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
1
Table of Contents:
Chapter 1 Student /Community Profile…………………………………………...page 3
Chapter 2 Progress Report………………………………………………………...page 8
Chapter 3 Self-Study Process……………………………………………………..page 10
Chapter 4 Quality of the School’s Program…………………………..…………...page 12
Category A Organization for Student Learning .………………………….page 12
Category B Curriculum, Instruction and Assessment….………………….page 16
Category C Support for Student Personal and Academic Growth…………page 24
Category D Resource Management and Development………………….…page 28
Chapter 5 Ongoing School Improvement...…………………………………..……page 33
2
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.
Student Enrollment
SY 10-11
SY 11-12
950
900
917
890
SY 12-13
SY 13-14
910
854
850
800
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
3
SY 2013-2014
Ethnic Distribution
Chamorro
61
Chuukese
28 271 3 929
Filipino
Marshallese
511
176
Pohpeian
Yapese
Belauan
Other
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.
Free and Reduce Lunch Program Participants
SY 2010-2011
SY 2011-2012
100%
74%
80%
SY 2012-2013
75%
SY 2013-2014
82%
56%
60%
40%
20%
0%
Special Education and English as a Second Language programs represent approximately 40% of
the student population who receive special program services.
SY 2013-2014
Program Population
SPED
ESL
General Ed
11%
60%
29%
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
4
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.
ESL Categories
Consultation
Sheltered
300
200
47
67
31
213
185
218
91
100
136
0
SY 2010- SY 2011- SY 2012- SY 20132011
2012
2013
2014
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.
6th Grade SAT10 Results
Percentile Ranking-Stanine (PR-S)
SY 10-11
30
25
20
15
10
5
0
SY 11-12
SY 12-13
27 26
21
15
Language
Language
Reading
Mathematics
Science
Social Science
13 13
Reading
SY 10-11
21-3
15-3
12-3
18-3
14-3
12 13
15
18 18 17
Mathematics
SY 11-12
27-4
13-3
13-3
18-3
16-3
Science
20
14 16
Social
Science
SY 12-13
26-4
13-3
15-3
17-3
20-3
5
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.
7th Grade SAT10 Results
Percentile Ranking-Stanine (PR-S)
SY 10-11
17
SY 12-13
23
22 22
25
20
SY 11-12
20
17 16 16
15
18
20
19
22 21
14 15
10
5
0
Language
Reading
Mathematics
SY 10-11
17-3
17-3
14-3
23-4
19-3
Language
Reading
Mathematics
Science
Social Science
Science
SY 11-12
22-3
16-3
15-3
18-3
22-3
Social
Science
SY 12-13
22-3
16-3
20-3
20-3
21-3
Scores for the Eighth graders have not significantly changed over the last three years.
8th Grade SAT10 Results
Percentile Ranking-Stanine (PR-S)
SY 10-11
35
30
25
20
15
10
5
0
SY 11-12
SY 12-13
30
21 21 23
Language
Language
Reading
Mathematics
Science
Social Science
22
19 19
Reading
26 25
19 17 17
Mathematics
SY 10-11
21-3
22-3
19-3
30-4
21-3
SY 11-12
21-3
19-3
17-3
26-4
22-3
Science
21 22 21
Social
Science
SY 12-13
23-4
19-3
17-3
25-4
21-3
6
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 20102011 to SY 2012-2013 remain positive, while the student discipline rates indicate some
fluctuations.
Student Attendance and Discipline Data
Attendance
100%
93%
92%
80%
60%
Student Discipline
91%
62%
49%
46%
40%
20%
0%
SY 2010-2011
SY 2011-2012
SY 2012-2013
Attendance
93%
92%
91%
Student Discipline
46%
62%
49%
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.
7
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:
8
(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.
9
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.
10
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
P.2
I
Demonstrate the ability to come up with solutions to their problems
Explain cause and effect
nnovative Thinkers Every student at AIJMS will
I.1
I.2
Utilize available resources to apply to practical everyday situations
Generate ideas to overcome prevailing predicaments
R esponsible Contributors
R.1
R.2
Every student at AIJMS will…
Maintain good citizenship
Show active involvement in school and community activities
A cademic Achievers
A.1
A.2
T
echnologically Literate Consumers Every student at AIJMS will…
T.1
T.2
E
Every student at AIJMS will…
Excel in all subjects
Improve test scores to meet the objectives of the school action plan
Develop awareness of technology, computers, and other equipment that help them learn
Use appropriate technology to ensure learning and to solve problems
ffective Communicators Every student at AIJMS will…
E.1
E.2
Use language that is precise, engaging, and well-suited to the topic and audience
Write and speak appropriately
S uccessful Learners
S.1
S.2
Every student at AIJMS will…
Demonstrate the ability to apply what they have learned
Demonstrate self-motivation, critical thinking, and mastery of the skills essential to life-long learning
11
Chapter IV: Quality of the School’s Program
Part A: For each criterion within the following categories:
A. Organization for Student Learning
B. Curriculum, Instruction, and Assessment
C. Support for Student Personal and Academic Growth
D. Resource Management and Development
CATEGORY A. ORGANIZATION FOR STUDENT LEARNING
A1.
School Purpose Criterion
GDOE’s vision is reflected in AIJMS’s purpose that all students will graduate with Career and
College Readiness, and the SLOs are the mission that guides instructional practices and students’
learning process. The Vision, Mission, and SLOs were reviewed annually by stakeholders.
In 2013, PIRATES was adopted as the SLOs, and during the student/parent orientation the
former ESLRs was re-introduced as the SLOs. The school community PREPARES all students
for life, PROMOTES excellence, and PROVIDES support for all learners to become: Problem
Solvers, Innovative Thinkers, Responsible Contributors, Academic Achievers, Technologically
Literate Consumers, Effective Communicators, Successful Learners.
A2.
Governance Criterion
GEB is the policy board with nine members; six are elected and three are appointed positions.
The governing authority for AIJMS is the Superintendent of Education. GEB creates policies
related to Guam and federal legislation. The Board establishes and evaluates educational
objectives and performance benchmarks for the GDOE. The Superintendent of GDOE and his
Deputies complies with the GEB’s directives and policies. Guam functions as a single
educational district.
AIJMS stakeholders (administrators, faculty, staff, students, and parents) review and refine the
vision, mission, and SLOs that are aligned to the Board’s policies and goals. The Principal is
responsible for the daily operations of the school. AIJMS facilitates and complies with policies.
GDOE Superintendent submits an Annual State of Public Education Report at the end of the
fiscal year that addresses critical public educational issues. The School Progress Report Card
(SPRC) of all schools is submitted to the Board. On a monthly basis, the Superintendent submits
