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Chapter I: Student/Community Profile

School Description
Inarajan Middle School (IMS) is located in the village of Inarajan, one of several southern villages.
Inarajan Middle School serves the southeastern region of Guam where the Chamorro culture,
language, and traditions are still strong. The school serves a student population that reflects the
close-knit community of strong extended family ties. The Chamorro values of respeto and
inafamaolek are still the foundation of everyday life. Inarajan Middle School, which embraces
family and community focused on supporting the academic achievement of all our students, is one
of the eight middle schools on the island.
The school was built in 1975 as Inarajan Junior High School, and was later converted to Inarajan
High School. Upon completion of Southern High School in Santa Rita (1997), IMS was relocated
to its present location, thus providing middle school education to students from the southern
villages of Merizo, Inarajan, Talofofo and Yona. IMS students then continue their education at
Southern High School or various private schools around the island.
Economic Influence
Due to its geographic location, Guam's economy is supported by its principal industry, tourism.
Guam has become a major tourist destination, an industry that fuels much of the islands economy.
According to the Guam Visitors Bureau, approximately 1.3 million people visited the island from
September 2012 to October 2013, with 70% coming out of the Japan market. In addition to tourism,
Guams economy also relies on the Department of Defense installations and locally owned
businesses for revenue.
Political and Educational Structure
The island of Guam is an organized, unincorporated territory of the United States in the western
Pacific Ocean. It is one of five U.S. territories with established civilian governments. The Guam
legislature, a unicameral body consisting of 15 senators, has budgetary oversight to the
Government of Guam and to the Guam Department of Education. The Guam Education Board is
responsible for all policies that govern the Guam Department of Education. It consists of eleven
members, six of whom are elected and serve a two-year term; three appointed members who
serve a three-year term; a non-voting student member; and a non-voting appointed member who
represents teachers and other Department of Education employees.
According to the 2010 United States Census Bureau, Guam is home to 159,358 residents. The
2010 Census report that Guams largest ethnic group are native Chamorros at 37.1%, Filipinos at

26.3%, other Pacific Islanders at 11.3%, White at 6.9%, Asian at 6.3%, Other ethnic origin at 2.3%
and mixed at 9.8%.
Student Enrollment Trends
IMS is one of the eight middle schools on Guam. As of November 2013 the current enrollment is
593 students from 6th through 8th grade. In the past three years, IMS has seen a decrease in
student population. In school year 2011-2012, 638 students were enrolled at IMS. In 2012-2013,
600 students were enrolled at IMS, and this school year, 2013-2014, 593 were enrolled.
This years student population of 593 has a relatively equal distribution of students in each grade
level. Currently, there are 188 6 th graders (31.7%), 189 7th graders (31.8%) and 216 8th graders
(36.4%). The gender distribution shows that IMS services slightly more male students (51% of the
population) than female students (49%).
The 2010 Census reports that Guams largest ethnic group are native Chamorros at 37 %, Filipinos
at 26.3 %, other Pacific Islanders at 11.3 %, White at 6.9 %, Asian at 6.3 %, Other ethnic origin at
2.3 % and mixed at 9.8 %. IMS ethnic distribution in Figure 5 and 6 mirrors the island ethnic
make-up with majority of Chamorros and with a mix of Filipinos, Micronesians and other ethnicities.
Bell Schedule
In previous years IMS had a traditional bell schedule, with an eight period day consisting of seven
class periods plus Homebase. Last school year; each of the seven classes was forty-four minutes
long. At the beginning of school year 2013-2014, a block schedule was initiated by the IMS
leadership team due to the need for extended Advisor/Advisee Program (AAP) time. The block
schedule was then revised in September of 2013 by a majority vote from the faculty.
Currently, IMS follows a hybrid block schedule that included a modified 4AB alternating block
schedule from Monday thru Thursday and a traditional eight period days of seven class periods on
Fridays. The schedules alternate Black and Gold days. The 73-minute long class periods provide
opportunity for high quality instruction and student engagement. There is ample time for teachers
to differentiate instruction and provide interventions as needed. In addition, the block scheduling
has allowed flexibility in that the Advisor-Advisee Program (AAP) was given a 73-minute block on
Black Days. On Black Days during the AAP block, teachers who also serve as advisors, focus on
the students social-emotional growth. During this time teachers incorporate teaching character
education using the Positive Action Curriculum. Time for teacher collaboration has also increased.
Given the additional block of time, teams are able to participate in deeper, meaningful discussions
that are student-centered.

