the GDOE and provided to parents and the community by the administration, and the Research, Planning, and Evaluation division. The Superintendent requests various reports throughout the school year documenting student progress, including promotion and retention data. Another form of communication to the public is through our website (www.aijms.net) as well as the GDOE website (www.gdoe.net) which displays numerous reports regarding the school, including SAT 10 SPRC.

In addition, parents are informed that they are able to track their child’s progress online. Parent Portal is a web-based student information system that allows parents to view their child’s daily attendance and grades in real time. A teacher calls, emails, or sends notes to the parents when there are any academic concerns to discuss.

In a recent survey, parents were asked to rate the school on the sufficiency of information on their child’s academic/behavioral progress throughout the school year. Thirty-six percent reported that they strongly agree it was sufficient; 43% agreed; 13% were neutral; 4% disagreed; 2% strongly disagreed; and 2% had no answer.

Supporting Evidence  2013 Parent Outreach survey  AIJMS website  GDOE website

Monitoring of Student Growth Indicator: The school has an effective system to monitor all students’ progress toward meeting the academic standards and school wide learner outcomes. Prompt: Evaluate and comment on the system used to monitor the progress of all students toward meeting the academic standards and school wide learner outcomes. Findings Students are monitored on a regular basis throughout the school year. Initially, all students

75 are required to undergo a WRAT for math and a NRST for reading. Advance class placement centers on the WRAT and NRT results. In addition, teachers administer pre and post tests relative to their subject area on a quarterly basis.

Student progress reports are distributed during mid-quarter. Noted in these reports are changes that students should make to improve their grades and their accomplished work. At the end of every 45 days, student report cards are handed out. Parent Teachers Conferences (PTCs) are held twice a year (once in second quarter and another during fourth quarter). Weekly content and/or team meetings include discussions on student progress: accomplishments achieved in a specific time period and future goals.

If a student has academic, social, or behavioral concerns, a CST meets with the student’s parent or guardian. This team is comprised of the student’s teachers, an administrator, nurse, parent, student, and counselor. The committee decides on interventions to assist the student and the parents are kept abreast of their child’s progress. If the interventions are not effective, a referral is made for a formal evaluation to SpEd.

Students in the SpEd program are closely monitored based on their IEP. Students with disciplinary issues have monitoring sheets provided by the discipline office that is distributed among the student’s team of teachers. This is in addition the students Behavior Management Plan (BMP).

Teachers in the general education classroom who have SpEd and ESL students receive consultation services provided by the program teacher on a regular basis. Documentation on the interactions with teachers and suggestions for appropriate modifications or accommodations are kept in respective cumulative folders securely stored in the designated room in the CRT office.

Supporting Evidence

76  NRST results  WRAT test results  Mid-quarter progress reports  Quarterly student report cards  SAT 10 results  IEP Progress Reports  CST packets  IEP documents  SLO pre/post tests  Special programs consultation binder  ELS Modification and Accommodation 16B forms  PowerSchool Database  GPA  At-risk listing  Discipline referrals

Modifications Based on Assessment Results Indicator: The school uses assessment results to make changes in the school program, professional development activities, and resource allocations demonstrating a results- driven continuous process. Prompt: Provide examples of how assessment results have caused changes in the school program, professional development activities, and/or resource allocations demonstrating a results-driven continuous process. Findings In order to meet the needs of the students who lack basic math and reading skills it is critical to maintain math enrichment and remedial reading classes within the school curriculum. Enrolled in these classes are students who score two or more grade levels below on the WRAT and NRST. In meeting the needs of struggling students, the AIJMS community implemented many interventions to include the following;

 SY 2011-2012, AIJMS summer session Math Camps, using math manipulatives.  Annual summer school program for reading, language and mathematics  Annual Extended School Year program (ESY) for SpEd students nurturing skills as stipulated in their IEP

In 2011, due to the high percentage of mainstreamed and sheltered ESL students, SIOP training was offered. The professional development training equipped teachers to implement lessons that allow English learners to attain academic knowledge as they develop their English language ability. Furthermore, the ESL team meets with core teachers frequently to discuss issues or give recommendations for modifications and accommodations.

77 Supporting Evidence  School curriculum  WRAT  NRT  SIOP training  SAT 10 results

Additional Online Instruction Prompt: Examine examples and comment on the overall effectiveness of changes in the online opportunities, professional development of the staff, and the resource allocations to support student achievement and their needs. Findings For the past three years, teachers were offered free Gateway to Technology training. The instruction-helped teachers increase an awareness of current technologies; obtain a better understanding of how to use digital technology media; and improve their skills to create classroom activities that incorporate technology. As a result, many teachers implemented their training in their lesson plans. In addition, two faculty and staff are trained to conduct in-house training of PowerSchool, which is the Department’s online student information management system.

Since 2013, online professional development was made available to the teachers through a PD360 subscription. It is a social network consisting of educational providing professional development and research based video programs.

Videos are presented on numerous best educational practices that are research-based in various settings. The administrators encouraged faculty members to participate in this online professional development as an individual user or as a member of a group at least one hour a month.

In 2012, teachers were offered personal laptops on the condition that they complete the Gateway to Technology online training. Elmo projectors (for science and math teachers), interactive whiteboards, and carts with student laptops were purchased to increase the daily use of technology in the classroom funded by the STEM program grant.

The library recently had its computer system upgraded by replacing most of the old monitors by a private business donor. Students were able to avail the services in the morning, in between breaks, and lunchtime. Printing services are also available for teachers, staff, and students.

All of the above examples of innovative concepts and training have contributed to the successful planning and implementation of technological advancement in the classrooms to increase student academic achievement. Supporting Evidence

78  Gateway to Technology training  PowerSchool training  PD360

Conclusions Prompt: Comment on the degree to which this criterion is being addressed.

Each teacher works with their colleagues, whether it is on a grade level or a content area to examine student achievement data during common planning times or after school. Parents or guardians are notified of any academic or social concerns and if necessary, meetings are set up with the child’s team of teachers to discuss interventions. They also have real time access to their child’s academic online reports via Parent Portal. Parent-teacher conferences are held once every semester for parents to speak to their child’s team of teachers. Another method of reporting is for parents or guardians to receive mid-quarter progress reports and quarterly report cards on their child’s academic and social behavior.

Recently the Powerschool system implemented Power Announcement. The program automatically notifies parents and guardians of their child’s absence whenever a teacher logs a student as absent in their computerized attendance roster.

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.

In order to address the critical learner needs, regular analysis, consistent communication and close collaboration amongst all stakeholders are critical. Parental involvement is an area with which we as a school need to improve on. We offer several avenues for parents to be informed of their child’s academic and social progress in school (Parent Portal, Power Announcement, progress reports, report cards, etc.). However, as a school, we need to create more opportunities for parents to participate in their child’s academic development.

79 A7. School Improvement Process Criterion The school leadership facilitates school improvement which (a) is driven by plans of action that will enhance quality learning for all students, (b) has school community support and involvement, (c) effectively guides the work of the school, and (d) provides for accountability through monitoring of the school wide action plan.

Broad-based and Collaborative Indicator: The school’s planning process is broad-based, collaborative and has commitment of the stakeholders, including the staff, students, and parents. Prompt: Comment on the effectiveness of the school planning process to ensure that it is broad-based, collaborative and fosters the commitment of the stakeholders, including the staff, students, and parents. Findings To address the action plan and critical areas for follow up as recommended since the last WASC visit, a clear cut leadership matrix was created to delineate administration, faculty, staff, students, and parents involved in any of the school’s planning processes. Parents attend PTO meetings and are a vital part in positively reinforcing students and their accomplishments while the AIJMS school community engages in critical mapping of curricular and social activities to enhance learning and build positive character for our students through any of the PLCs. Additionally, students take ownership in both Ahoy and grade level assemblies where important information is disseminated and peer learning takes place. Finally, community partnerships are forged with local, private businesses and government entities to enlighten students with experiences and valuable lessons relevant to the changing trends in our school community. Supporting Evidence  PTO minutes  Leadership attendance and log  PLC attendance and log  Ahoy Assembly agenda

School Plan Correlated to Student Learning Indicator: The school’s action plan is directly correlated to the analysis of student achievement data about the critical learner needs, school wide learner outcomes, and academic standards. Prompt: How does the school ensure that the analyses of student achievement of the critical learner needs, school wide learner outcomes, and academic standards are incorporated into the plan and impacts the development, implementation and monitoring of the plan? Findings Teachers identify SAT 10 critical skills, align it with the CCSS, and then formulate a Curriculum Map. They also administer baseline assessments such as the WRAT and NRST for student placement and tracking purposes. Teachers regularly attend content and team meetings to discuss student achievements and lack of progress.

Modifications and accommodations are made available for low performing students.

80 Teachers work in collaboration with their team and ancillary personnel to implement appropriate interventions to assist these students. If warranted, formal assessments are conducted for SpEd referral or subsequent placement.

SCC meetings are held weekly or bi-weekly to discuss the school’s social environment. Representatives from each content and grade level team, an administrator, counselor, and student delegates decide on an action plan to positively promote the SLOs and character education program throughout the year. Supporting Evidence  SAT 10 item analysis  CCSS  Curriculum map  WRAT and NRST  Pre/post tests  SCC meeting logs  Lesson plans

Systems Alignment Indicator: Within the school there is evidence of systems alignment in areas such as professional goals, teacher evaluation, and strategic planning for the purpose of ongoing school improvement. Prompt: What evidence supports the systems alignment in areas such as professional goals, teacher evaluation, and strategic planning for the purpose of ongoing school improvement? Findings Several factors contribute to student progress. One critical component is the PTEP. When conducting classroom observations and evaluations, administrators consider areas where teachers are in need of additional training. Administrators then make recommendations to teachers how to reach their students. The administrators also work in partnership with the Curriculum and Instruction (C&I) division to improve teacher effectiveness and competency to obtain greater student outcomes. The C&I division organizes seminars, workshops, and courses for the faculty’s professional development throughout the year.

Newly hired teachers to AIJMS have a designated mentor to assist them throughout the school year. This serves as an avenue for teachers to improve instruction and student learning. They join a committee headed by the principal overseeing the school curriculum called Critical Friends that consists of employees new to AIJMS. The newly hired teachers develop collaboration and share reflections with their teacher mentors, administrators, and team members. Supporting Evidence  Critical Friends committee binder  Training binders  PTEP

81 Correlation between All Resources, Schoolwide Learner Outcomes, and Plan Indicator: There is correlation between allocation of time/fiscal/personnel/material resources and the implementation, monitoring, and accomplishing of the school wide action plan. Prompt: Examine and evaluate the degree to which the allocation of time/fiscal/ personnel/material resources supports the implementation, monitoring, and accomplishment of the school wide action plan. Findings To ensure that the school wide action plan is implemented at an optimal level, school personnel should be well equipped.

Employees from different divisions develop current operational knowledge by attending several trainings listed below:  Fixed Assets Management training created internal controls and determine accountability within the department  Suicide Prevention Training – School Guidance Counselors gained practical ideas on suicide prevention, intervention, and prevention.  Bullying Prevention seminars – School Guidance Counselors build their knowledge on how to promote anti-bullying  Demographic update for computer operators  SAFE Training for SPED aides and classroom teachers  Mandatory Safe Crisis Management training for SPED full time aides and teachers  Child Nutrition Programs Annual training

As noted earlier, the faculty and administration regularly meet weekly, bi-weekly, or monthly in the many team and committee meetings throughout the year to discuss matters related to the SAP.

A Department of Interior grant funding allotted $500 in SY 2012-2013 for each teacher to purchase supplies, materials and or equipment for classroom use. To promote technology in the classroom, the administration used their allotment to purchase Elmo projectors, mobile laptop carts, and interactive white boards. The carts each house 30 laptops for classroom use. The librarian regularly receives funding used to build up an archive of educational DVDs relevant to the school’s curriculum through the library plan. Supporting Evidence  Equipment listing  Teacher Participation listing

Conclusions Prompt: Comment on the degree to which this criterion is being addressed.

82 Evidence of student involvement in implementing action plans is apparent during SCC and Accreditation meetings. During these meetings, student representatives participate in the decision making process.

All teachers are evaluated yearly on professional goals through the PTEP process. AIJMS’ SMART goals include specific criteria to measure success in the content areas. All special needs teachers are reaching out and focusing upon IEPs/SpEd needs and medical advisories so general education teachers could provide more direct services.

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.

The administrators and faculty work hand in hand to ensure that the SIP is effectively fulfilled. By empowering teachers to have input in major school actions, it helps to forge an unified approach when making critical decisions. Together with other stakeholders, we strive to improve the work of the school which greatly ultimately benefits the students.

83 WASC Category A. Organization for Student Learning: Strengths and Growth Needs

Category A: Organization for Student Learning: Areas of Strength  Creation of the SLOs was conducted by teachers, staff, parents and students.  Staff and faculty work in collaboration to address school wide issues and concerns.  Consistent collaboration amongst various groupings: leadership team, content area teams, grade level teams, interdisciplinary teams, parents and students, faculty meetings and staff meetings.  Availability of PowerSchool and teachers’ GDOE emails for parents.  Administrators regularly communicate with the faculty and staff on all aspects of the school operations via Guam Department of Education bulk email.  Teachers are highly qualified for their positions.  Extracurricular activities (field trips, community service, food drives, and campus clean. up), class assignments and projects promote the school’s SLOs.  Parents are supportive of extracurricular activities.  Implemented parent outreach activities such as the Parent/Student Orientation; Open House/Spaghetti Night; and Townhall meeting.  Students are regularly recognized for their appropriate behavior and academic achievements.  Increased student led assemblies and activities.  Increased student participation in community competitions in the areas of essay writings, art, singing, and dancing.

Category A: Organization for Student Learning: Areas of Growth  Improve the use of data and increase collaboration amongst the content area and grade level teachers to raise academic scores in reading, language arts, and mathematics.  Develop a broader use of technology inside and outside the classroom. (Increase funding for technological resources needs to be identified.)  Development of a comprehensive plan to increase parental and community involvement (specifically in the area of academics).  Provide continuous implementation training in Common Core State Standards.  Provide necessary CCSS resources (lesson plans, textbooks, assessment tools, etc).  Increase professional development trainings on teaching strategies and best practices.

84 CURRICULUM

INSTRUCTION

AND ASSESSMENT

85 Category B: Curriculum, Instruction, and Assessment

B1. What Students Learn Criterion The school provides a challenging, coherent and relevant curriculum for each student that fulfills the school’s purpose and results in student achievement of the school wide learner outcomes through successful completion of any course of study offered. “ School wide learner outcomes are interdisciplinary statements about what all students should know, understand and be able to do by the time they complete the planned program or graduate.” One example: every student will demonstrate higher order thinking skills of application, analysis, synthesis, and evaluation.

Current Educational Research and Thinking Indicator: The school provides a comprehensive and sequential documented curriculum that is articulated within and across grade levels for the improvement of programs, learning, and teaching. The curriculum is modified as needed to address current educational research and thinking, other relevant international/national/community issues and the needs of all students. Prompt: Comment on the effective use of current educational research related to the curricular areas in order to maintain a viable, meaningful instructional program for students. Examine the effectiveness of how the school staff stays current and relevant and revise the curriculum appropriately within the curricular review cycle. Findings In February 2012, the GEB voted to amend the DAP to include the CCSS. An alignment of the CCSS to GDOE’s revised Content Standards and Performance Indicators, known as the cross-walk (adopted Spring 2010) then took place in the department. Since then, AIJMS teachers have been diligent about staying current with department changes in curriculum. Teachers have attended and continue to attend training to comprehend, implement, and integrate the CCSS. Teachers and students alike are using newly adopted textbooks where the CCSS are aligned with the content. Currently this includes the adopted textbooks in reading and language arts. This correlation between the standards and the textbooks provides a pathway for focused, sustained instruction for AIJMS students.

The reading and math departments are currently looking into alternative assessments for the WRAT and NRST since they are dated. However, these departments utilized these assessments to gauge and track student progress.

Each year, AIJMS teachers develop their content-specific course syllabus with acknowledgement by the school’s curriculum administrator. In addition, to date, most teachers have developed and implemented common assessments such as pre/post tests on a quarterly basis. Teachers in the content areas utilize pre-tests to find the levels in which students are currently functioning. Meetings are conducted between grade-level counterparts to further develop and revise these assessments especially as new textbooks are adopted and purchased by the department.

Grade-level content teachers remain in constant dialogue with one another and with other school personnel to tackle curricular issues, to address the needs of our special 86 population, and to build on best teaching practices. AIJMS’s content Specific SMART goals were started and developed beginning in SY2011- 2012 aligning them with the larger school wide goals. Each year thereafter, AIJMS teachers have worked to refine and update our content SMART goals, adding new goals as needed and updating or revising goals as they are met. Collaboratively content teachers and others responsible engage the strategies and action steps defined in the SMART goals. Timelines are/will be met and the evidence of effectiveness is accomplished.

Content and grade-level specific curriculum maps were initiated in February 2013 via content meetings at AIJMS. This authentic process involved examination, collaboration, conversation, and student-centered decision making by teachers. Curriculum Maps provide AIJMS teachers with a sequential outline of what should be taught from quarter to quarter. These curriculum maps were completed at the end of the school year. Upon our return to school, teachers were notified through our administrator that GDOE’s Curriculum and Instruction department released new district curriculum maps in August 2013. The format and the content of these district maps varied from those of AIJMS and other middle schools. The new district maps include a “Big Idea” and essential questions for each quarter. With such differences teachers were given the leeway to begin the school year with the curriculum maps developed the previous year and adjust to the district maps by second semester. Full implementation and integration into the course syllabus is expected by SY 2014-2015. These district-wide maps would eventually replace and supersede our AIJMS-created maps. In order for the district to move forward with collaboration around assessment and instruction, it is the hope that all schools commit to using these final curriculum maps developed by the district. Supporting Evidence  GDOE’s DAP  CCSS  GDOEs revised Content Standards and Performance Indicators  Course Syllabi  Content Meeting Agendas  Prentice Hall Literature ©2012  Prentice Hall Writing and Grammar ©2012  WRAT results  NRST results  Quarterly pre/post test results  SMART goals  Curriculum maps

87 Academic Standards for Each Area Indicator: The school provides a comprehensive and sequential documented curriculum that is articulated within and across grade levels for the improvement of programs, learning, and teaching. Prompt: Evaluate to what extent there are defined academic standards for each subject area, course, and/or program (e.g., online instruction) that meet state or national/international standards and, if applicable, expectations within courses that meet the UC “a-g” requirements.

Findings The GDOE Middle School Requirements found in Board Policy 338 state that “developmentally responsive middle schools should exhibit the following characteristics: 1) A curriculum that is challenging, integrative, and exploratory; 2) Varied teaching and learning approaches; 3) Authentic and meaningful assessments; 4) Flexible organizational structures; 5) Programs and policies that foster health and safety; and 6) Guidance and support services.” AIJMS works toward achieving these characteristics.

This policy further specifies that the “approved Middle School Curriculum is to be implemented by each of the GDOE Middle Schools. This curriculum specifies the required subjects that the transescent student in grades six through eight shall complete before continuing on to high school.”

The basis for the Middle School Program shall include homebase/advisory time, interdisciplinary team teaching with a common team planning period, exploratory courses, and flexible scheduling. The table below shows the required subjects each middle school student shall take per grade level. Students must take two semesters per year of the following courses:

6th 7th 8th Language arts Language arts Language arts Reading Reading Reading Social studies (World Social studies (World Social studies (U.S. history) history) geography) Science (general) Science (life) Science (earth) Math Math/pre-algebra Math/pre-algebra or algebra Three (3) semesters of PE One (1) semester of health Two (2) consecutive semesters / One (1) year of Chamorro language

Chamorro Language Program The Chamorro Language and Culture Program (CL&CP) was introduced in 1973 funded under an ESAA grant. In 1977 P.L. 14-53 mandated the teaching of Chamorro. According to a report submitted in 1976, “The purpose of the CL&CP was to revive, maintain, and allow students the opportunity to acquire knowledge of the language 88 and culture unique to the people of the Mariana Islands.”

The District’s CL&CP is implemented in kindergarten through grade 5, one course for middle school, and one course for high school based on the current mandates for Chamorro language and culture instruction. The chart below outlines the program’s mandated instructional time:

Chamorro Language and Culture Mandate – Current Instructional Time Board Policy 346 Primary Level 100 minutes a week (20 minutes daily) (Gr. K-3)

Board Policy 346 Intermediate Level 150 minutes a week (30 minutes daily) (Gr. 4-5)

Board Policy 338 Middle School One year course

Board Policy 351.4 High School One year course

Board Policy 338 further states “exploratory or elective courses may be offered on a quarterly or semester basis with the effort being placed on providing the students with the opportunity to explore the greatest number of these courses.” The courses include but are not limited to art, beginning band, beginning choir, intermediate choir, advanced choir, cultural dance, general music, career education (one semester), industrial arts, computer education (one semester), tourism, and language.

The policy also lists the GDOE Middle School Requirements to include, in further detail, the following:

 Homebase/advisory Time: a regularly scheduled period each day/week in which students interact with peers/teachers about both personal and school-related concerns.  Authentic assessment: methods of assessing student achievement or performance that are as close to real-life situations as the setting allows.  Mini/exploratory courses: regularly-scheduled curriculum experiences designed to help students discover and/or examine learning related to their changing needs, aptitudes, and interests.  Flexible scheduling: “chunk” of uninterrupted teaching time allocated to a given group of students and teachers on an interdisciplinary team.  Guidance and support services: through guidance counselors, health counselors, advisor/advisee, and programs such as SpEd and ESL where the students’ cognitive and affective needs are the focus.  Interdisciplinary team: an instructional organization of usually five teachers representing varied disciplines that pool their resources, interests, expertise, and

89 knowledge of students to jointly take the responsibility for meeting educational needs of a common group of students.  Team planning: teachers on the same team have a common planning period during which they can meet together on a daily basis to hold team meetings, CST meetings, student/parent conferences, and plan interdisciplinary instruction.

These different components help AIJMS to achieve a middle school environment that shows a comprehensive and sequential documented curriculum that is articulated within and across grade levels for the improvement of programs, learning, and teaching.

With the demands of the middle school concept in mind, all teachers work to develop a course syllabus reflective of these requirements at the start of each school year. These syllabi may encompass such items as a course description, attendance policy, goals and objectives, methodology, classroom discipline plan, required materials, quarterly overview, evaluation, and grading distribution.

As mentioned in the previous prompt, in SY2011-2012 AIJMS teachers began to formulate what would later become SMART goals. Teachers had to ensure that these goals were in- line with the broader, overarching district and school wide goals. They needed to clarify the level of achievement students were able to attain in the previous year. Teachers aligned standards to the curriculum through PLCs. Each department set specific goals, listed action steps to achieve those goals, named persons responsible for monitoring those steps, established timelines for the goals, and then stated the evidence of effectiveness of each goal for their department. In SY 2012-2013, the SMART goals were refined and adopted by the entire school community. Supporting Evidence  Middle School Requirements (Board Policy 338)  Course syllabi  Common assessments  SMART goals  PLCs notes

Additional Online Instruction Prompt: Evaluate the extent to which the online curriculum/courses consistently meet state academic standards. Determine if there is effective integration of outsourced curriculum into the program. Findings This prompt does not apply to AIJMS and will therefore not be addressed. Supporting Evidence N/A

90 Congruence Indicator: There is congruence between the actual concepts and skills taught, the academic standards, and the school wide learner outcomes. Prompt: Evaluate if there is congruence between the actual concepts and skills taught, the academic standards, and the school wide learner outcomes.

Findings There has been a school wide approach to aligning skills taught with academic standards and the SLOs. During various PLCs teachers compile and analyze data to develop SMART goals and curriculum maps to promote a more concerted effort towards benchmarks that can be measured over time and across all content areas and grade levels.

SMART goals have been itemized for lateral alignment with SAT10 item analysis, GDOE standards, and SLOs. Teachers share strategies for the continued implementation of SMART goals and curriculum maps to ensure consistency of material being taught in all grade levels and content areas. Supporting Evidence  SLO  CCSS  Teacher lesson plans  SMART goals  Grade-level alignment documentation  SAT 10 analysis

Student Work — Engagement in Learning Indicator: The school’s examination of representative samples of student work and snapshots of student engagement in learning demonstrates the implementation of a standards-based curriculum and the school wide learner outcomes. Prompt: Evaluate to what extent the examination of representative samples of student work and snapshots of student engagement in learning demonstrate the implementation of a standards-based curriculum and the addressing of the school wide learner outcomes. Findings An examination of representative student work samples at AIJMS clearly demonstrates the implementation of a standards-based curriculum and the addressing of the SLOs.

SAT10 scores have improved according to student cohort over their 3 years at AIJMS, from 6th to 8th grade. However, scores may have fluctuated in some content areas according to the data. This does not dismiss the fact that students have been successful in the classroom. The rise of expectations from teachers in regards to ensuring each student meet the learning objectives from one lesson to another is paramount. Student success is evident through progress reports, report cards, and even through snapshots of students engaged in learning.

Interventions from the teacher to further aid students occur through CSTs,

91 recommendations for enrichment courses, advance placement, SpEd, and ESL consultations to name a few. Teachers are also expected to continue with the SMART goals incorporated into our daily lessons plans so that every student continue to sharpen their skills as critical thinkers, being innovative with creativity and thought-provoking ideas, and demonstrate what was learned in their classrooms by their assignments, portfolios, projects, tests, quizzes, and homework collected by their teachers. Benchmarks are also established via pre/post tests results (NRST, WRAT, quarterly tests, etc.) to gauge students’ progress, achievement, and understanding of the content. From there, teachers are able to modify and make any necessary changes for more effective teaching practices. In turn, students remain engaged and pro-active in learning.