a budget status report of local and federal funds to the GEB, and the Principal ensures that the
updated reports are submitted monthly to the Superintendent.
12
A3.
School Leadership Criterion
An open door policy by the AIJMS administrators establishes transparency and opportunities for
collaboration. Administrators are responsible for the daily operations of the school and supervise
all faculty and staff. Faculty members share responsibility by participating in committees, and
they have been empowered to serve in leadership roles in grade levels, departments,
interdisciplinary teams, clubs, and for special events.
The AIJMS administrators coordinate professional development activities for teachers so that all
students can be successful. They assess the needs of teachers and recommend appropriate
content area training.
A4.
Staff Criterion
GDOE and the Guahan Commission for Education Certification establish qualifications and
requirements for the school administrators, teachers, and staff. Certified teachers obtain a
Bachelor’s degree in education and master the Praxis I and Principles of Learning and Teaching.
Administrators complete the Masters program in Administration. Of the 62 teachers currently
98% of the teachers have obtained a Bachelors degree, 56% a Masters degree, and 7% a
Doctorate degree. Presently 93% of the teachers are certified and 7% have emergency teaching
certificate; 88% of the teachers have degrees in their content areas; 12% have temporary
certification.
A two-year mentorship program, Critical Friends, pairs a veteran teacher to support new
teachers. Faculty participates in 30 hours of professional development. PTEP is utilized for
teacher evaluations. Approximately 95% of the teachers completed the process and 5%
impending submission of required assignments
The Superintendent’s SMART goals include Curriculum Mapping and collaboration on vertical
and lateral alignment across content areas. The revised SMART goals and Curriculum Maps are
tools to measure student achievement.
AIJMS staff utilize analytical processes of student data however, based on the on-site discussions
and comments, tracking the effectiveness of the analysis needs to be more diligent on an ongoing and a long term basis.
A5.
School Environment Criterion
Administrators, teachers, and staff demonstrate that they care about, and are concerned with
students by connecting with them in the classroom and beyond. The campus is imbued with a
13
positive, caring spirit that begins with the greeting of the students in the morning, continues
through the open door policies during the school day, tutoring and other activities during the
lunch period, and continues even after school. Follow-ups for at-risk students are conducted by
counselors, CSTs and PLCs.
Seventh grade social studies classes and teachers sponsor the annual Food Fair to promote
respect for diversity. The Pacific Language Culture Club promotes Pacific language and cultural
awareness and develops skills in leadership, collaboration, communication, and diversity.
Sports, clubs, and student organizations develop leadership skills, self-discipline, and respect.
Peer mediators support conflict resolution and collaboration. Students who excel academically,
demonstrate good citizenship, and participate in island-wide competitions are recognized with a
certificate and reward at student assemblies.
The school should continue to explore ways to build character education to include bullying,
harassment and cultural sensitivity.
Faculty meetings, Ahoy and PBIS assemblies, AIJMS website, and the Pacific Daily News
recognize the achievements of students, clubs, and sports teams.
A6.
Reporting Student Progress Criterion
The AIJMS administration and the Research, Planning, and Evaluation Division informs parents
and community of SAT 10 results which are also published by the GDOE. The website
(www.aijms.net) and (www.gdoe.net) allow parents and community to view AIJMS reports. The
AIJMS system of monitoring students’ progress includes mid-quarter progress reports, report
cards, and Parent Teachers Conferences which are held in the second and fourth quarters. Online
Parent Portal allow parents with internet access to view daily student attendance and grades.
When academic concerns in content areas for students occur, the teachers call, email, or send
notes to inform parents of the situation.
More parental involvement in academic development would enhance student learner outcomes.
In a parent survey, of the 213 parents who responded, 36% of parents reported that AIJMS
provided sufficient information, 43% agreed, 13% neutral, 4% disagreed, 2% strongly disagreed,
2% no response.
Content area and team meetings discuss student progress and achievements weekly. The CST
team meets with parents or guardians to discuss academic, social, or behavioral issues, and
intervention alternatives. Students’ IEPs are monitored for SPED students and observed for
disciplinary issues. SPED and ESL program teachers provide consultation services to the
general education teachers to discuss modifications or accommodations for the students.
During the Focus Group discussion, collaboration with the leadership, content, grade level,
interdisciplinary, parents and students addressed the creation of SLOs, schoolwide issues, and
curriculum development that affects student learning.
14
A7.
School Improvement Process Criterion
A leadership matrix was developed to identify the roles of administration, faculty, staff, students
and parents in the planning processes. Businesses and government entities provided learning
experiences and lessons as a community partnership effort.
Critical areas of the SAT-10 are aligned with the CCSS as a basis for Curriculum Mapping.
Student placement and tracking have been determined by baseline analysis utilizing WRAT and
NRST. Collaboration with teams and ancillary personnel determine intervention procedures for
students.
Content teachers and grade level teams, administrators, counselor, and student delegate attend
weekly SCC meetings to provide interventions that supports SLOs and Character Education
programs.
As part of the PTEP, classroom observations by administrators provides quality feedback and
possible professional development training in methodologies that affect student achievement.
The Curriculum and Instruction Division coordinates professional development seminars,
workshops, and courses that impact teacher competencies and effectiveness. .
Student representatives in the SCC were involved in decision-making process to implement the
action plan. Collaboration between the administrators and teachers ensured that the SIP was
maintained.
Areas of Strength for Organization for Student Learning Category (if any) that need to be
addressed to ensure quality education for all students:







Strong Administrative leadership has initiated ongoing positive progress in student
success, professional development for faculty and staff and schoolwide systemic support.
Faculty for embracing the PLCs and Common Core State Standards and working
collaboratively to improve student learning.
The school has lowered suspensions through a shift in recognizing positive behaviors.
The Vision, Mission and SLOs have provided a foundation for the school’s programs
Through the building of the shared leadership, the faculty and staff are empowered to be
actively involved and participate in the decision-making in all manners related to their
school.
GDOE has created a system of expectations, supports and accountability that clearly
delineates responsibilities
Teachers give a clear message to students that they are supported and cared for.
Key Issues for Organization for Student Learning (if any) that need to be addressed to ensure
quality education for all students:

Continue to analyze and disaggregate student survey data and develop formative
15
instructional assessments

Continue to modify rubric/assessment tool to assess SLOs

Continue to implement technology as a tool to support communication and learning for
teachers and students.

Increase parental and community involvement to support student learning
Important evidence about student learning from the self-study and the visit that supports
Schoolwide Action Plan
Curriculum maps
Discussions with teachers
Discussions with Focus Groups
Organization for Student Learning Portfolio
Classroom Evidence Portfolio
Discussions with student groups
CATEGORY B. CURRICULUM, INSTRUCTION, AND ASSESSMENT
B1.
What Students Learn Criterion
AIJMS is committed to provide a coherent and relevant curriculum for all students so that they
will be College and Career Ready by providing relevant learning opportunities centered on the
overarching Guam District goals, School-wide Learning Objectives (SLOs) and the alignments
of these goals and standards with the implementation of the Common Core State Standards.
AIJMS provides appropriate and timely professional development for all faculty members and
adopted textbooks in reading and language arts; so that the daily teaching practices address the
needs of the all students, but more importantly, establishes high expectations that the teaching
and learning will be centered on knowledge, skills and applications that will be rigorous and
relevant.
In addition, in order to meet the academic needs of all students and individual students, the
school uses data to make informed instructional decisions so that both research best practices and
differentiated strategies will be used on a daily basis. School wide the teachers analyze the SAT10 Data results and the WRAT and NRST, pre/post test results on a quarterly basis. Based on
the analysis of these data points, the teachers are able to design SMART Goals and Curriculum
Maps with measurable outcomes so that they can design learning goals per quarter. Based on the
gaps and SLOs, implementation of a variety of teaching strategies are used so that all students
grow academically and behaviorally based on quality feedback and scaffolding. Common
Assessments are key elements in providing meaningful data to analyze and to provide data to
make school-wide, grade level and content specific info so that the needs of the students can be
16
addressed on timely basis and support with appropriate interventions. This process was adopted
SY 2011-2012 and specific Curriculum Maps were initiated in February, 2013. There is a
sequential outline of what should be taught from quarter to quarter. As part of the
implementation and process, AIJMS expects to fully implement and integrate the course syllabus
in SY 2014-2015. Hence the school is on its journey to ensure a challenging, coherent, and
relevant curriculum.
As part of the process to develop this school-wide system, the school is developing and
implementing many avenues so that the teachers would have scheduled times to meet to
dialogue, collaborate, design, and establish common agreements and commitments to implement
with fidelity to provide meaningful leaching and learning opportunities for all students on a daily
basis. It is important that AIJMS provides a comprehensive and sequential documented
curriculum that is implemented with results that show growth for students individually and
school-wide.
As part of the GDOE Middle School Requirement, all middle schools must have these six
components: 1) a curriculum that is challenging, integrative, and exploratory; 2) varied teaching
and learning approaches; 3) authentic and meaningful assessments; 4) flexible organizational
structures; 5) programs and policies that foster health and safety; and 6) guidance and support
services. AIJMS is working toward meeting these expectations for grades six through eight.
The system and processes are being established school wide and further analysis on an ongoing
basis to determine the effectiveness of the system and processes are being undertaken so that
everyone is involved in making informative decisions based on students’ learning and results.
Evidence to support the Middle School Requirements are homebase/advisory time, authentic
assessments that are connected to real life situation and application with project based learning,
mini/exploratory courses, flexible scheduling that allows chunk of times for the interdisciplinary
teams, guidance and support services, especially for the Spec. Ed students and ESL students,
establishment of coherent Interdisciplinary Teams and time for these teams to have “common
planning meeting times on a daily basis.
One growth area for the future is to provide Online curriculum/courses that are aligned to state
academic standards. Online curriculum/courses are not being addressed at this moment.
However, AIJMS is being proactive in providing professional development for teachers so that
they can incorporate technology as a tool for learning and also seeking various ways to provide
funding so that technology resources can be provided for all teachers and all students.
A clear indication of student learning and engagement is represented by student work, student
observations, dialogues with students and opportunities to be part of the decision making by
being represented on various school wide committees and meetings. Evidence supports these
involvements. The quality of student learning is centered on providing all students avenues to
demonstrate critical thinking, to be innovative and creative, and demonstrate application of
knowledge and skills. The evidence provided are documented by their work, portfolios, projects,
tests, quizzes and homework.
17
As part of being successful academically, it is important to address the behavioral needs of all
students. Character Education program has provided the platform to engage students in making
appropriate choices, understanding and implementing the school’s vision, mission, SLOs, and
behavioral expectations. As a testimony to their behavioral successes, students are recognized
and honored at Ahoy Assemblies, PBIS Assemblies, and demonstration of their daily behavior.
Additional curriculum is offered through outside programs or partnerships, including “Play by
the Rules”, “Stay on Track”, Project Isa-ta, and Gang Resistance Education and Training
(GREAT).
Accessibility of ALL students to the same curriculum is possible because all students are
enrolled in the five core subjects: math, reading, language arts, social studies and science for