Positive Behavior Intervention and Support (PBIS)

1. I will respect others, so please respect me.
2. I will be on time and prepared for class.
3. I will be my best at all times.
4. I will have pride in my school.
5. I will make responsible choices.
Through Positive Behavior Intervention and Support (PBIS), IMS makes a concerted effort to
cultivate a healthy and positive school environment. PBIS is to ensure that behavior is taught,
learned, and reinforced. Positive Action is taught explicitly to all students so that they are able to
choose the appropriate ways to respond when situations arise.
At IMS, the five expectations are embedded in the school culture and in all content areas. IMS
faculty and staff are committed to modeling appropriate behavior. Discipline data is also analyzed
monthly. This discipline data is used to create and carry out additional lesson plans for the AAP
periods. Team leaders are responsible for using data to guide decisions on addressing behavior
concerns specific to their students, and administrators utilize the data to guide their decisions to
carry out school level plans. Data is also used to address specific students needs particularly the
tier 2 and tier 3.
Library Program
The IMS library serves to enhance and support the curriculum by providing students with
increased access to current school library materials, educational websites, and technology
equipment through collaborative lesson planning with content area teachers in which Guam
Department of Education (GDOE) Content Standards, Common Core State Standards (CCSS),
American Association of School Librarians (AASL) Standards for the 21 st Century Learner, and IMS
ESLRs are addressed. Within the past three years, the library has acquired flat screen TV
monitors, multimedia projectors, projection screens, audiovisual equipment and resources, and 20
student network stations with access to printing and Internet, all in an effort to enhance and
integrate technology in the curriculum. Additionally, the library replaced its worn carpeting and
wooden bookshelves to ensure a safe and healthy environment conducive to learning. These
upgrades were made possible through local funding under Guam Public Law 27-05, where fees
paid to the Guam Passport Office benefit the islands public school libraries.
Curriculum Mapping
With the adoption of the Common Core State Standards, work began to further align the DOE
Standards and SAT10 Skills with the CCSS. A school wide goal of incorporating Higher Order
Thinking skills and strategies into daily lesson plans was established giving students an opportunity

to excel in all content areas. The development of SMART goals strengthened our focus to ensure
students perform at proficiency levels on the district assessment.
Vertical Alignment
With collaborative support of our feeder elementary schools, IMS has taken the lead in developing
an action plan identifying steps and activities needed for 5 th grade teachers to work directly with
6th grade teachers. Work focused on what skills transitioning students are expected to have, what
their performance levels and skills actually were, and what needed to be done to bridge the gap.
Common Assessments
Have our students learned what weve taught them? This is the heart of the schools work in
developing its common assessments. Teachers at IMS have developed content area Pre and
Post Quarterly tests, which are aligned with prioritized SAT10 skills. They also created summative
practice tests for their respective content areas, which are also aligned with their prioritized SAT10
skills. The 6th grade teachers created a common test instrument that was administered to all
5th graders in each of the feeder elementary schools, which assisted the respective teachers in
determining whether or not students acquired necessary pre-requisite skills for the 6 th grade.
Professional Learning Communities
Faculty and staff apply Richard DuFours model of professional learning communities (PLCs) in
various areas; grade level teams (interdisciplinary teams), content areas, and as a whole school.
According to DuFour, PLCs are meant to focus on improving teaching practices in order to
increase opportunities for students academic success. The IMS community were introduced the
PLC concept since SY 06-07. The 38% turnover rates of teachers made it difficult to implement the
true essence of PLC. But the collaboration of the faculty and staff of IMS in the past three school
years promoted learning thus increased the SAT10 scaled scores and normal curve equivalent
(NCE) which means growth thus leading to higher student achievement.
Collaborative Leadership
The leadership team, together with the administration is continuously at the forefront of any change
that occur school wide. Particularly, engagement in effective PLCs begins at the leadership level
that, in turn, ensures that their respective interdisciplinary and content teams participate in the
same. Team leaders practice the effective processes necessary for true collaboration such as
embracing conflict, knowing the stages of a team, and building trust. While PLCs are in the
implementation phase, there is still room for improvement across content areas and grade-level