Consistently AIJMS’s SLOs are recited at our Ahoy Assemblies, PBIS Assemblies, and other school functions. In homebase/Character Education classes, teachers devote much of the first quarter of each school year engaging students in comprehending and applying the school’s vision, mission, SLOs, and behavioral expectations. Supporting Evidence  Student work samples  SAT10 results  SMART goals  Curriculum maps  Quarterly pre/post test results  NRST pre/post test results  WRAT pre/post test results  Student progress reports  Student report cards  CST documentation  Advance placement (High Math Courses)  Enrichment courses (Reading and Math)  ESL and SpEd consultation documents  Teacher lesson plans  Ahoy Assemblies  PBIS Assemblies  Character Education lessons

92 Accessibility of All Students to Curriculum Indicator: A rigorous, relevant, and coherent curriculum to all students is accessible to all students through all courses/programs offered. The school examines the demographics and situation of students throughout the class offerings. The school’s instructional practices and other activities facilitate access and success for special needs students. Prompt: What have you learned about the accessibility of a rigorous, relevant and coherent curriculum to all students through the various courses/program offered, e.g., online instruction? What did you learn from examining the demographics and situation of students throughout the class offerings? Evaluate how the instructional practices and other activities facilitate access and success for special needs students.

Findings As mentioned earlier, all students at AIJMS are enrolled in the five core subjects: math, reading, language arts, social studies, and science. These are the core subjects they will receive instruction in for each grade level from sixth through eighth grade. To add to this, an array of electives is also offered at AIJMS to provide students many opportunities to tailor their interests and learning. ESL, SpEd, and general education classes comply of our special needs population. Although our school population continues to grow with its ever-changing demographics, we try to keep class size to a minimum in order to maximize student learning. Differentiated instruction is provided to build on student success.

Supporting Evidence  Course offerings  CRT documentation  ESL documentation  CST documentation

Additional Online Instruction Prompt: Evaluate the procedures to ensure that students have access to courses that meet the UC “a-g” requirements, including lab courses, if applicable. Findings This prompt does not apply to AIJMS and will therefore not be addressed. Supporting Evidence N/A

93 Acceptable Student Achievement Indicator: The school demonstrates acceptable student learning of the academic standards and the school wide learner outcomes through defined performance indicators. Prompt: What evidence demonstrates acceptable student achievement of the academic standards and the school wide learner outcomes through defined performance indicators? Findings Over the course of the last two years, AIJMS teachers have worked to carefully develop curricular alignment through our SMART goals and curriculum maps. These documents dictate, which specific academic standards are to be taught each quarter. Common assessments such as quarterly pre and posttests chosen/developed by grade-level counterparts, demonstrate student achievement of the academic standards for that content area.

In addition, AIJMS’s lesson plan format incorporates the SLOs for each lesson written by teachers. Teachers include in their lesson plans if students will become problem solvers, innovative thinkers, responsible contributors, academic achievers, technologically literate consumers, effective communicators, and successful learners or any combination of these learner outcomes for that particular lesson. In the process of developing each lesson, teachers determine which of the school wide learner outcomes are applicable to the lesson taught keeping in mind the performance indicators. Teachers strengthen and further build student awareness of the SLOs by also visually posting them in class the day the lesson is presented.

For the past three years AIJMS has worked to make the SLOs as visible and as integrated into the daily lives of our pirate students. For example, posters and banners depicting the SLOs are visual in classrooms, offices, and halls on the campus. In their classrooms, teachers post SLOs addressed in the lesson of the day. The entire student body recites them aloud during all school assemblies (PBIS, Ahoy, commemoration, etc.). They are listed in every student planner for students to refer to when needed. When completing activity requests and fieldtrip documents, advisors and teachers specify which of the SLOs are covered for that event. In addition, all homebase classes/Character Education classes review, discuss, and are evaluated on the SLOs throughout the school year. Supporting Evidence  CCSS  SMART goals  Curriculum Maps  Teacher Lesson Plans  SLO Posters and Banners  Student Planners  Ahoy Assemblies  PBIS Assemblies  Homebase/Character Education Tests

Integration Among Disciplines

94 Indicator: There is integration among disciplines at the school and, if applicable, integration of outsourced curriculum into the program for which curricular integrity, reliability and security is maintained. Prompt: Evaluate to what extent is there integration among disciplines and, if applicable, integration of outsourced curriculum into the program for which curricular integrity, reliability and security is maintained.

Findings One of the topics discussed during the daily team preparatory periods, in which grade-level team members meet together, is how we can use, teach, and scaffold relevant lessons across subjects. For example, measuring and converting in math can be reinforced by science when learning the use of the metric system. A social studies report on a country or historical figure can be checked for proper grammar in a language arts class. Fieldtrips to historical sites on Guam can be supplemented by engaging students in not only historical fact and document, but through its effect on the natural habitat, or through a students’ reactionary ASPER on what they personally discovered. During these meetings, consultants from the SpEd and ESL departments may also be present so that they are aware of what the team is doing and how to prepare or engage their students in the interdisciplinary lesson.

In addition to the above mentioned, content areas are also working together to make sure that the newly adopted CCSS are being applied to those disciplines that are awaiting departmental aligned curriculum. Subjects such as science, social studies, and the electives are reviewing the CCSS for math, language, and reading, and creating curriculum maps with applicable standards from those subjects.

Additional curriculum adopted through outside programs or partnerships include Play by the Rules, Stay on Track, Project Isa-ta, and Gang Resistance Education and Training (GREAT). In SY 2011-2012, all seventh grade social studies classes implemented the Play by the Rules program to bring awareness of Guam’s laws into the middle school classroom. Another program, Stay on Track, (SY 2010-11, SY 2011-12) was federally funded and brought in members of the Guam National Guard’s Counterdrug Program to present this evidence-based, substance-abuse prevention curriculum to sixth, seventh, and eighth grade classes. This program allowed students to engage with these role models to learn lessons on personal health, decision-making, peer pressure, media influences, etc. This helped students build self-esteem and confidence as well as see their role in being a responsible member of their community. A third program, Project Isa-ta, caters to at-risk girls in the school population. The other program done in the fall of 2012 through the language arts classes, GREAT was a federally funded program presented to sixth grade students by the Guam Attorney General’s office in conjunction with the Superior Court of Guam based on the needs of the students.

These programs are reviewed by administration and teachers before adoption to make sure that their goals were in line with the needs of AIJMS. Supporting Evidence  Interdisciplinary Lesson Plans  Fieldtrip Documents 95  ESL/ SpEd Documents  CCSS  Curriculum Maps  Adopted Curricula:  “Play by the Rules”  “Stay on Track”  “G.R.E.A.T”

Curricular Review, Revision, and Evaluation Indicator: The school assesses its curriculum review, evaluation, and review processes for each program area, including graduation requirements, credits, grading policies, and homework policy regarding the impact of these processes on providing a challenging, coherent, and relevant curriculum for all students. Prompt: Comment on the effectiveness of the school’s curriculum review, evaluation, and review processes for each program area and its impact on providing a challenging, coherent, and relevant curriculum for all students. Evaluate the effectiveness of the processes to assess curricular gaps and modify the curriculum to ensure that specific student needs are being met. Findings The curriculum at AIJMS, especially during recent years, has been very dynamic. With the CCSS and its’ required materials, such as texts and supplements, teachers have just begun to get familiar with the new adoption. As a result, the school has been reviewing what changes the new standards have had and may bring about, as well as the new challenges that are presented to teachers and students. As previously mentioned, curriculum maps integrating CCSS with the school goal are being worked on by each subject area. Teacher workshops provided by GDOE also increase familiarity with the new standards has been attended by AIJMS teachers. The teachers and administration have also been working on making sure that students have access to a challenging curriculum by ensuring individual student needs are met. For example, CCSS is not SAT10 aligned which is the district assessment tool. Teachers must therefore supplement the adopted curriculum with skills tested by the SAT10. It is worth noting that to alleviate this disconnect, the department in conjunction with teachers here at AIJMS are reviewing possible assessments to be adopted that are aligned with GDOE standards.

Student promotion requirements (BP338) are reviewed by counselors and administrators to ensure that all prerequisites are met before promotion to high school. Individual teachers, grade-level content areas, and teams review grading procedures each year to find strengths and weaknesses of cohorts to adjust for current or incoming students. Regarding homework, some teachers have allotted time either during breaks, lunches, or even after school to tutor or assist students struggling to meet project or report deadlines.

Although the curriculum does undergo review and evaluation, since its adoption is district wide, there are no other options to choose or select from. Instead, the Agueda school family

96 makes the most of what is given and revises areas that are lacking. Supporting Evidence  CCSS  CCSS Workshop Agenda  Middle School Requirements (BP338)

Collaborative Work Indicator: The administrators and teachers use various collaborative strategies to examine curriculum design and student work in order to refine lessons, units, and/or courses. Prompt: Comment on the collaborative strategies used to examine curriculum design and student work and its effect on refining lessons, units, and/or courses. Findings Through our PLCs teachers and administrators have been able to collaborate continuously throughout the school year. Either through team meetings and/or content meetings, administrators have been able to communicate effectively with teachers on a regular basis. Team meetings involve the five core subject teachers: reading, language arts, math, science, and social studies. These meetings are held during a common preparation period for the five-team teachers, with one of the five serving as the team’s leader. Here teams discuss various issues concerning the 120+ students they share in common. Team preps, as they are more commonly known as, are spent addressing student learning, meeting with parents and students, discussing curriculum concerns, planning interdisciplinary lessons/units, conducting CST meetings, and building team identity. Also at this time, SpEd and ESL consultants regularly attend these meetings to collaborate on individual student performance, in addition to administrators, CRTs, and grade-level guidance counselors. Content meetings, on the other hand, involve teachers of the same subject area for each of the three grade levels. Training, either by outside individuals/groups or by our cadre of trained educators (train the trainee) is often scheduled by the administration during these meetings. In these PLCs teachers work closely with grade-level counterparts and other content teachers to create, develop, and review SMART goals, curriculum maps, and vertical alignment between the grade levels. Planning school wide content- related culminating events such as Author Visits, Red Ribbon Week, Science Fair, Read-A-Thon Week, Spelling Bee, and the International Food Festival are also integral part of the content meetings. Grade-level counterparts create, fine-tune, and evaluate lessons and utilize appropriate assessments (WRAT, NRST). They look at means to integrate technology and how to better monitor student progress.

Teachers have attempted to balance the scale between quantitative and qualitative data all the while, trying to achieve the objective of involving students in the assessment process. In the past, AIJMS teachers, as with most teachers, relied heavily on quantitative data dealing mostly with numbers and frequencies. This data provided information, which was easier to analyze. However, since the last WASC visit, administrators and faculty have made a more conscious effort to include qualitative methods in the classroom. With this, teachers are more concerned with describing meaning, rather than with drawing statistics. These methods provide teachers with a more in-depth and rich description of the learner.

97 Teachers continue to try and integrate both qualitative and quantitative methods in their lessons.

Collaboration at AIJMS continues with team teachers, ESL coordinator, ESL teachers/consultants, CRTs, and SpEd teachers/consultants. This pool of teachers provides our special population students with the support needed to succeed in either the regular or sheltered classes. Feedback on student progress and means to troubleshoot deficiencies is frequent.

Another means of collaboration is geared to aid new teachers. For new teachers joining the school’s faculty, administration created a new group called Critical Friends. Meeting twice a month, the group is under the direction of the curriculum administrator. Here incoming teachers with one to two years of teaching experience at AIJMS are paired with senior teachers to serve as mentors during the year. Members are guided through adjusting to curriculum demands, strategies for maintaining good classroom management, and even engage in planning social events for the school’s faculty and staff, to name a few.

Math and Reading teachers separately, with their content members work together and to review common assessment (WRAT and NRST) scores to determine proper placement of students in the appropriate classes that meet their needs. By the end of next school year AIJMS teachers hope to compare results of the past post-tests with the results of the current year’s post-tests to determine what changes, if any, has the CCSS had on student learning.

Further collaboration to examine curriculum design and showcase best teaching practices takes place at district sponsored training, professional development at the school site, monthly faculty meetings, and in PLCs. In the spring of 2013 the school’s principal arranged time for AIJMS teachers to engage in teacher observations at neighboring Untalan Middle School (UMS) which is temporarily housed at their Tiyan campus. Teachers were there to study the pros and cons of block scheduling and also engaged in meaningful dialogue with fellow UMS teachers. Supporting Evidence  PLC Documents  Team Meeting Agendas/Minutes  ESL/ SpEd/ CRT Documents  CST Packets  Content Meeting Agendas  Curriculum Maps  SMART goals  Monthly Calendar of Events  Student Work Samples  WRAT Results  NRST Results  Teacher Lesson Plans  “Critical Friends” Agendas  PSD Agendas

98  Teacher Observation Notes

Accessibility of all Students to Curriculum Indicator: All students have accessibility to a challenging, relevant, and coherent curriculum. Prompt: What have you learned about the accessibility of a challenging, relevant and coherent curriculum to all students? What have you learned from examining the demographics and distribution of students throughout the class offerings, e.g., master class schedule and class enrollments? Findings AIJMS maintains a rigorous and coherent curriculum, which is relevant to its student population. As mentioned earlier with the GDOE Middle School Requirements, all students at AIJMS are offered the five core subjects across all grade levels from 6 th through 8th grade. The core subjects are reading, language arts, social studies, math, and science. Students are offered an array of elective classes as follows: physical education, health, cultural dance, tourism, journalism, enrichment reading, enrichment math, art, Chamorro language, career education, computer science, industrial arts, choir, tourism, office aide, counseling aide, nurse aide, gym aide, and Japanese.

In line with a curriculum tailored specifically for the middle school child, every AIJMS student begins his or her daily schedule in Homebase/Character Education. This class in particular is the key element of the middle school concept here at AIJMS. In these daily classes, teachers become an advisor and the student takes the role of the advisee. Here the Positive Action Program lessons are taught encompassing topics like individuality, self- esteem, money management, anti-bullying, career opportunities, etc. The program includes consumables for student use such as workbooks, envelops for packaging, and mini-journals.

Grade–level counselors work closely with administrators in maximizing the master class schedule/matrix and try to provide an even distribution of students amongst teams.

These counselors continuously work with their students from grade to grade progressing with them from sixth grade to seventh grade and then finally on to eighth grade. In this way, counselors are able to establish a better rapport with their group of students and continue to build on this trust over the three years. School guidance counselors also work with teachers in developing at-risk listings of students per quarter. Students are identified as at-risk due to academic decline, behavioral challenges, and/or lack of regular attendance to school. Student promotions and retentions are reviewed by the school’s administration, teachers, counselors and other stakeholders. If needed, the core teachers form CSTs for students needing help or redirection. The team meets to address deficiencies of at-risk students and opportunities for students and parents to participate in interventions to promote academic success and/or behavior improvement. Interventions in the school setting, as well as in the home environment, are set in place to help the child succeed during the year. The interventions include but are not limited to the following: enrollment in enrichment classes; closer parent-teacher monitoring of student work; effective use of the student planner to record homework, document student progress and maintain home- 99 school communication; referral for adult or peer tutoring; or a referral to special education.

Beginning in SY 2013-2014, the SpEd and ESL programs, via their teachers, took on the added role of consultants. Throughout the year these consultants work closely with teams in addressing the needs of our special population. Regularly scheduled meetings are documented by both parties, and parent updates on student progress are conducted by the consultants as needed. Student advancement into the regular classroom occurs sometimes after teacher-consultant discussion and follow-up and/or IEP procedures. The same holds true for student placement/replacement in the sheltered classes. Supporting Evidence  Middle School Requirements (Board Policy 338)  Master Class Schedule  Homebase/Character Education Lessons  Positive Action Lessons, Workbooks, and Student Journals  CST Packets  SpEd/ESL Documents  SpEd/ESL Consultation Forms  At-risk Listings and Supporting Documents

Policies — Rigorous, Relevant, Coherent Curriculum Indicator: The school assesses the curriculum and its rigor, relevancy and coherency after examination of policies regarding course completion, credits, grading policies, homework, use of technology, etc. Prompt: Evaluate the effectiveness of the process through which key stakeholders assess the curriculum in relation to these school’s policies. Findings As mentioned previously, GDOE Middle School Requirements state that “developmentally responsive middle schools should exhibit the following characteristics: 1) A curriculum that is challenging, integrative, and exploratory; 2) Varied teaching and learning approaches; 3) Authentic and meaningful assessments; 4) Flexible organizational structures; 5) Programs and policies that foster health and safety; and 6) Guidance and support services. The middle school program shall include Homebase/advisory time, interdisciplinary team teaching with a common team planning period, exploratory courses, and the option of time blocks and/or flexible scheduling.” Course offerings for AIJMS students are varied and across the grade levels. The AIJMS school community works toward achieving these characteristics.

Below are the required subjects each middle school student shall take per grade level. Students must take two (2) semesters per year of the following courses:

 The required sixth grade courses are Language Arts, Reading, Social Studies (World History), Science (General), and Math.  The required seventh grade courses are Language Arts, Reading, Social Studies (World Geography), Science (Life), and Math/Pre-Algebra.  The required eighth grade courses are Language Arts, Reading, Social Studies (U.S.

100 History), Science (Earth), and Math/Pre-Algebra or Algebra.

Student also have to take three semesters of physical education, one semester of health, and two consecutive semesters of Chamorro Language.

To tailor to their individual content, teachers develop a course syllabus detailing course requirements, attendance polices, grading policies, scope and sequence, and homework requirements. Teachers are afforded the opportunity to specify the breakdown of their grade composition. The teacher assigns points or percentages per breakdown. Supporting Evidence  Middle School Requirements (BP338)  Course Syllabi  Master Class Schedule  PowerTeacher Record Books Additional Online Instruction Prompt: Determine the effectiveness of the school’s policy for outsourced curriculum to maintain curricular integrity, reliability, and security. Findings This prompt does not apply to AIJMS and will therefore not be addressed. Supporting Evidence N/A

Articulation and Follow-up Studies Indicator: The school conducts student follow-up studies that provide insight to the effectiveness of the instruction to prepare students for pursuing further education, entering the work force, or meeting their personal goals. Prompt: Share examples of articulation with feeder schools and local colleges and universities, including comments on the regularity of their occurrence. What has been revealed through the follow-up studies of graduates and others regarding the effectiveness of the curricular program? Findings Annual visits are held on campus for exiting 8th graders with feeder school George Washington High School as well as local private schools such as Notre Dame High School, Father Duenas Memorial School, St. Thomas Aquinas, and the Academy of Our Lady of Guam. Representatives from these visiting schools work closely with AIJMS counselors and conduct student orientations to familiarize the eighth grade population of course offerings, methods of gaining credits toward graduation, extra-curricular activities such as student government, sports, and clubs and organizations, available scholarships, in addition to summer school opportunities. These meetings help to ensure a smooth transition from middle school into high school. Placement tests are also a part of this transition process.

At the other end of the spectrum, AIJMS also works at easing the transition from elementary to middle school for our incoming sixth grade population. Incoming sixth graders are encouraged to attend AIJMS’s summer school program to help familiarize them with the middle school concept and to help adjust them to the rigors of the departmentalized middle

101 school classroom.

At the end of school year 2012-2013 small task groups comprised of the school principal, two to three sixth grade teachers, and the sixth grade school counselor met with fifth grade teachers at elementary feeder schools for AIJMS to include Price Elementary, Ordot/Chalan Pago Elementary, and C.L. Taitano Elementary. These meetings were conducted in an attempt to open the doors of discussion between each school. Issues discussed include needs of the incoming special population (SpEd/ESL), projected class sizes, school/teacher expectations, and current reading, math, and language arts programs used at that particular elementary school, and even best teaching practices that are effective with each group.

Each year in May, AIJMS school counselors visit these same feeder schools to conduct transition presentations and disseminate summer school information. Typically Reading and Math teachers also administer placement tests/assessments for the incoming sixth graders. Test results from these assessments are used for appropriate placement into math and reading classes at AIJMS.

Furthermore, at the end of summer, grade-level orientations are held for parents and new and returning students attending AIJMS. The school’s representatives at these orientations include the school’s administrative team, nurse, activities coordinator and various club advisors, student leaders, various team and elective teachers, and the school’s athletic director. A multimedia presentation is conducted addressing school expectations as well as the various aspects of attending AIJMS that parents and students may have. Supporting Evidence  Agendas/handouts for feeder high school orientations  Summer school program  Notes from feeder school meetings  Grade-level orientations

Conclusions Prompt: Comment on the degree to which this criterion is being addressed.

At the home of the pirates, the criterion of what students learn is clear through our dedicated measures to infuse all aspects of effective teaching into educating the middle school child. We afford our students numerous opportunities to engage in interpersonal interactions both in and out of the classroom. This criterion is also addressed and is evident through the immersion of the SAP, CCSS, SMART goals, curriculum, course syllabi, common grade-level assessments, and teacher lesson plans. With the challenge of yearly changes to the school’s curriculum over the last three years, AIJMS teachers adapt and continue to expose students to a coherent, challenging curriculum. Increasing student achievement drives teachers in PLCs toward accomplishing students’ academic growth and success. The student reinforces their ability to self-monitor and self-evaluate the learning taking place. This then empowers the student and brings about connectedness.

102 Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.

The AIJMS stakeholders selected three critical learner needs initially. They are as follows:

 Motivation and improvement of work ethics in and out of the classroom.  Holding students more responsible for learning and their future.  Increase our students’ comprehension skills.

After a professional development in November 2013, AIJMS stakeholders revisited the critical learner needs and added the following:

 Discipline must be managed first;  Meet the needs of diverse learners – manipulatives, hands-on activities;  Utilize more modeling and modifications;  Increase technology in the classroom; and  Incorporate rewards.

The dialogue regarding the critical learner needs promoted an increased awareness amongst all teachers, faculty, and staff. These aggressive discussions still held the original critical learner needs, as prime towards addressing the curricular needs of our AIJMS students.

103 B2. How Students Learn Criterion The professional staff a) uses research-based knowledge about teaching and learning; and b) designs and implements a variety of learning experiences that actively engage students at a high level of learning consistent with the school’s purpose and school wide learner outcomes.

Research-based Knowledge Indicator: The administrators and teachers use a variety of approaches to remain current in research-based professional knowledge and apply the knowledge to improve teaching and learning. All students regardless of background and ability are actively involved in the learning that is based on the school wide learner outcomes and academic standards. Prompt: Provide a range of examples that demonstrate teachers are current in the instructional content taught and research-based instructional methodology. Findings Administrators and faculty work to continuously stay abreast of current research practices in education. AIJMS, along with GDOE, has adopted the CCSS. Teachers have been involved with incorporating the new standards to their subjects even in areas outside of reading, math, and language arts. This curriculum is shared among all grades and is accessed by all students in their classrooms.

Back in SY 2011-12 teachers were introduced to Richard DuFour’s PLC via the Kattan Grant. Over the past three years AIJMS teachers have embraced DuFour’s PLCs through webinars, reading materials, and faculty/team meetings. Through team and content meetings, collaborative conversations happened throughout the school year. That year teachers were given special lesson plan books centered on building PLCs in SY 2012-2013.

Professional staff development at AIJMS is on-going and continuous. During SY2013-14 all faculty members have been introduced to an online, professional development platform for educators known as PD360. Offered by the School Improvement Network, PD360 provides access to a library of hundreds of videos on numerous topics from experts in the field. In addition, GDOE district lists course offerings through the online network such as Standards- based Instruction, Assessment, and Instructional Strategies.

Over the past three years, a number of teachers have attended training both on and off- island to gain best teaching practices (AP, SIOP, CCSS, STEM.) Some faculty members subscribe to professional educational journals and/or are members of professional organizations (IRA, ACEI, UOG’s SOE Alumni Association, GFT). Supporting Evidence  CCSS  PD360 Login Records  PLCs  PSD Agendas  DuFour Lesson Plan Books  Teaching Certificates

104 Additional Online Instruction Prompt: Evaluate how teacher technology competencies are assessed during online instruction. Findings Training regarding new school record keeping with the PowerSchool program was undertaken by all teachers at AIJMS in June 2012. Through a professional staff development day given last school year, teachers also needed to complete three modules on the online Power Teacher Distance Learning program. After completing each module teachers had to tackle an online assessment to evaluate teacher competencies in regards to the Power Teacher program. Certificates of completion were awarded to all teachers who finished the tasks. Each month during this school year, teachers are to devote at least one hour to the PD360 online program to enhance their profession. Unfortunately some teachers have run into some technical difficulty accessing the online program recently. Supporting Evidence  PSD agenda  Workshop attendance sheets  Certificates of completion  PD 360 login hours

Planning Processes Indicator: The planning processes, including the use of formative assessment results, focus on the engagement of all student activity at a high level of learning consistent with the academic standards and school wide learner outcomes. Prompt: Comment on the planning processes, including the use of formative assessment results, to engage all students actively at a high level of learning consistent with the academic standards and school wide learner outcomes. Findings By continuously engaging in conversations with each other, reviewing SMART goals and Curriculum Maps, and fine-tuning lessons, teachers at AIJMS work toward engaging all students actively at a high level of learning consistent with the academic standards and school wide learner outcomes. Teacher lesson plans show numerous means of assessing students via tests, journals, oral presentations, reports, individual/group work, experiments/investigations, projects/products, and portfolios. In addition, pre-tests are given in each subject area to assess student competency at the beginning of each quarter. On-going assessment is also given throughout the year to find student weaknesses in subject areas and is also used to reinforce proper instruction in those lacking mastery.

Every student and teacher is a member of one of six teams here at AIJMS: Navigators, Goonies, Skull & Crossbones, Pathfinders, Black Pearls, and Explorers.

Bi-monthly Ahoy Assemblies were initiated in SY2013-14. During these assemblies, student successes and accomplishments are celebrated, pertinent issues or concerns are addressed, and the reinforcement of the school wide learner outcomes takes place.