each grade level – sixth through eighth grades. There are also electives which provide students
opportunities to be involved in their learning and interest areas. There is additional support for
the Sp Ed and ESL students to provide appropriate strategies, connecting their prior learning and
scaffolding the relevance of the learning outcomes and support from the Consulting Resource
Teachers, who support the regular classroom teachers and the mainstreamed classes. The Child
Study Team is another system to review the student’s data and support the needs areas of the
individual student.
The overarching goals to address the needs of the all students and to have all students achieve
and grow are being addressed by the design of the curricular alignment through SMART Goals,
curriculum alignment and common assessments quarterly pre- and post-tests. All of these are
incorporated by focusing and implementing the School Wide Learner Outcomes (SLOs). The
goal is to have all students become successful as problem solvers, innovative thinkers,
responsible contributors, academic achievers, technologically literate consumers, effective
communicators, and successful learners.
AIJMS is facing the challenge of incorporating Common Core State Standards and ensuring that
all students can learn and achieve academic success. Professional Training for teachers to
support the transition into CCSS and the use of technology as a tool in the application of CCSS
rigor, high expectations, and learning is an ongoing support and a growth area.
As part of the support for new teachers, AIJMS established a peer-mentoring program, Critical
Friends, to provide training and support over a two year interval. The District also provides
ongoing training and professional development for all teachers.
As part of the process to address the needs of the students, AIJMS is committed to transitioning
the students from the feeder elementary schools, grade level orientations, transitioning of middle
school students to high school, communicating and partnering with parents and families. There
is also partnering with the community to provide a seamless learning environment with authentic
and world issues. All of these situational learning opportunities provide avenues for bridging the
learning to prior knowledge and skills support ongoing transitions throughout K-12, and most
importantly, to the real world and global relevance.
18
Hence the ultimate goal to have all students College and Career Ready generated the need to
support and expect all students to identify and address their own three critical learner needs: to
be motivated and improve the work ethics in and out of the classroom, holding students more
responsible for learning and their future, and increase the students’ comprehension skills.
B2.
How Students Learn Criterion
The Learning Criterion for all students to be successful in their growth and achievement in
learning is based on active research, implementation of best practices, variety and appropriate
teaching strategies, and align prior knowledge and connections to relevance and targeted learning
outcomes. AIJMS is committed to addressing the GDOE learning expectations, adopting CCSS,
using technology as a learning tool and implementing the AIJMS Action Plan, and most
importantly, differentiating the needs and learning of all students, especially the Spec. Ed
Students and ESL students. In order to be successful in implementing these plans and having
measurable learning results for all students, AIJMS is committed to have students highly
engaged in demonstrating the SLOs and academic standards. The need to have continuity and
consistency are the driving forces so that there “no pockets of excellence” but measurable
learning for all students.
In order to support all teachers and to have continuity and consistency school wide, across all
grade levels, and all content areas, AIJMS provides two days of professional trainings, PLCs
based on Richard DuFour’s PLC framework, and PD360, which is a web based PD, providing
videos of ongoing best research practices. Each month during the school year teachers have one
hour on PD360. GDOE initiated the “Gateway to Technology” program, where laptops were
issued to faculty and administrators last school year. As of December 2, 80% of AIJMS teachers
completed the program and were issued laptops. Use of technology, as a learning tool for both
the teachers and the students is a growth area.
District offers additional training for all. Individual teachers subscribe to professional education
journals and are members of professional educational organizations. Some of the training
centered on best teaching practices for AP, SIOP, CCSS, STEM.
Components of the teacher competencies include keeping school records with the PowerSchool
program since June 2012. All teachers need to complete three modules on the online Power
Teacher Distance Learning program. Upon completion of each module, the teachers will take an
online assessment to evaluate teacher competencies. Certificates of completion are awarded.
Professional Collaboration, common planning periods, PLCs, Leadership meeting, various
committees\meetings and trainings, generates a key component of a comprehensive school wide
plan and implementation. Following the trainings and implementation, there is a need to analyze
the effectiveness of their programs, procedures, and teaching. How impactful are the results
from the Professional Development is a key criteria to analyze on an ongoing basis. The AIJMS
WASC self-study process was a key factor in assessing the effectiveness of the learning for all
students academically and behaviorally. This was a major initial step in the ongoing process of
monitoring, analyzing, and design the next measurable goals and enabling activities to produced
19
desired documentation and results.
A design and implementation of a variety of instructional strategies based on the data analysis of
the students are keys to determine the effectiveness of the success of the learning. Therefore,
there are school wide high expectations that all teachers will use formative assessment results to
drive formative instructional practices and monitor on an ongoing basis the effectiveness of the
teaching and learning. The teachers analyze student work, student projects/products, student
observation data, and analyzing the student’s self-evaluation are key components to document
the success and effectiveness of the teaching and learning practices.
For the last several years, there has been an increase in the use of technology to augment the
learning and engagement of students. ELMOS/interactive whiteboards, multimedia projectors,
computers/laptops, Smart boards, mobile computer lab, and library log sheets, student designed
PowerPoint’s, students using Microsoft Word, and students using internet as a research tool are
source of evidence of the technology integration. This technology integration is aligned with
CCSS, project based learning, and seamless global application.
Since the SLOs (Problem Solvers, Innovative Thinkers, Responsible Contributors, Academic
Achievers, Technologically Literate Consumers, Effective Communicators, and Successful
Learners) are the framework for documenting evidence of all students having challenging
learning experiences and being successful. Documentation on the teacher lesson plan, quality of
implementation and analysis of the growth, depth of learning and the application of learning will
provide evidence and the level of degree of learning.
