Self-Study Visiting Committee Report

SELF-STUDY VISITING COMMITTEE REPORT

WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES

FOR

AGUEDA I. JOHNSTON MIDDLE SCHOOL

192 DERO ROAD
Ordot, Guam 96910

Guam Department of Education

March 11-14, 2014

Visiting Committee Members

Geraldine Ichimura, Chairperson
Retired State Administrator

Hawaii State Department of Education

Debra Heyler
FOL Self-Study Coordinator/Teacher

Olomana School, Hawaii

J. Robert Kelley
Director of College Guidance

St. John’s School, Guam

Jean Miyahira
Retired Director of Career Academy

Waipahu HS, Hawaii

Patricia Park
Retired State Assistant Superintendent

Hawaii Department of Education

Chapter I: Student/Community Profile

Agueda I. Johnston Middle School (AIJMS) is located in the central village of Ordot, Guam. AIJMS was established in 1966, originally named George Washington Junior High School (GWJHS) with students from grades seven to nine and served four feeder schools. In 1973, the name was changed to Agueda I. Johnston Junior High School. In 1982 AIJMS was restructured to the middle school concept with students from grades six through eight, and the name of the school was changed to Agueda I. Johnston Middle School. The current enrollment is 854.

AIJMS receives students from four feeder elementary schools that have three different curricular programs. The majority of students come from (1) Price Elementary School which is a metgot school, utilizing instructional practices based on the GDOE Content Standards and Performance Indicators. (2) Ordot-Chalan Pago and C.L.Taitano Elementary Schools use Success for All, a curricular program which tracks and implements instructional strategies while closely monitoring student progress. (3) M.U. Lujan and Adacao Elementary Schools implement the Direct Instruction program that places student in their ability levels, and instruction is provided through repeat, drill and practice at a pre-set pace.

The enrollment at the school has shown a significant decrease over the last 3 years. Recently, a charter school was opened nearby and this may have contributed to a lost of approximately 50 students. Below is the student enrollment for the past four years.

Ethnically, Chamorro (511) is the largest student population on campus, which represents 60% of the student population. The Chuukese population since 2008, increased from 76 students to 176 students, a representation of 21% of the student population. Filipino, Marshallese, Pohpeian, Yapese, Belauan, and other ethnicities are represented at AIJMS

Since 2008, the number of students who qualify for participation in meal benefits under the federally funded Free and Reduce Lunch Program has increased from 58% to 82%. This reveals that there are a growing number of students in the lower socio-economic range.

Special Education and English as a Second Language programs represent approximately 40% of the student population who receive special program services.

The special education population continues to grow. The school has taken an aggressive approach in identifying student’s academic and social needs through Child Study Team meetings and subsequent referrals for interventions and support. As of March 2014, the SPED disability breakdown is: Emotionally Disturbed 3 Intellectual Disability 2

Specific Learning Disability 51 Hearing Impaired 5

Speech/Language Impaired 3 Other Health Impaired 6

Deaf-blind 1 Multiple Disabilities 6 Autism 5

The ESL population rose significantly in 2011-2012 and has remained at that high level. The school has an ESL school aide who provides assistance in translating the Chuukese language. The ESL aide also provides assistance to struggling students by attending classes with them and assists with interventions and supports, as needed. There is a growing need for support in translating information into other major languages.

There has been little or no movement in test scores across major content areas. AIJMS’ sixth grade students scored average in the area of language arts (the highest area) and increased in social science. The scores remain lower than national averages.

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

The seventh graders have made gains in language, math, science and social science; however they consistently underperform in comparison to their local and national counterparts.

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

Scores for the Eighth graders have not significantly changed over the last three years.

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

AIJMS has implemented PBIS and Character Education Programs to increase student attendance, promote a positive learning environment, and ensure safety. The attendance rate from SY 2010-2011 to SY 2012-2013 remain positive, while the student discipline rates indicate some fluctuations.

Stakeholders from the government, private, and public sectors provided supplementary lessons on behavior and learning presentations in bullying, cyber bullying, healthy hearts, suicide, drug and alcohol abuse, gang resistance, and family violence.

Chapter II: Progress Report

· Comment on the school’s major changes and follow-up process.

· The administration team at this school is fairly new to their assignments. Principal James Petitte was assigned to AIJMS in October 2012. Ms. Erica Cepeda joined the staff in August 2011 as Assistant Principal of the Student Support Office, and was reassigned in July 2013 to be in charge of Curriculum, Instruction, and Assessment when Mr. Angel Legaspi was transferred to AIJMS as the Assistant Principal of the Student Support Office. In December 2013, Mr. Kevin Smith was assigned as Assistant Principal of Special Programs.

The administrative team has brought a sense of shared leadership with faculty and staff being empowered to be actively involved in all matters related to their school. Information is shared openly and decisions are made collaboratively. There is a culture of transparency that permeates the campus and as a result, there is buy in and commitment for implementation.

· Dr. Benjamin Santiago became the FOL Self-study Coordinator in SY 2011-2012. Focus Group Leaders were identified and all faculty/staff assigned to a Focus groups. Parents, students, and community leaders participated as members of Focus Groups.

· Security cameras have been installed across the campus as a result of the recent rash of break-ins. These cameras also provide a safe and secure campus for students.

· PLCs are embedded in the regular work day so teachers can meet. These meetings are used for team meetings, department meetings, CSTs, and FOL Self-study.

Discuss how the school through its action plan has accomplished each of the critical areas for follow-up, including the impact on student learning.

2008 Critical Areas for follow-up:

#1 In 2009-2010 the school chose to discontinue the implementation of DI program.