105 Supporting Evidence  Ahoy Assemblies  CCSS  SMART goals  Curriculum Maps  Quarterly Pre/Post Test Results  Meeting/PSD Agendas  PLC notes/minutes  SLOs  PBIS assemblies  PD worksheets/handouts  Teacher Lesson Plans

Professional Collaboration Indicator: Administrators and teachers use various collaborative strategies to examine curricular design and student work to improve learning and teaching, including demonstrating critical thinking, problem solving, knowledge, and application. This would include examples of the selection of the instructional approaches based on the learning purpose(s) desired. Prompt: Comment on how administrators and teachers use various collaborative strategies to examine curricular design and student work to improve learning and teaching, including demonstrating critical thinking, problem solving, knowledge and application. Include examples of the selection of the instructional approaches based on the learning purpose(s) desired. Findings Administrators have worked closely with faculty in establishing common planning periods, which allow time for teachers to meet. Here teachers discuss student strengths, weaknesses, curriculum improvement, effective teaching strategies, and development of thematic units, to name a few. Throughout the school year faculty members are given the opportunity to collaborate with each other through our PLCs. These are done through team meetings, content meetings, child study teams, consultation/tutoring and monitoring by SpEd and ESL, faculty meetings, leadership meetings, professional development days, and school climate cadre meetings.

Over the past two years, AIJMS teachers have continuously worked to develop and fine-tune SMART goals, curriculum maps, grade-level assessments, and to incorporate school wide learner outcomes. Teachers share and implement best teaching practices.

The adoption of the CCSS by the GDOE has also led the faculty and staff of AIJMS to become more familiar with these new standards. Teachers have taken part in professional development, on the departmental and school wide level, to ensure the CCSS are being followed. Subjects in which there are no CCSS have also worked to implement the main

106 goals and ideas of the new standards into their lesson planning by modifying curriculum maps. Supporting Evidence  Leadership meeting agendas  SCC meeting agendas  Faculty meeting agendas  Content meeting agendas  Team meeting agendas  SpEd consultation/tutorial documents  ESL consultation documents  CST documents  PSD agendas  PLC notes/minutes  SLOs  PBIS assemblies  PSD handouts  Teacher lesson plans

Professional Development Indicator: The school uses ongoing professional development to enhance the curriculum and improve learning and teaching. Prompt: Comment on how the school uses ongoing professional development to enhance the curriculum and improve learning and teaching. Findings Each year two days of Professional Staff Development are incorporated into the school calendar as per the GEB. In addition to these two days, AIJMS requested for and received an additional six half days for Accreditation/PD.

In February of 2013 an AIJMS accreditation survey was conducted for faculty, staff, and administration. There were a total of 70 participants. One of the questions answered dealt with how often professional development focused on curriculum enhancement to improve learning and teaching. The results to that question are presented in the following pie chart. 7% of those surveyed felt that professional developments were always used in this manner, 34% felt that it was used frequently to enhance curriculum and 46% thought it was done sometimes.

Beside those specific days in the school year set aside for professional development, our faculty also takes part in district workshops designed to get teachers familiar with changes to the departments’ curriculum as well as enhance learning and teaching. Some of the training undergone these past three years include Gateway to Technology, SQ3R training, Differentiated Instruction, Assertive Technology in the Classroom, CCSS and STEM, SIOP,

107 Power School, alternate assessment, IEP training, PLC, Safe Crisis Management, Active Shooter training, PLAAFP training, Federal Emergency Management Agency (FEMA) training, PBIS training. Although not all teachers are able to attend these workshops, those that do discuss what was learned or produced with their peers. This takes place during faculty, team, and leadership meetings to name a few. Supporting Evidence  GDOE adopted school calendar  PSD workshop agendas  Accreditation survey results (Q #18)  Workshop attendance sheets  Workshop evaluations  School’s Action Plan: CIA

Challenging and Varied Instructional Strategies Indicator: The teachers strengthen student understanding and achievement of the learning outcomes through the use of a variety of instructional strategies that are selected on the basis of the learning purpose(s) and effectively engage students at a high level of learning. This includes the integration of multimedia and technology as appropriate. Prompt: Provide a range of examples from examining students working and their work that give insight to the degree to which all students are actively engaged in learning to achieve the academic standards and the school wide learner outcomes. This includes students demonstrating critical thinking, problem solving, knowledge and application and the development of a wide range of technological skills. Findings Lessons can be presented in a myriad of ways. Teachers at AIJMS have found that some instructional strategies work better than others in getting students to comprehend lessons. For example, students may take part in measuring length, mass, volume, and density of objects in the class or around the school to become more familiar with the metric system. Teachers may use their smart boards to display real world maps in which the students can interact with to find the longitude and latitude of a given location. Graphic organizers have been used to display key terms in a more visually aesthetic and appealing way to encourage better learning of the vocabulary. Students can use computer software to manipulate the layout of a brochure for an advertising assignment. These are just a few of the diverse ways that instruction can be delivered and learned here at AIJMS. Supporting Evidence  Course syllabus  Student work samples  Student projects/products  Students’ self-evaluations  ELMOSs/Interactive whiteboard  Multimedia projectors  Computers/laptops  Smart boards  Mobile computer lab 108  Interactive whiteboard  Library log sheets

Additional Online Instruction Prompts: Evaluate the processes and the effectiveness of the strategies used by teachers to make decisions on learning and teaching approaches including direct instruction, and other student-teacher interaction opportunities. Evaluate the effectiveness of timelines and pacing guides for completing coursework for asynchronous online instruction. Findings This prompt does not apply to AIJMS and will therefore not be addressed. Supporting Evidence N/A

Technological Integration Indicator: Teachers systematically integrate technology within the school so that all students develop a wide range of technological skills. Prompt: Comment on the integration of technology within the school so that all students develop a wide range of technological skills. Findings As evident from the faculty, staff and administration accreditation survey given last school year regarding this indicator, 3% feel that it is always integrated into lessons and learning, 20% feel technology is incorporated frequently, and 56% feel that although integrated, technology is only sometimes used. (70 participants)

The AIJMS school library allows students and teachers convenient access to computers and the internet. It houses over 22 computer stations and recently added 30 laptops from the mobile computer lab for access to technology in the classrooms. Students are always encouraged to use the computers to facilitate their learning. Some classes have the students complete projects using PowerPoint, Microsoft Word, as well as the use of the internet.

Additional technological equipment was obtained for the school during SY 2012-2013. Some of these materials include smart boards, high definition projectors, and ELMO’s. Faculty are now getting more comfortable in using these newly acquired tools and are also allowing students to use them to display and present work and projects.

GDOE also began issuing the much-anticipated “Gateway to Technology” program where laptops were issued to faculty and administrators last school year. As of December 2013, 80 percent of our AIJMS teacher population completed the program and one-third was issued laptops. Supporting Evidence

109  Accreditation survey results (Q #15)  Library student log sheets  Library teacher sign-up sheets  Student work samples  Student projects  List of Teacher online resources

Evidence of Results based upon Challenging Learning Experiences Indicator: Students working and their work demonstrate critical and creative thinking, problem solving, knowledge attainment, and application skills. Prompt: Comment on the student work and how it demonstrates critical and creative thinking, problem solving, knowledge attainment, and application skills. Findings Everything we do at AIJMS focuses around academic excellence. The values we teach our students are based upon our SLOs (formerly known as ESLRs.) These SLOs help to shape the unique school we have become. As Problem Solvers AIJMS students should be able to demonstrate the ability to come up with solutions to their problems and explain cause and effect. As Innovative Thinkers students at AIJMS should be able to utilize available resources to apply to practical everyday situations and generate ideas to overcome prevailing predicaments. As Responsible Contributors students should maintain good citizenship and show active involvement in school and community activities. As Academic Achievers students at AIJMS should excel in all subjects and improve test scores to meet the objectives of the school wide action plan. As Technologically Literate Consumers students should be able to develop awareness of technology, computers, and other equipment that help them learn and use appropriate technology to ensure learning and to solve problems. As Effective Communicators students at AIJMS should use language that is precise, engaging, and well suited to the topic and audience as well as write and speak appropriately. As Successful Learners students at AIJMS should be able to demonstrate the ability to apply what they have learned and demonstrate self-motivation, critical thinking, and mastery of the skills essential to life-long learning.

AIJMS students are introduced to higher order thinking skills in each subject area. Students are given critical thinking questions designed to engage them in developing their own answers to problems or situations. Students incorporate, analyze, and synthesize information from the course or lesson to solve these critical thinking questions. Supporting Evidence  SLOs (formerly ESLRs)  Student projects  Student portfolios  CCSS  Teacher lesson plans

110 Additional Online Instruction Prompt: Evaluate and comment on the effectiveness of reviewing student work online and online communications to determine the degree to which students are analyzing, comprehending and conducting effective research. Findings Some teachers at AIJMS allow students to submit work online if they have the means, however many of our students do not have internet accessibility at home. In these cases, where the use of online resources is pertinent, teachers can access the school library. The library can accommodate a full class of students by providing each an internet workstation, for the necessary days or periods to accomplish the lesson. Students are given instruction on how best to conduct online research as well as the proper ways of referencing information obtained.

Over the past three years, AIJMS has been working on fully implementing an online record keeper known as Power School. This year, all teachers have been inputting student attendance and grades on a regular basis. Parents have also been given access to this resource through the Parent Portal so they may see their child’s progress and monitor their attendance. Through the AIJMS and GDOE websites parents also have access to faculty email addresses to provide another means of contact with the school and teachers. Supporting Evidence  Library student log sheets  Library teacher sign-up sheets  PowerSchool  PowerTeacher  Parent Portal

Student Understanding of Performance Levels Indicator: The students know beforehand the standards/expected performance levels for each area of study. Prompt: Examine and evaluate the extent to which students know the standards/expected performance levels before beginning a new area of study; an example is the use of pacing guides for online instruction.

Findings All subjects, at the beginning of the school year, provide a course syllabus to each student that details the subject’s scope and sequence, materials, requirements, and expectations of the course. Syllabi are also accessible online through the school’s website. Each student at AIJMS is given a student planner at the start of the school year. Students use these planners daily to write in homework and/or lesson agendas for each subject at the start of class to know and record what will be covered that day. The planners also allow students to prepare for upcoming tasks or events by scheduling in time frames and due dates.

Once a quarter begins, teachers administer to their students a pretest. This pretest is used primarily as a formative assessment to gauge instruction for the quarter. It is also used as an introduction to what will be learned that quarter for the students.

111 Our curriculum also details the learning objectives prior to a lesson or chapter so that students know what to expect over the next few class periods. Supporting Evidence  Course syllabi  Quarterly pretest  Lesson agendas  Student planners  AIJMS website

Student Perceptions Indicator: The students understand the expected level of performance based on the standards and the school wide learner outcomes. Through interviews and dialogue with students that represent the school populations, the school learns about the students’ perceptions of their learning experiences, including all specialized programs such as college/career readiness and online instruction regarding the opportunity for teacher- student interaction to reduce isolation and encourage skill transference. Prompt: Using interviews and dialogue with students, evaluate the extent to which students understand the expected level of performance based on the standards and the school wide learner outcomes. Evaluate the effectiveness of the student-teacher interaction based on student feedback. Findings One of the tasks that AIJMS set out to accomplish for SY 2012-2013 was to develop a student survey to administer to the student body. At years end, some students were randomly selected to answer the survey. Questions ranged from how best do the students learn in class, to the state of facilities at the school. Through our PLCs the results were pooled, recorded, and discussed at the start of this school year. Some of the items in the survey, however, were not clear to the students, which led to blank or erroneous responses. Since this survey was a first for AIJMS it was understood to be a fluid document, which is still undergoing revision and review.

In order to further understand students’ perceptions of their learning experiences student representatives have been invited to take part in the school’s professional staff development and committee meetings. These young men and women actively engage in these meetings as representatives of the student body. They get to engage in how decisions are made or see what programs the school is adopting. Their presence also allows faculty and staff to see through students’ viewpoints and how these decisions affect the students. Supporting Evidence  Student surveys  PSD student representative list  PLC agendas  Professional development agendas

112 Student Needs Indicator: Teachers address student needs through the instructional approaches used. Prompt: How do teachers address the variety of ways in which students learn and their individual needs through instructional approaches appropriate for the subject? Findings There is value in using a routine in which students become familiar with how the teacher and class engage. However, it is also necessary to explore other instructional strategies as well as alternative assessments when student needs are not being met. This is especially true at our school given the great cultural, lingual, and socioeconomic diversity of its’ population. To ensure learning takes place, teachers use a variety of instructional strategies as well as a variety of assessment tools to engage their students. Students may participate in hands-on activities to deepen knowledge of a topic. They may take fieldtrips to see, hear, and feel lessons in the real world. They may work in cooperative groups towards achieving a common goal. These are just some of the examples of how instruction is delivered at AIJMS.

By the same token, assessments can be just as diverse. Some teachers at AIJMS use student portfolios to show them changes in their work and how best to improve themselves. Some students keep journals to detail their day-to-day life. The projects that students take part in range from learning the history of a folk song to producing a scientific hypothesis- complete with the experiment to test it. Supporting Evidence  Course syllabi  Teacher lesson plans  Student portfolios  Student projects  Students’ self-evaluations  Enrichment math  Enrichment reading  IEP documents  CST documents  NJHS lunch tutoring  Math summer camp

Student Use of Resources Indicator: Students use resources for learning beyond the limits of the textbook such as effective use of collaborative activities, technology, library/media resources, and community resources. Prompt: To what extent do students use resources for learning beyond the limits of the textbook such as effective use of technology, collaborative activities, and community resources? Findings

113 The adopted textbook for a subject is a very important tool, but the teachers at AIJMS have found that, in many cases, students have difficulty relating to the examples or information contained in them. Teachers must therefore look to other means of organizing, presenting, and assessing the information. One way is having the students go about learning the information for themselves by working in groups to research and present information. Students have access to library resources to find information in reference books or on the internet. The use of online resources to further student education is evident in our newly adopted textbooks as well. Usually there are sections of a chapter that reference online websites where students can get additional information regarding the lesson. Although this is not used as a source mandatory to the course, given the amount of students that have no online access at home, it does allow students to explore other means of viewing, interacting, and absorbing the information in the lesson.

Students may use the computers in the library or a teacher may checkout the mobile computer lab for their class so that the students can do such research. In some cases, students present their work in a power point format using overhead projectors in the class. As the teachers have started becoming more familiar with the newly adopted school tech such as the Elmo projectors (Elmo) or the Smart Board, they have also invited students to explore the capabilities of using these tools in the classroom. Students are also given opportunities to make use of community resources to enhance their education. The school is actively participating in the I-Recycle Program, which is a drive to start recycling efforts on Guam. Guest authors and illustrators sponsored by the Guam Council of the International Reading Association regularly make visits to our school to discuss the importance of literacy and to share their books. Students have participated in tours of historic sites around the island with the National Park Service. They have explored the importance of the conservation of natural resources at the Wildlife Refuge of Guam. These are just some of the ways that our students make use of their island community to improve learning outside of the textbook.

Student presentations are frequent and evident at Ahoy Assemblies, PBIS Assemblies, team assemblies, and/or quarterly events in and out of the school environment.

114 In regards to the accreditation survey referenced previously taken by faculty, staff, and administrators 3% felt that students are encouraged to use resources beyond the textbooks all the time, 26% felt it was used frequently, and 48% thought that use of resources besides the text was used sometimes. Supporting Evidence  Adopted textbooks  Teacher online resources  Teacher lesson plans  Community activities/events  PowerPoint presentations  Fieldtrip request packets  Accreditation survey results (Q #16)  Ahoy assemblies  PBIS assemblies  Quarterly school activities

Additional Online Instruction Prompt: Evaluate the effectiveness of opportunities within online instruction for real world experiences and applications for the students. Findings This prompt does not apply to AIJMS and will therefore not be addressed. Supporting Evidence N/A

Conclusions Prompt: Comment on the degree to which this criterion is being addressed. At AIJMS, the criterion of how students learn is being addressed. Although AIJMS has seen an influx of new technological devices such as ELMOs, laptops, multimedia projectors, and even a mobile lab for classroom and library use over the past three years, additional funding is needed to bring a more meaningful technological environment to AIJMS classrooms. With each passing year, more and more teachers are integrating the use of technology into their daily lesson plans. Materials and services are needed to support these advances. The use of the Renaissance Responders system by teachers at AIJMS has been limited, however, administrators continue to encourage its use by all content teachers.

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs. The curriculum documents at AIJMS continue to be reevaluated and updated on a regular basis. Curriculum maps and SMART goals incorporate the school wide learner outcomes as an integral part of who we are as a school. For example, the school is dedicated to the idea that AIJMS students are technologically literate consumers with an awareness of the kinds of technology available to them to help them learn and be able to solve problems both in and out of the classroom. The implementation of technology devices is also addressed in

115 the updated SAP.

116 B3 How Assessment is Used Criterion Appropriate Assessment Strategies Indicator: The teachers regularly use appropriate assessment strategies to measure student progress toward acquiring understanding of a specific body of knowledge or skills, such as critical thinking and communication skills; examples of assessment strategies include essays, portfolios, individual or group projects, tests, etc. Prompt: To what extent do teachers use appropriate assessment strategies to measure student progress toward acquiring a specific body of knowledge or skills based? Evaluate the selection of and the use of proctors, the security systems for test documents, and the means to maintain the integrity of the assessments. Findings When assessing student achievement toward a specific learning goal, AIJMS teachers first stress the value of setting clear objectives and provide a variety of tools for individual student differences, particularly those that require performance. Teachers use a variety of assessment tasks and processes to determine students’ level of knowledge, skills, and understanding at the beginning of each unit, and/or lesson. The assessment tasks may include: culminating performance tasks, standardized testing, conferencing, peer group responses, oral presentations, teacher observation, and projects that reflect the skills students learned. Assessment strategies may also include compare/contrast, summarizing and note taking, providing feedback that is criterion based, using cueing tools, higher-order questioning, organizers, writing journals, quarterly tests, teacher-made tests, and the annual SAT10.

Additionally, since SY 2011-2012 all content areas have developed/identified and implemented both pre/post-tests. Each quarter diagnostic and formative assessment tasks are administered by all teachers within the same grade level and subject area to determine students’ level of mastery of the required GDOE performance standards and more recently, the CCSS.

SAT10 test results also provide a snapshot of how well our students preformed. This information is used to further develop a comprehensive picture of student achievement and to review our school's curriculum and instructional program in an effort to plan strategies to improve student learning. AIJMS SAT10 test scores have shown an increase in reading, math and social studies for the past three years. However, there has been little to no improvement or a decline in at least one test area in which the school failed to meet the required pass rates for GDOE. Possibly beginning SY 2014-2015, a change will be made to replace the SAT10 test with GDOE’s Criteria Referenced Test. How students will be tested is yet to be determined by GDOE Curriculum and Instruction.

In an effort to provide an honest uncompromised picture of our student’s performance, security systems for all assessment instruments are strictly followed and enforced. For the SAT-10, school counselors are given the test documents under lock and key. All administrators, faculty, and staff, sign affidavits regarding the integrity of the testing process and the integrity of the test itself. All content teachers are responsible for securing their individual respective assessments such as WRAT, NRST, Language Assessment System (LAS), and LAS LINKS. Results for tests are submitted to the curriculum administrator via digital copy. Supporting Evidence 117  Teacher lesson plans  Student projects  Quarterly pre/post tests  Student presentations  Student portfolios  Unit Test  WRAT results  NRSTRubrics  Peer assessments  Skills assessments  Quizzes/tests  SAT-10 results  School calendar  Quarterly SPED progress reports  ESL quarterly modification sheets

Basis for Determination of Performance Levels Indicator: The school staff has determined the basis upon which students’ grades and their growth and performance levels are determined and use that information to strengthen high achievement of all students. Prompt: Evaluate the impact and effectiveness of the basis for which students’ grades, their growth, and performance levels are determined. Findings Effective assessment and evaluation in determining student grades, growth, and performance involve more than pencil and ASPER assignments, test, and assigning grades. The evaluation process for many teachers begins throughout the teaching learning process. SMART goals and curriculum maps guide the instruction of AIJMS teachers. As students are taught, teachers guide them toward increased learning and achievement by charting their progress from the beginning of instruction to the end. This ensures that all students stay on track.

Based upon data acquired from pre/post test assessments, teachers consistently make revisions to their teaching and the assessment process. Before beginning a new unit, teachers are able to determine what each student knows about the topic and the related concepts from pre-test results. Gathering this diagnostic information provides needed information for student placement in advance math, enrichment math, and enrichment reading.

Students are tested at the beginning of each school year using the NRST to assess students’ reading levels and the WRAT to assess students’ math abilities. These tests allow teachers to identify weaknesses and problem areas in addition to skills and concepts students have mastered. The results of both the WRAT and NRST pre/post tests have been effective in determining the growth of students’ performance levels from the start of each school year to the end of each school year. For math and reading teachers, the WRAT and NRST are used as tools to determine placement of students for each school year. 118 The SPED department has consistently assessed our special needs population using the NRST, San Diego Quick, Morrison McCall Spelling Test, and Alternate Assessment. Additionally, both mainstream and SPED teachers provide quarterly 16B progress reports to determine growth and student performance levels.

The Language Assessments Links English Language Proficiency Assessment is the compliant instrument used by our ESL department to determine student language proficiency and placement for both the sheltered and mainstream classroom. Supporting Evidence  NRST pre/post test results  WRAT pre/post test results  San Diego Quick Assessment  Curriculum maps  Morrison McCall Spelling  SMART goals  Quarterly pre/post test results  Enrichment math and reading courses  LAS Links  IEP (Form 16B)

Additional Online Instruction Prompts: Evaluate the effectiveness for determining if a student is prepared to advance to the next unit, course, or grade level. Evaluate how course mastery is determined and evaluate the “steps” or “gates” that are in place to prevent students from proceeding to the next unit if mastery has not been demonstrated. Findings This prompt does not apply to AIJMS and will therefore not be addressed. Supporting Evidence N/A

Evaluate the effectiveness of the procedures for grading student work whether it is done electronically or individually by the teachers. Findings This prompt does not apply to AIJMS and will therefore not be addressed. Supporting Evidence N/A

Evaluate how effective teachers ensure academic integrity and determine students are doing their own work in the online environment. Comment on the degree to which the results for state-

119 mandated assessments and the high school exit exam are used in decisions about student achievement and advancement and improving the instructional program. Findings This prompt does not apply to AIJMS and will therefore not be addressed. Supporting Evidence N/A

Demonstration of Student Achievement Indicator: A range of examples of student work and other assessments demonstrate student achievement of the academic standards and the school-wide learner outcomes, including those with special needs. Prompt: Examine and evaluate how student work and other assessments demonstrate student achievement of the academic standards and the school-wide learner outcomes. Findings Each year the SLOs are posted in each classroom, readdressed for all returning students, and then taught to all new incoming AIJMS students. AIJMS teachers collaborate together to align desired learning results with appropriate assessment task to complement and enhance student achievement. For each lesson plan created, teachers indicate which SLOs are being addressed for that unit of study. Instruction is differentiated with an end goal of academic success for all students at their level of capacity. Teachers provide students with multiple opportunities to demonstrate their learning using a variety of teaching strategies. For example, students are given opportunities to reinforce their ability to self-monitor and self-evaluate using rubrics. Such opportunities and strategies allow students to demonstrate improved performance while keeping in mind the unique needs of the student. Evidence of student work from various culminating activities and projects are visible throughout many of the classrooms and school environment. They are also included in student work folders, portfolios, and teacher portfolios. Supporting Evidence  CCSS  SLOs  Student work  Retention policy  SMART goals  Rubrics  Teacher portfolios  SAT-10 results  Tests  Projects  Student portfolios

Correlation 120 Indicator: The teachers correlate assessment to school wide learner outcomes, academic standards, course competencies, and instructional approaches used. Prompt: Comment on the correlation of assessment of school wide learner outcomes, academic standards, course competencies, and instructional approaches used. Findings One of the most important goals of assessment is the assessment of student learning. The mission of AIJMS is for all students to become life-long learners and acquire the knowledge and skills necessary to compete in 21st century. Teachers are committed to ensuring that all AIJMS students have a clear understanding about the learning goals for which they are responsible. In keeping with AIJMS mission and vision, all AIJMS faculty have the responsibility to define specific SLOs, create and provide the appropriate means for assessing those outcomes, and decide how the results of the assessment will be used to improve the teaching and learning process.

As AIJMS teachers guide students toward increased learning and achievement, students are provided the tools to develop a sense of personal responsibility and demonstrate belief in their ability to succeed to include the assumption of responsibility for the consequences of their own actions.

Teachers use research based methods and strategies to ensure those concepts and GDOE’s mandated CCSS objectives are being mastered. Instructional activities include collaborative groups, scaffolding, differentiation, independent reading, guided reading, and a variety of mini lessons.

Finally, with the acquisition of new technology, mobile computer lab, and interactive white boards provide teachers with the tools to incorporate new lessons that are interactive and engaging. AIJMS can ensure that all students have the skills to become technologically literate which will enable them to succeed in the 21st century global community. Ideally, AIJMS would like to have interactive boards in all, if not most, of the classrooms. Four interactive boards are positioned in strategic locations throughout the school. Supporting Evidence  Teacher lesson plans  GDOE District Goals  Posted mission and vision Statement  CCSS  SLOs  Mobile computer lab

121 Modifications/Decisions based on Assessment Data Indicator: Assessment data is collected and analyzed and used to make changes and decisions about curriculum, instruction, professional development activities and resource allocation. Teachers modify and revise the curriculum and instruction as a result of student assessment, both collectively and individually. Prompt: Evaluate the effectiveness of how assessment data is collected, analyzed, and used to make changes and decisions about curriculum, instruction, professional development activities, and resource allocation. Findings During SY 2010-2011, pre/post tests data was submitted at the end of each quarter to the curriculum administrator for each content area. This was done each quarter for the past three years. Although individual teachers have made an analysis of their perspective pre/post tests, content teachers have yet to analyze the data collectively as a school wide effort. In our PLCs, teachers hope to work on disaggregating and analyzing the data for the purpose of making adjustments to meet the individual needs of our students.

AIJMS has provided several opportunities during the course of the school years for students, parents, and the community to explain assessment results and how these assessments are the driving force in determining what teachers need to do and what skills need to be taught. Through professional staff development stakeholders are introduced and familiarized with the current curriculum. Teachers have written detailed plans for improvement during recent staff development that include increased training for teachers to make sure lessons correlate to what will be tested and providing needed interventions to students who have fallen behind. Teachers continue to meet and conduct CSTs to address the individual learning needs of at risk students, and provide opportunities for students to participate in intervention programs to promote academic success.

