SELF-STUDY VISITING COMMITTEE REPORT ACCREDITING COMMISSION FOR SCHOOLS, WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES: FOR TAMUNING ELEMENTARY SCHOOL ‘500 Mariner Avenue Barrigada, GU 96913, April 12-45, 2018 Visiting Committee Members Helen Sanper, Cnaiperson Principal, Hawall Department of Education Stanley Kayatani Retired Principa, Hawall Department of Education Harvey Ouchi Educational Specialist, Hawaii Department of Education James Toyooks Principal, Hawaii Department of Education Michelle Untalan Teacher, St John's School, Guam[ACS WASC Vistng Committee Report ‘Chapter I: StudentiCommunity Profile riety summarize the most ertcal information fom the studentlcommunity profile that Impacts ‘the school. nclude the Following: 1, Brief description ofthe students and community served by the schoo! ‘School's analysis of student achievement data, ‘Other pertinent data ‘Appropriateness of identified cca lamer needs and thelr linkage to schoolwide learner 5. Comment on significant findings revealed bythe profile andlor pertinent items that were not Included inthe profi. “Tamuning Elementary Schools locatedin the municipal of Tamuning located onthe istand Guam. Iti comprised of the vileges of Tamuning and Tumnon and the industrial ‘geographic area of Harmon. According the 2010 U.S. Census, Guam's total population ‘as 169,368 with 19,685 from the areathat the school services, ‘The Guam Education Board (GEB) is responsible for educational pois, planning and evaluation and providing the educational leadership focused on school improvement for public elementary and secondary schocls which include Tamuning Elementary Schoo! “Tamuning Elementary School (TamES) ist opened in 1959 and curently serves a popuation F600 students. tis one of vee puble elementary schools in Tamuning, and i unique in that it services students In grades second through fits, while ther sister school, Lyndon, Baines Johnson Elementary School, (LBJES) serves kindergarten and fist grades. ‘Both are located along Chalan San Antonio; however, they are not adjined. Originally, LBJES Was Used for Head Start. a preschool program, while TamES served K-S. When TamES" population exceeded is capacty, and Chet Brodie Elementary School (CBES) was closed as 8 designated school for students wih disablites, a shit was made to move Tames! Kindergarten and first grades rom TamES to LBJES wih CBES transitoning toa KS school Located along Chalan San Antonio, TamES is wthin a one mile radius of a high number of local businesses, restaurants, a shopping mal, hotels, numerous medical and dental ics, 2 Vanety of supermarkets, auto dealerships, banks, day-care centers & nurseries, private KO ‘school heath & fitness centers, dance stucos, the vilage community center, mayor's office ‘and gymnasium, community and private tennis courts and a variety of housing developments “TamES began S¥2014-2015 with total student enrolment of 600 students in second through fith grade. The makeup ofthe schodl include 181 second graders, 141 thid graders, 141 fourth graders, and 147 Ath graders. Enrollment has steadly increased over the past six years with the exception ofthis school year because of a redistricting mandate that ed to an Inorease in withdrawals over the sumer. Cf the total student body, sat two (62%) percent ofthe cuent student population receive federally subsidized meals. FDC indicates an automatic qualification of Free lunch based on parents government welfare benefits.ACS WASG Visting Commitee Report Mohility Rate “The highest number of student withdrawals occured this school year. TamES experienced an inerasse of student withdrew from 67 afidants in SY2013.20%4 to 135 ahinnts a8 of December of this school year. This large number of student withcraws before the ‘commencement of this school year mayoe attributed to the recent opering of Tiyan High ‘School. TamES students with older siblings currently attending Tiyan High Schoo! were ‘transferred by ther parents to other elementary schools to accomodate thelamiy needs, such fs after school sunervieion. Another factor for the increase In ansfers maybe due to the ‘pening of two charter schools “The results othe parentiguardian suvey that was distibuted on September 8,2014 show that 30% ofthe surveyed population ae single, 54% are maried, 8% are divorced or separate, ‘and 2% are widowed. Of the families responding to the survey, 32% co not have dental insurance ard 24% do not have medical insurance. Also, 16% of familes have no income ‘while 59% heve an annual family income below $41,000, 16% wih anuallincome of $47,000 to $70,000, and 6% with annual incomes over $70,000 ‘Given that Guams curtent unemployment rate Is 7.4% (11,560 out of 165,000 people; the school's suney results show that approximately 2% of TamE’S students’ mothers and fathers ‘are unemployed. This, in addition tothe number of parents not completing high school, the Dercentage of students frst language being other than English, and the oer factors sted fbove, indicates t's necessary forthe schools faculty and staff to be aware and eenetve in Tecting the needs of our students. As a result ofthese findings, the schoo! has begun to emphasize the importance of reacting students’ potential in both, the cognitive and affective somains ‘The Parent and Family Climate Survey administered in May 2014 indicate that parents and uardiane view TamES school cimate postively, Faculty and staf demographics show a total of 71 employees wath 48% holding a Masters degree wile 50% a Bachelors degree. One facully member has a Juris Doctoral, Bune on te GOCE Sch Parkman Rapa Carts Appar fr pre cos 42 and 2012-13) the school continuously received a composite grade of ‘Stoo, te tis rae acoepate, tx sca hs been cored wo contin improve stent achievement, An analysis of SAT 10 data to determine areas in need of‘ACS WASC Vstng Commitee Report Jimorovernent have been identifed. The following chart show the current 5" grade students! |performance on the District-wide Assessment (SAT 10) as eohor by performance levels and ‘Stanines, Feet eran eaerh coeees aed LaIES Tones “svie-issthcraders “Target Sannes (Sanne 409) {A close examination of the current §* grade students show an obvious downward trend from where students scored in 1" grade fo SY 2013-14 When comparing both performance levels ‘and stanines, A study of the SAT 10 performance levels and stanines 49 from school year 2010-11 to present show a downward trend in student achievement, The school has examined the tisaggregated data to dently factor leading to this outcome and have enti the following ‘actors: ‘= Use of Scoring High Test Preparation” 1 grade and notin subsequent grades‘ACS WASC Vsng Sommitee Report “+ Adjusting to @ new schoo! environment (new school ste, teacters, staf, older students) + School Operations and arger population + Use of diferent reform programs (Direct Instruction and Success For Al) ‘Drop in Data from 1" through §° grade: Gaps in ski & standards between grades Lack of vertealartcutabon between grace levels ‘Of-set between the GDOE Content Standards and the SAT 10 sills {+ SAT10was administered in March 2014 versus May in previous school years In addon, during school years 2011-13, TamS consistently placed in the top tan of the GDOE's SAT 10 distet rankings in reading, mi ‘TamES's ranking ceclined. This led and language ats. However, during school year 2013-14, "ES to inflate an in-depth analysis of pobable causes. “Tam€S adoption o! SMART goals in school year 2012-13 were designedo increas the percentage of students achiovng inthe 49 stanne levels on the SAT10 by 2%. However, this goal was not ‘achieved as refleced inthe tables below. 2nd Grade SATIO STANINES 4t09 Reading] Math | Language Arts sv2011- 44% | _53% 34% 2012 sy2012- 4m | 47% 2% 2013 s¥2013- 37% | 45% 31% 2014 314 Grade SAT10 STANINES 4109 Reading] Math] Language Arts ‘sy2011- 39% 31% aK |___2012 ‘3¥2012- Wm | 42% 4% 2013, _| 3¥2013- 78% | 32% 33% 2014[ACS WASC Visting Commitee Report 4% Grade SATIO STANINES 4t09 Reading] Math] Language Arts SY2011- 4T% 50% 45% 2012 SY2012- 46% 54% 42% 2013. ‘sy2013- 1% | 48% 40% 2014 St Grade SATIO STANINES 409 Reading} Math] Language Arts s¥2011- 53% 52% 63% 2012 ‘S¥2012- 42% 44% 46% 2013 sy2013- 3% | 3% Wh 2014 ‘The schoo! atibutes the decrease in test scores and abiity to achieve SMART goals for the fellowing reasons: ‘+The SFA reform program expired atthe end of SY2012-2013. Athough certain components remained in place among grade levels, te school ‘aigned lessons and skils with the GOOE's curiculum maps which incorporated GOOE standards and CCSS standards, + The adoption of SMART goals didnot focus on SAT skis. + The school now only hes one curriculum coordinator being shared with Lies. + The districts phasing out the SAT10 test and adopting the GDOE Standards. ‘Based Assessments and the ACT-ASPIRE. Basically, the schooTs SMART ‘goals do not factor in growth from one grade level tothe next (cohot group analysis)[ACS WASC Visling Conmitioe Report ‘The GDOE has replaced the SAT 10 with GDOE standards-based assessment and ACT-Aspire effective this school year. The district. wide assessment for grades 1-81 alocaly created stancards based assessment. For grades 3-10, the ACT-Aspire serve as the distil wide assessment to ‘monitor student acadsmic achievement. The 2014-16 assessment resuits wil be used 2: the baseline for both GDOE standards-based assessments and ACT-Asplre, ‘Theta implementation ofthe distrct-wide assessment for this school year is intended to identity students in need of interventions and additonal instruction in English, Language Arts, and math The AIMS Web Universal Screen sthe interim assesement tha provides adltonal data on ster performance in core instucton, 2s well as identiying professional development needs for ‘euriculum improvement, ‘With the SAT10 no longer being administered, a finale tbute by TamES recognized a group of ‘over 200 students have met the SAT 10 distinction for school year 2013-14 and have been ‘tecognized fo this achievement in March 2015, TamE'S celebrated ths academic milestone by |honering one third (207 students) of TamES who scored at the 90° percentile or better (local erent ranking) ane or more SATIO areas, Seventy-Two 72} fthase stents ato ‘Scored atthe 90" percentile or better nationally in one or more SAT10 areas. The following ‘able sbove shows the breakdown for students curently in grades 2.9.4. and 5 at Tames National Students wo scored at the 90% parcantia o: better in 15 areas will be awarded the Priapat's National Award of Mert wttle students who scored atthe 90° percantle or better in 6-10 aroas wil ‘be awarded the Superintendent's National Award of Achievement. Students who scored atthe 90" ercentic oF belier in 1 or more areas will be awarded the Govemors National Award of Excellence,‘ACS WASC Visiting Commitee Report. ‘Chapter rogress Report Comment on the shoots malor changes and follow-up process. ‘lacus how the schoo! through ite action plan has accomplished each ofthe ertical areas for follow-up, ncliding the Impact on studen earning. ‘The following Schoolwide Critical Areas for follow up are: 4; Schoo! administrators and the leadership team must continue to provide the necessary ‘uidance, leadership, and vision to ensure continued focus on Instruction and student ‘chievament. ‘During school year 2012-2013, TamES administrators and the leadership team provises ‘guidance, leadership and vision o ensire a continued focus on curiculum and instruction as WWellas student achievement. Professienal Learning Communities were designed to facitate Uiscussions regarding student leaming needs, student data analysis, carfcation of SFA ‘methods and strategies, celebrate euesesses in Instruction based on student data, and the planning ofnext step lessons, An administrator attended most ofthe PLC's and parcipatedin {he facitatio of hose PLC's. “The SFA Coordinator observed SFA dasses periodically to monitor lesson dellvery wth 2 focus on procedures and stratogies At times, observations were conducted with an ‘éministator, peer coaches andlor pont coaches. Peer coaches were designated TamES teachers, while point coaches were ofisland consultants employed by the Success for All program: Thess consultants visited SFA schools periodically and provided feedback, Elaritcation and in depth guidance on the SFA procedures and strategies, ‘Grade level chalipersons atended leadership meetings and shared the information ciscussed wth the grade level teams, They alse were designated to collect student leaming data from. their grade level team members and to submit the collected data to the SFA Program Coordhator. Focus group chaitpersons also attended leadership meetings and were tasked vith sharing information and assigned tasks to ther respective Focus Groups fr follow up. ‘TamES encountered a change inthe administration team during the 2013-14 school year. With the change, eurtent administatrs now provide the vision, leadership, guidance and ‘Suppor to teachers to ensure a sustaned focus on instruction and student achievement. In ‘calion to the change of the administration, the district began the move to implement the ‘Common Core State Standards (CCS). although some of the components of the SFA rogram are practiced, the school isnot held tothe program's mandates, Teachers were fencouraged to expand SFA strategies when teaching the CCSS. The amray of Fairing ‘Spportunies provided bythe distict was held within the school and increased focus on GOSS, fad addtional research-based instuctonal strategies. “Tam€S grade evel teams held two monthly Professional Learning Community (PLC) meetings wth adraft agenda developed by theteachers and submitted to the administrator prior tothe meeting. These meetings are the forum where teachers engage in collaboration and decision ‘making utizing the available data, During PLC meetings, teachers focused efforts onthe Snalyss of student data, nstructonal stalegies and practices, and student achievement. [tthe end of SY2013-20'4, the admbistrallon and leadership team were aware that much of fhe schools focus was on the cognitive domain therefore, student-centered activity ‘commitees were streamlined into the folowing four categories: Student Achievement, Student‘ACS WASC Visiing Committee Report ‘Actives, Student Recognition and Student Awareness to address the school's focus. The ‘curent organizational structure that fs presently in pace, allows fora focused effort inthe Committee areas and tasks. The designated actives ae aligned and should drecty impact Student eating, 2:The school as a whole should continue to expand formative assessment and student ‘self-assessment across all content areas particularly those types of assessments that ‘may occur naturally during the course of teaching. During SY 2012-2013 and SY 2013-2014 Tamuning Elementary continued to use the SFA Reform Program along witht formative assessments. Formative assessments were cated uti Reading, Math, and Writing, Inthe SFA Math Power Teacher Framework, students completed Exlt Quick Checks utlzing ‘shot quizzes that cove: the els introduced and taught by the teacher that day. Mental Math provided students wit the skils necessary to problem solve mentally. Secondly, "Get the Goo”, provided a fawflled problem that is presented