As part of the process to be transparent and communicate and partner with the parents and
families, the teachers through Power School and Parent Portal, provide access of their child’s
progress and is a tool to monitor child’s attendance.
Student Understanding of Performance Levels before the engagement of learning.
AIJMS outline course syllabus in details, which is shared with students and is also accessible
online through the school’s website. Student use of student planner provides student with the
ability to write in homework and lesson agendas for each subject at the start of the class.
Students are expected to understand the expected level of performance based on the standards at
the school wide learner outcomes.
Part of the process in determining if the students understand the performance levels is generated
through interviews and dialogue with students who represent the school. At the end of SY 20122013 a student survey was administered to the student body; however, some students were
randomly selected to answer the survey. However, some of the items in the survey were not
clear to the students. Further analysis of the questions for a future survey is needed.
Student representatives have also been invited to take part in the school’s professional staff
development and committee meetings. This format allows the faculty and staff to become aware
of students’ viewpoints and perceptions and enhances their understanding of how decisions
affect the students. This is a source of info to be used for future decisions.
20
With the diversified student populations, which includes great cultural, lingual, and
socioeconomic diversity of its population, AIJMS is proactive in providing many ways so that
teachers and student participate in hands-on activities to deepen their knowledge and
understanding of each other’s cultural backgrounds and generate opportunities to develop an
appreciation of diversity and increase ways to develop a cooperative and positive school wide
culture and climate. Exposures to real world situation are experience through field trips.
Student Use of Resources, besides the textbooks, include effective use of collaborative activities,
technology, library/media resources and community resources. One area addressed by the school
and teachers is to assist students who have difficulty relating to the examples or information
contained in textbooks. To enhance the understanding, the students have access to other
resources in the library and use of online and websites resources. Participating in community
projects, guest speakers to school, understand the importance of the conservation of natural
resources are examples of bridging the learning for students and emphasizing the need for
literacy skills.
A Student Survey on Resources Beyond Textbook documents students’ perceptions: 3% always,
26% frequency, 48% sometimes, 16% and N/A 7%. Therefore to address the needs for nontextbook learning, additional funding sources to purchase additional technology resources and
devices that will be used and embedded in the daily lesson plans is a major growth area for both
teachers and students. This is greatly needed to fully implement the requirements for CCSS and
project based learning with real world application and relevance.
B3.
How Assessment Is Used Criterion
AIJMS teachers collaborate together to align the desired outcomes, expectations and goals that
all students must master and be proficient based on students learning performance. All teachers,
all grade levels, and all content areas use a variety of assessment strategies, tasks, and processes
to assess how individual students and all students are learning and achieving. Components of the
assessments are culminating performance tasks, standardized testing, conferencing peer group
responses, oral presentations, teacher observations, and projects. Formative Assessments are
generated from analyzing students’ capability to compare/contrast, summarizing and note taking,
providing feedback that is criterion based, using cueing tools, higher-order questioning, graphic
organizers, writing journals, quarterly tests, teacher-made tests, and the annual SAT10. Each
quarter diagnostic and formative assessment tasks are administered by all teachers in alignment
with mastery of GDOE performance standards, SLOs and CCSS.
Through collaboration, the teachers designed and implemented instructional activities that all
teachers implement when appropriate. These activities include scaffolding, differentiation,
independent reading, guided reading, and a variety of mini lessons.
There is a school wide system to ensure security and integrity of the testing process and the
integrity of the test itself. All administrators, faculty, and staff sign affidavits to document their
commitment and accountability.
21
To enable all students to be success and active member of the 21st century global community,
the faculty is committed to participate in professional development, integrate technology as a
learning tool and seek additional funding resources to provide more technology for all
classrooms, all teachers, and all students.
Teachers continue to meet and address the needs of individual students. CSTs address the
individual learning needs of at risk students and provides appropriate interventions and programs
to help these students. Various tutorial programs are in place to address the unique needs of
these learners, especially Special Ed. Students and ESL students. In addition, throughout the day
during non-instructional times, teachers are proactive by opening their classrooms and tutoring
students on a volunteer basis.
In order for students to achieve, all teachers provide multiple opportunities and use multiple
strategies and assessment tools, so that all students can demonstrate the level of understanding
and their ability to apply their knowledge and skills. In order for students to become lifelong
learners they must acquire the knowledge and skills necessary to compete in the 21st century.
Therefore, teachers are committed to have AIJMS vision and mission statements be guiding
statements. Part of this commitment is to have all students be self-directed lifelong learners and
be personally responsible for their learning, teachers direct the students to self-monitor, selfevaluate using a rubrics, and set goals. This process is documented in student work folders,
portfolios, and teacher portfolios.
A key component in helping students to be self-directed and self-motivated is to provide them
with specific, timely, and quality feedback. In February, 2013 a teacher survey, Importance of
Student Feedback, documented that 70 participants felt that student feedback is very important.
Components of the Feedback are provided to students on their homework, projects, and various
assignments to improve academic success. The feedback for students also includes quarterly
progress reports, team meetings, parent conferences, and student planners. Teachers are also part
of the monitoring process to analyze the progress over time and to provide quality feedback
based on evidence and results school wide, grade level, or content area specific. Teachers also
assess if there is a need for re-teaching or to seek additional supports outside of the classroom
and partnering with the partners so that all students are academically and behaviorally successful.
Areas of Strength for Curriculum, Instruction, and Assessment Category (if any) that need to be
addressed to ensure quality education for all students:





Development and Implementation of SMART Goals and Curriculum Maps across all
content areas and in all classroom at AIJMS
Use of multiple strategies for both formative and summative assessments by all
classroom teachers
Use of Differentiated Instruction and Strategies and teachers to support Spec. Ed.
Students, ESL Students, and all Students across all content areas in all classrooms at
AIJMS
Phase I Technology to support the system, communication, and learning for both teachers
and students
Programs and communication with parents and community to identify the school’s
progress in achieving its learning outcomes
22
Key Issues for Curriculum, Instruction, and Assessment (if any) that need to be addressed to ensure
quality education for all students:

Use Data Team Process and the analysis of formative and summative data to inform
instructional teaching and learning so that all students are successful academically,
socially, and behaviorally.

Increase the development and use of common assessments based on best research
practices and academic standards for all content areas in all classrooms

Regularly engage students in self-reflection/self-assessments based on their demonstrated
learning and quality feedback, which is standardized, supportive and on a timely and
appropriate basis

Acquire adequate funding to purchase software for assessment data analysis and
technology as a tool for learning for all students and educators

Restructure and implement a more effective Parent Outreach Program to establish
ongoing partnerships so that there is collaboration between the school, parents, and
families to help students to be successful
Important evidence about student learning from the self-study and the visit that supports these strengths
and key issues include the following:
Curriculum maps
Discussions with Focus Groups
Student portfolios
Student projects
Classroom Evidence Portfolio
Discussions with student groups
Observations from school visits
Interviews with teachers, students and administrators
Schoolwide Action Plan
C.
SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH
AIJMS has in place a system of support services, comprised of faculty, parents and community
partnerships to support students academically, behaviorally and/or socially in meeting the
23
standards and school-wide learning results. Through observations, student, faculty and parent
interviews a resounding message was clear: Students are supported and cared for at AIJMS.
AIJMS has an identification and intervention process for struggling students. Students are
monitored through quarterly progress reports with additional communication to parents made via
phone calls and/or notes in students’ school planner. Teachers monitors progress of those
students who are failing one or more courses, have a high number of discipline referrals, a high
number of absences and/or low SAT 10 scores. Further supports may occur through Child Study
Teams (CSTs) which address academic, behavioral and/or attendance concerns. The CST
involves administration, grade level counselor, parent and outside agencies collaborating on
interventions and/or recommendations of appropriate services. Interventions include but are not
limited to: Enrollment in enrichment classes, closer parent-teacher monitoring of student work;
referral for adult or peer tutoring; or referral to special education screening. The administration
meets with teams to discuss concerns and/or needs on a weekly basis.
The school uses the PBIS framework, and has trained School Climate Cadre (SCC) members on
implementing Tier I and Tier II behavior supports in the PBIS framework for those who are
deemed “at-risk”. There is a clear attendance policy in place and a procedure that involves
teachers, parents, truant officer and administrator, depending on the number of unexcused
absences.
Students given special education services may be placed in either a general education or resource
room setting. The school also provides 504 accommodations, which in the past three years has
included cases of long/short-term limited mobility. English language learners are eligible for
consultation (within the general education classroom) or sheltered services. The majority of ESL
students are receiving consultation services. A monitoring process has begun between regular
classroom teachers and sheltered/resource teachers to support students in the mainstream
classrooms and insure accountability. There is a Chuukese language-speaking aide to assist
students in the general education classroom.
AIJMS teachers receive weekly and as needed consultation from the SPED/ESL teams to support
ELL and/or SpEd students in the mainstream classrooms. A consultation process has been
developed and implemented this school year per recommendation made by the SpEd compliance
report to provide additional support to teachers regarding modifications in the classroom to meet
specific student needs. Summer School and ESY are provided for students who meet certain
criteria. There are enrichment reading and math courses for those students struggling in reading
and/or math.
Grade level counselors remain with the same cohort for all three years to build rapport and
establish trust. They provide advisement and support to students and teachers and act as a liaison
for on and off campus programs and services for students and their families. 86% of students in
the Student Satisfaction Survey indicated that counselors at AIJMS are helpful all or most of the
time. Counselors shared during the visitation that incoming students transitioning into the
school’s academic and social cultures represent a large percentage of referrals.
Part of the shared that AIJMS has personnel and a number of in-house and community
partnerships that provide academic, health and personal counseling supports. The school health
counselor nurse provides health screening, counseling and referrals for additional services. The
school has a social worker who visits homes upon request from the school. The school librarian
24
provides and promotes student learning with technology and multimedia equipment for student
and teacher use. Peer tutoring is available through teacher/counselor referral or student through
the NJHS peer tutoring program. Teachers also offer tutoring during personal lunch hours.
Community programs provide substance abuse and other at-risk prevention education, small
group counseling and tutoring for those meeting the criteria.
Teachers are expected to align their curriculum to CCSS and the SLOs, and provide academic
supports to students where they are needed. Field trips are expected to be linked to GDOE and
CCSS and support lessons being taught in the classroom. The administration provides
professional development and teacher collaboration time to support teachers in developing
personalized approaches to learning and to work towards students achieving the academic and
social goals of the school’s mission and district’s expectations. Such professional development