Content Area Culminating Events

Since SY 09-10, IMS annually celebrates and showcases students accomplishment in each core
subject areas Reading, Language Arts, Math, Science, and Social Studies. Teachers and
students collaborated on the planning of various activities such as Science Expo, Literary
Extravaganza, Tour of Nations and so forth. The knowledge and application of skills were exhibited
through the use of various mediums. Students took ownership of these events, as they were
responsible for conducting the overall presentations. It also provided an opportunity for teachers to
reflect on and enhance quality teaching and learning.
For the past four school years, IMS offered mini-courses to all students through their grade level
teams in their home base classes. The purpose of the mini-course is to provide students with
experiences of an exploratory class and/or of enlightening nature. It was held every other Friday
for students to experience activities that could become a lifelong interest or hobby. Home base
teachers designed and teach mini-courses based on the interest and feedback of their students.
Students are able to participate and explore mini-courses within their grade level teams. Minicourses commence in the 2nd semester.
Attendance Data for Students
Since school year 2010-2011, the Department of Education has used Power Teacher, an online
database in which students academic and attendance could be recorded. All teachers are
expected to utilize the online attendance system. The attendance rate over the past three years
had increased since the introduction of Power Teacher from a low of 91% in 2010-2011, to 92% in
2011-2012, to the most recent available number of 94% in 2012-2013.
School Breakfast and Lunch Program
70% of IMSs population receives meal benefits (66% free breakfast and lunch, 4% reduced
breakfast and lunch) compared to the 30% of students without any benefits. Beginning SY 201314, the following schools, serves meals at no charge as designated Provision 2 schools under
GDOEs Child Nutrition Program: Astumbo Elementary School, H.B. Price Elementary School,
Inarajan Elementary School, J.Q. San Miguel Elementary School, Merizo Elementary School,
Talofofo Elementary School, Inarajan and Oceanview Middle School, and Okkodo High school.
Provision 2 is an option in the federal School Breakfast Program and National School Lunch
Program for schools to reduce the paperwork, simplify the logistics of operating school meal
programs, decrease food service cost, promote good nutrition, and improve student performance.

Special Programs
In addition to the Federal Lunch Program, other federally funded programs are provided by the
District to assist students. This includes the Special Education (SPED) Program and English as a
Second Language (ESL) Program. As of November 2013, 10% of IMS population (58 students) is
serviced in the Special Education Program. While most students in the program attend sheltered
classes, many are mainstreamed into classrooms depending on their Individualized Education
Plans (IEP).
To meet the needs of the English Language Learners, IMS offers both of the following programs:
sheltered program and consultation program. Students in the ESL Program make up 25% of the
schools population (Figure 10). IMS services a large number of students who are part of the
English as a Second Language (ESL) Program. As of first quarter of SY 2013-2014, 146 students
are being serviced: 135 students on consultation basis and 11 students in the sheltered program.

IMS has a very dedicated team of faculty and staff that work toward helping students gain
academic success in a safe and caring learning environment. Three administrators oversee
special programs, facilities and maintenance. As of November 2013, IMS has 61 employees; 50
faculty including the ancillary support and 11 staff.
Ethnic Distribution of Faculty and Staff
A large percentage of the IMS faculty are Chamorro (66%), followed by Caucasian and Filipino at
8% each, and 18% did not indicate their ethnicity. The staff, however, is 100% Chamorro. The
number of qualified teachers at IMS ranks high, with 26% holding a Masters Degree or higher.
Those with at least a Bachelors Degree make up 72% and 2% did not report their degrees earned.

Years of Service: Faculty

Out of 45 faculty and 5 faculty ancillary supports, 20 have been employed at IMS for less than five
years. 20 have been working at the school for less than 5 years, 6 of these 20 for less than a year.
The turnover rate for teachers is 38%. 8 teachers have been at the school for 6 to 10 years and 12
teachers for 11 to 20 years, and 9 did not report their years of service.

Years of Service: Staff

IMS employs 11 support staff that includes a secretary who is also acting as an administrative
officer, a computer operator, and 1 clerk, 1 school aide acting as secretary, 1 school aide, 2
custodians and 4 one-to-one aides for special education. The distribution shows that more than
half have been at the school for more than ten years, and five staff members have been at IMS for
less than ten years.
Professional Development
The IMS school community understands that continuous development is necessary for growth and
is committed to this process. The adult learners at IMS have opportunities to participate in
professional development (PD), whereby teachers engage in strategies to improve teacher
effectiveness in order to affect improvement in student learning. Aside from PD workdays allotted
by the Department of Education, IMS teachers believe in the process of learning by doing, where
teachers learn with and from each other on a daily basis. For the most part, all meetings take place
during the school day through careful and strategic scheduling designed by the administration and
the leadership team.