as an anticipatory ‘Set based on a certain skill that the majony ofthe students got wrong in the previous lesson taught Students worked collaboratively to identify the mistakes in the problem, fk the problem, and then explain why the problem was incorect.Itis used for students to become ‘mare aware of common errors made, and to become more proficient in math skis, tis also Seo sharpen studerts tcl tnkng and conmaneaon sas as they xan ndsty thelr anewere “Team Huddle" Is a process whereby he teacher, after teaching a strategy or sil, provides ‘student teams with an opportunity for group problem solving. This acy provides students with time to work outa problem together and o share thelr responses, Teams ae responsible {o ensure thet members understand and can explain how they arved at an answer. ‘Team Mastery’ takes place when students are glen a short set of present-based problems (rinimum of 1-4) 10 solve independent. Once they are done, students must compare thir answers with ther partnersiteams to determine whether they are corec or not. The students ‘must hen come to an agreement with their answersiprocesses, and walt fr thelr teacher to Spot-check thelr work, Reading: In reading, formative assessment includes: + Clarifying Strategies that focus on word pronunciation and word meaning. These satogies ae introduced inthe Reading Wings classes, which consist of students who ae able to ‘ead at or above appropriate grade evel Suen scores on catyng are eased a Think and Connect which incorporate @ “Team Hudl" and comprehonsion ution ator ‘eading several pages ofa story. This assessment actly provide teachers with a dear ‘View ofa student s reasoning, oral and writen communication skits, and comprehension of fine details ofa selectod reading,[ACS WASC Vsting Commitee Report + Wrt-On Two Minute Edit Wrte-On" is similar to Think and Connect, but students instead ‘wile a complete answer to a given comprehension question. Write-On also provide teachers with feedback similar to Tink and Connect + FastTrack Phonics is @ component caried out in the Reading Roots classes, which are Comprised of students who read and comprehend atthe fist grade level. Each day begins ‘with instruction that develops phonies and phonemic-awareness sil + Fluency tests measure a students’ abiltyto read with feeling, smoothness, and accuracy at the grade appropriate target rate. Both are assessed formally and informally. Language Arts \With Wing Wings, formative assessments incude revision guides, two mhute edits, Fanguage mechanics and craft lesson quick checks. This program uses te wrthg process ‘motel in whien students are abi to share teir wring wit thelr peers. 3. The school should continue to connect with parents and families trom various cultural ‘communifes fo assist in alleviating communication barriers between the home and school, ‘withthe goal of having all parents become active facilitators oftheir child's learing. To adress citical area 3, the Success for All (SFA) Read and Respond home reading program wes implemented to encourage family involvement. This progran provided ‘pporunites for students to practice reading, increase fluency, build comprehension, and develop aloe forreading. In addition teachers notty parents when thelr childs straggling wih ‘academies, behavior and socal emotional progress. For those students continuing fo stuggle ‘despite interventions thay are referredto @ Child Study Team whose responsibility Is tofolow Up wih programmatic adustments. I warranted, the child may be referred for futher special education assessment. “To resognize student achievement, the WHALES of the Month awards ceremony recognizes students for achieving the schoolwide leamer outcomes, Parents are invited to atend the ceremony o jon in their cis recognition. PPositve Behavir Intervention and Support, a proacve framework or approach for assisting ‘school personne in adopting and organizing evidence-based behavioral interventions that enhance positive academic and social behavioral i practiced. ‘TamES's English as @ Second Language teachers continue to hold parent workshops which ‘ate conducted nthe evening. Also Parent Faruly Community Outreach Progra, a federally funded propram was created to suppor teachers when communicating wth parens or famillos of atrick students ‘The creation of a TamES website has provided parents, students, andthe community with an ‘oppertunity for input and provides a means of feedback on school issues. 4. The school should continue to utlize professional learning communities fo support the ‘professional learning of faculty and staff who provide instruction, as well as further erica! ‘Gialogue about improving the quality of student learning outcomes, through on-going [attention to the processes of curriculum, instruction, and assessment. ‘Toencourage patcpation n professional development activites, the faculty and staff both[ACS WASC Vsting Commitee Report Tames and LBJES were combined in faculty and PLC mestings. This encouraged collaboration and vertical aculation between the two schools. Also, faculty and staff were afforded the opportunty to attend professional development activites in Common Core, instructional strategies, data analysis, distict level expectations, Power Schoo), lesson plan ‘design, and school safety. Partcipans of these trainings were then tasked wih providing In ‘sence training tothe remaining faculty and staf. “The schoo through fs Action Plan incorporated the 4 cial areas of focus and continues to ‘monitor theic progress through a variety of svategies, ‘Chapter Il: Self Study Process "© Include a copy ofthe schoolwide learner outcomes. Tams schoolwide learner outcomes include the following: WellMannored Individuals vio: + Display appropriate behavior and are accountable for their actions. + Interact effectively in groupe, Highly Responsible Chizens who: ‘+ Demonstrate respect for themselves, others and the community. ‘+ Understand and appreciate diverse culture, tradtons and value. ‘Academic Achiovers wo: ‘+ Stive for excellence in their academic studies, + Seek solutions to problems effectively. ‘+ Assume leadership roles. Life-Long Leamers who: ‘Set goals and work toward their accomplishment ‘+ Apply leemed knowledge and ski o real-ife situations + Anticipate change and adjust to new experiences, + Achieve balance in their everyday lives. Effective Communicators who: * Speak, read, and write in various forms of expression. + LUsten reflectively and critically to al points of view. ‘+ Make informed decisions. ‘Service-Minded Individuals who: ‘Demonstrate an understanding of, respect for and responsibly for environmental and ‘global issues. ‘+ Are motivated to make a pesive difference ‘+ Recognize the interdependence of all people. ‘Wingy serve others. ‘© Comment on the school's sel-study process with respect to the outcomes ofthe slf-tudy. 1. The involvement and collaboration of al staff and other stakeholders to support student achievement 10[ACS WASC Vising Committe Report 2. The clarification and measurement of what al students should know, understand, and be able te do through schoolwide leamor outcomes and academic standards, 3. The analysis of data about students and student achievement {4 The assessment ofthe entre school program and its impact on student lari to the schoolwide learner outcomes, academic standards, and ACS WASC cit ‘5. The alignment of «long-range action plan tothe schoo's areas of need; the capacty to Implement and monitor the accomplishment of the plan inlation “Teachers, staff parents, administration and community members were involvedin the analysis of data, assessing student needs, and the development of the schoo action Blan o address the focus on learning process. “The Leadership Team met to share the progress of each Focus and Home Group throughout the process. These meetings encouraged discussions regarding schoolwide citicalleamer needs and provided each team wth opportunites orefect on athe data and, responses made thus far to address ctical leerner needs. “The team then looked further into the issues within the schoo!’ contrl to ensure decision ‘making that had a postive impact on student progress. Itwas determined that fectrs that femerged from analysis of the school communiy profile include: low socio-economic status, ‘versely affecting student academic achievement, lack of avaible resources to students {and parents outside of school the percentage of pafents who dd not complete high school, fand the large number of familles wth no income. Based onthe result of tis analysis, the leadership team decided to ensure recognition of students thal were also succeeding innon- ‘academic areas. ‘As @ result of continued data analysis and dialogue during professional develorment ‘opportunites, leadershio meetings, PLCs and faculty meetings, te folowing Citcal earner Needs were Wentiied: 1) Maximize Student Performance in Academics 2) Maximize Student-Centered Environments. “The schoo! is committed to reaching students’ potential in both the cognitive and affective domains and has identified them as folows: Critical Leamer Need #1: Maximize Student Performance In Academics - Maximize the ffieciveness of a clear, consistent, and systematic leaming plan to support the needs ofall learners. + How does the school use data to maximize student performance in CCS? “+ What systems are in place forthe school to monitor student performance in CCSS? + What support structures end interventions are needed to improve student academic performance forall students? ‘+ How can the school strengthen student & staf awareness in using technology appropriately? ‘+ Inadtion to Marzano's Research-based Instructional Strategies (Schoo!s non-neyotiables), ‘what other strategies oF infewentons are needed i meet tne needs uf wll students? + How does the school use data to maximize student performance in CCSS?[ACS WASC Ving Commitioe Report + Ctitical Learner Need #2: Maximize Student-Centered Environments Maximize the ffecveness ofa clear, consistent, and systematic plan which identifies student interests & talents to support potential '+ What resources are needed to improve the use of student interest inventories? + How effective asthe steps taken to ensure that students have a smoother tansiton ftom grade to grade and connection trom school to home? ‘+ How effective isthe process which TamES uses to enable teachers to communicate effectively ‘and analyze dala on student performance, concems, expectations, and succestes? ‘+ What system sin place to ident, monitor, and assess student-connectedness to theirlearring and SLOs? + Towhat extent are teachers meeting the needs of students by identying their potential? Its evident thatthe stakeholders at TamES devoted a great deal of ime reviewing the schoot's program in relaion to the schoolwide leamer outcomes, tothe standards and to the WASC Eritra. The self study process was aligned tothe development and implementation of the ‘School improvement plan, The WASC erteria indicators and prompts were used asthe staring point of discussions regarding the various programs offered to the students The alignment of along range action plan to the school's areas of need was evientin the self study documen. The focus and home groups analyzed the areas of strength andweakness and Identified major areas for growth as reflected in tir schoohwide action plan, The goals areas follows: Goal 1: Increase etudent achievernent in Math as measured in the District Wide Assessment ‘and Quarterly Assessments, Goat Increase student achievement in ELA as measured in the District Wide and Quarterly ‘Assessments Goal 3: Increase student partcpation in co-curicular (cognitive domain) & extra-curiclar {affective domain) activities Chapter IV: Quality of the School's Program Part A: What Curontly Exists ‘Based on the self study and visiting committe findings, for each criterion Inthe fllowing categories: Organization for Student Learning ‘Curiculum, instruction, and Assessment ‘Support for Student Personal and Academic Growth Resource Management and Development pom Pa[AOS WASC Visting Commitee Resort + Summarize an analysis of what currently exets and ts impact on student leaning. = Highlight areas of strength (any) = Highlight the key lesues it any) = Listimportant evidence about student learning from the sol-study and the vil that supports these strengths and Key tssues CATEGORY A. ORGANIZATION FOR STUDENT LEARNING. ‘A. School Purpose Criterion Tovwhat extent has the schoo! exabsshed clear vision and missin (purpose) hat fic! he bests and Plosophy ofthe nsttuton? Towhat exerts the purpose dened further by adopted schoolwide learner outcomes that fom the basis of the educational program forever stud? INDICATORE: Use the foloningincaors as a guide to ensure alkeysapecta of he cterion are addressed. ‘Al any atonal ellecions besed an the erteron. Beliefs and Philosophy: The witlon mission and vision (purpose) reflects the beefs and philosophy the school ands constuency, Purpose, Schoolwide Leamer Outcomes, and Profile Data: The studerucommunity profile date has Impacted the development ofthe sahoae sion and mission and schoolwide leaner outcomes. Involvement ofA The schoolnas a process fr invohng representatives ofthe entre school conmuntyin 1 developrenUefinemest of he mission, viton, and sehoowide learner outcomes, Consistency of Purpose, Schoolwide Learner Outcomes, and Program: Thee isa trong degiee of Consistency tetwoen the sched! purpose, the schooMide leamer outcomes, andthe schoo progr, ‘Communication about Vision Mission, and Schoolwide Learner Outcomes: The school has me=sto pubtze te vision, mission, and schocluie leamercucomes tothe sudens, parents and ther members ot {he stool commun, ‘Regular Review/Revision: Th schoo has a process for regular reviewhovision of th schoo purpose and {he schoolwide leamer ousomee baeed on curert and flure leamer needs and. cher leealigibattendsiconations ‘TamES' writen mission ie algned with the beliefs and philosophy ofthe school and is constituents, and supports tte GDOE Vision and Mission, Throughout the school, students, ‘Staff, and faculty display appropriate behaviors and have been held accountable for ther actions, Every member of Tamuning Elementary Schoo! works to learn about the many diverse cues, values and the interdependence of al people. Students are able to intoract effectively in groups land demonstrate an understanding of other cultures ane their responsibilty for environmental land global issues. To ensure that the ESLRs were understood by everyone, particularly the Students, the school kept tem simple and clea, defined and demonstrated, and embedded into lessons and into the school day. Developing students to become globally competent and responsible citizens is being addressed vith the school environment TamES wit be revisiting is mission statement and SLOs beginning SY2015-2016 and the studerilcommunty profile dita and current educational research wil be significant factors, The ‘school has a process for involving representatives of the entre school community in the ‘developmeniitefnement ol te mission, vison, and schoohide lamer outcomes. Thraugha vrety of surveys and evaluations fom students, parents, faculty, staff and community members, TanES ensures stakeholders are involved. The school has maintained consistency in including SLO® into ‘content areas va lesson plans. Students engage in identifying the SLOs addressed within lestons.