include: Teaching strategies to accommodate different learning styles; modifying lessons to
accommodate students with specific learning needs or at-risk students; the SIOP model for ESL;
Crisis management; civic education; and PBIS at the district level.
AIJMS’ character education program supports the school’s effort in promoting a positive school
climate, internalizing the school’s vision, mission and SLOs and addressing the behavioral and
emotional needs of all students. The character education program, Positive Action, is
implemented in the homebase classrooms. The kit includes materials to assist teachers in
delivering lessons related to self-esteem, responsibility and respect of others. In addition,
students are rewarded for exhibiting positive behaviors and successful completion of
assignments through field trips, incentives, dress downs and quarterly awards during their PBIS
assemblies. There are student led assemblies that address negative and positive behaviors (e.g.,
the dangers of smoking, school expectations). The ultimate goal of the program is to promote
safety, an orderly, positive learning environment and to equip students with the skills to become
model citizens. Therefore, the school should continue to explore ways to build character
education to include bullying, harassment and cultural sensitivity.
The co-curricular, extracurricular and sports at AIJMS create a sense of belonging and a positive
climate and culture. AIJMS clubs (Athletic Club, Close-Up, ACB, SBA, NJHS, Kulu Natibu,
Just Say No (JSN) and the PLCC) sponsor various activities to promote character building,
empowerment and leadership skills, which was validated during the WASC visitation. These
clubs have become a venue to develop student leadership and involvement via school assemblies,
academic/peer supports and involvement in the FOL groups. Students also participate in a
variety of community service projects through these student organizations. AIJMS participates
in girls and boys volleyball, basketball, soccer, track and field, and cross country through the
Interscholastic Program. There is intramural sports between faculty and students to promote
camaraderie amongst students and teachers. Students shared their enjoyment of being a part of
their club and/or sports team, but also shared their desire to have more club and sports
offerings. Only 38% of students indicated on the Student Satisfaction Survey that they
participate in school activities all or most of the time, and only 19% indicated that they are
involved in school organizations and clubs all or most of the time.
AIJMS administration has invited speakers to address co-curricular topics such as crime,
finances and careers. Recently the school held a highly successful school-wide career
fair. Teachers indicated to the Visiting Committee that students were excited to learn about the
careers they attended. While there are pockets of career exploration occurring in classes, based
25
on the Student Satisfaction Survey, only 41% of students indicated that they’ve experienced
careers being discussed in school. The school should continue to develop career exploration to
align with CCSS and STEM.
C2.
Parent/Community Involvement Criterion
A parent orientation for parents is held to inform parents of school policies, programs and
procedures and academic expectations. A separate orientation is provided for Micronesian
parents. Parents are kept abreast of their child’s assignments, progress and any school concerns
through the student planner, Parent Portal (online grading/attendance website), PowerSchool
text/e-mail service and/or CSTs. The parent group during the WASC visitation overwhelmingly
appreciated the immediate communication Parent Portal and PowerSchool provides. AIJMS has
parent outreach programs through the truancy officer and social worker offices. Parent
shadowing is an alternative discipline consequence for students in lieu of student suspension.
The school provides avenues for parent involvement through clubs, co-curricular events and
activities (e.g., Social Studies Cultural Fair, International Food Festival, Pacific Language Club,
field trips), WASC focus groups and the AIJMS PTO. Parent and student attendance in PTO and
Parent Teacher Conferences (PTCs) have increased. The school has attributed the increase
involvement because of incentives given for attendance (e.g., raffle drawings, dress down
privileges). Parent Teacher Conference (PTC) participation rate has slightly decreased. The
range of parent participation in PTOs for the past three years is from 37%-56%. The school has
begun offering incentives for attendance (e.g., raffle drawings, dress down privileges).
The PTO is committed to partnering with the school to provide support within the school and in
connecting parents to the school, especially those parents from the Federation States of
Micronesia. The PTO recently supported the school in a very successful Town Hall meeting
with FSM parents. It was a collaborative effort of school, parents and community members to
welcome FSM parents into the school. The school intends to host similar outreaches, and with
the support of the PTO and community partners, explore other ways to increase parental
communication and involvement.
During the Quarter 1 SY 2013-14 PTC parents completed a parent satisfaction survey, as one
means to receive input and feedback from parents. Of the 216 surveys that were completed, 86%
of the parents indicated that they felt their child was receiving a quality education. A minority of
parents expressed a need for better communication between teachers, administration and parents
(25%); a need for more anti-bullying and character education programs (24%); increased
technology in the classroom (22%); increased homework and educational materials sent home
(14%); and an increase in parent workshops/meetings (12%).
26
AIJMS administrators and teachers partner with community organizations in providing resources
and/or speakers to support the SLOs and/or curricular/co-curricular programs. Examples
include: Guam Crime Stoppers on cyber bullying, gang violence, alcohol and drug abuse; Mock
Trial with the Guam Judicial Court System; Thai Smoothie and Grill in monetary donations.
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:

Strong collaboration amongst teachers and an effective process in place to address
academic, behavioral and/or attendance concerns

Consultation and monitoring process has begun between regular classroom teachers and
sheltered/resource teachers to support students in the mainstream classrooms and ensure
accountability

School has taken a positive, proactive approach to student discipline by rewarding
positive behaviors exhibited

Teachers offer tutoring to students and advisement organizations before school, during
lunch and afterschool hours

Co-curricular, extracurricular and sports create a sense of belonging and a positive
climate and culture.