Analyzing the results of pre/post test revealed a significant number of AIJMS students requiring extra support and academic assistance in the area of reading and math. A school-wide commitment to students identified in reading who scored third grade and below prompted teachers to establish various tutorial programs to address the unique needs of these learners. One such program was the Striving Readers intervention program. The Striving Readers program was implemented in SY 2011-2012. It was designed to provide enrichment in reading for those students identified as at-risk of failing their academic classes and SAT 10. Teachers, in conjunction with the counselors, assessed students’ grades and progress to determine need. This program was implemented during the second semester of the school year and monitored by the administrative and leadership/content team.

That same year (SY 2011-2012), the Ayudon I Manelu Program was another tutorial program established for our ESL population. The AIJMS ESL team was selected to pilot the Ayudon I Manelu Program. The program was designed to focus on literacy, reading, and comprehension for students considered to be at-risk. Students met weekly after school during the second quarter with a certified ESL teacher.

122 This current school year, ESL and Sped consultation programs were implemented to provide additional support for students in the mainstream classroom. Teams collaborate with ESL and SPED consultation teachers on a weekly basis providing updates on student progress and needed interventions. Supporting Evidence  CST packets  PTO and PBIS Assemblies  Quarterly pre/post tests results  Professional development handouts  Curriculum binders by content  ESL consultation notes  Instructional activities  PLC notes

Student Feedback Indicator: Student feedback is an important part of monitoring student progress over time based on the school-wide learner outcomes and the curricular objectives. Prompt: To what extent is student feedback an important part of monitoring student progress over time based on the school-wide learner outcomes and the curricular standards? Findings In February of 2013, faculty, staff, and administrators participated in a survey to provide feedback on the overall instruction at AIJMS and how to improve learner outcomes. Participants were asked to respond to the importance of student feedback. The results of the accreditation survey given indicate that the majority of the 70 participants feel that student feedback is very important.

Students are able to receive immediate feedback throughout the learning process and internalize the understanding of a skill or concept taught in addition to addressing the school-wide learner outcomes and the curricular standards.

The achievements of AIJMS SLOs are reflected in the work of students, which includes their ability to demonstrate what they have learned and why they have learned it. Students receive timely and consistent feedback regarding homework, projects, and various assignments to improve their academic success. Students are able to reflect on their learning of a given task or topic through self-evaluation. However, some students continue to believe that responsibility for monitoring their learning is strictly left up to the teacher.

Feedback for students also involves quarterly progress reports, team meetings, parent conferences, and student planners where information is communicated between the teacher and parent regarding how students are performing relative to AIJMS SLO.

123 Using portfolios allow students to reflect and self-assess. This process is intended to give a realistic appraisal of how students are doing both individually and in collaboration with other students.

Students are provided with multiple opportunities to demonstrate learning, improve performance, and achievement of academic standards.

To narrow the opportunity for any learning gaps, AIJMS teachers teach students the importance of effort and achievement. Students are provided the tools to develop a sense of personal responsibility for becoming academic achievers and realizing their ability to be successful learners through our character education classes. Supporting Evidence  Progress reports  Team conference  Accreditation survey results (Q #17)  SLOs  Student portfolios  PTC

Teacher Monitoring Indicator: Teachers monitor student progress over time and use student feedback as appropriate to determine whether course objectives and standards have been met. Prompt: Evaluate the effectiveness of the teacher monitoring process over time and the use of student feedback as appropriate to determine whether academic standards have been met. Findings Student feedback helps teachers to monitor and reinforce learning of a particular skill or task. Teacher use daily reviews of students’ homework, class discussions, and such strategies as Think ALoud, Think Pair Share, and other strategies to judge how students are progressing. Gathering information from various test inform teachers about which skills or concepts need to be acquired or re-taught. Tests and quizzes have proven to be the most effective tool in assessing learning. If students have not learned or retained what was taught, teachers use that information to re-teach a lesson using new strategies or approaches. For example, students are provided with authentic assessment in the form of product, performance, and portfolios which are then used to document student growth and achievement of academic standards over time. Supporting Evidence  Student reflections  Student portfolios  Student journals  Student presentations  Collaborative groups

124 Conclusions Prompt: Comment on the degree to which this criterion is being addressed.

The criterion of how assessment is used is being addressed at AIJMS. Our school is addressing the current issues and continues to use assessment results to address critical learner needs. Teachers’ work closely to refine and revise common assessments and curricular updates are looked at with changes occurring from year to year.

Teachers continue to be committed to continuous improvement to achieve goals that align with our school wide and GDOE district goals for student achievement. CCSS, curriculum maps, and SMART goals have been implemented and are actively being used in correlation with the SLOs. Instruction at AIJMS is a systematic and comprehensive process designed to ensure the achievement of required GDOE standards by the individual student and special program students, such as SpEd and ESL.

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.

How do we hold students more responsible for learning and their future? Stakeholders within the learning community all agree that responsibility for student growth and performance is a continuous improvement process with a shared vision and mission. Teachers continue to modify their assessments to be in line with CCSS and other curricular demands. Teachers agree to continue in their efforts to help students in the achievement of GDOE performance standards and related learning goals. We are focused and determined in our efforts to ensure that all of our students can demonstrate their ability to explain the purpose of what they are learning and its connection to the world beyond the classroom.

How can we increase our students’ comprehension skills? In conclusion, AIJMS has several systems in place that address the criterion for assessment. It is noted in some areas of assessment that improvements are needed and recommended in order to be efficient and effective in addressing key areas. For example, several of the student work samples reflect the achievement of GDOE standards in addition to some evidence of higher order thinking skills and processes. To increase and perhaps enhance student engagement and overall achievement more emphasis should be upon higher order thinking skills and processes to include problem solving and investigation.

125 WASC Category B. Curriculum, Instruction, and Assessment: Strengths and Growth Needs

Category B: Curriculum, Instruction, and Assessment: Areas of Strength  The development and the implementation of SMART goals and curriculum maps at AIJMS  The process which AIJMS identifies individual student and school performance in achieving the school’s learning outcomes  Programs and communication with parents and the community for identifying the school’s progress in achieving its learning outcomes  Differentiated instruction using both formative and summative assessments used by classroom teachers  The technological support for analyzing assessment results  Data to support individualize instruction through differentiated instruction and the changes in curriculum  Progress made in identifying the learning gaps in student achievement through the use of assessment results

Category B: Curriculum, Instruction, and Assessment: Areas of Growth  Increase the development and use of common assessments for all subject areas  Revisit and update common assessments as needed or with the availability of funds  Decrease the gaps in student progress in achieving school wide learning expectations  Increase the school wide focus on the examination of student work  Regularly engage students in self-reflections/self-assessments relevant to their learning  Provide smaller class sizes conducive to better learning (SPED 12< students, ESL 15< students, regular class 28< students)  Increase opportunities for content teachers to collaborate on student assessment, data and results  Standardize and expand the use of student feedback across all content areas, and increase the periodicity of gathering such feedback  Consistently provide common planning time for content teachers to collaborate on assessment practices and their results  Increase funding to provide additional support (additional enrichment classes, extended school day tutoring, technical resources, etc.) for student growth and achievement of SLOs  Acquire funding to purchase software for assessment data analysis  Restructure and implement a more productive Parent Outreach program to include a room designated for parental access, internet access, and other support services

126 127 Category C: Support for Student Personal and Academic Growth

Parent and Community Partnership

Counseling The AIJMS counseling program continues to provide support through a comprehensive and developmental approach by addressing academic, career, and personal/social skills as directed by GDOE. The school’s guidance counselors are currently assigned to grade levels and follow students throughout their respective middle school levels. The services offered continue in the areas of advisement, conferences, promotions, Section 504 referrals, CSTs, IEPs, and grade level team meetings for consultation. The counseling department also continues to provide programs in which they act as liaisons for the on and off Campus programs and services for students and their families.

School Health Counselor The school health counselor, commonly known as the school nurse, is trained and certified to administer and provide first aid, CPR, and medical referrals for students at AIJMS. These include vision referrals, immunizations, purified protein derivative (PPD)/tuberculosis (TB) readings (for both students and staff), and monitoring of health status. Registration procedures have increased to double the level of previous years.

Special Education (SpEd) SpEd services are provided for students with an Individualized Education Plan (IEP). The IEP contains the student’s unique needs, goals, objectives, and required modifications. Meetings are held annually and the school community is mandate to tailor to the needs of the individual’s educational plan as stipulated under the Individuals with Disabilities Educational Act (IDEA).

Section 504 Section 504 is a Civil Rights law. Section 504 prohibits discrimination against individuals with disabilities. Section 504 ensures that children with a disability have equal access to an education. Section 504 and the ADA both require that programs make “reasonable accommodation” to enable persons with a disability participate effectively.

English as a Second Language (ESL) Parents of new students entering the GDOE school system are required to fill out a Home School Language Survey. AIJMS offers sheltered classes to students whom qualify ESL as well as consultation services. These classes ease the student’s transition into the school and enable him/her to complete the academic requirements.

Library The AIJMS library is the heart of the school that provides and promotes student learning with valuable resources in multimedia equipment for student and teacher use. Over the past few several years, the library has been able to equip its resource inventory (computer stations, multimedia center, elmos, televisions and high definition monitors/DVD carts,

128 with two mobile computer labs. The library also provides reliable Internet connection, wireless access and capabilities, daily newspaper, reference materials and periodicals).

129 C1. Student Connectedness Criterion Students are connected to a system of support services, activities and opportunities at the school and within the community that meet the challenges of the curricular and co-curricular program in order to achieve the school wide learner outcomes.

Adequate Personalized Support Indicator: The school has available adequate services, including referral services, to support all students in such areas as health, career and personal counseling, and academic assistance. Prompt: Evaluate the availability and the adequacy of services, including referral services, to support students in such areas as health, career and personal counseling, and academic assistance. Findings HEALTH AND PERSONAL COUNSELING Stay on Track (SOT) is an evidence-based substance abuse prevention education facilitated by members of the Guam National Guard Counterdrug Program. It uses motorsports as its theme to teach lessons about personal health, decision-making, peer pressure and media influences. SOT has a target audience of grades sixth through eighth. There are three levels of curriculum, one per grade level, and there are twelve lessons in each level. Each lesson is about forty-five minutes and falls under a larger unit. The four units are Health Education, Decision-Making, Communication Skills, and Media Influences.

Stay on Track was first implemented in SY 2010-2011 and continued the following school year. Its implementation was based on the overall rate of illicit drug use in the U.S., which rose from 2009 to 2010 (SAMHSA 2010). [REFERENCE: Substance Abuse and Mental Health Services Administration. (2010). Results from the 2009 National Survey on Drug Use and Health: Volume I. Summary of National Findings (Office of Applied Studies, NSDUH Series H-38A, HHS Publication No. SMA 10-4856 Findings). Rockville, MD.] Each and every student who was enrolled at AIJMS during these two years participated in Stay on Track lessons. According to the Stay on Track evaluation results for SY 2010-2011, “The outcomes included in this study indicated that the Stay on Track program was effective in increasing students’ knowledge of drug effects, refusal skills, and advocacy skills. Students participating in the program continued to demonstrate that increases in their knowledge of drug effects and improvement of their decision making and goal setting skills contribute to their intention to refuse drugs.” Stay on Track was funded by the federal government and discontinued after SY 2011-2012 due to federal budget constraints.

Big Brothers Big Sisters of Guam (BBBS) helps children reach their potential through professionally supported mentoring relationships. Their teachers who considered them at-risk referred most of the children who are in the program. Mentors, otherwise known as Bigs, have diverse backgrounds, ranging from attorneys to High School students. Mentoring includes many activities, such as tutoring, weekend outings, and playing sports during lunchtime at school. Since school year 2010-2011 we have had 25 students, otherwise known as Littles, participate in the BBBS program. This program is no longer on site as BBBS observed at the end of SY 12-13 that the Littles had an abundance of lunchtime enrichment activities to participate in. Because of these options, the Bigs

130 sometimes attended these club meetings and practices their Littles were engaged in which took away from the true mentoring time. Peer Mediation is made possible by the training conducted though Inafa’ Maolek. Trained student mediators help fellow students resolve minor conflicts by guiding them through effective communication. This training teaches students how to constructively deal with conflict through a variety of lectures, activities, and role-plays. Since SY 2010-2011 to present we have had 52 trained peer mediators, and approximately 60 sessions were resolved and five were left unresolved. This program is on going.

In SY 11-12 Counselors held Closing the Gap small group counseling for at-risk students, entitled “Improving Yourself Continually,” to address grades, attendance, and behavior. Candidates for the group must have had at least two of the following: GPA 59% or below, six or more absences, or four or more discipline referrals. There were a total of 15 students, five per grade level, who attended ten group sessions. Topics discussed under the Self Concept lesson included Positive Thoughts, Positive Actions, and Positive Feelings about Us, and Multiple Intelligences. Over all, there was positive feedback from the students who participated in Closing the Gap small groups. More than one student stated in the feedback form that he or she noticed a positive change in his or her thoughts, feelings and actions. Counselors are anticipating the continuation of Closing the Gap sessions this school year.

The GREAT program is a school-based, law enforcement officer-instructed classroom curriculum consisting of nine hours and 13 lessons. The program’s three objectives are to reduce student involvement in gangs and delinquent behavior, teach consequences of gang involvement, and help students develop positive relations with law enforcement. Students are taught to set positive goals, resist negative pressures, resolve conflicts, and understand how gangs impact the quality of their lives. The program was implemented for school year (2012-2013), servicing 260 mainstream sixth graders, and was discontinued thereafter. Due to the time constraints of the program, special populations were unable to be serviced. There was no evaluation of this program by its facilitators.

Project Isa-Ta was first implemented in SY 12-13 and is still in place this school year. The program aims to improve the quality of life for girls on Guam by using gender specific approaches to reduce sexually risky behaviors. The goal of the project is to change the community, family, and peer normative environments and attitudes on issues of HIV/STDs and violence, and reduce stigma towards condom use and discussions on infectious diseases such as AIDS. Project activities combine a 15-month prevention education program of interactive curriculum-based groups, community and parent training, community awareness events, and positive social/recreational activities to achieve positive outcomes for girls. During SY 2012-2013 there were 29 6th graders, 17 7th graders, and five 8th graders participating in the Project. Currently there are 15 6th graders, 40 7th graders, and 28 8th graders enrolled in the Project with some students undergoing the Supplementary Curriculum in their second year of the program. Project Isa-Ta is funded by a grand from the Department of Health and Human Services; the office on Women’s Health; the office of Public Health, and Science. Pending evaluation data from WestCare Pacific Islands for SY 2012-2013. 131 ACADEMIC ASSISTANCE The University of Guam’s Educational Talent Search program (ETS) identifies and assists individuals from disadvantaged backgrounds who have the potential to succeed in higher education. It provides tutoring, academic, and other activities/services to its participants and encourages them to graduate from high school and continue on to the post-secondary institution of their choice. Students must meet criteria to be accepted, which include coming from a low income background and first generation college candidates. The Educational Talent Search Program serviced 25 students at least once a week in SY 2010-2011. The U.S. Department of Education Federal Programs made funding for ETS available. Funding was discontinued for middle schools after SY 2010-2011, thus this program is no longer at AIJMS.

The Guam Community College’s College Access Challenge Grant Program (CACGP) is a five year (2010-2015) formula grant from the U.S. Department of Education. The CACGP primary purpose is to provide information and services to increase access to postsecondary education for underserved populations. CACGP is designed to support States in helping students and their families to learn about, prepare for, and finance a postsecondary education. Approximately 96 students have been accepted into the program since SY 2010-2011. Individual teachers or Child Study Teams who deem that the student can benefit from the program refers many students. CACGP tutors are on- campus at least once a week as this is an on-going program. Supporting Evidence  Stay on Track: PPT, evaluation results, and brochure  Big Brothers Big Sisters of Guam: application and student listing  Small Groups: copies of feedback forms and attendance roster  GREAT: brochure and copy of booklet  Project Isa-Ta: sample of curriculum in email and student listing  Peer Mediation: brochure, student listing, requests, and report forms  Educational Talent Search: brochure, student listing and applications  GCC College Access Challenge Grant Program: brochure, student listing, and applications

Additional Online Instruction Prompt: Comment on the availability and adequacy of the academic counseling, college preparation support, personal counseling, and health services provided for the students involved in online instruction. Findings This prompt does not apply to AIJMS and will therefore not be addressed. Supporting Evidence N/A

132 School Support Systems Indicator: The school coordinates a system of support services that provides for maximum effectiveness, including the processes for intervention and referral. Prompt: Is the level of school coordination of the system of support services allowing for maximum effectiveness? Are the processes for intervention or referral effective? Findings Students struggling academically are identified by their teachers and monitored through quarterly progress reports. Parent collaboration is initiated for students struggling through quarterly progress reports, calls to parent, and/or notes in the school planner. Teams initiate CST referrals and/or provide assistance through the various tutorial programs available. AIJMS provides counseling services through various mentioned programs, supports and services. Students with low socioeconomic status are given uniform assistance through vouchers from the PTO. Finally, AIJMS recognizes all students for excellence and motivates success through various awards and recognition. Below are the processes for intervention or referral at AIJMS. They are available and allow the school to track and monitor student progress.

Child Study Teams (CSTs) CSTs are formed when there are academic, behavioral, and/or attendance concern. The teacher/team analyzes individual student data and modifies curriculum to gauge the strength and weakness of the student. If gradual progress is not made, grade level counselor, administrator, parent(s) and student discuss the strengths and weakness of the individual student. The team reviews and provides recommended interventions to support the academic and social success of the student. If the team believes that all interventions and modification have been exhausted.

Special Education Students are made eligible for Special Education services a CST have been completed and the student has been tested and found to be eligible with a specific disability.

Students benefiting from an IEP are able to participate in the general education courses with supports through modifications, accommodations, consultation and monitoring, or participate in the resource room setting which include Resource Room (RR), Real Life Skills (RLS) class, or the DHH program.

Section 504 An update to Section 504 Standard Operating Procedures (SOP 1200-012) was approved by Superintendent Fernandez on January 29, 2013 to ensure school personnel are trained, records are maintained and accounted for, and parents are informed of referral and eligibility determination procedures.

In the past three years accommdations have been made for students with long/short- term limited mobility. In School Year 2013-14 AIJMS administration shifted location of teams to accommodate students requiring access at ground level (first floor), each grade level has a team at the ground level to ensure access for all students.

133 ESL Program Parent responses on the Home Language Survey upon enrollment are used to determine to be eligibility for placement within the ESL program. Specific placement in the ESL programs (Consultation or Sheltered), are dependent on factors such as the LAS test score, teacher recommendations, SAT 10 scores, and/or low cumulative grades.

ESL program has implemented consultation and has since seen an increase in students receiving consultation services while benefiting from the general education curriculum and a decrease of students in the sheltered program. AIJMS has the benefit of having a Chuukese language-speaking aide to assist consultation students within the general education classroom. Assistance is provided to parents who speak the Chuukese language, with limited proficiency.

Parent orientation for Micronesian parents is held to assist the needs of the diverse population of English language learners. The orientation allows native speaker liaisons and teachers to break language barriers and accommodate participants with vital school year information: school policies, academic expectations, health and wellness guidelines and school programs and procedures.

Tutoring Peer tutoring is available through, teacher/counselor referral, but may be initiated by the student through the NJHS peer tutoring program, the GCC’s CACGP tutors, and other community partnerships.

In addition to peer tutoring, this school year approximately 13 AIJMS teachers offer open door tutoring, where students are able to see the teachers at lunch or breaks to gain academic assistance and support.

Personal Counseling Personal counseling is available through the school guidance counselors (teacher referral or student initiated), and/or the SSO for intervention and referral services (personal, academic, social, discipline and attendance). More serious cases are referred by grade level counselors to the Guam Behavioral Health and Wellness center, where formally known as the Department of Mental Health and Substance Abuse.

Students transitioning into high school can benefit from high school orientation sponsored by the transition school GWHS and private high schools such as, FDMS, AOLG and NDHS.

Teaching Positive Behavior Character Education programs have been implemented in the homebase classrooms. Positive Action curriculum kits include materials to assist teachers in encouraging 134 positive attitudes, building self-esteem, and instilling responsibility and respect in students.

The SSO, teachers, and/or staff member initiate behavior monitoring for students who are deemed “at risk”. SCC members have been trained on implementing Tier I and Tier II behavior supports in the PBIS framework. Currently, additional training and support are provided to assist the school in tracking, monitoring and implementing outreach interventions for students in Tier II and III (at-risk) at the district level.

Nutrition Counseling AIJMS offers health as an elective for a all grade levels for one semester credit as a requirement for promotion.

The AIJMS school nurse provides nutritional outreach to support the Body Mass Index (BMI) data collected.

In September 2013, nutrition counseling was made available through the Girl Scout NUTRA B (teaching healthy habits to young girls) program.

AIJMS also sponsors Health week in the school with a Healthy Hearts assembly to promote student activeness and healthy eating habits to the entire school community.

School Health Services The school health counselor provides preventive health screening and counseling in the form of BMI and healthy living habits (eating, food choices, exercise, hygiene and proper nutrition). Handouts are provided to parents in the areas of staying fit, nutrition, growth patterns, and websites for healthy style of living.

The school health counselor provides early intervention counseling for medical referrals. On a daily basis the school nurse observes, monitors and contacts parents as an advocate for the health and well-being of our students.

The school health counselor provides additional support to our school community such as referral vouchers for vision screening and reading glasses (Guam Lions Club).

Uniform Assistance Moda/Gino’s uniform vouchers are given by PTO to SSO and are given to students who show a need for uniform assistance.

SSO provides uniforms to AIJMS students who are in need through used uniform donation. Annually, the school also accepts uniform donations from outgoing students and presents a dress down incentive for participation. 135 Recognition of Excellence Quarterly, AIJMS recognizes all “A” and “B” Honor roll students, as well as “Outstanding Citizens”, “Responsible Contributors”, “Most Improved,” and “Perfect Attendance” during PBIS assemblies.

AIJMS recognizes student clubs and organizations, commends outstanding citizens, and announces opportunities for community involvement during bi-weekly Ahoy and quarterly PBIS assemblies.

Individual and/or team teachers implement and provide positive rewards for good behavior and successful completion of assignments and tasks, such as field trips, incentives, dress downs, and field days. Supporting Evidence  CST  IEP  ESL Family Outreach  Peer tutoring- NJHS (in-school)  GCC tutoring student listing  Teacher tutoring during lunch  Personal counseling- Guam of Behavioral Health and Wellness Center, and AIJMS grade level counselors  Positive Action Kit  NUTRA B for girls  Uniform donations/vouchers  PBIS Assemblies  SPED/ESL Consultation  Home Language Survey

Strategies Used for Student Growth/Development Indicator: Strategies are used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options, which allow access to and progress in the rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion, processes for regular review of student and school wide profiles, and processes and procedures for interventions that address retention and redirection. Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options, which allow access to and progress in the rigorous standards-based curriculum. Findings AIJMS school leadership has frame-worked PLCs and CLTs to ensure teachers are given support within the school community to assist the students in achieving academic and social goals and align the school mission with the district goals and expectations.

Teacher Training AIJMS implements PLCs in teams, grade level, content areas, and for special committees 136 (i.e. new teachers) to support teacher growth and to ensure student learning.

AIJMS school leaders and staffs provide resources for teachers to be able to effectively utilize various teaching strategies to accommodate different learning styles (through lesson planning, training and professional development). Trainings are held twice a year in the forms of professional development and ongoing district trainings.

AIJMS receives training to support and modify lessons to accommodate students with special/specific learning needs (SPED, ESL) or at-risk students.

AIJMS faculty (as needed) and staff are annually trained in SAFE Crisis Management. AIJMS Social Studies teachers receive annual training in the Play by the Rules civic education program,

At the end of SY 2011-12, AIJMS teachers were provided training regarding the SIOP model, based on the recommendation from the ESL team.

Since SY 2012-2013, AIJMS teachers receive various training in curriculum and instruction CCSS design and alignment, SMART goals and Curriculum Maps in order to meet the needs of their students and the rigorous change in curriculum. AIJMS teachers received 36 hours of in-house professional development training during faulty meetings and PD focusing on qualitative assessment based on the recommendation made by the previous WASC committee. AIJMS teachers also received training and support in the development of SMART goals, PD360, and curriculum mapping to meet the district goals and expectations. PowerTeacher training was also provided and teachers who successfully completed the modules received teacher laptops.

In SY 2013-2014, SpEd and ESL teachers were given a consultation period to support the general education teachers, based on the recommendation made by the SpEd compliance report that teachers needed additional support regarding modifications in the classroom to meet specific student needs. Training in Promethean ActivStudio was provided to teachers using interactive boards in their classrooms.

Team Collaboration AIJMS teachers meet weekly as a department or team with the administration to discuss concerns and need for supports in implementing curriculum and to address specific team/teacher needs.

AIJMS PLC framework provides time for various groups to meet to include  Leadership team  Accreditation focus groups  Content representative meetings  Team meetings  Critical Friends group meets to provide support to new teachers and staff 137  SCC  Emergency Response Plan

Outside Programs At-Risk Student Program-ESL afterschool tutoring program (ESL students), Summer School, Extended School Year (SpEd students) Tutorial – NJHS, team, teacher, community (outside) Behavioral Support-GREAT, Play by the Rules, Stay on Track, and Project Isa-Ta. Supporting Evidence Teacher training:  SpEd (PLAAFPs, goals and objectives, modifications, accommodations) and section 504 services  ESL training (accommodations and modifications)  CCSS training  Safe Crisis Management training  Active Shooter training  PowerTeacher training  Seizure training  CPR and First Aid training  Catheter distributor universal precaution workshop  Weekly team or department meetings

Additional Online Instruction Prompt: Provide evidence that the processes and strategies are effective for incoming students with regard to orientation or induction and the ongoing monitoring and support of the students to ensure all have a full opportunity for academic success. Findings This prompt does not apply to AIJMS and will therefore not be addressed. Supporting Evidence N/A

138 Support Services and Learning Indicator: The school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom, for all students. Prompt: Evaluate the extent to which the school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom. Evaluate the processes that are used to identify under- performing or struggling students and the interventions to address these identified student- learning needs. Findings AIJMS promotes “Bringing the treasure out of every student.” Students are actively involved in being apart of the solution through academic and social growth. The following practices allow for identification and intervention of at-risk or struggling students:

Character Education AIJMS is actively supporting involvement in learning through these avenues: Homebase character education curriculum, PBIS, Project Isa-ta, NJHS Tutoring, school assemblies, Kulu Natibu performances, Read-a-thon, Art-a-thon, Spelling Bee, Academic Challenge Bowl, Japanese song fest and exchange programs, and other forms of community participation.