‘ACS WASC Vsting Commitee Report ‘SLOs have been utiized in determining ciizenship grades. The implementation ofthe Positive Behavier Intervention and Supports (PBIS) lessons and acthites are aligned withthe schoot's mission and SLOs, The mission and SLO’s ae publicizedin student planners, month newsletters, Offical choo letters and memoranda, school website faculy handbooks, im lassrooms and recited {during ofa school functions. The Continuous Cycle of Improvement (Plan-ImplementMonitor-Evaluate) s the established Process which TamES' schoo! leadership uses to reviewrevise the school purpose and the Schoolwide lamer outcomes based on curent and future leamer needs and ether localgicbal ‘tends/conditions. Iti evident TamES' mission statement and current SLOs are a direct result of ‘he student leamer neecs atthe ime. The GDOE Guiding Principles, Guam Education Board Goals, and Five DistctLavel Expectations further substantiate that the current process is based on curren and future leamer needs. ‘AZ, Governance Criteon ‘To what exert does the governing authority adoot poles which are consistent wih the school purpose: ‘and support the achiever che expected schoovide lasing resus forthe ezhoo? To what extent does the governing autorty detgate implementation ofthese poles to he professional sat? To what extent does the geverning authority monterresuts? INDICATORS: Use the olewing indicators asa gue to ene ‘Ad any adional etechons based onthe ertsion key aspects ofthe crteron are adresse, Cloar Policies ané Procedures: There ae clear polis and procedures with regard to the selecion compostion, and specific cuties of he govering anon) retraining of Potential Board Members: nvisle who seek board membership or are beng considered ‘28 appointees by the board wil have some form of raining inthe principles and skits essen fo ‘ecvenoss of he tchoolboar Relationship of Policies: The governing author’ poles are directly connected tothe schoo von, mmission, and schoowie laamar outcomes, Involvement of Governing Authority: The govering authory i involved inthe regular review nd ‘efnement othe schoo! purpose and learning resus, The governing author utes a vay of sahogies to ‘emai current researcbased knowlege about efecive schools ‘School Community Understanding: The school community understands the goveming authori’ le. Relationship to Professional Staff. There i clear understanding sbout the relationship between the ‘overring autotty and the responsbilies ofthe professional staf, The goveming authory constants ‘cons 0 policy mating and sratege planning, whe sheng the adn station otmplament ts decsion, Board's EvahationMontoring Procedures: Theis cary ofthe valuation and monitoring procedures ari out by the goveming boars, including the review of student performance, overall chool programs rd operations, andthe sal hel ofthe schoo! Compiaint and Conflict Resolution Procedures: The estabiched goveming boardlschoo's compat ‘and confit esoiton procedures as they aply othe schoo stakhalder ae elective Evaluation Procedures: The goveming authorty caries cu clay defined evaluation procedures. Evaluation of Governing Authoty: Ther is a process fer eveusting the governing author, The Guam Code Annointed (COA), clearly states the pules atl provedures reganting me selection, composition and specifi duties of the Guam Education Board (GEB). The Guam Elucation Board (EB) consists of elected and appointed members responsible for all poles and “‘ACS WASC Vising Commitee Report procedures regarding tte Guam Department of Education. “The Board shall have the authosy to Selegate such of its powers as may deem appropriate, but shall retain the utimate responsibilty forthe exerise of ta pavers "Given thatthe law establishes the training be prepared and offered by he Universi of Guam, an accredited institution, ts reasonable to condude tht the training is fective. As stated in Subsection 3102.1 of Tie 17 GCA, Chapter 3, "Each newiy elected or ‘appointed board member shall complete during the ist year ofthat member's firs term a training program, to be prepared and offered by the University of Guam and the Department of Education, Fegarding the eklls and knowledge necessary to serve as a local school bard member, which is Ate effective considering they serve as GDOE's governing body” The GES members actvely Daticpate in the Natloral Association of State Boards of Education's Annual Conference Board Policy 401, Studont Dress Code, rectly impacts students! sense of belonging and school bride wich leads themto meeting the indicators ofthe SLOs. The GDOE onine pois regarding ‘Scceptable use, interme eaety, along with updating technology and supporting online instruction Provide suppor forthe school. has also established a computer network at TamES, offering Internet access for students and employees. The process forthe involvement ofthe governing authonty inthe regular review and refinement of the school's purpose is highly effective as itis ‘mandated through Public Law 26-26. ‘When parents receive he Parent Student Handbook they acknowledge polcies and procedures by signing the Parent-Student Handbook Contractual Agreement. The purpose of the handbook sto revise information to all stakeholders ofthe governing authority’ role end school polices and procedures, When parents do not understand the governing authors rolear school policies due to language bariers. TanES works with school community members (schoo! employees, Outreach Program Social Workers, other students, etc...) to communicate necessary information ‘Adherence to Guam Lews, GES Policies, Government of Guam Personnel ules and Regulations, fand GDOE/TamES Standard Operating Procedures, are Indications that there is a cleat Understanding about te relatonship between GES and the professional staf, Theresponsbites of the staff and how that understanding is developed and maintained, is visible through annual ‘employee evaluations. The evaluation and monitoring procedures carted out by the governing board including the review of student performance, overall school programs and operaton, andthe fiscal health of the school is clearly defined by law. GDOE’s Personnel Services Division is ‘responsible for overseeing/administering agency personnel rules and regulations including ‘complaint and confit resokiton procedures as they apply to the schools stakeholders. In ‘cordance with SGCA section 43202, a requirement of an annual review ofthe Superintendent's performance Is condicted by the governing authority. The degree to which the evaluation procedures are carried out ls deliberate and structured. Although a formal process for evaluating fhe governing authonly does net exst due in pat tothe hybrid nature of the GEB (consisting of ‘lected and appointec members), 17 GCA Chapter 3, § $102.5 exists to effectuate the removal of members. AS. School Leadership Caron “Townat extent dos teschoo leadership make decision to facitate actions that focus the energies the {choot on student achevement ofthe expect schoolwidalaaring resus? ‘Towhat exert does te schoo! leadership empower the staf?” ‘Towhat evil dons thesshoollaadershp encourage carmtment parcipaon tnd shared acountaily or ‘Rodent ieaning? INDICATORS: Use the following Indicators as a guide to ensure al key aspects ofthe criterion are addressed. Add any aidtional reflections based on the crtrion. 6‘ACS WASC Visting Committee Report Defined Responsibilities, Practices, etc. The school has administrator and acuty writen poies, chars, and handbooks that define responsbliies, operational practices, deckion-naking processes, and felatonshipe of leadership and sta Existing Structures: The school tas exsting stucture fo internal communication, planing and esoving ‘ferences, Involvement of Staff The schol leadership as processes and procedure for involving san shred ‘msponeoity, colaboratve sities and actone and accourabiy fo focus ongoing mprovement on {eaching ond lseming that suppers stadont faming Evaluation of Existing Processes: The schoo! leadership reguarly reviews the existing processes to determine the degree stich actons of te leadership and sta fecuves on successful student learning ‘The administrators and faculty adhere tothe written polices, organizational charts and standard ‘operating process, reflecting a clear understanding. The administrator also provides regular Updates and reminders to teacners during monthly faculty meetings, as well as an open door poly for teachers to clanty any conceme, so that ll are operating in compliance, The administrator responsible for irtroducing the new revised Professional Teacher Evaluation Plan (PTEP) took great lengths to eqlan to faculty the evaluation process. Meetings with teachers in a smaller group setting were conducted, to ensure complete understanding for a successful inital implementation during the 2014-15 school year. “The existing structures fr intemal communication, planing and resolving differences are present and effective. At the schoo! level, a dally routine is clearly stated in the faculty handbook. Each employee has access to electronic communication through an assigned GDOE emall which further ‘Supports the intemal communicetons structure. A poicyhas been created for teachers to meetith ‘he adminitrator upon requed to ensure timeliness of resolving issues and concerns that ice. Communication is effective through a signin sheet in the office that documents the purpose of planning, communicating, andor resahing diferences. Communications via email are effecve in planning and sending outinfornation. Agendas are also given in advance fr upcoming faculty and ‘Stat meetings to allow for reviaw and preparation of questions or comments as needed. Monthy Professional Learing Communities that nvalve a grade level or a mix of grade levels are in pace ‘encouraging horizontal and veweal communication, PTEP Pre-conferences ae apace eartyn the school year o allow planning and clear communication wth administrators. The Grievance Process, {s avalable when Issues between faculy/staft and the administration cannot be resolved atthe school level (lowest lev). “Through the regular use of the Principal's Professional Development Planner, the leadership team sets in place the process and procedures for involving staffacut in shared responsibilty, ‘actions and accountability to support student learning which are Fighl effective. Components of ‘The Principa's Development lanner include: Professional Development (PO) Topic, Needs Statement, Acion Steps/Actvtes, Required Resources, Dato, Beginning & Ending Te, Venue, and Evaluation or Measures. ‘This process has proven tobe highly productive based on stafacuity responses on PD evaluations or learning logs. The school leadership resiructured ‘committees and focus groupsto promote a sense of shared responsbilty among all stafifaculy “The school leadership regulary reviews and updates the existing process to determine the ‘degree to which actions of the leadership and stalfs focus on successful student leaming. The ‘Continuous Cycle of improvement (Plan-implement Monitor Evaluate isthe process which ‘TamES' school leadership ullzes. Leadership meetings ae hel forthe purpose of Keniiying ‘successful areas and those that need fo be improved. Chaipersons and administration‘ACS WASC Visting Committee Report chairpersons return to collabora with thelr teams on issues ranging from lesson planning and data analysis, to sharing of best practices, The dialogue and feodback othe issues discussed ‘rectly impact the school leadership in maklng decisions focused on successful student. learning M4, Staff Citerion ‘Towhat extent ae the schoo! leadership and staff qualified for thor assigned rosponsbiliies? To what extent ae the schon! leadership and staf commited othe schools purpose? Total exten do the school leadership and staf engage n ongoing profesional development that promotes stunt teeming? INDICATORS: Use the folowingindcators as aguideto ‘Aad any adonal elections based on the eieron. sur allkey aspects ofthe crteron are adessed Employment Policies/Practices: The schoo has clear employment poieslractces related to qualification requirements of tf Qualifications of Staff The school reviews all information regarding staff background, taining and reparation, Maximum Use of Staff Expertise: The school has @ process to assign safl members and provide appropriate clenaton for al assignments, including onin instruction and specialized programs so that the expertise of he satt members maxmized in relaonfompact on qty scent earning, Defining and Understanding Prectices/Relationships: The schoo! has clear administrator and facuty writen poe, chars, and handbooks that deine responsbitis, operational practices, decision-making ‘rocestes, and relationships of leasershp ard staf. Staff Actions/Accountabilty to Support Leaming: The schoo evaluates the efecveness fhe processes and procedures fr involving staffin shared responsBilly,actons, and accounlably fo support student Tearing toughout al programs. “is includes an evaluation ofthe collegial svategies used to implement Innovatons and encourage improement, such as shadowng, coaching, obsenation, mentorng, group ‘resents. ‘Suppor of Professional Development: The school etecvely supports professional evelopmentearing \withtme, personel, matral, and cal resources to facial ll stugens achieving the academic elandarde and the schoowide eames outcomes. ‘Supervision and Evaluation: The school implements effective supervision and evaluation procedies in ‘ert promote professional roth of eat. Measurable Effect of Professional Development: Theco are fective operating processes that deterring the measurabe effect of professional davelopment, coaching and mentoring on student pearance The Department of Education's employment poiclesipracces related to qualifcationstattory Fequicoments of sta forall programs are set forth in The Department of Education Personnel Rules ‘8 Regulations (Chapter 4 ~ Poles in the 904 Series). The employment polices and practices are Clear, a all acutes, staf, and administrators are qualified forthe positons they occupy based on the DOE Board Posies on cerifications and appointments. The school leadership and staff are ‘qualified for their assigned responsibities, are committed tothe schoo's purpose and engage in “ongoing professional developrent that promotes studentleaming. Tamuning Elementary esclitely ‘acheres to GDOE's procedures in the rules and regulations, to ensure qualification upon ll staff ‘members nl programs and per their assigned duties and responsibilties, thus providing quality student learing, 7[ACS WASC Vising Committee Report ‘TamES' teachers are required to participate inthe varius professional development programs, workshops and conferences to enhance their knowledge in current educational research and Practices. Any facully and staff member not performing satisfactonly may be placed on a Professional Plan of Development (PPD), where they will ceive sunport and mentorship to Increase thelc work skis and performance. Substitute teachers must, ata minimum, have a high ‘school diploma or GED. Upon recruitment, they