Leadership Team meet once a month during 2 nd period and as needed

School Climate Cadre meet once a month and as needed
Content area Team meet at least once a week
Grade level Team meet at least once a week and as needed
Social Committee meet once a month and as needed
Accreditation Team meet twice a week and as needed

Each school year, the Guam Department of Education provides two full days of professional
development opportunities for the faculty and staff of Inarajan Middle School. This school year, we
have had six half-day Professional Development (PD) days on 10/25/13, 12/6/13, 12/16/13,
1/10/14, 1/17/14 and 1/24/14. Two full days PDs were held on 9/20/13 and 2/4/14. The focus of
the PD days included the Accreditation Self-Study Report, the schools action plan, research-based
teaching strategies, and PBIS. Inclusive of the Professional Development days, the staff
undergoes training on GDOEs Board policies as well as on systematic supervision. School related
issues are discussed during monthly staff meetings.
Testing Data
To better measure student growth, IMS reviews SAT10 Scaled Scores (SS) from several cohort
groups. In all subject areas, the Class of 2013 cohort growth showed growth of more than one
year, as indicated in the increase of both the scaled scores and the normal curve equivalency.
Science scaled scores and normal curve equivalency showed significant increase of more than one
year followed by Language and Reading. The consistency of the scores increasing suggests that
the quality of instruction has been improving. This may be due to the use of evidence-based

strategies in classroom instruction, critical examination of student data and frequent collaboration
among and between teachers.
The results of the Class of 2013 cohort group demonstrate growth in all subject areas but
Language. There were significant gains in Reading, Math, Science and Social Science with an
increase in both scaled scores and the NCE. For Language, the scaled scores increased while the
NCE decreased by 0.1 point. Science showed a significant increase in both NCE and SS which
means growth in this subject area is consistent in the past three years. Again, the school feels that
this is due to the progress made through frequent collaboration, critical examination of student data
based on common formative assessment given before and after each quarter, and also the use of
evidence-based strategies. Overall, the SAT10 scores illustrate that IMS continues to make gains
academically; however, there is still room for improvement as students continue to fall beneath the
50th percentile.
Academic and Co-Curricular Activities
The IMS community believed that co-curricular activities are means to enhance students social
interaction, leadership skills and developed their self-confidence. Therefore, the IMS faculty and
staff volunteer their time to serve as advisors for each club. Students are encouraged to participate
in at least one of the following clubs or co-curricular activities.
Clubs and Organizations
For school year 2013-2014, IMS established the following clubs, organizations and activities:

Student Body Association

National Junior Honor Society
Sports Club
8th Grade Gadao Council
6th Grade Choku Council
Japanese Club
Yearbook Club
Youth for Youth/Peer Mediation Club
Marketing Club (under an elective class for 8 th graders)

Every year, these clubs and organizations sponsors school activities like school dances, getting
involved with red ribbon week and other community sponsored events that support student work,
community involvement and students talent. In order to reach their goals these clubs and
organizations schedule fund raising activities all year round like, break sales, car washes and other
income generating projects to produce the much needed funds to finance their goals before the
end of the school year. In addition, IMS also participate in the Interscholastic Sports, which
generates involvement and cooperation from other public and private middle schools on Guam.

Student Discipline Data

The IMS Community tracks discipline data on a monthly basis. Based on the PBIS framework, the
adults on campus teach and model expected behavior, reinforce positive behavior, and correct
negative behavior. The top five infractions over a period of three years have been
disrespect/defiance, physical aggression, disruption, fighting, and skipping class.
School Financial Support
The districts cost per pupil based on fiscal year expenditures and official student enrollment over
the past five years has grown by only five dollars. Through GDOE, the school receives most of its
funds through local government appropriations from the General Fund of the Government of
Guam. Programs and trainings such as ESL, SPED, and Common Core are federally funded.
Parent and Community Partnerships
IMSs parent organization known as MITY (Merizo, Inarajan, Talofofo, Yona) PATSSC (Parent,
Administration, Teachers, Staff, Student, Community) plays an active role in our school. One of
their goals this school year is to work in collaboration with the IMS faculty and staff on the
Accreditation Self-Study Report. IMS has also established relationships with community partners
who have helped to maintain the schools facilities and have provided other forms of assistance.
These partners include the village mayors of Inarajan, Merizo, Talofofo and Yona, the Guam
Army/Air National Guard Units, the U.S. Navy Squadron 15, the Guam Police Department, Guam
Fire Department and the Department of Revenue and Taxation.