Clubs and Organizations Currently, AIJMS administration and students sponsor bi-weekly Ahoy Assemblies, quarterly PBIS assemblies, and any special assemblies as needed. These student-led assemblies allow students to review discipline data, promote the positive things students that are doing in the school, and facilitate allow school-wide dissemination of information. Students with academic and social successes are also recognized in these assemblies (through “A” and “B” honor rolls, contest winners, championship games, community involvement, perfect attendance, parental involvement and zero referrals).

AIJMS clubs (Athletic Club, Close-Up, ACB, SBA, NJHS, Kulu Natibu, Just Say No (JSN), and the PLCC) sponsor various activities to promote character building, empowerment, and leadership skills.

AIJMS participates in girls’ and boys’ volleyball, basketball, soccer, track and field, and cross country, quarterly to support the health and well-being of students through the Interscholastic Program.

AIJMS offers activities such as intramural sports between faculty and students to promote a healthy and safe camaraderie between students and teachers.

139 Identification and Interventions for Struggling Students AIJMS teachers receive weekly and as needed consultation from the SPED/ESL teams in order to support students with special needs who are placed in the mainstream classroom.

AIJMS offers enrichment reading and math enrichment courses to benefit students who are struggling in reading and math. The enrichment-reading teacher receives consultation from general education teachers to close the gap with their reading level.

AIJMS teachers conduct CSTs to determine the cause of academic and social challenges for particular students.

Tutorials are provided through NJHS, GCC CACGP and various teacher volunteers who offer their services during break and lunch.

AIJMS also tracks students deemed “at-risk” by monitoring students who are failing one or more courses, have a high number of discipline referrals, a high number of absences, or low SAT10 scores.

Teams complete attendance monitoring. Teachers’ work with parents and students to ensure all absences are validated with excuse notes from parents. If students are absent, they are requested to provide a valid parent note and if absent more than three consecutive days, a doctor’s certification is needed. When students accumulate more than 3 unexcused absences a parent meeting is held at the teacher level. 6 unexcused absences a Parent Notice is sent home regarding the Truancy prevention. 9 unexcused absences a formal meeting is held with the parent, truant officer and administrator. 12 or more unexcused absences are a submission for Truancy with the courts.

Summer School and ESY are held at the school level for students who are labeled at- risk. The criteria for “At-Risk” vary based on the grant application that is submitted annually. For the past few years, students qualified for the participation in these programs were based on failing grades, low SAT10 scores and teacher recommendation. Supporting Evidence  Character Education  Project Isa-ta  NJHS Tutoring  SPED Consultation  Reading enrichment  Math enrichment  Child Study Team  Individualized Evaluation Plan  Section 504 Plans  Behavioral Management Plan  Individual Reports for Progressive Intervention (in the ESL program) 140  Summer School/ESY report  Truancy documents

Additional Online Instruction Prompt: Evaluate the extent to which the support services and related activities have a direct relationship to student involvement in learning with respect to equity of access, availability of computers and internet. Findings This prompt does not apply to AIJMS and will therefore not be addressed. Supporting Evidence N/A

Co-Curricular Activities Indicator: School leadership and staff link curricular and co-curricular activities to the academic standards and school wide learner outcomes. Prompt: Evaluate the extent of the availability and link of curricular and co-curricular activities for all students to the academic standards and school-wide learner outcomes. How effective are these efforts? Findings Students are able to participate in the following activities to reflect school-wide learner outcomes:

AIJMS students will be Problem Solvers, Innovative Thinkers, and Responsible Contributors: AIJMS students clubs and organizations develop plans and procedures to participate in, sponsor, and provide various events, such as school-wide activities, service learning projects, and club duties.

AIJMS counseling department has implemented a variety of strategies to build students’ problem solving skills:

 In SY 2012-2013, all seventh graders completed the Play by the Rules program in their social studies classes.  GREAT was implemented for sixth graders in SY 2012-2013 to teach students to set positive goals, resist negative pressures, resolve conflicts and understand how gangs impact the quality of their lives.  Project Isa-Ta was implemented for Project Isa-Ta was to improve the quality of life for girls on Guam by using gender specific approaches to reduce sexually risky behaviors. The project activities combine a 15-month prevention education program of interactive curriculum-based groups, community and parent training, community awareness events, and positive social/recreational activities to achieve positive outcomes.

Field trips must be linked to GDOE and CCSS and support lessons being taught in the classroom, students are active participants in off-campus learning. 141 AIJMS students are active participants in community and school events.

Students who are involved in NJHS and SBA are required to meet community service hours that are approved and supervised by an advisor.

Students are required to attend classes’ daily, use and bring student planners to class, and have parents sign daily.

AIJMS participates in interscholastic sports by hosting, competing in and attending sports events, which fosters a healthy competitive attitude and builds positive sportsmanship.

AIJMS students will be Academic Achievers: AIJMS requires students to be held accountable and responsible through pre-requisites (i.e. attendance, grades, and behavior) before being accepted into co-curricular clubs and organizations, as well as for field trips and activities.

Intramural sports activities during lunch are allowed based on positive behavior and academic standing.

AIJMS students are rewarded and commended for receiving “A” and “B” Honor Rolls.

AIJMS students will be Technologically Literate Consumers: AIJMS students are allowed to carry cell phones/other technology devices under the condition that the student and parent sign an acceptable use technology parent permission form. Various teachers currently allow students to use these devices under their supervision in classes to promote research via the Internet.

AIJMS students are highly encouraged to use the various technological devices in the library and classrooms for class presentations and projects.

Over the past three years, the school librarian collected Library Resource Usage data that indicates the increase of technology in the school. The data also indicated that three or more classes use the library in a given day.

Data of the Library Resource Usage indicate:  AIJMS teachers assign research projects and newspapers that require online research.  AIJMS provides a mobile lab (30 laptop computers) for students to use in the classroom.  Students are encouraged to use the library computers before school, during lunch and breaks, strictly for schoolwork. 142  Students with special needs are provided with assistive technology to utilize during class.

AIJMS students will be Effective Communicators: AIJMS students are active participants and leaders in bi-weekly Ahoy Assemblies.

AIJMS students are active participants in clubs and organizations.

AIJMS students attend faculty and staff focus group meetings and professional development offered at the school site.

AIJMS students are trained in peer mediation through Inafa’Maolek to help fellow students resolve minor conflicts by guiding them through effective communication.

AIJMS students will be Successful Learners: AIJMS integrates students of various levels of abilities for field trips, by including students in NJHS on SpEd life skills community based instruction.

Supporting Evidence  Math counts, geography bee, spelling bee  Forensic league  Mock trail  IRA- read-a-thon, author visit  PBIS assemblies  Clubs and organizations’ constitution and by-laws

Additional Online Instruction Prompt: Evaluate the school’s processes to address the needs of socialization for the students and involvement in the school. Findings This prompt does not apply to AIJMS and will therefore not be addressed. Supporting Evidence N/A

Student Involvement in Curricular/Co-Curricular Activities Indicator: The school has an effective process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services. Prompt: Comment on the effectiveness of the school process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services. Findings AIJMS encourages co-curricular involvement and involves students and parents through the following avenues:

143 Community Involvement AIJMS administration has invited speakers/community leaders to address co-curricular items such as crime, finances, career, self-esteem, and other items at the request of parents, teachers, and students.

AIJMS student Organizations take part in community service projects such as the Coastal clean-up, cleanup of school site, flood drive, Read-a-Thon, Art-a-thon, Christmas Drop, Salvation Army bell ringing, Coins for Cancer, and food drives. Students are recognized for their efforts at various assemblies.

AIJMS maintains good rapport with community businesses and stakeholders. Support and assistance is provided to the school when needed.

Counseling Services and Interventions Counseling services and interventions are provided through various programs such as Project Isa-ta, I’Famagu’onta, Inafa’ Maolek, Sanctuary Inc., Department of Youth Affairs (DYA) Outreach/Aftercare. Participation and attendance is monitored.

Parent Involvement During PTC in the first Quarter of SY 2013-2014, parents completed a parent satisfaction survey to identify areas of growth in school policies and facilities.

Overall, Parent surveys indicated an average rate of satisfaction regarding student involvement in curricular/co-curricular activities and support services.

There has been an increase of parental involvement and support for student activities, clubs, and interscholastic games.

PTC attendance graph below indicates that 6th grade parents have the highest participation rate for 1st quarter conference, followed by the 7th grade parents and the lowest participation from the 8th grade parents. The data also indicates that 50% plus 6th grade parents attend conferences during the 1st quarter.

The SCC holds team assemblies to present students with discipline data, in order to decrease referral rates, promote awareness, and allow for healthy team competition to increase positive attitudes. SCC sponsors team field trips and incentives for the team with the least amount of discipline referrals and students are also recognized for zero referrals.

144 The graph below indicates that although the participation rate for 4th quarter PTC is slightly lower than 1st quarter, many parents do continue to attend to support their student. The data below also indicates that there is some increase in parent participation since 2012.

Parents are encouraged to attend PTO, PTC, and accreditation meetings. Students whose parents are in attendance receive extra credit and incentives such as treats and free dress downs.

In SY 2011-2012 there was an average of 20 parents who attended PTO meetings regularly; SY 2012-2013 meetings were attended by an average of five parents regularly. In SY 2013-2014, about 80 parents and stakeholders regularly attend PTO meetings. This increase of parental participation is highly due to the empowerment and collaborative discussion held with student leaders expressing their recommendation to have immediate rewards. Administration has taken an active role in ensuring and supporting the goals of our PTO.

Positive Behavior Interventions AIJMS has seen an improvement in discipline data. The total number of discipline referrals has decreased since SY 2010-2011 from 1,256 to 758 in SY 2012-2013, due to the increase in involvement and requirements of co-curricular activities and changes in administration.

AIJMS discipline office implemented a district-wide Office Discipline Referral (ODR) forms in 2012, which outline specific infractions and their respective consequences.

Behavioral expectations are reviewed and posted throughout the school (be safe, be respectful, be responsible).

Ahoy assemblies are held bi-weekly and PBIS assemblies are held quarterly to support student growth and provide recognition for excellence.

AIJMS students have taken a proactive approach to issues and have initiated and led student assembly’s specific to their infractions (i.e., PowerPoint presentations, testimonials, and skits on the dangers of smoking, chewing tobacco, drug use, council meetings, School expectations).

Supporting Evidence  Team fieldtrips- team participate in at least 1 per quarter  Tutoring services by NJHS, GCC- weekly log sheet who attend at lunch time 145  Community and private organization outreach  Presentations done by Crime Stoppers, Bank of Guam and Bank of Hawaii  Seventh and eighth grade community service projects  Project Isa-ta for at-risk females  Discipline Data  ESL family outreach  PTO meetings/sign-in sheets  Parent surveys Additional Online Instruction Prompt: Provide evidence about the effectiveness of the students’ involvement in school and community activities, such as clubs, yearbook, newsletter, newspaper, field trips, volunteer work, service projects, college courses, etc. Findings This prompt does not apply to AIJMS and will therefore not be addressed. Supporting Evidence N/A

146 Student Perceptions Indicator: The school is aware of the student view of student support services through such approaches as interviewing and dialoguing with student representatives of the school population. Prompt: Comment on the student view of student support services after interviewing and dialoguing with student representatives of the school population. Findings

Student Satisfaction Survey Results Results in Percentages (%) All the time Most of the Sometimes Never Don’t Know Time I set goals for myself. 24 40 27 4 6

The counselors at AIJMS are 63 22 10 1 3 helpful. We have talked about careers in 15 26 53 3 3 school. The nurse is helpful. 43 19 19 3 5 I participate in school activities 28 8 27 29 1 (sports, activities, community service, etc.) I am involved in school 12 7 29 46 4 organizations and clubs. My teachers are available for help 50 25 18 4 0 during class. My teachers are available for help 15 28 33 7 15 outside of class. I feel like I have learned while 64 29 13 1 4 being at AIJMS. Classes are fun and interesting. 40 21 29 6 1 The school aides are available and 50 15 13 0 1 visible during breaks and lunch.

The Student Satisfaction surveys were discussed among teacher groups during monthly faculty meeting. Teacher groups reflected on student answers and collaborated on how teachers and staff can effectively address student concerns and preferences.

In addition to the above surveys, students were given a narrative survey to assess their best learning experiences and pinpoint areas of growth, students were asked the following questions:

What do you want to learn? Students indicated that they want to learn more history, language arts (writing techniques), and math, as well as hands on activities such as accounting, cooking, driving, and forensics. 147 2. How does AIJMS motivate you to come to school every day?

Students are motivated to come to school to see their friends participate in activities and good learning experiences with “fun” teachers.

3. What suggestions do you have to make AIJMS a better school?

Students think AIJMS would be better school if we “support the children,” frequent checks of academic progress, give harder lessons (in exchange for longer breaks), have a clean environment, and improve discipline Supporting Evidence  Student surveys

Conclusions Prompt: Comment on the degree to which this criterion is being addressed.

Through the AIJMS SMART goals, the CCSS curriculum is being implemented and teachers have been attending trainings to improve and update teaching techniques for full implementation by SY 2015-2016.

AIJMS teachers have actively participated in the district alignment of GDOE and CCSS to address student growth and achievement. AIJMS teachers have participated in weekly department (team) meetings to address student achievement. AIJMS teachers have also had trainings and support for SPED and ESL accommodations, modifications, and goals and objectives to support individual students’ needs.

AIJMS Leadership Team and SCC representatives discuss current student activities, provide feedback and suggestions on the activities, and disseminate information to team members. AIJMS administration, teachers, students and parents are all actively involved in curricular and co-curricular activities in and outside of school.

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.

How can we increase students’ comprehension skills? In order to increase students’ comprehension skills, AIJMS administrators and teachers have analyzed student learning styles through student surveys, given students access to tutoring, and analyzed pre-post testing data.

How do we motivate and improve student work ethic? AIJMS has consistent consequences for discipline referrals, places academic and behavioral requirements for participation in co-curricular activities, rewards academic and behavioral excellence in monthly/quarterly assemblies.

How can we make our students more responsible for their learning and their future?

148 AIJMS students are held accountable for time management (getting to class on time), writing assignments in the planner daily, monitoring academic progress, and remaining infraction-free to receive rewards.

Consequences for disciplinary infractions weigh heavily for participation in co-curricular activities and monthly activities, such as school dance, talent show, etc.

149 C2. Parent/Community Involvement Criterion The school leadership employs a wide range of strategies to ensure that parental and community involvement is integral to the school’s established support system for students.

Regular Parent Involvement Indicator: The school implements strategies and processes for the regular involvement of parents and the community, including being active partners in the learning/teaching process for all programs. The school involves non-English speaking parents and/or online parents. Prompt: Evaluate the strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/learning process. Comment on the effectiveness of involving non-English speaking parents and/or online parents. Findings Parent Teacher Organization AIJMS parents and teachers are involved in the monthly PTO. Students whose parents are in attendance receive a dress down as a positive incentive.

Parent and student attendance in PTO/PTC meetings have increased from previous school years due to increased student involvement and varied incentive programs (dress downs, club sponsorships, snacks). The PTO has also creatively entices parents with raffle drawing and a published agenda set out before the monthly meeting.

Government of Guam School Readiness taskforce assisted with the school facilities improvement during the summer. The GFD has adopted AIJMS for the past two years and has contributed greatly to the water blasting and painting of the exterior campus.

The Ordot-Chalan Pago Mayor’s office staff also supported the summer school readiness project by trimming trees and loan of equipment. They are also actively involved in monthly ground maintenance.

Village mayors from the district have been in attendance at PTO meetings and specific events, and have committed to assisting AIJMS with PTO fundraising and events.

Community Involvement AIJMS has been adopted by the GFD, who assisted in school beautification and readiness projects prior to the beginning of each school year (SY 2012-2013/2013-2014), with support from the village mayor staff.

AIJMS clubs and organizations support community events involving fundraising efforts such as flood drives and the Coastal Clean-Up).

Flat screed computer monitors were donated by Mobil Gas Station Guam for use in the AIJMS library under the Lt. Governor’s office in SY 2012-2013.

150 AIJMS partners with Bank of Hawaii and Bank of Guam, who hosted Get Smart on Credit Day to teach sound financial habits on a yearly basis.

Gino’s, Moda Inc. donations (PTO fundraising efforts, procuring supplies for the stage and various needs for the school).

Ongoing dialogue with Leo Palace management to assist the school when needed.

Ongoing dialogue with village mayors.

AIJMS clubs and organizations support community events involving fundraising efforts such as flood drives and the Coastal Clean-Up.

Parent Involvement Non-English speaking parents are invited to attend a workshop, which introduces the programs at AIJMS.

Parents are encouraged to attend field trips with their children.

Social Work Outreach AIJMS has a social worker that visits homes of students who are identified as “at-risk” or which the school request for support. Supporting Evidence  Student and parent incentives (student dress downs, parent goody bags, etc.)  PTO sponsorship by team  Partnership in planning/ implementation PTO initiated activities  ESL interpreter for Chuukese language  Parent Out-Reach Program-social worker stationed at AIJMS  CST- Parent involvement; follow-up, evaluate progress  PowerSchool Parent Portal- percentages to be reported of parents who signed up  Outreach form

Use of Community Resources Indicator: The school uses community resources to support students such as professional services, business partnerships, speakers, etc. Prompt: How effective is the school use of community resources to support students, such as the use of professional services, business partnerships, and speakers? Findings AIJMS teachers and administrators collaborate with various community leaders and services to provide students with resources.

Community Partnerships AIJMS, in cooperation with Guam Crime Stoppers has worked to improve various issues affecting adolescents in middle school such as cyber bullying, campus crimes, gang

151 violence, and alcohol and drug abuse.

AIJMS houses a branch of the JSN Dance Crew in Mangilao.

The US Attorney General has visited AIJMS to address cyber bullying and the court system.

Career education classes assign students to conduct interviews with businesses and professionals.

PDN and Marianas Variety, under the Newspaper in Education (NIE), provide daily newspapers to promote student awareness.

GCC provides opportunities for students to receive tutoring services through the CACGP.

AIJMS has a partnership with Guam Judicial Court Systems (Mock Trial).

AIJMS was invited and participated in the presentation of Chief Justice Sotomayor address at UOG.

PBIS Assemblies/Ahoy Assemblies (Bi-Weekly, Quarterly) are data-driven and held to acknowledge students, staff and community supports, as well as address any ongoing critical issues.

AIJMS partners with businesses to benefit the stakeholders and partners in beautification of the school.

AIJMS participates in community projects/events such as Chamorro Month, Red Ribbon Week and Public Schools week and Commemoration activities.

New Zealand Chiefs Rugby Team visited AIJMS, sponsored by the First Lady to speak to students about domestic violence.

Seventh grade social studies classes participates in Play by the Rules, sponsored by the Judiciary of Guam in partnership with the Judiciary of Alabama, which is a three week program catered to seventh graders to teach civics during the 3rd quarter as part of their grade level curriculum.

AIJMS has a good standing relationship with community leaders/members such as 76 gas station, Leo Palace, Gino’s Moda, GPD, GFD, Guam National Guard, Guam Crime Stoppers, Judiciary of Guam, PMT Holiday Tours, DPHSS, Lion’s Club, Guam Girl Scouts, St. Thomas Aquinas High School, BBBS of Guam, GCC, and War in the Pacific National Historical Parks.

Japanese and Korean cultural exchange programs.

Thai Smoothie and Grill partnership in monetary donations.

152 DPHSS school citation review pilot program.

Supporting Evidence  Mayors from Mangilao, Chalan-Pago, Ordot, Sinajana, - PTO participants  Business partnership with Leo Palace and Gino’s Tailors  GPD and GFD Beautification  Thai Smoothie discounts for GPD and GFD helpers  Bank of Guam/Bank of Hawaii presentations  76 Gas Stations and the Office of the Governor donated computers  Chamorro language studies set up booths for cultural fair during Chamorro Month  Red Ribbon Week  Big Brothers Big Sisters of Guam  Play by the Rules  Officer Tapau- Crime Stoppers  Judiciary of Guam for Mock Trials  PMT Holiday Tours- donation to school and Japanese Exchange Program  DPHSS- Immunizations, referrals for vision, hearing and medical needs.  Lion’s Club  Girl Scouts  St Thomas Aquinas- Tutoring  GCC Tutors and field trips  War in the Pacific National Historical Parks

Parents/Community and Student Achievement Indicator: The school ensures that the parents and school community understand student achievement of the academic standards/school wide learner outcomes through the curricular/cocurricular program. Prompt: Determine the adequacy and effectiveness of the school’s strategies to ensure that parents and school community understand student achievement of the academic standards/school wide learner outcomes through the curricular/co-curricular program. Findings Parent Involvement and Communication AIJMS students are given a planner at the beginning of the school year, which includes the student handbook, a day-by-day assignment log, and a spot for daily parent signature/acknowledgement of assignments/teacher comments.

Parents are given access to Parent Portal to check student grades and attendance.

Parents who participate may receive text messages or an email if their child is marked absent on PowerSchool.

CSTs address student achievement and notify parents/teachers of student learning deficiencies.

Parents are involved in student assignments, such as the Social Studies Cultural Fair, Kulu

153 Natibu Dance events outside of school projects.

Co-curricular support increases parental involvement via special student activities, such as athletics, Kulu Natibu Dance group, International Food Festival, and various competitions.

Parents are involved in the AIJMS PTO and vote for officers in charge of fundraising and coordinating eighth grade promotional ceremony. Voting is done at the beginning of the school year.

Parents are involved in the Pacific Language Club, which caters to students who speak Pacific languages other than English.

Parents are invited to attend field trips with their child (ren).

Parents are involved in focus groups (during accreditation meetings).

AIJMS has Parent-Outreach programs through the truancy officer and social workers office.

Parent shadowing is a discipline consequence that is an alternative to student suspension. Supporting Evidence  Parent portal  PTO meetings  Planner use and mandatory checks  CSTs  Cultural fair (social studies)  Parent-Outreach  Pacific language club  Field trips  Parent call log  Japanese and Korean exchange programs

Additional Online Instruction Prompt: Evaluate the school’s processes to ensure that parents understand the expectations for the online instruction in relation to the desired student achievement and to review and counsel families for whom the selected online instruction format may not be the best match. Findings This prompt does not apply to AIJMS and will therefore not be addressed. Supporting Evidence N/A

154 Conclusions Prompt: Comment on the degree to which this criterion is being addressed.

Parents are given access to Parent Portal, participate in PTO and attend PTC. Parent- Outreach is available for parents who do not speak English. Students who are struggling are given supports and parents are notified when CST is called to attend a formal meeting with a team of teachers who service their child. The community is involved through partnerships with community leaders and private organizations.

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.

How do we motivate and improve student work ethic? AIJMS parents and students are given incentives to attend PTO meetings and PTC. AIJMS parents are encouraged to sign up for the Parent Portal to monitor student progress and attendance. AIJMS needs more parental involvement to improve student achievement, remain focused on learning needs, curve disciplinary infractions, and increase student involvement, as indicated in the updated SAP.

How can we make our students more responsible for their learning and their future? Students are made responsible for their education through academic self- monitoring, student planners, and community involvement. AIJMS can give students a sense of ownership and support for the world, though support of global disasters and support for community and neighboring islands as well.

155 WASC Category C. Support for Student Personal and Academic Growth: Strengths and Growth Needs

Category C: Support for Student Personal and Academic Growth: Areas of Strength  AIJMS teachers accommodate and modify for students with special needs and English as a Second Language students.  AIJMS special programs (ESL and SPED) have started the consultation and monitoring program between regular classroom teachers and sheltered/resource teachers to support students in the mainstream classrooms and insure accountability.  AIJMS teachers have attended professional development trainings in the areas of: CCSS, Play by the Rules, SIOP, differentiated instruction, discipline, SpEd (autism, modifications, discipline, etc.), and technology training (Gateway to Technology, Promethean, PD360).  AIJMS teachers offer tutoring and advisement to student organizations during personal lunch hours.  AIJMS teachers and student organizations are involved in community projects, such as food drives, and the Coastal Clean-Ups.  AIJMS students are included in the PLC meetings.  AIJMS students participate in personal growth activities such as Project Isa-ta, Girl Scouts Nutra-B, and small group counseling, etc.  AIJMS students are rewarded for positive behavior by the SCC and leadership teams.  AIJMS students participate in competitive, grades/character-based organizations such as NJHS and SBA.  AIJMS students are rewarded in the areas of: outstanding behavior, perfect attendance, exceptional grades (top 10), and most improved citizenship.  AIJMS offers participation in intramural sports through athletic clubs.

Category C: Support for Student Personal and Academic Growth: Areas of Growth  Improve communication and parent involvement.  Utilize data to improve support services for students (i.e. academic, attendance, discipline or outreach).  Provide technological support to school and community.  Continue to provide compliance, supports, and follow-up for student with special needs and English language learners.  Acquire career counseling/awareness resources.

156 RESOURCE MANAGEMENT

AND

DEVELOPMENT

157 Category D: Resource Management and Development Analysis must show distinctions that appear across the range of students (grade level, diverse background, and abilities) and the variety of programs offered at the school. Examples include: Online instruction approaches (school site or off site, integrated within other programs and/or offered separately), Specialized programs such as IB Diploma Program, Advanced Placement, and school/college partnerships. [Note: In some areas additional prompts have been inserted to emphasize the analysis related to online instruction.]