must attend zn orientation and training on lesson, planning and classroom management, held by the Personnel Services Division. As required. the support staff, custodians and clerks, hold a High Schoo! Diploma ora General Education Diploma (GED). They are afforded the opportunity to participate in trainings or workshops as needed or as, required, ‘GDOE has an effective process to assign staff members ando provide appropriate ofientation for allassignments based on the needs ofthe various schools. The hring process is conducive to fling ‘vacant postions within the depariment. All applicants must demonstrate the correct certtiction and ‘specialization 2s well as meeting all quafication requrements'o be considered for employment ith the GDOE. Facultyis assigned based on certifcation. ‘School staff i hired for specific postions, while the support staff employees are assigned tothe areas of need as Identified by the school based on ther qualifications and taining, ‘TamES has clear administrator and faculty witten polices, charts, and handbooks that define ‘esponsbilties, operational practices, decision-making processes, and relationships of leadership ‘and aff, The administrator empowers faculty and staffin shared responsibly for al aspects ofthe ‘school by traning staf Time, personnel, material, and fiscal resources avaiable to support [rofessional development and leering have grown substataly since the last full self-study in 'SY2008-2009. GDOE traditionally incorporated two ful pressional development days into the ‘school calendar each school ear. For SY2014-2015, GDOE expanded the numberof professional {development opportunities by implementing eight half-days in addon to the two fulPD days. These PD sessions are closely tied to the unique needs ofthe school. GDOE's suppor of professional ‘development and leaming has been exceptional in TamES'foclitating the academic standards and the schooividelearer cutcomes ofall stidents. The reviced PTEP ie the mast current procedure established by GDOE and implemented tis school year or rstrucional staff Without being able to actualy determine the effectiveness, the intent sto suppor arofessional growth of teacher in all ‘teas, All teachers willbe evaluated using the Guam Teacrer Professional Standards. For the 2014-16 school yer, the standards agreed by both faculty and the administrator fr evaluations ars ‘Standard 2: Instucion and Standard §: Leaning. Comminites, The use of technology has, Increased andmuch raining is avaliable to teachers, adminisvator, and staff, Some examples re. Gateway to Technology online training, PowerSchool, PoverTeacher Gradebook, Promethean Board Use, Ready Resuts, AIMSWeb, Schoolwide Information Systems (SWIS), and Muni. ‘As discussed earlier, the Continual Cyele of Improvement isthe process that TamES uses to determine the measurable effect of professional development andleaming. Through the guidance _and support of our School Leadership and Curiclum Coordinator, TamE:S provides meaningfl and ‘relevant professional development that focuses wn bulking the efecives oF the teachers to {ecitate and deiver meaningful instruction, utize the Marzano non-negotiable teaching erategis, ‘CITW, andthe analysis of data to address the learning neods of al Ieamers. Teachers earn fom {and share wih each other through vertical and horizontal team collaboration, seasoned teachers ‘coaching new teachers, and room with a view classroom observations. Peer observations have ‘begun and wil continue, to allow for teachers to demonstrate and team ftom each athe. Home ‘groups meet fo discuss the implementation of teaching strategies and the fomms of assessments. 8‘ACS WASC Viking Commitee Report “Teachers dialogue with each other about what works and what does not work fer improving student ‘achievement, AS, School Environment Celterion Towhat extn does the schoothave sale, heathy rutrngendcnmenthat rect the schoots purpose? ‘To what extant isthe ectool environment characterized by a respect for diffeonces, trust, caring, professionaliem, suppor, and high expectations foreach student? INDICATORS. Use the flowing Incicatos as a gide fo ensue allay aspects ofthe cteron ar adaressed, Add any addonalrfecions based onthe cmtorion. Caring, Concern, High Expectations: The school demonstrates caring, concem, anchigh expectations for Starts an envronmenthat honors Idviual and cuturalaferences ‘Student Self-Esteem: The schoo esters student selector though high expectations foreach student and ‘recognition of successes [Mutual Respect and Communication: Mutua respect an effective communicator among and between ta student, and pared is evo “Teacher Support and Encouragement: Ther is alvel of support and encouragementforteacherstuse Innovative approaches io erhance student learning Sefe, Clean, and Orderly Environment: The schoolhas existing poe, rguations and uses ts resources {orenaute a safe, clean, ard erry pace that nurtures learning, including mtemetstey ‘TamES demonstrates their commitment toa safe, heathy, nurturing environment by employing a numberof programs designed o cary forward this message. For example, Eig Brother and Big ‘Sister programs provide nurturing mentors to students. ther efforts such asthe Ant-Bulying Ral, Speling Bee, anc Math Olympiad futher demonstrate their commitmett to creating and ‘maintaining the ideal ervronment for students “To gauge the level of success of these programs, TamES conducted a survey of parents last school year, The aim was fo discem the impact these programs had on the school environment. Survey fndings indicate that TamES achieved a high level of postive feedback from paren. To establish a record and preserve continuity, survey results are maintained and footnoted inthe Committee Program Binders “Tames fosters student sel-esteem by communicating high expectations to fe students through ‘a riumber of actives and programs, For example, GO Whales, WHALES Tikets, A and B Honor Rolls, and WHALES of the Month are designed to foster student se-esteem whereby ‘students ate recognized for participation and achiavement. Students are also recognized via the ‘TamES newsletter in vhich students are listed for thelr outstanding work ‘TamES supports the goals of Mutual Respect and Communication among and between staf, students and parents trough Parent/Teacher conferences, The Monthly Whale Newsiotr EIS Parent Awareness Workshop, SPED Parent Workshops, and School-Parent Activites ‘events, To track the success of these efforts surveys of parents were conducted during last ‘school year. These surveys indicate a bigh level of parent satisfaction along with feeings of inclusion within the sctool community. ‘Survey responses and other supporting evidence are Keptin the Parent-Teachar ‘Communication Logs and the Student Planner Parent Sign-in Sheets, This information is Important as a means 2 identifying and continuing successtul aspects of the programs over time ‘and through changes it facuity and administrative staf 18‘ACE WASC Vising Commitee Report TemES monitors and promotes teacher support and encouragement by inctng teachers to use Innovative approaches designed to enhance student learning, Ae part of ths effor, TamES, teachers were asked to reflect on questons provided to them regarding non-negotiable sirategies. The teache's were asked to determine whether of nota particular strategy is effective in achieving the desired resut Teacher feedback is recorded in the Teacher Reflection and Leaming Logs. These are records from teachers who provided thet perspectives about thelr approaches to student leaming thus preserving valuable insight and providing encouragement to teachers who see their work serve 2 a basis for future innovation, ‘TamS promotes a sae, clean, and orderly environment by promulgating and pririting Schoo! [Board policies. Exampies of spocic policies include: BP 379 ~ Education Technology Use, BP 401 ~ Uniform Policy, BP 408 ~ Student CellPhone Use on Campus, BP 409 ~ Prevention and Intervention againet Haracemont. and BP 473.” Chigron’s Internet Protection Act TameS ‘makes their intention dear through a proactive stance in clearly delineating the reason for and ‘adherence to speci policies designed to achieve the desired school envionment goals, ‘Adalionally, TamES cartes out DOE Emergency Response Drils and Homeland Secutly Policy ‘wth regard to quarding ageinst general emergencies, bomb threats, yphoon procedures, and ‘other safety protocols. In a survey conducted last school year, TamiES received high approval ating for hei approech toward safe, clean, and orderly campus. These practices clearly ‘demonstrate that TamES places the highest prorty onthe entire school eommunity with regard to the goals of establishing and maintaining an environment of safety, cleanness, and order [AS Reporting Student Progress Criterion “To what extant do the 800 leadership and sta regu assess student progress lowardaccamplhinghe schoolwide lamer oueames? “Towhat extend the 800 leadership ad sta eport student rogresstothe resto the school communtiy? INDICATORS: Use he slowing inccators as 2 gude to ensure alley aspects othe creron ae aderessed ‘Add any adsttonalrefecions based onthe eerion. Reporting Student Progress: There ae effecive processes to keep the beard and parents informed about ‘student progress toware achieving the academic standards and the achoohde lee mer culcorcs Monitoring of Student Growth; The school has an effective system tomonter al students progress award ‘meeing the academe dandards and scnoolwice leaner outooras ‘Modifications Based on Assessment Results: The school uses assessment esuts toma changesin the shoal program, professional development actives, and resource alosaions aemonstangaresite-diven continuous process. ‘TamES uses a numberof vehictes to report student progress. Then reporting is divided into ‘sections which convey information tothe folowing: 1” Tam informs GEB about student achievement —_TamES informs teachers about student achievement Tams informs students and parents about student achievement Inthe school communty subgroups listed above, TamES offers a more talored report ‘breakdown for each category. For example, the report which informs GEB wil inckide an Anna 20ACE WASC Viking Conmitce Report School Report Card and Annual SAT 10 Awards. Other repoting subcategories include Dally Feedback, Students Sel-Assessments, Weekly Reporting onthe Parent Portal, Parent Teacher Meetings, and Quarterly and Mid-quarteryrepors, each of which may have varying degrees of relevance tothe subgroups, ‘As with all significant data, a more detailed analysis ofthe information and reporting provided by amES inthe above sections ls maintained atthe GDOE Website, Progress Repots & Report Cards, and the TamES Newsletter ioray. ‘To montor stent growth, Tam’ has developed a system which is comprehensive in tracking Al students a8 they strive fo meet academic standards end SLOs. The progress of ll students is monitored from tha beginning ofthe school year in order to determine benchmark results, Other {actors ate also taken info considerations regarding student progress some of which include ESL land AtRisk student, Also monitored are special needs students as they progress toward ‘eetng their IEP Goole. Information is reported also for students in the GATE program and is, ‘monitored by the GATE teachers, ‘TamES uses assessment results to affect changes within the schoo! program. professional development actives, and resource allocation with the goal of maintaining a results driven process that preserves continuly “TamES has adopted a proactive approach toward making correct and needed modifications ‘based on ther analyes of assessment results via a Horizontal Team (Grede Support Program). ‘This process focuses on several points, for example: i. Analysis of te assessment: What are the salient points gleaned fom this assessment? fi, How may we use this information for fature discussion and planning? li, What challenges cid we face? jy. Whatare the possible solutions to these challenges? V. How wil we move forward and improve our program? “TamES concludes that the effort put forth to make modifications based on results has been uccessfulin lowing them the means to reflect on assessment data, determine the cause of ‘any shortcomings in the reports, and to make sound recommendations for modifications based ‘on supporting evidence gathered throughout the school year. Detaled information regarding te {sessment and recommended modifications fs racked via monthly and quarterly reports, a8 well as AtRisk Narratives, and periodic Webinars, [AT, School Improvement Process Criterion ‘Towhat extent does the school leadership facitate shoal mprevement which driven by plans of acon at Wo ennanes quay leaming forall students? ‘Fe wnat extent does the school leadership have schoo community support and inyaiverent? ‘Towhal extent dose te school leadership sfectvaly guide the wark ofthe schol? 7G what evtent does the schoo leadership prvde for ancounabay tough monitoring of the schoolwide acon plan? INDICATORS: Use the folowing inccaors a a guide to ensure alley aspects ofthe eterna addressed. ‘dd any adona etecons bated on the ertron. Brood-based and Collaborative: The schoots planning procoss is broad-based, colsboraive and has Conmimont ofthe stakeholders, nluing the ia students, and parents Fa‘ACS WASC Visting Comitioe Report Schoo! Plan Correlated to StudantLearning: The schools acton plan's drecty correlated othe analysis of stent acievret dala abo cea len nen, choo lame cores, nd araderc ‘Systems Alignment: Within the schol there is evidence of systoms afgnment in areas suchas profesional 902k, eacher evaluaton, ad stale planning forthe purpose of ongoing school prover Correlation between All Resources, Schoolwide Learner Outcomes, and Plan: There is corelation between atocaton of timelfecalpesonnelmateal resources and the implementation, moniorng. and ‘accomplching ofthe schoehide scion pan, TamES states that they strive to ensure the above goals are achieved at satisfactory evels. This effort comes in the form of prometing opportunities throughout the school year to promote leadership as wel as quality plarning for ak students Include, Teacher training, monthly PO and faculty meetings, and SPED /ES. consultations and home group meetings all serve to create ‘and continue broad-based and collaborative Involvement ofall choo stakeholder, ‘Opportunites which encourage parent involvement and collaboration include parenteacher ‘rientation, PTO meetings, and communiy events to name a few. TamES slates that student inyolvementis encouraged via student councl surveys, student interviews, and student input on matters concerning planning, ‘TamS maintains supporting evidence forthe above naive through Home Group Binders, Focus Group Binders, and PTO Attendance sheets. As with other programs and goal setting ‘ctv, Keeping a record to ensure continuity makes the most of avalable resources and ‘Quards against repeated erocs, Reviews ofthe detailed information mainisned inthe supporting volumes, along wth he factors ‘surounding each effort, may be valuable in dentiying speciic approaches which are successful ‘within the TamES environment For example, level of school community participation in scheduled planning events, demographic cross section representation, and type and sample ze for suveys, may be key n determining how to become more effective in achieving his goal How does the school ensure tht the analyses of student achievement of he crtal learner ‘needs, schoolwide leamer outcomes, and academic standards are incorporated ito the plan ‘and impacts the development, inplementation and monitoring ofthe plan? TamES relies on the Continuous Cycle of Improvement which ensures the analyses conducted across these parameters are conducted and reported accurately, TamES further states that these analyses are incorporated inta the development and monitoring ofthe pan Through the Cycle, emphasis and focus is placed on students, data, and SLOs as progress is made from one ‘stage to the next. TamES provides a rubric and graphic depiction of the Continuous Cyole of Improvement offering further detail to their process as they work through the plan and arrive at the desired goals.