#2 The school updated their fire alarm system in July 2013.

#3 With funding made available by the Kattan Grant of 2010, the PLCs were established. This form of collaboration included faculty, team, and content gatherings. Concerned stakeholders collected, analyzed, disaggregated, and communicated results from pre/post test data, SAT10, and other formative and summative assessments used in and outside of the classroom.

#4 In 2011, the district mandated five goals for full implementation island wide. Elements of these goals include SMART goals, curriculum maps, PLCs, Common Formative Assessment, and Professional Teacher Evaluation Program.

District Action Plan (DAP) goals are:

(1) All GDOE students will graduate from high school prepared to pursue post-secondary education on-or-off island or to assume gainful employment within the public or private sector

(2) All students in the GDOE will successfully progress from grade to grade and from one level of schooling to another in order to maximize opportunities to successfully graduate from high school.

(3) All GDOE personnel will meet high standards for qualifications and ongoing professional development and will be held accountable for all assigned responsibilities.

(4) All GDOE school facilities will meet high standards for health and safety, and provide optimal conditions for learning objectives.

(5) All GDOE operations activities will maximize the critical uses of limited resources and meet high standards of accountability.

2011 Priority Areas for Improvement:

#1 In October 2012, there was a shift in administrators and Mr. James Petitte became the new principal of AIJMS. He developed a more collaborative leadership structure with teachers and students organized into various groups on campus.

#2 There have been ongoing discussions about the various data that is available; however there needs to be further discussions regarding analysis and use of the data to make changes to instructional practices. At this time, there has not been noticeable improvement in test scores.

#3 All stakeholders at AIJMS have been involved in developing the school’s action plan. They focused the goals to help increase student achievement.

#4 AIJMS is meeting the objectives of the Kattan Grant by facilitating in-house seminars during PLCs (faculty meeting, content meeting, and professional development dates) and the CLTs (Critical Friends). There is an increase in professional empowerment with each group as they grow through the collaborative process.

#5 The Emotionally Disabled program was transferred to another school closer to the northern region at the end of 2011-12. This enabled those students to be closer to home, eliminating the long bus rides to and from school, and enabling them to more easily transition to their district school.

#6 Since December 2013, the school has been staffed with three assistant principals and an officer. This administrative team will be able to support and assist the teachers and students in a more efficient manner.

Chapter III: Self-Study Process

Following the 2011 mid-term visit, Dr. Santiago was identified as WASC Coordinator in SY 2011-2012. A new principal was assigned in October 2012 and together they identified the Focus Group leaders and assigned all faculty/staff members to the four groups. Parents and students were also encouraged to take a more active role in various PLCs.

The school community reviews the ESLRs/SLOs on an annual basis. In 2012-2013, the Expected Schoolwide Learning Results (ESLRs) were relabeled as Schoolwide Learner Outcomes (SLOs).

Six professional development half-days were granted by the GDOE to collect, analyze, and synthesize data as part of the self-improvement process.. Quantitative as well as qualitative data was used to gain insights into students’ interests and concerns regarding academic achievement and social success.

The school did a commendable job of gathering information, analyzing the data, and honestly reflecting on the issues. The Self-Study report was comprehensive and reflected the school’s programs and initiatives. Through interviews, observations, and discussions, the visiting team was able to get a more complete view of the school.

In 2013-2014, the faculty and staff reviewed, realigned, and amended the SAP with the GDOE academic standards, the SLOs, and the critical learner needs as well as the District Goals. The Action Plan serves as the ultimate long-range action plan to improve student achievement and social success.

The major goals of the SAP address critical learner needs: 1) motivate and improve work ethics, 2) hold students more responsible for learning and their future, 3) increase students’ comprehension skills. The SAP goals are:

Goal 1 – To increase student academic achievement by having students actively participate in setting individual goals and monitoring their individual progress based on clear assessment criteria.

Goal 2 – To increase student social successes in and out of the classroom

Goal 3 – To increase parental involvement for curricular and co-curricular activities

Goal 4 – To increase the use of technology in the classroom to further enhance student achievement

Goal 5 – To develop a clearly defined leadership structure and their roles to meet the 5 district goals of what all students should know, understand, and be able to do.

The alignment of a long-range action plan to the school’s areas of need; the capacity to implement and monitor the accomplishment of the plan. AIJMS: Vision, Mission, Expectation and Schoolwide Learner Outcome

SCHOOL VISION:

Nurturing Values through Education: Respect, Scholarship, and Cooperation.

SCHOOL MISSION: Agueda I. Johnston Middle School Students will:

· Acquire knowledge and positive attitudes;

· Become life-long learners and;

· Be responsible citizens.

SCHOOLWIDE EXPECTATIONS – The BIG “9”

Be Safe / Be Respectful / Be Responsible
Socialize and play safe. / Speak appropriately and respectfully to others, staff and students. / Come to school prepared. Come on time and EVERY day.
Stay within permitted area. / Keep hands, feet, and objects to yourself. / Stay focused and on task in class.
Tell an adult if you or anyone is in danger. / Respect school property and the property of others. / Wear your school uniform proudly.

Our school community PREPARES all students for life, PROMOTES excellence, and PROVIDES support for all learners to become:

P roblem Solvers Every student at AIJMS will…

P.1 Demonstrate the ability to come up with solutions to their problems

P.2 Explain cause and effect

I nnovative Thinkers Every student at AIJMS will

I.1 Utilize available resources to apply to practical everyday situations

I.2 Generate ideas to overcome prevailing predicaments

Self-Study Visiting Committee Report

Table of Contents:

Chapter I: Student/Community Profile

Chapter III: Self-Study Process