D1. Resources Criterion The resources available to the school are sufficient to sustain the school program and are effectively used to carry out the school’s purpose and student achievement of the school- wide learner outcomes.

Allocation Decisions Indicator: There is a relationship between the decisions about resource allocation, the school’s vision, mission and student achievement of the school wide learner outcomes and the academic standards. The school leadership and staff are involved in the resource allocation decisions. Prompt: To what extent are resources allocated to meet the school’s vision, mission, and student achievement of the critical learner needs, the school-wide learner outcomes and the academic standards? Additionally, comment on the extent to which leadership and staff are involved in the resource allocation decisions. What impact has the process for the allocation of resources made on student learning? Findings The GEB Policy 700 is the regulating and procedural tool to ensure that all budget allocations follow and support GDOE’s vision in preparing all students for life, promoting excellence and providing support.

Annually, AIJMS leadership solicits input from the faculty and staff, student representatives, PTO, and community stakeholders on the formation and allocation of annual funding. The schools stakeholders review and provide input regarding the proposed budget before submission to the Superintendent of Education. Upon approval, the Superintendent submits the school’s request, alongside other school requests to the GEB before submission to the executive branch for final appropriation.

The proposed budget is not guaranteed through the processing of the executive and legislative branches of government. Thus, AIJMS was allotted $6.1 million dollars for FY2013 for personnel, operations, and supplies. In years past, capital improvement project funding was provided within each school’s budget request. Presently, with the inclusion of ARRA funding, monies were made available to accomplish objectives outlined originally. ARRA funding for AIJMS provided support to address the fire alarm, roofing, and air conditioning replacement.

The budget takes into account the support of curricular mandates, Federal and local laws related to education, SPRC, school staffing pattern, fixed assets, school maintenance, 158 capital improvement projects, regulatory agency compliance, citation reports, and compliance with PL 28-45. The budget is then, again, presented to all stakeholders in attendance during the school’s annual budget presentation. Overall, the personnel expenses and supplies continue to support student learning in the classroom despite the challenges of fiscal constraints by the Government of Guam. Additionally, the Department receives supplemental funding through federal grants awarded to DOE. It is then the responsibility of applying schools to compete for award monies based upon the curricular needs of each school.

AIJMS Budget - *Fiscal Years versus Actual Expenditures LOCAL FY2010 FY2011 FY2012 FY2013 FY2014 Personnel $4568,92 $2,275,49 $5,098,63 $4,771,32 $5,523,15 0 1 1 0 9 98,788 94,829 80,422 60,594 377,421 Operations Utilities 351,894 398,140 454,406 403,958 429,542 TOTAL $5,019,5 $2,768,4 $5,633,4 $5,235,87 $6,531,10 42 60 59 2 6

Supporting Evidence  AIJMS budget proposal  Guam Education Board Policy #100; 120.5; 210.2; 216; and 700)  GPL 28-45  Budget presentation sign in sheet  ARRA report

Practices Indicator: The school develops an annual budget, has an annual audit, and at all times conducts quality business and accounting practices, including protections against mishandling of institutional funds. Prompt: Evaluate the school's processes for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices, including protections against mishandling of institutional funds. Findings It is the intent of the GDOE to conduct annual audits at each school to ensure that all participating stakeholders comply with the standard operating procedures outlined in the NAF handbook. The Electronic Management Systems (EMS), also known as MUNIS, has facilitated a more standardized approach to maintaining the integrity of the NAF accounts since December 2012.

It is through this audit process that expenditures go through the bureaucratic process: GDOE Financial Office; Bureau of Budget and Management Research (BBMR); Office of the Public Auditor (OPA); and contractual auditor. A complete annual expenditure can be reviewed through the Office of the Superintendent of Education. In addition, the BBMR

159 conducts an annual expenditure report. The OPA ensures that all expenditure is in compliance. In addition, the GDOE requests services from a contractual auditor to reconcile annual expenses. Prior to the beginning of each school year, the Superintendent of Education provides a letter for each school informing the administration of funding clearances and reconciliation.

At the school level, AIJMS holds two accounts under NAF: 1) Trust Agency Funds (TAF) and 2) Student-Appropriated Funds (SAF). Monies generated in the TAF account are used for the sole purposes of the health, welfare, and safety of our students and the school community, which is overseen by the administration. Monies generated by the students are deposited into the SAF account and used primarily for their club or organization’s specific goals and objectives for the year. Training is made available to participating clubs and organizations in-house to ensure that members receive record and account for monies appropriately.

A standard operations manual can be reviewed in the evidence binder.

In SY 2011-2012, AIJMS integrated its SOP on school maintenance request for services and procurement of needed materials and supplies with the GDOE MUNIS Financial Management System, a web-based centralized information network, intended to promote accountability and efficiency in responding to the school needs. Training sessions with school administrators and clerical staff were completed in financial management and data entry required to operate and access the MUNIS school reporting requirements. Supporting Evidence  AIJMS budget proposal  Guam Education Board Policy #100; 120.5; 210.2; and 216)  NAF manual  Contractual auditor

Facilities Indicator: The school’s facilities are adequate, safe, functional and well maintained and support the school’s mission, desired learner goals, and educational program. Prompt: Evaluate the adequacy of the facilities in relation to the health and safety needs of students and supporting the schools’ mission, desired learner goals and educational program. Findings AIJMS continues to improve its facilities through the CIP from GDOE as determined through the procurement process. AIJMS has received ARRA funding for upgrades of the fire alarm system, roofing, and air conditioning system.

As a testament to the commitment of our AIJMS school community to education, volunteers with technical support rewired the school bell system. The bell system was efficiently wired and made fully functional. Prior to this, AIJMS did not have a bell system in the past three years due to budgetary constraints. The bell system has been reactivated to support student safety and curriculum concerns.

160 Major structural deficiencies were addressed and corrected using funding received through the ARRA Grant. Roof leak repairs were completed in the summer of 2013, to include roof coating for weatherproofing and energy conservation. The most recent facility improvements were the upgrading of energy efficient air conditioning units in the classrooms; all in need of replacement were completed in January 2014.

AIJMS presently complies with the Occupational Safety and Health Administration (OSHA) regulations for the safety of students and faculty. The fire extinguishers in the classrooms and campus are checked on a monthly basis. There are 69 fire extinguishers located in classrooms and areas throughout the campus to augment the newly completed fire alarm system.

The outsourcing of school lawn services, under the auspices of the village Mayor of Ordot-Chalan Pago and the privatization of custodial services for AIJMS was implemented in November 2013 and was intended to promote accountability and efficiency in the daily upkeep of school grounds and facilities. The school also gained access to building maintenance support from GDOE through the MUNIS system, which is designed to increase efficiency and improve accountability in responding to the school needs.

As mentioned earlier, ARRA funding was implemented to address critical areas needed to address safety and facility issues, such as building roof leaks, flooding on hallways, and to upgrade electrical and air conditioning systems in the classrooms. However, older units are still in existence and are serviced on a quarterly basis with contracted companies. The new air-conditioning contract now includes periodic cleaning and maintenance services.

AIJMS continues to improve its facilities even with the limited funds provided by the Department. Strict guidelines dictate the procurement of these facility items; additionally, budget challenges force us to become efficient in making decisions that directly impact student learning. Supporting Evidence  ARRA Grant  Guam DOE CIP  Volunteer group  Yearly budget packet  Fire Extinguishers Inventory Check-List  Custodial contract  ARRA documents (A/C)

Instructional Materials and Equipment

161 Indicator: The policies and procedures for acquiring and maintaining adequate instructional materials and equipment, such as textbooks, other printed materials, audio- visual, support technology, manipulative, and laboratory materials are effective. Prompt: Evaluate the effectiveness of the policies procedures for acquiring and maintaining adequate instructional materials and equipment, such as technology tools and software, the support systems for technology, software, textbooks, other printed materials, manipulative, and laboratory materials for instruction including online. Evaluate the effectiveness of the policies and procedures for acquiring and maintaining adequate technology and software for all instruction, including online. Findings Our school leadership continues to develop and implement effective policies and procedures for acquiring and maintaining adequate instructional materials. A textbook inventory, including a class set of the recently adopted CCSS editions, is released and assigned to content teachers. Reading and language arts teachers are required to submit a quarterly textbook inventory and status of inventory to the administrative assistant followed by the end of the year update of their inventories. To address the shortfall of newly adopted textbooks, teachers’ resort to using previously adopted textbooks that are still available for use.

Teachers may enhance lessons by utilizing the technology resources that are available at the school library. A mobile computer lab, Elmo and multi-media projectors, televisions, DVD players, and other audio-visual equipment have been purchased through the library funding and U.S. Department of Interior funds. Teachers are required to check out equipment through the librarian’s automated inventory system.

For the first time ever, teachers were awarded free laptops via the Gateway to Technology program. Awardees attended a week of technology base training at the UOG or completed an online course. Laptop recipients were also given strict policies and guidelines from the District’s FSAIS office on limitations of online usage as well as quality and damage control. Additionally, implemented in SY 2012-2013 under the Improving Student Learning and Achievement (ISLA) grant, teachers were given the opportunity to access global strategies to include videos, observations, collegial chats, lesson planning, and more via PD360 and Observation 360 web-based programs.

Ultimately, AIJMS has many technologically based resources available in-house. However, operational policies and procedures must be expanded to provide access and to maintain proper accountability of all the school assets and resources.

AIJMS Three-Year Library Management Plan 2014-2017: AIJMS has a three-year library management plan in place. The plan identifies the improvement of the library for student learning. The goals of the AIJMS library are: 1) to promote program component guidelines from the American Association of School Librarians (AASL); 2) extended computer lab (technology) and central file storage; 3) library automation; 4) special attention to non-fiction collection (collection building and maintenance); 5) physical amenities (library structure); and 6) special program (digital yearbook), and collect and

162 record operation data.

In late SY 2012-2013, the science and math teachers were provided technology support in the form of Elmo’s, Promethean Smart Boards, and multimedia projectors. Supporting Evidence  AIJMS SIP  AIJMS Library Plan  AIJMS Inventory  AIJMS SMART goals  Gateway to Technology  STEM Grant

Well-Qualified Staff Indicator: Resources are available to enable the hiring, nurturing, and ongoing professional development of a well-qualified staff for all programs such as online instruction and college/career. Prompt: Determine if the resources available enable the hiring, nurturing, and ongoing professional development of a well-qualified staff for all programs, such as online instruction and college/career. Findings In regards to hiring, the department has the resources available to fill needed positions in order to fulfill the Department’s vision and school mission. Although, funding continues to be a source of contention with school leaders and central office, justification for additional positions are clear.

Upon the hiring of new employees, through the use of federal and local funding, AIJMS is able to professional develop and train employees so that they become well qualified. Trainings for staff include Autism Awareness, Boys Town Training, Fixed Assets Management, Active Shooter, SAFE Training, First Aid and CPR. For teachers, professional development trainings include CCSS, PD 360, SpEd, Autism Awareness, SIOP, CITW, STEM, and Pre-AP and AP Training.

The Guam Teacher Profession Standards adopted on July 26, 2006 continues to be the benchmark for teacher professionalism. In addition, the GECC ensures that qualified teachers complete the requirements to conduct lessons in the classroom.

Currently there is a dialogue with the C&I Division on the Department to restructure the Guam Teacher Evaluation Program (GTEP) originally adopted on July 26, 2006. 163 Supporting Evidence  Title 17 GCA Chapter 3 GDOE  GDOE Personnel Rules & Regulations  GECC Office  SPRC

Conclusions Prompt: Comment on the degree to which this criterion is being addressed.

Stakeholders are afforded several opportunities to provide their input in the resource planning of the school, whether it is at the school level, the district level, or in front of the legislature.

Via funding received from GDOE, Federal and local grants, or community and private sector partnerships, AIJMS has addressed the issues on the maintenance and improvement of the school facilities, instructional materials and equipment, as well as the retention of the well qualified faculty and staff needed to sustain the school program and to carry out the school’s purpose and student achievement of the SLOs which priorities are the student’s safety and academic achievement.

Although AIJMS continues to face obstacles in ensuring the resources necessary to sustain the school programs, stakeholders work diligently to meet all of its adequate needs. AIJMS also maximizes its resources in carrying out the school’s vision and purpose

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.

AIJMS is part of the Guam Department of Education and is mainly responsible for addressing the needs of the school facilities through the department’s financial support.

Although, AIJMS continues to face obstacles in ensuring the resources necessary to sustain the school programs, stakeholders work diligently to meet all of its adequate needs. AIJMS also maximizes its resources in carrying out the school’s vision and purpose.

The funding received by the school is sufficient for personnel salaries and the most basic of operational costs. AIJMS administration has minimal control over the allocation or spending of appropriated funds. For several years the school has received limited resources to address and prioritize its capital improvement projects, procurement of instructional materials, supplies and equipment.

Currently, there are community partnerships formed with the GFD and village mayors to help maintain the school facilities. AIJMS continues diligently to address the physical environment of our institution to meet the minimum requirement of the Every Child is

164 Entitled to an Adequate Education Act (CAPE) and provides a clean, safe, and nurturing environment for all students.

165 D2.Resource Planning Criterion The governing authority and the school leadership execute responsible resource planning for the future.

Long-Range Resource Plan Indicator: The school has developed and implemented a long-range resource plan. The school has a process for regular examination of this plan to ensure the continual availability of appropriate resources that support the school’s vision, mission and student learning of school- wide learner outcomes and academic standards. Prompt: Evaluate the process for regular examination of the long-range resource plan to ensure the continual availability of appropriate resources that support the school's vision, mission and student learning. Findings Annually, the school’s demographic profile is reviewed to ensure the school campus can meet the ongoing growth and projection increase of student population and transient students. This past school year there was a decrease of student enrollment due to the introduction of the Guahan Charter School option provided to families throughout the island. Although AIJMS has seen a decrease in student enrollment, the school continues to maintain its facilities to meet the future demand for student occupancy and related resource needs.

AIJMS’ Faculty and Staff completed a Facilities Resource Management Survey in November 2013. This survey validated the existing resources available at the school to meet its current needs and demands. However, it was noted that resources and equipment need to be replaced due to the normal wear-and-tear of specific classroom and office equipments (desks, chairs, white board, filing cabinets and computers). This survey also indicated that the aging building infrastructure needs upgrading of structural repair and plumbing fixtures to conserve resources and save in utility costs. Classroom interior renovations were also needed to include painting, shelves, dilapidated closets, and stained floor tiles. The physical education facility renovation and upgrades were noted to include the repair of bleachers, shower room stalls and fixtures, lockers, gym equipment, and improvements in air ventilation. The existing evacuation access route to the soccer field needs upgrading to accommodate the growing student population. The school intends to construct and widen concrete stairways to conform to the existing elevation and terrain for student use and to meet American with Disabilities Act (ADA) A compliance requirements.

Another major consideration for ADA compliance is to install an elevator for student/teacher access to the 2nd floor classrooms in B-Wing and Quad as indicated by the Facilities Resource Management survey.

Although the existing bell system has been repaired, an upgrade wiring of the bell and public address system needs to be redesigned to meet the current requirements of mass communication and its related technology. This need is a priority for its daily functions in addressing school operations and emergencies. Supporting Evidence

166  Facilities Resource Management Survey Results  Stakeholder Satisfaction Survey Use of Research and Information Indicator: The school uses research and information to form the master resource plan. Prompt: To what extent does the school leadership and staff use research and information to develop the long-range plan? Findings AIJMS school leaders, teachers and staff are actively involved in the use of research. Technological research using the internet, as well as research using surveys answered by the parents, students, teachers and staff has been on going. Teachers were surveyed on the condition of the school facilities. Parents were provided survey questions in order to understand how they gauged the performance of the human resources as well as the school facilities.

The teachers are provided a checklist at the end of each school year to express feedback on how much repair and maintenance the school facility needs. Further, the checklist asks for the specific conditions that the school presently has or lacks in order to make sure that teaching and learning occur in each classroom. For the school facility maintenance and repairs, the school submits requests to the maintenance department of GDOE. The GDOE takes charge of the repairs and maintenance of the school facilities.

At AIJMS, surveys are frequently utilized to come up with the decisions that impact the students’ learning. Teachers and students are provided questionnaires on several matters involving the safety and learning conditions in the school. This data is compiled and used to insure the issues are being addressed.

AIJMS school principal ensures that the teachers and staff are abreast of the latest happenings, innovations and activities of the GDOE. Teachers are always encouraged to use technology as part of their teaching strategies. Teachers are also highly encouraged to utilize the resources found online such as the PD 360 and to participate in the Speak-Up 2013 online survey. Parents are encouraged to make use of the Parent Portal in order to keep track of their child’s academic and citizenship performance. Parents and students are highly encouraged to participate in the Speak Up 2013 for their feedback regarding the school.

In order that information regarding the school is disseminated timely and efficiently, all office clerks, administrators, guidance counselors, SPED personnel, and classroom teachers have telephones and Internet access. Information is communicated horizontally and vertically i.e. among teachers and between the teachers and the administrators. Emails and phone calls have been utilized at the school.

The existence of teams at AIJMS helps in the dissemination of information. Teachers belong to teams. Team leaders call the teachers for meetings at least once a week and more anytime the need arises. Teachers, students and parents are informed through bulletins, phone calls, emails, texting and Power School. Student planners are also utilized as a form of communication between parents and teachers. 167 Supporting Evidence  GDOE C&I Office  AIJMS SMART goals  AIJMS mobile computer lab  AIJMS library  AIJMS computer science class

Involvement of Stakeholders Indicator: Stakeholders are involved in the future planning. Prompt: Evaluate the effectiveness of the involvement of stakeholders in the school's future planning. Findings PTO: In SY2012-2013, PTO was not completely effective in enticing parent(s) participation. The organization lacked quorum at times and hectic schedules made it difficult to ensure the full participation of the officers. However, SY2013-2014 is showing true promise, as our new PTO officers have been a driving force in establishing and maintaining an increased level of parent and student participation. This demonstration of true ownership can be seen at monthly PTO meetings and also at PTO sponsored events.

Accreditation Involvement: Since the last AIJMS review, the faculty and staff have continued to find key areas of concern as well as realistic strategies to improve this institution while continuing to fulfill the vision and mission. In order to do so, the faculty and staff have enlisted the assistance of parents and students.

Campus Clean-ups: As an extension of the school’s beginning of the year beautification project, the school has implemented a campus cleanup, which takes places every second Saturday of the month. Faculty, staff, student and parent volunteers gather to tend to the basic exterior maintenance of the facility. Supporting Evidence  PTO sign-in sheets  PTO minutes  Accreditation sing-in sheets with parent/student signatures

Informing Indicator: The governing authorities and school leaders are involved in informing the public and appropriate governmental authorities about the financial needs of the organization. Prompt: Comment on the evidence that the governing authority and school leaders are involved in informing the public and appropriate governmental authorities about the financial needs of the organization. Findings Superintendent State of Education Address: AIJMS engages in regular communication with the Superintendent of the GDOE regarding

168 personnel, supplies, and infrastructural needs of the school. The Superintendent stated in his 2013 State of Education Address to the people of Guam, the accomplishments of the department in the previous years and the past and ongoing challenges facing the department. Specifically, the Superintendent honed in to the financial dilemmas that affect having sufficient personnel, school supplies and textbooks, and adequate and safe infrastructure in the schools.

GDOE Administrative Meetings: AIJMS has ensured unwavering representation at department-wide administrative leadership meetings and has voiced its needs for adequate personnel, school supplies, and infrastructure. The use of local and federal funds to resolve the school’s needs is a point of regular exploration and discussion at leadership meetings.

Guam DOE Board Meetings: AIJMS administration attends board meetings and communicates with board members both during and outside of board meetings via telephone, email, and/or in person. As needed, stakeholders communicate with the GDOE Board regarding the upgrade and/or critical issue surrounding facilities at the school.

Legislative Budget Hearing: AIJMS administration has communicated its needs to the senators of the Guam Legislature both directly and at annual budget and oversight hearings. AIJMS has invited, emailed, and met with senators about its personnel, supply, and infrastructure needs, including taking and sharing live video footage and photos of the current state of the school to showcase its urgent need for assistance. The School Administration, through direct advocacy of the Principal, met with Guam senators to voice major concerns on safety issues that directly impact the learning environment and school community. Through PTO meetings and active parental participation, favorable responses and actions were realized in the formulation of the school budget, which were truly representative of the school needs.

Local Media: AIJMS has communicated with and has maintained an open door to the local media. Local media have highlighted in the respective broadcasts and publications the financial woes and affected needs of the school. Most recently, the Pacific Daily News (PDN) showcased on its front page the overcrowded classrooms and other ongoing challenges of AIJMS due to financial constraints. Supporting Evidence  Superintendent State of Education Address  GDOE administrative minutes  Public hearing  PDN clippings

Marketing Strategies

169 Indicator: The school has marketing strategies to support the implementation of the developmental program. Prompt: How effective are the marketing strategies to support the implementation of the developmental program? Findings Parents, students, stakeholders and other members of the school community are aware of the efforts AIJMS carries out to attain student achievement of the academic standards and its school-wide learner outcomes. The following strategies are used to engage and communicate with all stakeholders:

Funded by Federal monies, AIJMS student planners are printed and given to students at the beginning of each school year in efforts to keep parents, students, and school personnel connected. The student planner contains GDOE policies, AIJMS rules and regulations; the school’s SLOs; school calendar, and references to subject content. Most importantly, a section is included for parents to sign and acknowledge their child’s daily assignment(s) and teacher comments. This makes the child the first communication link between parent and teacher.

Three options, using technology, are available for parents to access their child’s academic progress and keep informed about school operations. The Parent Portal is a tool parents can use to obtain information, via the internet, on their child’s assignments, attendance, and academic performance. The second option is the GDOE Text Alerts, which sends out updates and current information about what is happening with the school operations. Parents must register or “opt-in” to access and receive these two services. AIJMS also maintains a website which allows any stakeholder or interested individuals access to basic information about the school. The website can be accessed by simply going to Google and typing in AIJMS on the internet.

A simpler and traditional method that is still being practiced in keeping parents informed about meetings or school events is sending out AIJMS Flyers. This method of communication involves giving students notices to take home to their parents at the end of the day, usually regarding PTO meetings, fundraising, activities, school events, etc.

The school’s PTO is another link that keeps stakeholders engaged and communicating with each other. The concerns and needs of the students and school facilities, fundraising activities, performances, and school events are some of the topics addressed at the PTO meetings.

For any newsworthy happenings at AIJMS, the PDN and The Marianas Variety are available to print educational events at the school. AIJMS continually utilizes this medium to inform parents and the public of scheduled meetings, sports activities, and other related news items. Supporting Evidence  Student planner sign sheets  AIJMS website visitors count

170  Parent Portal registration  AIJMS flyers  Text Alert registration  PDN/MARIANAS clippings  PTO sign-in sheets

Conclusions Prompt: Comment on the degree to which this criterion is being addressed.

As mentioned in the earlier findings, the school has maintained the upkeep of the school facility. It has also been able to hire, nurture and continuously develop the faculty and staff. In 2014, it has adopted the Three Year Library Management Plan, which identifies the improvement of the library for student learning. With all the above-mentioned developments in place, the school has addressed the critical learner needs namely: motivation, improved comprehension, and providing the students the opportunity to be responsible for their learning. The students being in an environment that is clean, safe, and sanitary will increase the students’ desire to come to school. As educators, we understand how much a motivated student could accomplish. The well qualified faculty who are provided with a continuous professional development will be able to motivate and lead the students to learn and also help the students to be responsible for their education by serving as role models. Lastly, with the Three Year Library Management Plan, the school will continuously upgrade its technological resources, which motivate the students more and will be comparable to the other students in the country. The students who utilize the school library’s resources, such as the computers and the Internet, will surely improve their reading comprehension.

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.

GDOE has existing procurement process that enable the schools to request for the upkeep of the school facilities and provide the necessary school supplies such as books, computers, printers, photocopying machines, Elmo’s, multimedia projectors and other consumables.

AIJMS continues to keep up with the changes in educational technology enhancement. Although AIJMS does not have the sufficient resources to modernize its facilities, the administration, faculty, and staff take great strides in ensuring that the safety of the students is not jeopardized and that resources available are properly used and maintained. AIJMS continues to increase student learning with the assistance of community-based organizations, government agencies, and parents. Despite the challenges, AIJMS continues to search for innovative strategies to benefit its students.

A stakeholder satisfaction survey was completed regarding the overall performance of the

171 school. Feedback from the survey was taken into consideration when evaluating and improving the performance of school operations. For example, technology is one of the biggest concerns that were mentioned in this recent satisfaction survey. In response to this concern, the school was committed to upgrading the electrical system in order to support the increase of technology use. Another major concern from stakeholders was the cleanliness of the school campus. In response to this, custodial services have been outsourced in order to provide the students with cleaner classrooms, hallways and restrooms. This effort has been undertaken in order to maintain an environment conducive to learning. Since the outsourcing of the custodial contract, maintenance and the up keeping of facilities have been well maintained, improvements in the general sanitation, and the overall service in the cleanliness of the school environment.

In order for the students to have a safe environment, the administrators have involved government agencies to support intervention programs throughout the campus. These government agencies include the DPHSS, the Guam Police Department (GPD), the Guam Department of Customs and Quarantine (GCQ), the Guam Behavioral Health and Wellness Center (GBHW), and DYA.

For the upkeep of the school facilities, AIJMS does not depend only on the budget provided by GDOE but resort to other resources such as community and parent volunteers.

To address the critical learner’s needs such as motivating and improving of student’s work ethics inside and outside the classroom, holding students more responsible for learning and their future, and increase students’ comprehension skills, it is imperative that the school be a haven for the students with its facilities. In connection with the safety issues, the school’s master plan includes a preventive maintenance schedule on facility repair and upkeep. The school administration has prioritized the reinforcement of the existing perimeter fence to enhance campus security. The replacement of defective and damaged louvers in the B and C wings, to avoid flooding in the hallways during heavy rains and inclement weather, and repair and construction of new canopies over walkways connecting the school buildings. These are considered as other top priorities in the school safety and improvement plan. The latter represents our long-range goals.