‘ACS WASC Vistng Commitee Report ‘Areas of Strength for Organization for Student Learning Category that need to be addressed to.ensure quality education for all students: 1. The schoo's principals visible on the school campus throughout the school day fominimize concecns and has an open door policy that encourages teachers, staff, and parents to visit her should the need arse. 2. The actions ofthe schoots leadership team guide the energies ofthe school to ‘enhance student performance and the schools student-centered ewvronment. 3, The echoot's administaton and faculty have established good working relatonships wih ther community partners to support the mission and school ‘wide leamer outcomes 44. The mission and SLOs are used by students, teachers, and paren to enhance the focus and development of the school's programs. The SLOs are an integ part inthe planning and evaluating of student academic performance and Srengthening of the school’s student-centered environment, 5, The implementation of PBIS helps motivate students and improve morale and seltesteem Key issues for Organization for Student Learning that need tobe addressed to ensure quality, ‘education forall students: 1, TamES recognizes the need to revisit the schoo! mission and SLCs so that they are measurable and allow stakeholders to monitor student progress towards achieving the SLOs. CATEGCRY B. CURRICULUM, INSTRUCTION, AND ASSESSMENT Bt, What Suonts Learn Criterion “Townat exten des he schoo provis a challenging, coherent anrlovantcurcuum foreach student that {us tho cehoot's purpose and resus in student achievement othe schoolwide eameraucomes tough successfulcomplaton of any course of study oered? INDICATORS: Us the folowing inccators a8 a guide to ensure ake aspects ofthe crtoon are adcressod ‘Ads any abitonalrefecions based onthe erteron. ‘Current Educational Research and Thinking: The comprchensive and sequential documsnted curicuum is Mode as needed. to adfess curent educstona research and. thinkhg cher relevant ‘tematioralinatenalcommunty Issues and the needs of al students a[ACS WASC Vsting Committe Report ‘Academie Standards for Each Area The school provides a comprehensive and sequential documented ‘iriclum that ls aricates within end ecross grade level forthe improvement of programs esming, and teaching CCongruence: There is congruenes between the actual concepts and sll taught the academic standards, fn he schooWide leamer outcomes Student Work — Engagement in Learning: Tho choot examination of representative semples of stent ‘work and snapshots of student engagement in learning demonstrates te Implomentaton of a standards- DDared curieulum and te echoolwieteamer outomes, Accessibility ofall Students to Curiculum: A gorau, relevant, and coherent curiulum 0 allatsents is ‘Secessbleto l students through allcousselprograms offered. The school examines the demographics anc Shuston of todos thoughout the clas ofecngs. The sehoa's ncructional pracices and other actiies facinate access and success frat students ‘Acceptable Student Achievement: The school demonstrates accopabl student learning ofthe academic ‘Sandards andthe schoowide loam outcomes tough dered perfomance indicators, Integration among Disciplines: There is ntegraton among dsctines atthe schoo! and, applicable integration of cutsoureed curioaum ino the program fr which Cureular Integy, riabiy and security is mamianes CCuricular Review, Revision, and Evaluation: The school assesses its curiculum review, evasion, and ‘evlew processes foreach progam area, Ineuding graduation requirements, credts, grading plies, nd Fomowesk poly regarding fe mpact hese processeson proving challenging, coherent and eevant Creu fora stasores Collaborative Work: The administrators ad teschers use various colaborative statgies to examine urreuum design and studert work i ode to refine lessons, uns, andlor courses ‘Accessiblity of all Students to Curiulum;Alstusens have accessby toa challenging, eleva. and ‘coherent criti, Policies — Rigorous, Relevant, Coherent Curiculum: The school assesses the curiulim ands igor, Felovency, and covereney ater examination of polcies regarding course completion, cedts, grading ples, Homework, use of technology [Aicultion and Follow-up Studies: The echo) conducts student folow-up studies hat provid insight to {he electives of henson to prepare students fo pursing further education, extern he work orce, ‘cmosting thar personal goals, Upto date and current educational research based programs are effective in maintaining a ‘meaningful curculum that benefits all students at TameS. GDOE has adopted the Common ‘Core State Standards (CCS) that meets national and intemational benchmarks for SY 2012 — 2018 wih the release ofthe GDOE standards. The 2014 - 2015 marks the fst year that TamES fas fly implementing CCSS. In addition, the school uses some components ofthe Success for [Al(SFA) and grade levels regularly have scheduled PLC meetings. Teachers and staf atfend ‘workshops and wralning throughout the year that provides them wath the skis needed to ‘Successfully implement standards based intructon in their classroom. ‘Key non-negotiable raining strategies used are found in MeCREL's "Classroom Instction That Works” (CITW). Strategies include seting objectives and providing feedback, reiforing effot ‘and providing praise, cooperative learing, cues, questions and advanced organizers, non- linguistic representation, summarizing and note taking, homework and practi, identifying silanes and differences, generating and testing hypothesis 'SFAs stil used af a eupplement to CCSS and teachers folow the Robert Siavin mode! of “The ‘Cycle of Effective struction” which has twenty years of cooperative leaming research behind i 2‘AOS WASC Visting Commitee Report “Through the Executive Summary ofthe GDOE K-12 Content al academic standards are defined forall subject areas, ‘The facly, tough monthly faculty, PLC, PD day meetings, are provide opportunities to share data, strategis, make adjustments to instruction and SLOS to assist all students in successful resching and meeting these requirements. Congruency between concepts and skils taught and the standards students are tested on is Integrated into the curiculum. Thiswas accomplished through the algnment and adoption of Standards Based Assessment and ACT Aspire. ACT Aspire let he school monitor thelr student success insuring they are college and career ready from grade 3 to ealy high school. Data is Scaffold so deficiencies in studert progress can be identified and corrected. The GDOE is ‘currently creating a standard based assessment to monitor students In grades 1 to 3in reading, language arts, math, social studies and science. SSLO’s are imbedded and integratedinto the curiculum. Teachers are expected to include and students able to demonstrate the 8.0's in class lessons, In a school created eurvey 26 out of 28 teachers reported their students can say which SLO is being addressed and 25 out of 28, teachers stated that they integrate SLOs into thelr lessons. Administration visits classes to valdate that tis being done with fide. All students are provided access to rigorous, relevant and coherent curiculum. Because ofthe demographics, the TamES staf is aware that issues will occur. Differentiation and CTW ‘Component 1 strategies data shows students are leaming despite ther demographics. During Inetnictions ELL and special needs students have modifications made to ther requirements GATE students have a more rigoraus curiclum, Staring inthe 3 quarter of SY 20'4- 2015 gracing willbe weighted. For grades 2 and 4 all ‘subject areas and for grades 3 and 5 ony the core subjects wil be weighted. The home groups ‘and PLCs created proficiency scales fr prioviized standards, ‘Acceptable student grating on academic standards and SLO performance indleators may be ‘adjusted and realigned after the COSS is fully implemented and student data collected. ‘The school has moved ftom isolated content teaching to instructions across content areas. ELA, cauriculum maps in social studies and science, andthe shiftin teaching math skils and applying the math problem solving process io other content areas are some examples, “The Cycle of improvement is used to monitor the effectiveness of all schoo! programs. AIMS ‘Web Benchmark results, classroom data, student profie, ESL reports, and frequent assessments deny student neecs then appropriate programs and accommodations can be provided. For all atvsk stugents ASPIRE as well as accommodations and modifications from homeroom or peers ae avaliable, ELL atisk students can have consultatve services provided by the ESL program teacher. Al stisk students are monitored quarterly and an At-Risk Narrative is submit tothe administrator or cumculum coordinate. Special needs students have accommodations established through thei IEP. They are ‘monitored through their regular clessroom or special education teacher onthe Sped Progress Report which is examined monty. Students with BMP are also montored through data calection thats analyzed monthly \When teachers have academic, social or behavioral concems on a student they submit a Chik Student Team (CST) packet. Parent(s) are notified. GATE student progress is montored bythe 2%‘ACS WASC Visting Commitee Report GATE teacher. Effective September 11, 2014 TamES created Vertical Teams. These teams consisted of teachers from each grade level and support program. Teams identfied cucular gaps so skis students would need to succeed were protlized. Math Consensus Maps were discussed. Sone {ake away from these mestings are teachers abily to see the connection between some ofthe standards toughout the grade leves, sharing ofthese standards with other grade levels, and Planning so all grades are teaching to a proficient level, Meeting planning tine is writen inthe TamES calendar forthe school year. They colaboratvely examined curieulum, instructional unt, lessons, and developed common formatvelsummative assessment. Some questions asked are: What do we want each studert tolearn? How wil we know when each student has leaned i? How wil we respond when a ‘Student experiences lffcuy in leaming? By working colaborativly and wih peers end grade levels they hold themselves accountable as educators for school improvement and student sezes. Times aso devoid to cuss Bi eas or Esental Questor led in CDOE uriculum Maps. CCuriculum revision at Tame is regulated through BP 327 that requires participation at al levels © DOE. Input fom parents, leacher, administrator, and students on curriculum matter are allowed. ( ) ‘Atoulaton with feeder schoc's LBJES (grades kindergarten and 1) and Jose Rios Middle ‘School are well estabished, Grade 1 students from LEJES pariclpate in fel trips to TamESto ‘see the campus and meet the grade 2 teachers. The grade 1 GATE students from LBJES also latend some classes conducted by he TamES GATE teacher. Theres vertical articulation between the grade 1 and grade 2 teachers. Gade 5 students participate ina similar feld tip to Jose Rios Middle School. This opportuniy provide students with the ality to orient themselves tothe campus and environment, teaches, ‘curricular and extra-curricular actives, rules and regulation, and also to meet their prospecti¢e ‘counselors. For student wit special needs, a ansiional meeting is held with bot the ‘elementary and midaie school teachers to discuss each student's plan. These students then Spend afew days at the mide schoo! with ther teacher pio othe new school year staring B2, How Students Learn Criterion To what extent does the professional stl use cevearch-based knowledge about teaching and learn? “Towhat extent dos the professional sta detignandimplament avery of aming experiences that aciehy Siyaye stains ot nl eel of lng costo ine sono purpoes ane Fenoowde amer ‘acomes? INDICATORS: Use th folowing indicators as aguideto ensure llkey aspects othe crteon se adestod ‘Ad any atonal elections based on the cretion Research based Knowledge: The adinistators and teachers ws a vary of approaches to emai cue {nrovearch bated professional nowtodge and appiy the knowledge fo trprove caching and learn. Al Sudents regardless of background and abaly are actwalyInvaved fhe losing Wat is based ot the ‘schootide leame outcomes snd academic standards,ACS WASC Viking Comme Report Planning Processes: The planning processes, incusing th use of female assestment resus, focus on the ongapement ofa student actvy at ahigh evel fearing consistent wath the academe standards and schoolwee leaner outcomes Professional Collaboration: Administrators and teachers use various colaboratve strategie to examine cuiclr design and student wor o improve earning ad teaching, including demenstaing ileal heking, problem sling krowedge and appoabon, This woud nce examples ote selcton ote nstructonal Spprcaches batedon the learring pupose(s) decred. Professional Development: The school uses ongoing proessionsl developmento enhance the cursculum and improve leamng and teaching Challenging and Varied instructional Stratgies: The teachers srengthon student understanding and _chloveront of neleaning outcomes tough house of arey ofnsructora aatogies hat re elated ‘on the basis of the learning purposes) and effectively engage students at a high lve of fearing, Ths includes the ington of musimedi and echnalogy a operon ‘Technologial In-agration: Teachors systematically integrate techrlogy wehin the achool 20 that al students develop «wide range of technologial sls, Evidence of Results based upon Challenging Learning Experiences: Students working and ther work omonsvate cri and create inking, probien soln, knowlege atfanment, nd applcaion sli ‘Student Understanding of Leeming Expectations: The students row the standardslexpected performance oval for each area of sty. Student Perceptions: The students understand the axpectd level performance based on the standards and the schoolwide learner cucomes. Though intevews and dialogue with eluents tha epreset the choo populations the sche! learns abouthe sudens perceptions of tr leaming experiences, neudng lal spocalized programs suchas cotogelcareer readiness and oninenetveton regarding te oppor or teacher-stident meracton fo reduce solaton and encourage skal Wansterance, ‘Student Needs: Teschers adress student needs hvough the Instructional spproaches used Student Use of Resources: Students use resources fr learning beyond the ina of he textbook such a8 ‘elec use of eclaboratve actives, echnoiogy,Iranimedia resources and community resoutces. Teachers and administrators from both TamES and LBJES have attended a variety of GDOE sponsored training and workshops. Sessions are to make teachers aware of current instructional content being taught and methodology. Both schools also provide adatonal ttalning at their school during faculty meetings, hai'day, and PLCs. Topies cover nearly all ‘aspect of school from leadership, data analysis, COSS, technology, testng, specil education |ssues, core content presentation, etc. Tralning acivitis is to ensire all school stakeholders remain curent on researched based professional development 20 are beter prepared to apply this knowledge. Using the Continuous Cycle of Improvement TamES teams work collaboratively to create CFA for each grade level and align the CFAS to consensus maps, Those mape show the sklls and ‘assessment schedule for the quarter. Pre-test are given atthe start ofeach quarter and tis baseline score is used to measure and adjust dassroom instructions, with scores monitored ‘hroughout the quarter then yearly. Future professional development and vaining are determined by analyzing student data test results, and classrooms concems. ‘Administrator ard teachers have many opportunities to collaborate on strategies and student learning. TamES hes planned fecuity meetings, PLCs, PO days, focus group and vertical tam ‘meetings, IEPs, ESL/Sped consutations, pelpost conferences and teacher training across Subject, stanaais, and assessments, Using the PIEP grow plan the administrator and teacher agree on what should be job included. Evidence can be seen in classroom observations, review of lesson plan, student work eample, portfolio, and classroom records, ‘Student work semples reflect the application of Criical Thinking, problem soWing, and ”ACS WASC Vieting Commitee Repot knowledge. “The schoo utlizes Creating the Environment for Leaming low chart and Blooms-Marzano Hybrid Taxonomy Skil Level Chart to measure depth of knowiedge. TamES measures some ‘Components of field ripe with the standards being addressed, lesson objective and overview and insttuctonal strategies being shared. ‘The administator can interview different students after the Field trp sing higher order thinking skis Technology is being used more often to integrate and plan lessons in the classrooms, Besides ducational programs onthe internet multi-media projectors, document viewers, mobile fab, and promethaan boards are used fo expose the students tothe various use of technology tis Sxpanding and enhancing the study of content areas, TamES and LEJES, starting in February 2015 have baen granted @ three year subscription to BrainPOP and BrainPOP J. Fecused instruction on the GDOE Content Standards and Indicator, the CCSS, and SLOs the ron-negoiable strategies used by teacher allow students to demonstrate criteal and creative {inking through joumal wring, creating narrave stores, and discussion in cooperative groups. ‘Student work samples and projects alow students to express ther creaivly ona topic based con teacher set teria. Oral presentation let's students demonstrate their abil to bring their knowledge about a subject if, ‘Students are provided with abectves thet gives a clear understanding of expected learning. When seting objectives and providing feedback, teachers utlize the recommendation ofthe CCITW framework, Leatning objectives are specific but not restive. Communicate the learning ‘blectves fo student and parents. Connect the lerring objectives to previous and future fearing. Engage students in sting personal learning objectives. When providing feedback teachers address what Is correct and elaborates on what the students need to do next. This feedback must also meet student needs in a timely basis. In the Student Perception Survey, administered in May 2014, a total of $20 students’ resuts ‘were postive, For"! feel wellmanner because” the lowest disagree’ was 14% for Ihave Choices in what eam. Three ofthe 10 choices had a rating of 96%. For"l feel highly fesponsible because the highest disagree were 14% for'My teacher listens to my ideas, and ‘Sma good student: Highest percentage or ‘Agree’ was 99% for “My teacher Isa good teacher. “Zuwey indicated student-teacher nleraction is igh enlectve and srong. Students understand the expected level of SLO performances, but have a diferent perspective on how they were trested by other students. For SY 2013 ~ 2014 170 students were refered for ciscipinary reasons with a high of41 students referred in October. For SY 2014 ~ 2015 from August to February only 14 students were refered wih a high of 9 students in January ‘TamES teachers use a varity of teaching strategie to meet the needs of al their students ‘They incorporate whole and small group insituctons, Romegenous grouping, direct instruction, cooperative earning, modeling, guided practice, ESL, At Risk Narratives, ABA, and aiscrete tal teaching (OTT). Technology is helping student to expand beyond the textbooks. Mobile aptop tats, interacve lesson using mull-media, promethean boards, and on-ine research using the {ntemet are curently being ulized at Tames. 2[ACS WASC Visting Committee Report 53, How Assessment Is Used Criterion Towhat extents teacher and student use of assessment fequent and integrated ino the teachingleaing process? Towhat extent arethe assessment eauts the basis for measurement a each student's progres toward the SchooWvde lamer odeames and academic standards? ‘Towhat extentis the assessment resus the bass or regular evaluation modticaton, and provement of ‘Sicuum and inswoctonalapprosched? To what exent are the azsestment results the bai forthe allocation of resources? INDICATORS. Use the fotowing indicators as a guide o ensure alley aspects othe citeron are adresse, ‘Add any actionl reflectors based on the ertaon, Appropriate Assessment Svatogies: The teachers regulary use appropriate assessment strategies to ‘measure student progress ward scaring understanding of speci body f knowledge 0 sil, such a8 trea thnking and communication skis; examples of assessment statgiesmeclude essays, porto, individual or group projects, ests, ‘asi for Determination of Performance Levele: Tho school caf hae determined the base upon which students” grades and ther gravth and perermance levels are determined and use that iformation 1a Strengther high achievement of al students Demonstration of Student Achievement: A range of examples of student work and chor assessments demonsvate student acheverient of the academe standards andthe srachldeleaer outcomes eiing those with special needs. Correlation: The teachers coreate assessment fo schoolide learner outcomes, academic standat ‘ouree competences and instustionl approaches used. Modification Decisions based on Assessment Data: Actossrent data collctodandanayzad and used to make changes and decsions about eurculum, instruction, professional development actives, and resource alocaton. Teachars mosily and revise the cursculm and incon result of stent fssessmen, both collect and nd Student Feedback: Studer feadback's an mpocant part of mentoring student progress over te basedon the schoolwide learner cutzmes andthe curr objectives. Teacter Monitoring: Teacers montor student progress over me and ue student eedback as arproprite {e determine whether cours objecves and slandards have been et ‘Appropriate assessment strategies measuring student progress in acquiring knowledge or skit {are done by using both formative and summative assessments. The teachers gather information dally through test quizzes, student responses, dialogue, and student work. Thi information ls sed to make informed decisions for student in need of assistance. During PLC meetings teachers colaborate to siandardize their assessments. Consensus Maps schedules what sil needs to be assessed ard by when, ‘SY 2014 2016 willbe the first yar the GDOE wil use the AIMSWeb as an interim assessment {or iteracy and math, sta wil assist the schoo in identifying at-risk and other students who are inneed of further insiucione, SY 2014 ~ 2075 isthe fret year GDOE wil use the Guam ‘Standard-Based Assessment a locally created test for grade 2 student that wil measure ELA, ‘math, social studies and science. The GDOE wil also use the ACT ASPIRE as a Common Core ‘Summative Assessmentfor students in grades 3.4 and § in ELA and math ‘Tames is using a standard grading system, but this will change when they use a weighted 2‘ACS WASC Visting Committee Report ‘grading aystem. They are in the intial phase of creating a Proficiency Scale fr prictzed math Standards, ‘Student works evaluated throuah class work, homework, projects, journals, portfolos, and ‘tou posteriwork. Teachers collaborate to ldentty academic standards and SLOs needed to ‘ply fo student work using a rubric and grading score. Inline with the GDOE move towards CCIAI Tame’ and LBJES also recognize the importance of connecting and are reevaluating its Current assessment practices. Teachers are quits effecive in analyzing assessment data to ‘make changes and decisions in curiculum, instruction and professional development activities. Many spent time withthe DI and SFA reform programs wath standardized school-wise deta ‘colection. Through PLCS the school processes and use those acquired skis to process data ‘drven decision-making ‘Studentinput and feedback when monitoring progress overtime fs based on the SLOs and ‘standards. This s done through formative assessment, student interviews, student surveys, ‘essays and class discussion. information gathered informs the teacher regarding student Interest, levels of learning and potential need for change in instructions. Student feedback is viewed as authentic data. TamES uses the Continuous Cycle of improvement to monitor ‘student progress over ime isa practical and suitable, This process enables teacrers to {determine ith instucions and student learning have been met ‘Areas of Strength for Curriculum, Instruction, and Assessment Catogory that need to bbe addressed to ensure quality education for all students: 1, Allteachers and staff attended workshops and traning on CCSS and other research based instructional and assesment practoes, 2 The facuity through monthly faculty, PD days, PLC, etc, meetings have screduled times throughout the year to share data strategies, make adjustments to instruction, develop ‘commen formative and summative assessments, ‘3. Using the Continuous Cycle of Improvement and Curiculum, Instruction, Assessment. ‘and Intervention (CIA) model n planing to continuously monitor student needs. AIMS ‘Web wil assist in monitoring student progress three time per year. 4. A\joint administrative team (principaassistant principal) for TamES and LBJES ‘supported the Vertical Teams concept which consisted of grade level teachers and, ‘Suppor staf for both schools. Key Issues for Curriculum, Instruction, and Assessment that need to be addressed to ‘ensure quality education forall students: 1. The school needs to ensure that the new report card is given careful oversight ints design to ensure that a ange of all student achievement data is taken into consideration. C. SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH Cl. Student Connectedness Criterion[ACS WASC Vieting Commitee Report ‘To what extent are students connected toa eytem of support services, actives and opportunities athe ‘choo and wil the commun thal meet he chalenges ofthe curicdarleo-curiculr program tore to sthieve the schoolnde leaner autcomes? INDICATORS. Use the folowing indicators asa guide fo ensure allkey aspects ofthe erteron sre addressed. ‘Add any aibonalrefecsons based on the cieron. ‘Adequate Personalized Support The echooihas avaiable adequate services, cling referral serves, to ‘upport a studenten uch areas as heath, caver and personal counseling, and academic assistance School Support Systems: The schoo coordinates a estam of suppor serves that provides formaxnam ecvoness, incucng the processes for nloretion and reer. ‘Strategies Used for Student GrowtDevelopment.Saleges are used by the school eadership anda {odevalop personalized approaches toleaning and alemateinsrutional options whch allow access to and progress in the rigorous standards-based curscuum Examples of svaleges clude. ve of tocher Irvelvement wih a students, corsa tat promotes ineusion, processes or eguar review of sident fand schookide profes, and processes and procedures for inferveiions that address retention end ‘ediecton. Support Services and Learning: The school leadership and staff ensure thal the support senices and feated aces havea drectrelaionship to student invehement in earning, &.. within and oui the fasscoom, for all students Co-Curricular Activities’ Schoo! leadership and staff nk curseular and o-curcularactviias to the lcademe tlandards and schoolwide leamer eutcomes. Student involvement In CurlcularfCo-Curicular Actives: The school hs an offecive process for reader evaluating the lavel of stent volvement in eurculaice-curcuar aces and student vse of Stppor services. Stident Perceptions: The schoo i aware ofthe stosent view of student suppot series through such ‘oproaches a8 neriewing and dlogung wth tudent representatives of the school population ‘The students at TamES are connected toa system of support services, actives and ‘opportunities at the school and within the community that meet the challenges of the curicular or ‘co-curricular program in order to achieve the schoolwide leamer outcomes. TamES provides ‘many effecve on-site student support services in areas such as health, career and personal Counseling and academic assistance, (\e,, ASPIRE afterschool tutoring, n-schoo! turing, BIS, GATE, ESL, special education services, including speech, school heath services, ‘outreach services). Suppor services from community agencies are also availabe (Le Department of Mental Health & Substance Abuse (Chid-Adolescent Division), | Famagu'on, Big Brothers and Big Sisters, and the Department of Youth Affairs (DYA). These services, along ‘wth parental suppor, have resulted in Improved student behavior. ‘The Schoo! Health Counselor (SHCINurse) provides on-site health cae, including the rmontoring of students who need dally medications, the completion of referral forms (vision and hhoarng referrals, dental, and immunizations), and conducting Body Mass Index assessments, ‘The School Guidance Counselor (SGH/Counselor) develops a postive school climate that fosters the academic. socal, and emational wel-being of all students. The SGC coordinates and faciitates all Chd Study Team (CST) mestngs. This eam meets to suppor the needs of ‘students wth academic, socal, andlor behavioral concems. Interventions inthe classroom and ‘other programs, such as ASPIRE afterschool tloring program are considered prior to evaluation referral. In addlion, teaching assistants (TAs) provide one-to-one tutoring during schoo! hours ‘with identified students and monitor their progress and provide feedbackto the homeroom, teacher. “The SGC along witha team of representatives for each grade level, implement Posttve Behavior Intervention and Supports (PBIS)trroughout the school year. PEIS assembles