AIJMS has maintained an open-door policy in consonance with government agencies, military commands, and private sector supports in maximizing the available resources in creating a more conducive and safe learning environment.

172 WASC Category D. Resource Management and Development: Strengths and Growth Needs

Category D: Resource Management and Development: Areas of Strength  Stakeholder’s resourcefulness in making use of the limited funding and resources to provide materials for educational programs.  Stakeholders obtaining grant funding to enrich and expand programs that provide better educational opportunities for students.  Stakeholders actively pursuing community partners to assist in the upkeep of school grounds and facilities.  The school administration and faculty conducting surveys and collecting data to develop a master resource plan and having process for regular review.  AARA funds were used to address the CIPs concerning the fire alarm, roof repairs and A/C replacement.  The need for fire extinguishers was addressed and made compliant with local fire code.  Fully outsourced food services from Sodexo, Inc.  Updated Internet system to accommodate the entire school campus.  Three year Library Plan approved to by C&I to increase the use of technology to further enhance student achievement.  Building community partnerships to fulfill facilities needs.

Category D: Resource Management and Development: Areas of Growth  The continuation of stakeholder input and interest in regards to maintaining quality education for all students.  Active participation from parents and students regarding future surveys.  Check and balance system for facility maintenance.  District support of alignment and appropriate textbook.  Ongoing maintenance assessment for facility upgrade (louvers, dead-bolts, doors, windows)

173 Prioritized Areas of Growth Needs from Categories A through D

CATEGORY A:  Improve the use of data and increase collaboration amongst the content area and grade level teachers to raise academic scores in reading, language arts, and mathematics  Develop a broader use of technology inside and outside the classroom. (Increase funding for technological resources needs to be identified.)  Development of a comprehensive plan to increase parental and community involvement (specifically in the area of academics.)  Provide continuous implementation training in CCSS.  Provide necessary CCSS resources (lesson plans, textbooks, assessment tools, etc)  Increase professional development trainings on teaching strategies and best practices

CATEGORY B:  Increase the development and use of common assessments for all subject areas.  Revisit and update common assessments as needed or with the availability of funds.  Decrease the gaps in student progress in achieving school wide learning expectations.  Increase the school wide focus on the examination of student work.  Regularly engage students in self-reflections/self-assessments relevant to their learning.  Provide smaller class sizes conducive to better learning (SPED 12< students, ESL 15< students, regular class 28< students).  Increase opportunities for content teachers to collaborate on student assessment, data and results.  Standardize and expand the use of student feedback across all content areas, and increase the periodicity of gathering such feedback.  Consistently provide common planning time for content teachers to collaborate on assessment practices and their results.  Increase funding to provide additional support (additional enrichment classes, extended school day tutoring, technical resources, etc.) for student growth and achievement of SLOs.  Acquire funding to purchase software for assessment data analysis.  Restructure and implement a more productive Parent Outreach program to include a room designated for parental access, internet access, and other support services.

CATEGORY C:  Improve communication and parent involvement.  Utilize data to improve support services for students (i.e. academic, attendance, discipline or outreach).  Provide technological support to school and community.  Continue to provide compliance, supports, and follow-up for student with special needs and English language learners.  Acquire career counseling/awareness resources.

CATEGORY D:  The continuation of stakeholder input and interest in regards to maintaining quality education for all students.  Active participation from parents and students regarding future surveys.  Check and balance system for facility maintenance.  District support of alignment and appropriate textbooks.

174  Ongoing maintenance assessment for facility upgrades (louvers, dead-bolts, doors, windows).

175 AIJMS SCHOOLWIDE ACTION PLAN SY 2013-2014 STATEMENT OF AREA OF IMPROVEMENT: To increase the average student proficiency by 33% across content areas.

CRITICAL LEARNER NEEDS: 1) Motivate and improve work ethics. 2) Hold students more responsible for learning and their future. 3) Increase students’ comprehension skills.

SLOs: Problem Solvers; Innovative Thinkers; Responsible Contributors; Academic Achievers, Technologically Literate Consumers; Effective Communicators; Successful Learners

GOAL 1: To increase student academic achievement by having students actively participate in setting individual goals and monitoring their individual progress based on clear assessment criteria. RATIONALE: Teachers must help students to raise their expectations for themselves and to assume active responsibility for their own learning process by clearly describing the task to students and explaining what they are to do. Identify and discuss the abilities and skills necessary and have students evaluate the activity and themselves.

Specific Steps Profession Who is Responsible and Timeline Means to Extent of Student Overall Follow-up (Strategies and Action Steps) al Involved? Monitor and Report Accomplishments with Process for Ongoing Developme Progress Critical Learner Needs Improvement nt SLOs and (Resources Needed) Academic Standards  Profession Content Representatives Yearly  Skills assessment Student assessment data Clearly identify learning goals (Rubrics) that are aligned with the al Learning  Teachers checklist Communiti  Common Core State Standards C&I Admin (Review by Common es (PLCs)  September 30th of assessments Student artifacts (CCSS) and the Guam  Yearly each school year.) including rubrics Department of Education Professiona and supporting (GDOE) content standards in l evidence of data collaboration with students. Developme nt (PD)  Curriculum Maps

Student assessment data Develop grading rubrics  PLCs  Teachers March 2014- June  Content Standards collaboratively to facilitate the PD  Students 2014 Skills assessment Student work samples used learning process. February Content Representatives checklists to self-monitor and self- 2013 Quarterly Common  Teachers evaluate Develop other assessment assessments 176 guides to evaluate their work  Administration including rubrics and the work of peers. and supporting evidence of Provide support for students to assessment data. self-regulate, self-evaluate, and self-monitor. Mobile Computer Lab Provide PLCs  Reading/Math Enrichment Quarterly  Content Standards enrichment/remediation  Faculty Teachers Skills assessment activities specifically related to Meetings  Counselors checklists Cooperative Learning and students needs and challenges.  C&I Admin Common lunchtime tutoring

CRT assessments including rubrics ESL/SpEd and supporting evidence of assessment data. PLCs agenda and minutes Promote Professional Learning PLCs  Content Representatives At least three Data analysis Communities (PLC) to review PDs  Teachers times monthly  student assessment data and  Administration Pre/Post assessment data tuning protocols. results, conclusion and solutions

Yearly self-reflection Reinforce Character Education PLCs  HB Teachers Continuous  Data analysis and objectives and SLOs to PDs  SSO conclusions of analysis encourage students to strive for  HB/Chara  Administration  cter Ed Ahoy/PBIS personal excellence.  Counselors Assemblies  Support Staff

 PLCs  Content Teachers Continuous Data analysis and Student work samples and Provide Differentiated assessment used to self- Instruction strategies to ensure  Yearly  Administration conclusions of analysis monitor and self-evaluate. the mastery of essential skills. PDs  ESL/SpEd GOAL 2: To increase student social successes in and out of the classroom. RATIONALE: Students’ regular review of behavioral data will develop an awareness of becoming positive role models hence creating a safe and nurturing learning environment. SCC evidence binder School Climate Cadre (SCC) will Common  SCC Members Weekly SCC goals, action 177 implement Positive Behavior Plannin Team Teachers steps and Intervention and Supports g Time  Administration activities. SCC incentive and reward (CPT)  (PBIS) and SCC will meet  Counselors Teacher awareness program listing School of PBIS regularly to monitor students  Parent(s) Climate  exhibiting at risk behaviors, SCC binder with Student-led assemblies Cadre  Student(s) and student PBIS action and review data and implement (SCC)/A representatives activities dmin recognition of exemplary  Support Staff behaviors through reward and Training incentive programs that are Yearly PD student led. SCC evidence binder Track and monitor data sheets  SCC  Team Teachers Monthly Staff will review for all at-risk behaviors and Training  Administration SWIS and s PowerSchool  identify intervention for  Counselors SSO At-risk binder with quarterly data student evidence students who display academic  SCC Team Teachers will or behavioral at-risk suggest helpful Check-In Check-Out characteristics. curriculum or staff development. Teacher evidence binder Ensure that the behavior matrix PLCs  Team Teachers Continuous Teachers will is implemented by teachers and SCC  SCC continue to teach the Big 9  followed by all students. Visual  Staff  Administration At-risk data sheet Monthly assembly matrix banners shall be  Counselors agenda and displayed for visual evidence reinforcement. GOAL 3: To increase parental involvement for curricular and co-curricular activities. RATIONALE: Active parental involvement will increase student performance both academically and socially. Parental involvement provides ownership of their child’s educational progress and success.  Track and accurately monitor  SCC/Admi  Teachers Daily Compile and collect SCC evidence binder with student use and parent n Acknowledgement parent/student Students acknowledgement form acknowledgement of the planner. Training Sheet and Parental Parents Involvement Checklist for each Issuance of student planners and  Administration SCC quarterly review and student receiving a acknowledgment of Student-Parent data collection  SCC Student Planner for Handbook, Technology Use Policy, Truancy Letter. recordkeeping. Teachers check planners once a week Parent sign-in sheets and Track and monitor Parental PLCs  Teachers Continuous Parent(s); 178 data collection Involvement and Participation.  Administration Guardian(s)  Office Staff attendance sheet Parent Teacher Conference (PTC),  Conduct Parent Parent-Teacher Organization (PTO), Survey Student awards and recognition ceremonies, school functions and Compile and activities and Parent/Teacher/ Student summarize data meetings (CST, IEP, Check-In Check-Out, Encourage students DAC, Parent Shadowing, Conferences) to facilitate assemblies  Ensure information is PLCs Website Administrator Continuous  Track website log Parent data collection binder (documents to include parent disseminated and/or published on st  SCC/Admi  Administration Monthly -1 of the  Website comment letters, newsletters, etc.) a regular basis to inform parents n  Computer Operator Month and feedback box and families about school st should be provided.  Students Quarterly-1 Day functions, activities and of the Qtr. Track the changes, community events. comments and feedback on AIJMS Website, Educational Update, Planners, Websites monthly Quarterly Newsletters, news media, Parent Portal  Plan and facilitate Symposiums/ PLCs  Faculty and Staff Twice a Year Administrators Data collection (sign-in Village meetings on current issues regularly updates sheets, agenda, meeting Communit  Administration minutes and notes) and community trends. Community y  Parent(s) Outreac Announcement All interdisciplinary teams shall sponsor at h  Student(s) Compile and least one activity per year to foster parental Progra summarize post involvement ms surveys on village  Parent meetings Outreac h  Administr ation

 Provide culminating events/ CPT  Teachers Continuous Track and monitor Participation evidence (certificates, memos, pictures) activities to support content areas.  Curriculu  Club Advisors the culminating activities’ attendance m  Administration Spelling Bee, Geography Bee, IRA Read- Admin. sheets, evidence and A-Thon, Academic Challenge Bowl, Art-  Parent(s) summary report. a-thon, Cultural Food Fair, Cultural  Student(s) Exchange Program, Red Ribbon, Science Fair, Mock Trial and Career Day. GOAL 4: To increase the use of technology in the classroom to further enhance student achievement.

179 RATIONALE: With the ever changing technological tends in society, student should be given the opportunity to experience and demonstrate adequate knowledge of the use and access of appropriate equipment and its resources to enhance learning. Data collection Provide opportunities for Technolog  Teachers Continuous Lesson Plans student and cooperative groups y  Students At least once Logs of technology Training to use various forms of  Administration quarterly use of students  Curriculu technology in class assignments. m Librarian Admin.

Student work samples Provide at least one opportunity Technolog  Teachers Once per Track and monitor per quarter for students to y  Students quarter/semester student participation Lessons and assess using demonstrate their ability to  Administration  Curriculu rubrics utilize technology within a m lesson. Admin.

Log in sheet Provide a work space area for  Teachers Continuous Track and monitor parents to be able to use a  Students log in sheets computer, hook up to the  Administration internet or as a meeting place with their child. GOAL 5: To develop a clearly defined leadership structure and their roles to meet the 5 district goals of what all students should know, understand, and be able to do. RATIONALE: In previous years, no clearly defined leadership structure was in place to ensure the implementation and monitoring of the District Goals, SAP or the SPRC.  CPT  Administration Continuously  Prepare and Data collection (sign-in Identify and display the sheets, agenda, meeting leadership roles and (Commo Accreditation Chairperson provide all n stakeholders with minutes and notes) responsibilities of the school’s Planning expectations. learning communities-PLCs and Time) Quarterly review CLTs (Collaborative Learning  Administr and discussions Teams): ation regarding strengths and growth areas. Content Representatives Team Leaders, Handbook Club Advisors, SCC.

 PLCs  Administration Continuously Review annually Endorsement from Review the SMART goals and stakeholders SAP and amend if needed  SMART with all stakeholder and endorsed. continuously. goals and

180 SAP.

 CPT  Teachers At least twice Provide common Data collection (sign-in Provide time for teachers to sheets, agenda, meeting meet in PLCs and CLTs to (Commo Curriculum Administrator monthly planning time for n content and teams to minutes and notes) discuss and plan specific Planning meet on a daily basis. strategies and interventions for Time) Reevaluate at the all learners.  Curriculu end of the year with m stakeholder input. Admin.  Team Leader  Content Represe ntative

181 APPENDICES

SECTION

182 Appendices

A. AIJMS Vision, Mission and Schoolwide Learner Outcomes (SLOs) B. Educational Community C. District Action Plan (DAP) Goals and Objectives D. AIJMS Leadership Structure E. Schoolwide Learner Outcomes Rubric F. AIJMS Abbreviation and Acronyms G. AIJMS Focus Group Matrix H. Additional Supporting Evidence:  AIJMS Pirate Treasure Map  AIJMS Bell Schedule  Master Schedule  Teacher Schedule  SMART Goals  Curriculum Maps  AIJMS Lesson Plan Template  Parent Outreach Survey Results  Student Survey Results  School Progress Report Card  SY 2010-2011  SY 2011-2012  SY 2012-2013  Budget Digest  AARA Funding

183 THE GUAM DEPARTMENT OF EDUCATION VISION STATEMENT: Our School Community Prepares all students for life, Promotes excellence, and Provides Support.

AIJMS: Vision, Mission, Expectation and Schoolwide Learner Outcome School Colors: Black and Red School Mascot: Pirates

SCHOOL VISION: Nurturing Values through Education: Respect, Scholarship, and Cooperation.

SCHOOL MISSION: Agueda I. Johnston Middle School Students will:  Acquire knowledge and positive attitudes;  Become life-long learners and;  Be responsible citizens.

SCHOOLWIDE EXPECTATIONS – The BIG “9” Be Safe Be Respectful Be Responsible Socialize and play safe. Speak appropriately and respectfully to Come to school prepared. Come on time others, staff and students. and EVERY day. Stay within permitted area. Keep hands, feet, and objects to yourself. Stay focused and on task in class. Tell an adult if you or anyone is in danger. Respect school property and the property Wear your school uniform proudly. of others. Our school community PREPARES all students for life, PROMOTES excellence, and PROVIDES support for all learners to become: P roblem Solvers Every student at AIJMS will… P.1Demonstrate the ability to come up with solutions to their problems P.2Explain cause and effect

I nnovative Thinkers Every student at AIJMS will I.1Utilize available resources to apply to practical everyday situations I.2Generate ideas to overcome prevailing predicaments R esponsible Contributors Every student at AIJMS will… R.1Maintain good citizenship R.2Show active involvement in school and community activities A cademic Achievers Every student at AIJMS will… A.1Excel in all subjects A.2Improve test scores to meet the objectives of the school action plan T echnologically Literate Consumers Every student at AIJMS will… T.1Develop awareness of technology, computers, and other equipment that help them learn T.2Use appropriate technology to ensure learning and to solve problems E ffective Communicators Every student at AIJMS will… E.1Use language that is precise, engaging, and well-suited to the topic and audience E.2Write and speak appropriately S uccessful Learners Every student at AIJMS will… S.1Demonstrate the ability to apply what they have learned S.2Demonstrate self-motivation, critical thinking, and mastery of the skills essential to life-long learning Appendix B: Educational Community

OUR EDUCATIONAL COMMUNITY Our Community Leaders

184 Governor Eddie Baza Calvo Lt. Governor Ray Tenorio

Jessy “Jess” C. Gogue, Ordot-Chalan Pago Mayor Nonito “Nito” C. Blas, Mangilao Mayor Robert D.C. Hofman, Sinajana Mayor

GUAM EDUCATION POLICY BOARD HAYA District Jose Q. Cruz, ED, Chairman LAGU District Maria A, Guiterrez, Vice Chairperson Lourdes M. Benavente, Member LUCHAN District Peter Alecxis D. Ada, Vice Chair Albert T. San Agustin, Member KATTAN District Ronald A. Ayuyu, Member Business Sector Representative Francis E. Santos, Member Retired Teaches and Administrators Representative May A. Camacho, Member Parent Representative Barry L. Mead, Member EX-OFFICIO (Non-Voting) Members Joshua Zamora, Island-wide Board of Governing Student Representative Doris A. Terlaje, GFT Representative Jon J.P. Fernandez, Superintendent of Education and Executive Secretary to the Board

GUAM DEPARTMENT OF EDUCATION DOE Superintendent Jon J.P. Fernandez DOE Deputy Superintendents Erika Cruz, Educational Support & Community Learning Robert H. Malay, Assessment & Accountability Taling M. Taitano, Finance & Administrative Services Joseph Sanchez, Curriculum & Instructional Improvement DOE Division Heads Lourdes Perez, Chief Auditor, Auditor’s Office Ronald Laguana, Administrator, Chamorro Studies Ignacio Santos, Administrator, Federal Programs Paul J. Cruz, Administrator, Food & Nutrition Services Vincent Dela Cruz, Data Processing Manager, FSAIS Catherine Schroeder, Program Director, Head Start Program Billy Cruz, Manager, Facilities & Maintenance Bruce Williams, Administrator, Safety Office Antonette Muna Santos, Administrator, Personnel Services Yolanda Gabriel, Assistant Superintendent, Special Education Christopher Anderson, Administrator, Student Support Services Marcus Pido, Administrator, Supply Management

185 Appendix C: District Action Plan (DAP) Goals and Objectives

DAP: Goals and Objectives

1) All GDOE students will graduate from high school prepared to pursue post-secondary education on-or off-island or to assume gainful employment within the public or private sector. a. Proceeding with SY 2006/2007, GDOE will reduce the proportions of students who dropout by a least 1 percentage point annually using the baseline of 7.4% (SY 2006- 2007 data) b. Proceeding with SY 2006/2007, GDOE will increase the cohort graduation rate by at least 2 percentage points annually using the baseline of 68.4% (SY 2006/2007 data) 2) All students in the GDOE will successfully progress from grade to grade and from one level of schooling to another in order to maximize opportunities to successfully graduate from high school. a. Beginning SY 2007/2008, GDOE will increase the percentage of students performing at Level 3 by at least 5% each grade level as measured by SAT10 annually as reported in the School Performance Report Card. *(based upon approval of the proposed amendment to revise the Public Law 28-45 Section 10, 5GCA, Section 3107). b. Using SY 2006/2007 baseline data, each school will increase parent involvement by at least 2%. c. Beginning SY 2007/2008, GDOE will ensure the implementation or continuation of educational programs consistent with federal, state, and local mandates. 3) All GDOE personnel will meet high standards for qualifications and ongoing professional development and will be held accountable for all assigned responsibilities. a.At the beginning of SY 2007/2008, GDOE will increase the percentage of fully certified personnel by at lest 5% each year, using the baseline data of SY 2006/2007. b.At the beginning of SY 2007/2008, GDOE will maintain the number of personnel participating in “highly quality” professional development at no less than 95% each year, using the baseline of SY 2007/2008. c.At the beginning of SY 2008/2009, GDOE will maintain the number of certified teachers by content area at no less than 95% each year, using the baseline of SY 2006/2007. 4) All GDOE school facilities will meet high standards for health and safety and provide optimal conditions for learning objectives. a. Proceeding with SY 2007/2008, all schools in GDOE will meet 100% health and safety standards based on EPA, Department of Public Health and Social Services, GFD, and OHSA. 5) All GDOE operations activities will maximize the critical uses of limited resources and meet high standards of accountability. a. Beginning SY 2008/2009, GDOE will continue its effort in meeting established operating procedures and the requirements of the Financial Management Improvements Plan (FMIP). b. Beginning SY 2008/2009, the implementation of the DAP will be monitored on a quarterly basis. c. Beginning SY 2008/2009, GDOE will produce an annual School Performance Report Card that reflect the progress of schools and district educational goals.

186 Appendix D: AIJMS Leadership Structure

LEADERSHIP STRUCTURE (Updated Member Chart) AIJMS LEADERSHIP TEAM Mr. James M. Petitte Principal Mrs. Erica Sudo Cepeda Assistant Principal Curriculum and Instruction Mr. Angel S. Legaspi Assistant Principal Discipline and Student Support Mr. Kevin Smith Assistant Principal Special Programs ACCREDITATION CHAIRS Dr. Benjamin J. Santiago Accreditation Chairperson Ms. Jiana Sanchez Acceditation Co-Chairperson Mrs. Lethia Calvo CIA Focus Group Chairperson Mrs. Yolanda Roundtree CIA Focus Group Co-Chair Mrs. Betty Diaz SPAAG Focus Group Chairperson Mrs. Andria Quinata SPAAG Focus Group Co-Chairperson Ms. Patricia Quichocho RMD Focus Group Chairperson Mr. Andrew Borja RMD Focus Group Co-Chairperson Ms. Vicky Cruz OSL Focus Group Chairperson Mr. Roger Reoganis OSL Focus Group Co-Chairperson CONTENT REPRESENTATIVE Ms. Jiana Sanchez Language Arts Ms. Jannale Aflague Reading Mrs. Elsa Bautista Math Ms. Leah Koch Science Mr. Andrew Borja Social Studies Mr. Paul Taisipic Electives – Physical Education Mrs. Josephine Castro Special Education Mr. Roger Reoganis English as a Second Language OTHER PROFESSIONAL LEARNING COMMUNITIES TEAM LEADERS Mr. Rigta Aguilar 6th grade Goonies Mrs. Lourdes Farfan 6th grade Navigators Mr. Patrick Manibusan 7th grade Pathfinders Ms. Alva Wan 7th grade Skulls and Crossbones Ms. Yoshiko Kajiyama 8th grade Black Pearls Mrs. Laura Topasna 8th grade Explorers SCHOOL CLIMATE CADRE (SCC) Mr. Angel Legaspi Chairperson Mrs. Odelia Sablan Member –Goonies Mr. Mark Tainatongo Member –Navigators Mrs. Jesusa Ladrido Member –Pathfinders Mr. Kirk Spindel Member –Skulls and Crossbones Mrs. Velma Kempen Member – Black Pearls Mr. Christian Ong Member –Explorers/Safety Chair

187 Mr. Fred Aguon Member –Electives Mrs. Andria Quinata Member –SpEd Mrs. Leizel Chen Member –ESL Ms. Vicky Cruz Member –Student Support Group Ms. Carmelita Quidachay Member – Student Support Mr. Peter San Nicolas Member – Student Support/Safety Co Chair CRITICAL FRIENDS Mrs. Erica Sudo Cepeda Advisor Ms. Leslie Avila 2nd Year Ms. Gloria Obias 2nd Year Ms. Christine Naputi 1.5 Years Mentor: J. Cruz Mrs. Andria Quinata 1.5 Years Mentor: J. Castro Mr. Ronald Labrador 1.5 Years Mentor: R. Burkhart Ms. Alva Wan 1st Year Mentor: J. Aflague Mr. Earvin Santa Maria 1st Year Mentor: K. Spindel Ms. Faith San Nicolas 1st Year Mentor: L. Farfan Ms. Michelle Taitague 1st Year Mentor: L. Calvo Mr. Alvin Fejeran 1st Year Mentor: P. Taisipic Ms. Joyce Aguilo 1st Year Mentor: M. Tainatongo STUDENT LEADERSHIP NATIONAL JUNIOR HONOR SOCIETY (NJHS) Mrs. Jonah Gumataotao Advisor Mrs. Geraldine Quichocho Co Advisor Maleia Lute President Juliana Pangelinan Vice President Sheena Muna Secretary Anisa Topasna Treasurer Sherry Ann Salas Public Relations Officer Terrance Ogo Sergeant at Arms Jourdan Vilante Historian STUDENT BODY ASSOCIATION (SBA) Ms. Aubrey Benito 8th Grade Advisor Angel Rose Cruz SBA President Amber Rae Castro SBA Vice President Layla Ham SBA Secretary Vinisha Yoshida SBA Treasurer Britney Johnmark SBA Sergeant at Arms Christian Quintanilla SBA Sergeant at Arms Javen Cruz Senator, Student Representative Sion Terlaje Senator, Student Representative Mr. Earvin Santa Maria 7th Grade Advisor Alexia Diego Senator, Student Representative Johnia Siguenza Senator, Student Representative Jesse Manglona Senator, Student Representative John Topasna Senator, Student Representative Ms. Liza Artero 6th Grade Advisor Haylee Banez Senator, Student Representative Jacob Sablan Senator, Student Representative PARENT TEACHER ORGANIZATION (PTO) Joyce Rosario PTO President Rosita Muna PTO 8th Grade Vice President Christine Chargualaf PTO 7th Grade Vice President

188 Marie Reyes PTO 6th Grade Vice President Patricia Quichocho (Faculty Member) PTO Secretary Christine Chargualaf (Faculty Member) PTO Treasurer Mark Tainatongo (Faculty Member) PTO Public Information Officer

The following is a list of meeting times for the committees listed above: COMMITTEE MEETING DAYS/TIMES LOCATION Leadership Team Tuesday/8:20 A.M. (Weekly) A1 Accreditation Team Thursday/8:25 A.M. (Weekly) A1/Main Office/Rm. 29 Content Representatives Monthly As Needed TBA Team Leaders Monthly As Needed TBA School Climate Cadre (SCC) and Wednesday /8:15 A.M. (2x a Month) A3 School Safety Coordinator Critical Friends Friday/8:15 a.m. (2x a Month) Main Office Faculty Meeting Wednesday/7:30 A.M (Monthly) Library Parent Teacher Organization Thursday/6:00 P.M. (Monthly) Dining Hall National Junior Honor Society Daily during Homebase Room 25B (NJHS) Wednesday-Lunch Student Body Association (SBA) Daily during Homebase Room 19 Accreditation Focus Group Monthly OSL – Room 27 CIA- Library SPAG – Room 26 RMD- Room 23B

189 Appendix E: Schoolwide Learner Outcomes (SLOs) Rubric

AIJMS Schoolwide Learner Outcomes (SLOs) RUBRIC

PROBLEM SOLVERS Accomplished  Consistently demonstrates knowledge of a wide variety of occupational and living skills; is aware of issues and is involved in steps necessary for change, and may be active in student government or activities.  Readily and independently visualizes and utilizes various applications in solving a problem; confidently recognizes rationale of possible solutions and makes logical extension if necessary.  Consistently shows persistence in seeking solutions. Developing  Demonstrates knowledge of some occupational and living skills; is aware of issues and knows the steps necessary for change.  Given some directions, will visualize and utilize some application in solving a problem; recognizes the rationale of possible solutions most of the time.  Is generally persistent in seeking solutions. Basic  Demonstrates limited knowledge of occupation and living skills; is aware of issues  Visualizes and utilizes applications in solving a problem but only with directions; sometimes recognizes appropriateness of possible solutions.  Shows limited persistence in seeking solutions.