emphasize the three Schoolwide Rules: 1-e Safe, 2-8e Respectful and 3-Be Responsile. Through the a‘ACS WASC Visting Commitee Report [explementaton of PEIS along wth ater student services, there was a significant improvement inthe number of ofc disciline referals during 2013-2014, ‘Strategies used in the classrooms and beyond focuses on personalizing the approaches to earring and alterative instructional options. This allows access to and progress inthe rigorous ‘standard based curiculum, ASPIRE is an example of how a varity of satogies Is used Cutside the classroon, including a varity of formative assessments, thal support personalized approaches to learning inthe classroom. There is a further need to reach out to students who {378 atvisk and are urable to altend the program, due fo transportation issues. ‘The school leadership and staff ensure that the support services and related activites have a icect relationship to student involveentin leaming ae evidenced by the many community projets, events, cess such as Red Ribbon Week, The Breast Cancer Awareness Wave, land Special Olympics. Student success Is also celebrated inal classrooms through postive ‘evarde and incentives, eluding GO WHALES Attendance Tracker Rewards, postve teacher Phone cals o eters to parents. Schoolwide recognition is also given throughout the year Ineluding recognition of WHALES of the Month students during the PBIS assembly for each atade level ‘Co-curieuar actives forall students are linked othe academic standards and SLOs through the Common Core Siate Standards (adopted by GDOE) and GDOE's K-12 Content Standards and Performance Indicators. In addon, lesson plans integrate academic standards with SLOs and are evaluated by means of SLO rubies. Examples of co-curicular activities include: student council (STU-CO), school performances (Christmas Program, Chamorro Month rogram, Talent Shew), mock tal, Speling Bee compettions, Geography Bee, and Math Oympiad. ‘A process of evalsting co-curicular and extacuricuar activities has been implemented and Includes input fom stakeholders, This process, abgned with the Continuous Cycle of, Improvement, has proven effective, ‘Students are connected to system of suppor services, actives and opportunities atthe ‘school and within th community that meat the challanges ofthe cumcular and co-curicular ‘rogram In order to achieve the schoolwide leamer outcomes. May 2014 survey results indicate thal 0% tarot agree rch Rad accesso a vary of fescue to hp tachi ‘Athough students are provided with activites and opportunites atthe schoo! and within the community that meet the challenges ofthe curicular and co-curicular programs, there is a need to continue these efforts, But to do so intentionally to maximize student-centored environments 2, ParentGommunity Involvement Criterion To what exent does the school leadership employ a wie range of sbateles to ensure thal parental and community wolvemensitgral to the schoots established suppor syst for suderts? INDICATORS: Use te folowing inscators asa gudeto eneurealley aspects ofthe citron are addressed. ‘Add ay additional rfecions based on the ereron Regular Parent tnvcvement: The school implements strategies and processes for the regular Involvement of parents and the community, including bang active partners in the loamingteaching ‘process forall programs, The school nvotves non-English speaking parents andor online p Use of Community Resources: The achool uses community resources to support stadents sich ae (professional services, business partnerships, speakars tc. ParentiCommunty and Student Actiovement: The school enewres that the parents and school “community understnd student achievement ofthe academic sandardslschootwideleamar outcomes, ‘through the curcuarico-curcular program.‘ACS WASC Vising Commitee Revort “Towhat exten does te sciod leadership employ @ wide range of svateyis to ensure that parertal and community involvements integral tothe Schoots established suppor system for students? INDICATORS: Use th following indicators as a guide to ensure allkey aspects ofthe terion are ‘addressed. Add any adaltonal elections based on the criterion, Regular Parent involvement: The school implements strategies and processes forthe regular involvement of parents and the community, including being active parnersin the learningiteactng process frall programs. The school involves non-English speaking parents and/or online parents, Use of Community Resources: The school uses community resources to suppor students such as. professional services, business partnerships, speakers, etc Patent/Community and Student Achievement: The school ensures thatthe parents and school community understand student achievement of the academic standards/schooWide leamer ‘outcomes through the cuicult/eo-curcular program. ‘The strateges and processes that TamES uses forthe regular involvement of parents andthe community are satistaciory as shown by the data provided. A survey conducted in May of 2014, reflects that 81% of parents agree tha they receive information they need about the schoots Programs. Parents ae invtedto observe and volunteer inthe classroom. In addtion, TamES parents and teachers ae invelved in monthly PTO meetings, The PTO coordinates the Annual ‘School Cemivals and other events and actvties that involve families to support the schoo! fund raising needs and to celebrate student successes, Parents also attend and support schoolwide activities which include: Open House, Parent ‘Orientaton Oay, Parent-Teacher Conferences, Awards’ Days (Perfect Atendance, Clizenship ‘Awards, Ciasstcom Awards, WHALES of the Month, and SAT10 Awards, End ofthe Year ‘Academic Awards, Speling Eee, Math Olympiad, Student Council, Science Fair, Chamber of ‘Commerce Chor Contest. Festival of Trees Omament Contest, PBIS Parent Workshops, ESL Program Parent Workshops, WAVE Club actvties!fierips, Special Olympic Games, Science Fair, Student Council Sponscred Activites, fel tips. ‘The Parent Family Communty Outreach Program (PFCOP) provides TamES and families wth ‘adequate suppor in meeting he varied needs of students, PECOP assists the school when teachers have difficulty contacting parents or families. ‘variety of ways to communcate with parents and the community are used at Tames. Thess include writen notices, in person meetings and interactions, online correspondence, BrainPoptBrainPop J, and the PFCOP (Outreach Program) Social Workers. The school acknowletiges the importance of active parent involvement. However, due to community emoaraphics. heres a need t lace mere emphasis on enhancing siden certered “TamES faculty and administators continuously and effectively collaborate with community ‘businesses to provide students various resources and services. Examples Include: Working with Bank of Guam in teaching etudents how to save money, receiving donations from Cost-U-Less for school supplies; partnerirg withthe Tamuning Mayor's Office to maintain the school grounds ‘and provides logistical suppor: and using Newspapers in Education (NIE) to promote student ‘awareness, Furher, Tam provides educational experiences outside ofthe classroom for ‘students with businessesiorganizations such as: Guam Underwater World, Kmart Department Stove, Payless Supermarkets, Guam Regal Cinemas, Guam Fisheye Marine Park, The Cushing Zoo and others. 2[ACS WASC Visting Commitee Report Professional servis that are contracted by GDOE include: Outsourcing of Cafeteria services, photocopying services, custodial services, technology maintenance, and air condoning fmantenance. These contracts have enetted TamES by increasing the level of eficiency through the incksion of preventive maintenance measures, providing stably othe fearing ‘environment. Perens are informed about student achievement and the SLOs through the student planner, \Wookiy reporting on Parent Portal PowerSchool, monthly assemblies, monthly newsletters, ‘quarterly and mi¢-quarter progress reports, awards ceremonies: SAT 10 and End of he Year ‘Awards, TamES uses a varsty of strategies to involve the commun to provide suppor for Curricular and co-curicular programs such as working withthe Bank of Guam in teaching ‘students how to save money, recehving donations from Cost-U-Less for school supplies ‘coordinating withthe Tamuning Fire Station to host a Santa Claus visit; actively participating in ‘Guam Public Schools Week events’ and using Newspapers in Education (NIE) 1 promote student awareness. PAIS incentives have had a posive impact onthe focus on learning fr students at Tames. However, there's a need to further maximize student-centored environments independent of parent suppos or involvement ‘Areas of Strength for Support for Student Personal and Academic Growth Category (if any) that need to be addressed to ensure quality education for all students: 1. A variety of extra-curicuar actives, clubs and events allows al students to feel a pat of the school community. 2. Parents have multiple avenues to monitor ther chie’s progress and keep informed of school evens, 3, Tames has a multitude of serves and actvtis to suppot student growth and achievement 4. Collaboration withthe community organizations and agencies supports student's personal and academic growh Key Issues for Support for Student Personal and Academic Growth Category (if any) that need to be addressed to ensure quality education for all students: 1, Continue efforts that maximize student-centered environments by linking students to ‘specie actives and programs based on strengths and interest 2. Continue to foster a sense of belonging by stengthening student connectedness tothe school environment. D, _ RESOURCE MANAGEMENT AND DEVELOPMENT 01. Resources Criterion ‘Towhat extent are the resources available tothe school suficient to sustain the school program and cffocvely used to cary out the schools purpose and student achievement of the schooide (earner ouscomes?[ACS WASC Visting Commitee Report INDICATORS: Use the folowing ndicators as a guide o ensure alley aspects ofthe citron are addressed. Add any additional rflections based on the crtron, ‘Allocation Decisions: There aelaionship between the decisions aboutresource allocations, the school's vision, mission and student achevement of the schoolwide learner outcomes and the ‘academic standards. The school leadership and staff are involved In the resource allocation Secisions Practices: The schoo! develops an annul budget, has an annual aut, and tallies conducts {qualty business and accounting practices, including protections against mishandling ofinsttutonal funds Facilities: The schoo! facitissare adequate, safe, functional, and well-maintained and suppor the schoofs mission, desired leaning goals, and educational program, Instructional Materials and Equipment The polices and procedures for acquiring and maintaining adequate instructional materials and equipment, such as textbooks, other printed mater, udio- ‘visual, suppor technology, manipulatives, and laboratory materials are effective. Wel-Qualified Staff; Resources are avaiable to enable the hiring, nurturing, and ongoing Professional development of a well-qualified staff forall programs such as online instruction and callegetcareer. Resources are alocated to support the ericalleamer needs, SLOs, and academic standards within each fiscal year, Consideration is given to both GDOE's Vision and Mission statement, as well as, tothe GEB's § Goals. A proposed budget adheres to the guidelines set by Public Law (L) 28-45, and the 14 Points of Adequate Pubic Education. Before submiting the proposed budget to the GEB, budget presentations are held to alow stakeholders an opportunity to review the proposal and provide input, Fiscal resources are allocated on the bas's of student ‘enrollment by the dstict office wth unding appropriations made by the Guam Legislature, The majority ofthe annual budget avarded to Tames Is allocated toward the salaries and benefits of employees, ‘A few years ago, ARRA funding was used forthe purchasing of instructional supplies, matells “andlor equipment, for each teacrer. Each teacher received a laptop for classroom use, TamES, \was also given tree (3) mobile abs, three (8) Elms, siteen (16) multmedia projectors and ‘our (6) Promethean Boards to support student achievement inthe classroom. (ther funds contribute tothe resource funding for Tams. For example, Public Library Resource Fund is used exclusively to purchase leaming resources and technology for publ ‘schoo brries and the Parent~eachers Organization (PTO) raises funds for student resources dented by school needs and ty grade levels. ‘Overal the process fr alocatny resources is comprehensive; however, there is @ need to ‘continue the pursuit of other avenues of funding. An example isthe recent addon of BrainPOP- ‘and BrainPOP, Jr. where Tam ES was able to secure funcing for three years schoolwide, ‘There are policies, procedures, and practices in place to ensure the safeguarding of assets, compliance with polices, laws, nd procedures, accomplishing stated goals and objectives, feliable information and records, and efferent and effective organizations. There fs an effecive {and consistent process for developing an annual budget, conducting an annual audit, and ‘conducting quality business anc accounting practices, which prevents mishandling of Instiutonal funds. ‘When TamES prepares an annzal budget, the school adheres to guidlines set by Public Law (PL) 28-45 and the 14 Points of Adequate Public Education and considers the following aspects. ‘The majoty ofthe TamES' anrval budge funds the salaries and benefits of employees. The 38[ACS WASC Vstirg Committe Report ‘school audited by the intemal Auditors Office regularly. This audt enforces quality business and accounting practices that protects against the mishandling of insttutonal unds. Also federal funds are audited annualy by the USDOE. “To ensure protectons against mishandling of insttutional funds, The Managers Intemal Central Program follows the Guam Standard Operation Procedures (SOP), Every sctodl year, the school administrator and staff are trained to ensure thatthe school is in compiance with policies land procedures, These practoss are Used to provide the safeguarding of scrool assets, ‘malntain compliance with policies, laws, and procedures, accomplish states goals and ‘objectives, effectively and efficiently maintain relable records and information “Through he American Recovery and Reinvestment Act of 2008's State Fiscal Stabilization Fund (ARRA-SESE), GOOE implemented a new, stalo-of the-art financial menagenent system, Munis Financial Sofware Solulons. This elecronic system should promote greater efficiency and ‘accountabllty throughout the school system while fully automating financial and procurement ‘ecords, At the scnool ste, the Administrator and Administrative Assistant (AA) have access to this eystem. The AA uses ito Input procurement and fofow up on procurement requests, GDOE is able to soe and hold ts employees and management accountable for the spending of funds. ‘Most of TamES' facilities are adequate to suppor the schoa's mission, feamer goals and ‘educational programs, slong with the various government and community panes. A major Concer that continues ‘0 be an isu Is the safety and functioning of Tames’ two elevators Which interfere with ADA and FAPE compliance. The two elevators at TamES are curenty not In compliance with ADA andlor FAPE, pending on procurement process. The elevators were last inspected on March 2012. Although the A building elevators working is curenty nat being Used. pending a safety inspection. The elevator in bulding C ls nonfunctional and needs to be repaired {In conjunction with GDOE's Division of Curriculum & Instruction, Property Management Offce, ‘and Financial, Student & Administrave Information Systems (FSAIS), TamES adequately fcquires and maintains instructional materials and equipment, to include ausio-isual technological equipment Each teacher was awarded $500 for instructional supplies from ARRA funding. Other funding from ARRA was divided among Schools, dependent an school enrolment fr the purchase of ‘school supplies and ecuipment. Another grant paved the way for technology in schools through the Gateway fo Success. This grant afforded teachers laptops, Projectors, ELMO projectors, Computer carts and computers for abs. Prometean G0erds and playyrounnd equ were also placed in schoots. “TamES has three (2) computer mobil labs with cars located in the A and C buildings. A classrooms, including the mobil labs and library, have intemet access and adequate wireless ‘apablites, Recently TamES requested and was granted a three (8) year subscription to BrainPOP and BrainPOP. Jr for all grade levels. TamES is unable to evaluate ts effectiveness, althis time, as the sutscrption was inated in February 205. Resources are avaiatle to enable the hiring of qualified staff or personnel which includes {ecuty, office staff, TAs, and school sides for each school under GDOE. The hiring process is ‘guided by board poticies and public laws. ‘TamES administrator and curriculum coordinator ensure the staff receives pertinent updates, ‘raining and the opportunity to give feedback and input. Addltonaly professional development[ACS WASC Vsting Committe Report ‘epportunitiae are avallable though GDOE throughout the school year to enich teachers knowledge in specific areas. Examples of PD that TamiES' staff has paricipated in include: ‘COSS Math, CCSS ELA, CCSS Science, CCSS Social Studies, Alternative Assessments, ‘Autism Awareness and Statogies, PowerTeacher Grade Book, DIBELS, AIMSWEB, CITW, ‘Standards-based and Formative Assessments, Active Inspre Sofware Training, Service LLeaming, and PBIS. Currently the school is moving toward peer observations as another ‘vehicle for professional development Avaliable resources are suficient to sustain the school program and effectively used to carry out “the schools mission, vision andthe achievement of the SLOs, ‘Administrafon is very supportive in the development ofits faculty and staff to become knowledgeable and efficient educators through participation in professional development conducted by the GDOE, ‘The mission and SLOs are used by teachers to organize the focus and development ofthe schools programs fr students. Professional Developments an integral part in the planning land evaluating of student performance in academics and stengthening ofthe schools student- ‘entered environment. D2, Resource Planning Criterion ‘Towhatextent do the governing authority and the school execute responsibleresource planning for the future? INDICATORS: Use the following incicators asa guide to ensure allkey aspects ofthe eterion are ‘addressed, Add any addtional reflecions based onthe cretion, Long-Range Resource Plan: The school has developed and implemented a long-range resource plan. The school has process for regular examination ofthis plan to ensure the continual ‘2valiablity cf appropriate resources that support he schools vision, mission and studentleaming of ‘schoolwide leamer outcomes and academic standards Use of Resoarch and Information: The school uses research and information to form the master resource plan. Involvement of Stakeholders: Stakeholders are involved in the future planning Informing: The governing authoiles and school leaders ae involved i informing the pubic and ‘appropriate governmental authores about the financial needs ofthe organization, Marketing Strategies: The school has marketing strategies to support the implementation ofthe velopment program. ‘The Continsous Cycle of Improvement (Plan-Implement-Monitor-Evaluat) isthe process which ‘TamES' uses for regular examination ofthe long-range resource pian (Annual Budget Digest) to censure the continual avalabiltyof appropriate resources that suppor the schoot's mission and, SLOs, ‘The process is effectuated through the preparation ofthe annual budget. This is a methodical process that involves acquitng faculty and staf input regarding needed resources, followed by |ustifeation and evidence based on data. Once the requests are aquired, Tames" ‘Agminisvator examines and determines how these requests are Inked direct to the school's ‘mission and SLOs. Then, the proposed budgets submitted tothe GEB, via the Superintendent, followed by the submission tothe Legislature Leadership and staff extensively use research and information to form the master resource plan 7[ACS WASC Vieling Commitee Report (Annual Budget Digest). The folowing information is used: PL 28-45, TamES' Annual School artormance Report Card, GEB Goals, GDOE Vision, Mission, and District Expectations, TameS Mission and SLOs, Student Enrolment and Student Paricipation in Support Programs, SATIO Resuits, GDOE Content Standards and Performance inicators, CCSS, as well as accreditation recommendations, Stakeholders include parents, teachers, staf, he Parent Teacher Organization, and community businesses. ‘The governing authors, superintendent, and school leadership are involved in informing the public and appropriate government authorites about the financial needs ofthe orgarizatio. Stakehilders are informed about the schoots needs through: Stakeholders Budget Presentation, Fiscal Year 2016 Budget Stakeholder input, PTO Meetings, School Newsletters, ‘GDOE Media Release, and the GDOE &TamES Websites. ‘The marketing strategies to suppor the implementation ofthe developmental program of TamES are adequate. GDOE and TamES share school and student successes through the meda (\e., Pacific Dally News, Marianas Varity, KUAM News, KGTF Channel 12, Paciic News Center radio broadcasts), the Superintendent's Annual State of Education Address, and TamES' Annual School Performance Report Card, (GDOE and TamES execute responsible resource planning forthe future by incorporating @ long range resource plan using research and infermation that involve stakeholers. ‘Areas of Strength for Resource Management and Development Category that need to be ‘addressed to ensure quality education for all students: 4. Faculy and staff participate in a varity of Professional Development provided by the school and GDOE that supports their vision, mission, SLOs end academic achievement. ‘The increased technological capacity of TamES has greatly improved the support forts teachers and students 3. Internet capabiltes have improved to Include Wi-Fi 2 Key issues for Resource Management and Development Category that need tobe addressed ‘o-ensure quality education for all students: None‘ACS WASC Visiing Commitee Report Part B: Schoolwide Strengths and Critical Areas for Followup Briefly comment about the previously identified schoolwide strengths and critical areas for followup. ‘Schoolwide Areas of Strength: 1, The schoo's leadership and instructional staff has consistently implemented @ ‘continuous cycle of improvement that measures the effecs of the schoo’ programs land services, guides siaff development selection, and modes instruction that has. Feulted in mproved sielent achlavamant and the attainment ofthe standards and SLOs. 2, ‘The schoo! principals visible onthe school campus throughout the schoo! day to minimize concerns and has an open door poly that encourages open dscussions wth teachers, staf, and parents should the need arise 3, The actions ofthe schoo's leadership team guide the energies of the school to enhance student performanee andthe schoo’ student centered environment 4. The schoots administation and faculty have established good working relationships With al stakeholders, collaborating to support the schools mision, SLOs, and student personal and academic growth ‘5. The schoolwide implementation of PBIS encourages improved student behavior, ‘morale, and seesteem, 6. A varity of co-curricular activites, clubs, and evens alow al students to feel apart of the school commun providing parents with multple opportunites to monitor heir chk’ progress as well as school events. 7. The increased technclogical capacity of TamES has greatly improved the support for its teachers and students andthe Installation of Wi-Fi has enhanced the development of the schoo's programs and student learning, Schoolwide Critical Areas for Follow-Up (include who, what, why, and the impact on student learning) 1. The school should revisits mission and SLOs to ensure that they are measurable and allow stakeholders to monitor student progress towards achieving those SLOs, 2. The schoo! should centinue to showcase its celebrations and achievernents with stakeholders and the community. 3. The school needs to ensure that a consistent range of al student achievement data is, taken info consideraton as they refine the report card mati 2ACS WASC Visting Committee Report 4. Uilzing the effective leadership ofthe curent principal, the school should pursue the ‘official merging of TamES and LEVES to create a K-5 school designed o provide continuity &f programs fr al students Chapter V: Schoolwide Action Plan ‘The schoohvide action plan adresses the folowing goals: Goal: Increase student achievement in Math as measured inthe Distrct Wide Assessme and Quartety Assessments Goal 2:_ Increase student achievement in ELA as measured inthe Distict Wide Asseserr and Quarterly Assessments Goal 3:_ increase student participation in co-curicular (cognitive domah) & extra cuticular (tfectve domain) activites ‘These goals were based on specif identifed needs of TamES as determinedby the focus and hhome groups using data and evidence examined inthe Focus on Leaming process, Growth targets foreach goal has been established and are as follows: Goal = Increase student achievement in Math as measured inthe District ‘Wide Assessment and Quarter Assessments SY 2014-5 4A students will maintain or increase thei AIMSWeb M-CAP scores (al, Winter, and Spi Benchmaks) 2) The SY20t4-2018 assessment results for Math Prortzed Standards wil Used as baseline for determining 4) All students wil maintain or increase their AIMSWeb M-CAP scores (Fall, Winter. a ‘Spring Benchmarks), 2) There wil be an increase of students who score proficient or above on Summative a ‘Common Formative Assessments for Math Priortized Standards, '3) There wil be an increase of students who score proficient or above on the District Wi ‘Assessment Math Problem Solving area, ‘sy2016-2017 1) Target percentages wil be revisited and necessary changes wil be made based on a feedbackguidelines provided by GDOE Goal: Increase student achievementin ELA as measured Inthe Dittict Wide Assess ‘and Quarry Assessments sy2014-2015 1) Al'students wil maintain or increase ther AIMSWeb Oral Reading scores (Fal, Winter, ‘and Spring Benchmarks). 2) The S72014-2015 assessment results for ELA Reading Prontized Standards wil be LUsedas baseline for determining "specific target percentage of increase for SY2015-201 8 3) The SY20142018 Distict Wide Assessment Results in the area of Read ‘Comprehension wil be used as baseline data for determining “spedfc target percenta[AGS WASC Vieting Commitee Report Increase for SY2015-2016. $¥2015-2016 3) Allstudents wil maintain or increase thei AIMSWeb OR and MAZE scores (Fal Winter and Spring Benchmarks). 2) There wit bean increase of students who score proficient or above on Summative ghd Common Formative Assessments for ELA Reading Priritzed Standards 3) There wil be an inerease of students who score proficient or above on the Distt ‘ide Assessment Reading Comprehension area sy2016-2017 Priget percentages wil be revisited and necessary changes will be made based on feedbact/guidelines provided by GDOE ‘Goal 3 Increase student participation in co-curricular (cognitive domain) & extra-curicule (affective domain) activites 201 Fr Monthy Discipline Data will remain at under 10 major infracionsiOORs 2} Student perception ofthe overall school ciate wil mprove; SY2014-2015 Student Borcepton survey results wil indicate that 90% or more of students agree wth statements 3) The SY2014-2015 number of co:curicular and extra-curoular opportuni for Sladents to paticipate in wil be used as baseline for determining the “specific target rhumber of inrease for SY2015-2016 syzo1s.2016 $y faruet Monthly Discipine Data wil be revisited and necessary changes willbe made 2} Target percentages willbe revised and necessary changes wil be made 3) Theil “an nerease of co-curricular and extra-curicular opportunites for students: to participate in syzot6.2017 ‘Fagot percentages willbe revisited and necessary changes wil be made 4. Comment on the following school improvement issues: 2. Adequacy of the schoolwide action plan in addressing the identified Critical areas for follow-up Consider these questions: Do the action plan sections address the critical areas for follow-up? B. Willthe action plan steps enhance student learning? , Is the action plan a “user-friendly” schoolwide action plan that has Integrated all major school Initiatives (e.g, technology plan, staff development plan)? |. Is the action plan feasible within existing resources? {s there sufficient commitmentto the action plan, schoolwide and systom wide Existing factors that support school improvement Impediments to school improvement that the schoo! will need to overcome ‘Soundness of the follow-up process that the school intends to use for monitoring the accomplishment of the schoolwide action plan. pee 4AGB WACO Vsting Commitee Report The Visting Committee's concurrence withthe actions plans developed by the school ‘epeesents a validation ofthe general rector ofthe plane being promoted at ie seal, The ‘schools plan of action to increase student achievement in math, norease assessments and achievement in ELA; and increase in student participation in co-cculr actwies to mee! the ‘needs of ll students is pointed in the ght direction, The Visiing Commitee belloves tet lesplementing this pian forthe next three years wal stengthen the school's goal of ghee ‘student achievement and overal schoo! performance. ‘The school's action plan incorporates schoolwide issues and integrates them into the Focus on Learning cttera. To be able to succeed in accomplishing their goal, the school wil need te, ‘ey onthe commitment of ther teachers, staf, administration, parents, and community ‘The established monitoring process to accomplish the schoolwide action plan eppears to meet ‘theleneed. The school has demonstrated thal they are commited to and involved in ongolng Professional development, which fs key to school improvement. There appears to be a cimste ot collaboration and focused direction. The commitment ofa stakeholders to imploment the ‘Schoofs plan of action in necessary to heir success, 2