INNOVATIVE THINKERS Accomplished  Able to independently select, gather, and use information from multiple sources and interpret ideas consistently, follows directions, and understands their purpose.  Accurately verbalizes, summarizes, and/or demonstrates a thorough comprehension of presented material; applies knowledge from a theory-based to a real-world application most of the time.  Sees relationships between two or more objects and uses logic to draw conclusions; consistently uses logic to draw accurate conclusions from available information an/or extract rules of principles from a set of objects or a written text. Developing  Accurately verbalizes, summarizes, and/or demonstrates a thorough comprehension of presented material; applies knowledge from a theory-based to a real-world application most of the time.  Sees relationships between two or more objects and uses logic to draw conclusions; consistently uses logic to draw accurate conclusions from available information an/or extract rules of principles from a set of objects or a written text.  Consistently interprets and follows directions and understands their purpose. Basic  Inconsistently interprets and follows directions  Verbalizes, summarizes, and/or demonstrates a general comprehension of presented material; seldom applies acquired knowledge to real-world applications.  Sees relationship between two or more object independently; uses logic to draw accurate conclusions independently some of the time.

190 RESPONSIBLE CONTRIBUTORS Accomplished  Asks for help when needed; works in cooperative teams in leadership position and contributes to group goals.  Consistently follows school and classroom rules and understands their purpose; listens politely, disagrees respectfully, understands and tolerates opposing points of view.  Actively participates in community organizations and/or community service; has a depth of knowledge of diverse groups and demonstrates respect through words and actions. Developing  Sometimes asks for help when needed; works in cooperative groups and contributes to group goals.  Consistently follows school and classroom rule; listens politely, disagrees respectfully, and tolerates opposing points of view.  Is aware of community service opportunities and is a members of school or community organizations; has some knowledge of diverse groups and demonstrates respect through words and actions. Basic  Rarely asks for help when needed; works in cooperative teams but may or may not contribute to group goals.  Inconsistently follows school and classroom rules; listens politely and will not be disrespectful.  Is aware of community service opportunities; has limited knowledge of diverse groups and demonstrates minimal respect through words and actions.

ACADEMIC ACHIEVERS Accomplished  Has an academic plan, takes the appropriate courses, and knows secondary goals to prepare for the next grade level and beyond; gains career experience in the community through job shadowing, internships, volunteering, and/or paid work experience.  Generates new ideas by making connections, changing or reshaping goals, and imagining new possibilities; organizes, processes, and synthesizes symbols, pictures, graphs, objects, and other information.  Consistently makes school a priority; sets and works consistently at educational goals; recognizes and uses multiple intelligences skillfully to apply and adapt new knowledge and skill. Developing  Takes the appropriate courses and has some knowledge about secondary goals; explores careers through a variety of resources and experiences at school an in the community.  Generates ideas and uses imagination to freely combine ideas and information in new ways; organizes and processes symbols, pictures, graphs, objects, and other information.  Generally makes school a priority; sets and sometimes works at educational goals; recognizes and makes limited use of multiple intelligences to apply and adapt knowledge and skills. Basic -Knows basic course and next grade level requirements; is exposed to career possibilities at school. -Generates ideas but cannot bring them to a viable conclusion; organizes symbols, pictures, graphs, objects, and other information.

191 -May not make school a priority, but has set educational goals; has difficulty recognizing and using multiple intelligences to apply and adapt knowledge and skills.

TECHNOLOGICALLY LITERATE CONSUMERS Accomplished  Independently uses technology; uses, selects, gathers, and saves information from multiple electronic sources.  Uses a variety of technological and multimedia tools to effectively communicate an idea. Developing  Uses technology to gather information from a variety of electronic sources with occasional monitoring.  Uses only certain technological and multimedia tools to communicate an idea. Basic  Requires continued assistance in order to use technology to perform research.  Requires continued assistance in order to use technological and multimedia tools to effectively communicate an idea.

EFFECTIVE COMMUNICATORS Accomplished  Recognizes the existence of a problem and identifies all of its components; locates, evaluates, and collects information from a variety of relevant resources.  Suggest multiple, feasible solutions; utilizes a variety of effective and relevant strategies to solve a problem.  Is consistently aware of consequences of a decision; is responsible in accepting the results most of the time; continually evaluates choices. Developing  Recognizes existence of a problem and identifies some of its components; locates, evaluates, and collects information from some sources.  Suggests at least one feasible solution; utilizes some relevant strategies to solve a problem.  Generally aware of consequences; accepts responsibility for results some of the time; evaluates choices occasionally. Basic  Recognizes existence of a problem but cannot identify its components; makes minimal effort to locate, evaluate, and collect information from sources.  Suggest only one solution; utilizes one relevant strategy to solve a problem.  Has limited awareness of consequences; may or may not accept responsibility for choices; may or may not evaluate choices.

SUCCESSFUL LEARNERS Accomplished  Consistently comprehends content read; consistently writes in a clear and concise manner; articulates ideas and opinions succinctly and creatively.  Actively listens for understanding; questions automatically to obtain deeper understanding.  Uses interpersonal skills to interact, participate, and share knowledge. Developing  Comprehends the main idea of what was read; frequently writes in a clear and concise manner; articulates ideas and opinions adequately.  Usually listens with limited understanding; occasionally question for facts and clarification.  Usually uses interpersonal skills effectively.

192 Basic  Limited comprehension of what was read; rarely writes in a clear and concise manner; articulates ideas and opinions partially and/or inaccurately.  Often listens with no understanding; seldom asks questions to obtain information.  Uses interpersonal skills ineffectively or not at all.

Appendix F: List of Abbreviation and Acronyms

Agueda I. Johnston Middle School List of Abbreviation and Acronyms

AASL American Association of School Librarians ACB Academic Challenge Bowl ADA American Disabilities Act AES Adacao Elementary School AIJMS Agueda I. Johnston Middle School AP Advanced Placement ARRA American Rehabilitation Recovery Act ASL American Sign Language ASPER Annual State of Public Education Report BBBS Big Brother Big Sister BBMR Bureau of Budget and Management Research BMP Behavior Management Plan BP Board Policy C&I Curriculum and Instruction CACGP College Access Challenge Grant Program CAPE Every Child is Entitled to an Appropriate Public Education CCSS Common Core State Standards CIA Curriculum, instruction and Assessment CIP Capital Improvement Project CL&CP Chamorro Language and Culture Program CLT Collaborative Learning Teams CLTES Carlos L. Taitano Elementary School CPR Cardiopulmonary Resuscitation CRT Consulting Resource Teacher CST Child Study Team DAP District Action Plan DHH Deaf and Hard of Hearing DI Direct Instruction DIBELS Dynamic Indicators of Basic Early Literacy Skills DPHSS Department of Public Health and Social Services DPW Department of Public Works DYA Department of Youth Affairs

193 ED Emotional Disability EEO Equal Employment Opportunities EMRO Employee Management Relations Office EMS Electronic Management System ESL English as a Second Language ESLRs Expected Schoolwide Learning Results ESY Extended School Year ETS Educational Talent Search FSAIS Financial Student Administrative Information System FSM Federated States of Micronesia GBHWC Guam Behavioral Health and Wellness Center GCC Guam Community College GCEC Guahan Commission for Educator Certification GCQ Guam Customs and Quarantine GDOE Guam Department of Education GEB Guam Education Board GFD Guam Fire Department GFT Guam Federation of Teachers GPD Guam Police Department GREAT Gang Resistance Education and Training GTEP Guam Teacher Evaluation Program GWJHS George Washington Junior High School IDEA Individuals with Disabilities Education Act IEP Individualized Evaluation Plan ISLA Improving Student Learning and Achievement JSN Just Say No LARM Language Arts, Reading and Mathematics LAS Language Assessment System LPUMS Luis P. Untalan Middle School MBA Monitoring Basic Skills MULES Manuel U. Lujan Elementary School MUNIS Financial Management System MUNIS NAF Non Appropriated Funds NIE Newspapers in Education NJHS National Junior Honor Society NRST Nelson Reading Skills Test OCPES Ordot-Chalan Pago Elementary School ODR Office Discipline Referral OPA Office of the Public Auditor OR Opportunity Room OSHA Occupational Safety and Health Administration PBIS Positive Behavior Intervention and Support 194 PD Professional Development PD360 Professional Development 360 PDN Pacific Daily News PIO Public Information Officer Present Level of Academic Achievement and Functional PLAAFP Performance PLC Professional Learning Communities PLC Principles of Learning and Teaching PLCC Pacific Language Culture Club PPD Professional Plan of Development PPD Purified Protein Derivative PTC Parent Teacher Conference PTEP Professional Teacher Evaluation Program PTO Parent Teacher Organization RLS Real Life Skills RR Resource Room RTI Response To Intervention SAF Student Appropriated Fund SAFE Safe Crisis Management Training SAP Schoolwide Action Plan SAT10 Stanford Achievement Test 10 SBA Student Body Association SCC School Climate Cadre SIOP Sheltered Instruction Observation Protocol SLO Schoolwide Learner Outcomes SMART Specific Measurable Attainable Reliable and Time bound SOP Standard Operating Procedures SOT Stay on Track SpEd Special Education SPRC School Progress Report Card SQR School Quality Review SSO Student Support Office STEM Science Technology Engineering and Mathematics TAF Trust Agency Fund TB Tuberculosis WASC Western Association of Schools and Colleges WRAT Wide Range Achievement Test

195 Appendix G: AIJMS Focus Group Matrix AIJMS FOCUS GROUP COMMITTEE LISITNG

STUDENT PERSONAL RESOURCE ORGANIZATION FOR CURRICULUM AND AND MANAGEMENT AND STUDENT LEARNING INSTRUCTION ACADEMIC GROWTH DEVELOPMENT Chair: Patricia Chair: Vicky Cruz Chair: Lethia Calvo Chair: Betty Diaz Quichocho Co-Chair: Eileen Co-Chair: Anthony Co-Chair: Roger Reoganis Co-Chair: Yolanda Roundtree Quichocho Camacho Aguon, Fred Aflague, Jannale Aguilar, Rigta Artero, Liza Labrador, Ronald Caasi, Albert Berry, James Banu, Lorraine Aguilo, Joyce Calvo, Pierre Burkhart, Rosalinda Benito, Aubrey Kajiyama, Yoshiko Camaganacan, Ofilia Chen, Liezl Borja, Andrew Kempen, Vilma Kempen, Mark Farfan, Lourdes Cruz, Joseph Koch, Leah Manibusan, Patrick Santa Maria, Earvin Diaz, Carmel Russell, John Obias, Gloria Gumataotao, Jonah Perez, Frank Wan, Alva Rosario, Kristle Ladrido, Jesusa Manaloto, Tessie Bautista, Elsa Sablan, Odilia Mariano, Debra Oppus, Luciano Lujan-Espinosa, Evita San Nicolas, Faith Naputi, Christina Perez, Patrick Cabral, Luis Tainatongo, Mark Ong, Christian Quichocho, Geraldine Avilla, Leslie Taisipic, Paul Quinata, Aundria Whitt, Caesar Lujan-Gonzales, Fejeran, Alvin Taitague, Michelle Spindel, Kirk Naomi Topasna, Laura Taitano, Linda Castro, Josephine Theisen, Todd

Smith, Kevin Cepeda, Erica Legaspi, Angel Petitte, James Espinosa, Kent Prejean, Carol Apiag, Japheth Arriola. Joseph Babauta, Evangelis Duenas, Monika Aguon, Francisca San Nicolas, Peter Losongco, James Naputi, BJ Chargualaf, Christine Sanchez, Gilbert Quinata, Ricky Quintanilla, Vincent Fejeran, Barbara Laguana, Carmencita Bossy, Richard Duenas, Magdalena Gogo, SueAnn Spindel, Annette Acfalle, Ed Quidachay, Carmecita

196 Cruz, Cierra Mesnayon, Angelica Meno, Keisha Guerrero, Rhea Cepeda, Bernie Meno, Remedio Deniong, Phillip Creelman, Arthur Manglona, Richard Simier, Tanya Manglona, Irene

197 ADDENDUM

AIJMS (LONG-RANGE) SCHOOLWIDE ACTION PLAN SY 2014-2017

STATEMENT OF AREA OF IMPROVEMENT: To increase the average student proficiency by 33% across content areas.

CRITICAL LEARNER NEEDS: 1) Motivate and improve work ethics. 2) Hold students more responsible for learning and their future. 3) Increase students’ comprehension skills.

SLOs: Problem Solvers; Innovative Thinkers; Responsible Contributors; Academic Achievers, Technologically Literate Consumers; Effective Communicators; Successful Learners

LEGEND: underlined=added to final document; (deleted)=deleted from final document

198 GOAL 1: To increase student academic achievement by having students actively participate in setting individual goals and monitoring their individual progress based on clear assessment criteria. RATIONALE: Teachers must help students to raise their expectations for themselves and to assume active responsibility for their own learning process by clearly describing the task to students and explaining what they are to do. Identify and discuss the abilities and skills necessary and have students evaluate the activity and themselves.

Specific Steps Profession Who is Responsible and Timeline Means to Extent of Student Overall Follow-up (Strategies and Action Steps) al Involved? Monitor and Report Accomplishments with Process for Ongoing Developme Progress Critical Learner Needs Improvement nt SLOs and (Resources Needed) Academic Standards  Student assessment data Clearly identify learning goals   Content Representatives Yearly  Skills assessment Professiona (Rubrics) that are aligned with the  Teachers (deleted) checklist l Learning  Common Common Core State Standards Communiti  Administration (deleted) (Review by th assessments  Student artifacts (CCSS) and the Guam es (PLCs)  C&I Admin September 30 of each school year.) including rubrics Department of Education  Yearly and supporting (GDOE) content standards in Professiona evidence of data collaboration with students. l Developme nt (PD)  Curriculum Maps

 Student assessment data Develop grading rubrics  PLCs  Common Planning Time March 2014- June  Content Standards collaboratively to facilitate the  PD (deleted) 2014  Skills assessment learning process. February  Teachers checklists  Student work samples used to self-monitor and self- 2013  Students Quarterly  Common Develop other assessment evaluate  Focus Group Leaders (deleted) assessments guides to evaluate their work including rubrics and the work of peers.  Content Representatives and supporting  Teachers evidence of Provide support for students to assessment data. self-regulate, self-evaluate, and  Administration self-monitor.

199  Mobile Computer Lab Provide  PLCs  Reading/Math Enrichment Quarterly  Content Standards enrichment/remediation  Faculty Teachers  Skills assessment activities specifically related to Meetings  Counselors checklists  Cooperative Learning and students needs and challenges.  Teachers  Common lunchtime tutoring

 Administration assessments including rubrics  C&I Admin and supporting  CRT evidence of assessment data.  ESL/SpEd  CIA

 PLCs agenda and minutes Promote Professional Learning  PLCs  Content Representatives At least three  Data analysis Communities (PLC) to review  PDs  Teachers times monthly  student assessment data and  Administration Pre/Post assessment data results, conclusion and tuning protocols. solutions

 Yearly self-reflection Reinforce Character Education  PLCs  HB Teachers Continuous  Data analysis and objectives and SLOs to  PDs  SSO conclusions of analysis encourage students to strive for   Administration HB/Charact  Ahoy/PBIS personal excellence.  Counselors er Ed Assemblies  Support Staff

  PLCs  Content Teachers Continuous  Data analysis and Student work samples and Provide Differentiated assessment used to self- Instruction strategies to ensure  Yearly  Administration conclusions of analysis monitor and self-evaluate. the mastery of essential skills. PDs  ESL/SpEd GOAL 2: To increase student social successes in and out of the classroom. RATIONALE: Students’ regular review of behavioral data will develop an awareness of becoming positive role models hence creating a safe and nurturing learning environment.  SCC evidence binder School Climate Cadre (SCC) will  Common  SCC Members At least twice  SCC goals, action Plannin monthly steps and

200 implement Positive Behavior g Time  Team Teachers (deleted) activities. Intervention and Supports (CPT)  Administration Weekly  Teacher awareness  SCC incentive and reward  (PBIS) and [Response to School  Counselors of PBIS program listing Climate  SCC binder with Intervention (Rti) deleted] Cadre  Parent(s) SCC will meet regularly to PBIS action and  Student-led assemblies (SCC)/A  Student(s) and student activities monitor students exhibiting at dmin representatives Training risk behaviors, review data and  Support Staff implement recognition of  Yearly PD exemplary behaviors through reward and incentive programs that are student led.  SCC evidence binder Track and monitor data sheets  PLCs  Team Teachers Monthly  Staff will review for all at-risk behaviors and (delete  Administration SWIS and d) PowerSchool  SSO At-risk binder with identify intervention [supports  Counselors quarterly data (deleted)] for students who  Teachers student evidence (delete  SCC  Team Teachers will display academic or behavioral d) suggest helpful  Check-In Check-Out (CICO) at-risk characteristics.  curriculum or Counsel staff development. ors (delete d)  Administr ation (deleted )  SCC Training s

  PLCs  Team Teachers Continuous  Teachers will Teacher evidence binder Ensure that the behavior matrix  At-risk data sheet is implemented by teachers and  SCC  SCC continue to teach the Big 9 followed by all students. Visual  Staff  Administration matrix banners shall be  Monthly assembly  Counselors agenda and displayed for visual  Support Staff evidence reinforcement.

201 GOAL 3: To increase parental involvement for curricular and co-curricular activities. RATIONALE: Active parental involvement will increase student performance both academically and socially. Parental involvement provides ownership of their child’s educational progress and success.  Track and accurately monitor   Teachers Daily  Compile and SCC evidence binder with student use and parent SCC/Ad collect parent/student  Students acknowledgement form acknowledgement of the planner. min Acknowledgement  Parents  Training Sheet and Parental Involvement Issuance of student planners and  Administration  SCC quarterly review and Checklist for each acknowledgment of Student-Parent data collection  SCC student receiving a Handbook, Technology Use Policy, Truancy Letter. Student Planner for recordkeeping.  Teachers check planners once a week   PLCs  Teachers Continuous  Parent(s); Parent sign-in sheets and Track and monitor Parental data collection Involvement and Participation.  Administration Guardian(s) attendance sheet  Office Staff Parent Teacher Conference (PTC),  Conduct Parent Parent-Teacher Organization (PTO), Survey Student awards and recognition ceremonies, school functions and  Compile and activities and Parent/Teacher/ Student summarize data meetings (CST, IEP, Check-In Check-Out  Encourage students (CICO), DAC, Parent Shadowing, to facilitate Conferences) assemblies  Ensure information is  PLCs Website Administrator Continuous  Track website log Parent data collection binder (documents to include disseminated and/or published on st   Administration Monthly -1 of the  Website comment parent letters, newsletters, a regular basis to inform parents SCC/Ad  Computer Operator Month and feedback box etc.) and families about school min st should be provided.  Students Quarterly-1 Day functions, activities and of the Qtr.  Track the changes, community events. comments and feedback on AIJMS Website, Educational Update, Planners, Websites monthly Quarterly Newsletters, news media, Parent Portal  Plan and facilitate Symposiums/  PLCs  Faculty and Staff Twice a Year  Administrators Data collection (sign-in Village meetings on current issues regularly updates sheets, agenda, meeting   Administration minutes and notes) and community trends. Commu Community

202 nity  Parent(s) Announcement All interdisciplinary teams shall sponsor at Outreac  Student(s)  Compile and least one activity per year to foster parental h involvement summarize post Progra surveys on village ms meetings  Parent Outreac h  Adminis tration

 Provide culminating events/  CPT  Teachers Continuous  Track and monitor Participation evidence (certificates, memos, pictures) activities to support content areas.   Club Advisors the culminating Curricul activities’ attendance  Administration Spelling Bee, Geography Bee, IRA Read- um sheets, evidence and A-Thon, Academic Challenge Bowl, Art- Admin.  Parent(s) summary report. a-thon, Cultural Food Fair, Cultural  Student(s) Exchange Program, Red Ribbon, Science Fair, Mock Trial and Career Day. GOAL 4: To increase the use of technology in the classroom to further enhance student achievement. RATIONALE: With the ever changing technological tends in society, student should be given the opportunity to experience and demonstrate adequate knowledge of the use and access of appropriate equipment and its resources to enhance learning.  Data collection Provide opportunities for   Teachers Continuous  Lesson Plans Technol student and cooperative groups  Students At least once  Logs of technology ogy quarterly use of students to use various forms of Training  Administration technology in class assignments.  Librarian Curricul um Admin.

 Student work samples Provide at least one opportunity Technolog  Teachers Once per  Track and monitor per quarter for students to y  Students quarter/semester student participation Lessons and assess using demonstrate their ability to  Administration rubrics utilize technology within a  Curriculu m lesson. Admin.

203  Log in sheet Provide a work space area for  Teachers Continuous  Track and monitor parents to be able to use a  Students log in sheets computer, hook up to the  Administration internet or as a meeting place with their child. GOAL 5: To develop a clearly defined leadership structure and their roles to meet the 5 district goals of what all students should know, understand, and be able to do. RATIONALE: In previous years, no clearly defined leadership structure was in place to ensure the implementation and monitoring of the District Goals, SAP or the SPRC.  Data collection (sign-in Identify and display the  CPT  Administration Continuously  Prepare and provide all sheets, agenda, meeting leadership roles and  Accreditation Chairperson minutes and notes) Adminis stakeholders with responsibilities of the school’s expectations. learning communities-PLCs and tration  Quarterly review CLTs (Collaborative Learning  Handbo and discussions Teams): ok regarding strengths and growth areas. Content Representatives Team Leaders, Club Advisors, SCC.   PLCs  Administration Continuously  Review annually Endorsement from Review the SMART goals and stakeholders SAP and amend if needed  SMART with all stakeholder and endorsed. continuously. goals and SAP.

  CPT  Teachers At least twice  Provide common Data collection (sign-in Provide time for teachers to sheets, agenda, meeting meet in PLCs and CLTs to  Curriculum Administrator monthly planning time for content and teams to minutes and notes) discuss and plan specific Curricul um meet on a daily basis. strategies and interventions for Admin. Reevaluate at the all learners. end of the year with  Team stakeholder input. Leader  Content Represe ntative

204 After careful review of the original 2008 SAP and the present Full Self Study Report, the schoolwide action plan was revised to become a 3-year long range school level initiative and therefore is a testament to the commitment of all stakeholders at AIJMS towards increasing student achievement and social successes. Historically, the school has experienced various transitions in teachers and administrative personnel; hence, the impetus to make this newly revised document credible and transferrable. Having fully credentialed personnel with the professional experience required by the GCEC, will ensure that Goals 1 through 4 continue to successfully evolve. These personnel (see Appendix D) have voluntarily taken on roles to complete the carefully outlined Action Plan. Additionally, a proposed schedule for half day professional development will be dedicated to the follow up process for ongoing improvement: PLC TASK Facilitating person/s PROFESSIONAL ½ DAY I Update School Profile and review SAP Self Study Coordinator, focus with teacher endorsements group leaders, principal

PROFESSIONAL ½ DAY II Revisit SLOs and alignment with Self Study Coordinator, Critical Learner Needs; make homebase teachers, focus modifications if necessary group leaders, content representatives, team leaders, curriculum and discipline administrators PROFESSIONAL ½ DAY III Review SAT 10 data with alignment to Self Study Coordinator, team curriculum maps and SMART goals leaders, content representatives, curriculum administrator PROFESSIONAL ½ DAY IV Complete extent of accomplishment Self Study Coordinator, focus and follow up procedures for SAP group leaders

In closing, the transferability of this new document allows for administrative personnel, veteran and freshman alike, to successfully execute their duties and responsibilities on the continuum to success, most especially outlined in Goal 5. Ultimately, after this upcoming WASC visit, ALL concerned school personnel as well as the community partners mentioned throughout this document henceforth will be responsible for leading and carrying out the processes outlined in the 3-year long-range SAP.

205 PRIORITIZED AREAS OF GROWTH NEEDS (revised, 2/11/14) : 1. Regularly engage students in self-reflection and self-assessment relevant to their learning.

2. Increase the opportunities for content teachers to collaborate on student assessment, data, and results to include the possible funding to purchase the software of the analyses.

3. Restructure and implement a more productive parent outreach and community involvement designated for parent internet access and other student support services.

4. Increase professional development training on teaching strategies and best practices.

5. Increase and update the development and use of common assessments for all subject areas.

6. Develop a 5 year capital improvement plan and identify funding within the GDOE to address specific safety and security concerns within the school.

7. Utilize academic, attendance, discipline and outreach data to improve support services for students.

206

Load more

  206

Copy Link