School encourages student leadership and involvement via school assemblies,
academic/peer supports and involvement in the FOL groups

A passionate PTO that is committed to supporting the school and to parent outreach

A variety of community partnerships to provide student support and support in its
curricular and co-curricular programs
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:

Continue to meet compliance and provide support and follow-up for students with
Special Needs and English language learners.

Assess the process by which students are programmed into elective classes

Be proactive in increasing the level and number of students participating in co-curricular,
extracurricular and sports.

Continue to develop career exploration to align with CCSS and STEM

Continue to explore ways to improve communication and parent involvement, especially
with those parents from the Federated States of Micronesia.
Important evidence about student learning from the self-study and the visit that supports these
strengths and key issues include the following:
Schoolwide Action Plan
Discussions with teachers
Discussions with Focus Groups
Discussions with students
27
Observations (campus, classrooms, assembly, PLT and CST meetings)
Parent & student surveys
Evidence Binders (Faculty/Team/PTO; School-wide Activities; Team Meetings; PD; Elective)
D.
RESOURCE MANAGEMENT AND DEVELOPMENT
D1.
Resources Criterion
The school’s budget is based on a formula that is supplied by the GDOE central office. The school
is asked for projected enrollments, and the budgets are all based upon that enrollment number. The
DOE then submits to the legislature for approval. The school makes additional recommendations
as needed for specific maintenance and other funding. Frequently cuts are made from those by
powers off-campus, and the school is left to figure out the impact of those cuts.
The budgeting process for the school is in the hands of the Central DOE office and the legislature,
as such they face the same problems many public schools face, that their budgets are never entirely
their own. In this case the budgetary figure is based on the priorities identified by the Central DOE
office, the obligations of the Board/Union contract, and the influence of the local legislature. While
the teachers and community are involved in the creation of the budgetary requests and work hard
to advocate for their requests at hearings and with other forms of lobbying, ultimately decisions
are made by the central office and can result in dramatically altered funds from one year to the
next.
This uncertainty in the budgeting process requires the school look to other sources to help augment
the budgetary process, this would include the use of Non-Appropriated Funds (NAF), federal
grants, local community grants and volunteer work from the school community. AIJMS has had
success in these areas recently and has had support from the local businesses and governmental
leaders.
The school has been able to address some of the more pressing infrastructure needs; recently the
campus has received needed maintenance through the use of ARRA funds, which have resulted in
upgraded roofing and air-conditioning systems, which have made the campus more functional.
The school also installed a new bell system and has begun the installation of a security camera
system to address problems with student behavior and after-hours vandalism and theft, additionally
the teachers feel the need for an intercom system. One area that remains to be addressed is the
ADA compliance of the campus, including the need for an elevator in B wing. There are also few
areas to improve, such as the older air conditioning units, wiring and other security issues that still
need to be addressed.
In the past few years, the GDOE has purchased and installed the MUNIS system to assist with the
financial management of the school. This system is very helpful in tracking the use of all funds
but particularly helpful with the Non-Appropriated Funds (NAF) that the school raises for projects
that are not addressed through the annual budgetary process. This program has helped to track and
account for all monies during the school’s annual audit.
28
The school has instructional materials, but resources have to be shared or at times, outdated
materials are put into use. Teachers are attempting to use technology to address the shortfall in
textbooks and have been somewhat successful. Additionally a recent grant allowed teachers the
opportunity to get laptop computers which would help in the classroom and afford the teachers a
larger opportunity for online training and to utilize the computer as part of their classroom. This
also was designed to allow teachers to use the Power School program the district is using as a
grade and attendance tracking program. The school has embraced technology as a way to help
make up for the lack of some instructional materials and to increase communication between the
school and the parents.
AIJMS has a well-qualified staff. All hiring is done through the Central Office and sometimes
there is disagreement between the Central Office and the schools as to what positions are most
needed. Professional Development is carried out both on campus during professional development
days and through the central office with funding for training at other locations, additionally the
GDOE uses PD360, a program which allows teachers to use online resources to view professional
development videos and to interact with other teaching professionals. The staff have had recent
professional development in a variety of technological issues, STEM, IEP Training, Crisis
management issues, PowerSchool and other areas that are central to the operations of the
school. Additionally those who receive training share their insights with other staff members upon
their return to the school.
AIJMS has made use of federal government grants and community partnerships to help address
many of the issues that were needed on the school’s campus, but were not able to be addressed by
the annual budgeting process. This has become an expedient and valuable part of the school’s
ability to meet its needs both for the present and for the future.
D2.
Resource Planning Criterion
The AIJMS community meets regularly in a variety of forums to discuss planning for the
future. The teachers, administrators, parents and students make observations and
recommendations for the campus and the curriculum and forward those recommendations to
GDOE. As with many such cases the control of the budget is not entirely within the hand of the
school administration, but with a number of other entities GDOE, the Governor’s office and the
Guam Legislature. As a result, not all AIJMS recommendations are funded. The school has
formed community partnerships that have enabled them to accomplish some goals outside of the
regular budgetary process, e.g. using volunteer help to install a new bell system, having the
mayor’s office help with upkeep.
The school uses a number of different surveys to keep abreast of the needs that community
members see as priorities. These include the end of year survey as well as others during the school
year to assist in planning. Additionally the team meetings are used to discuss the future needs of
the individual groups. The Three Year Library Management Plan is an example of a program
29
developed through these means. The school should continue to work on the process of long range
planning to assess the most efficient use of limited funds that are available.
Parents have been encouraged to participate and this year have been involved in greater numbers
than the past few years. The PTO has been helpful this year in beautifying the campus and in
identifying priorities for the future. The school has been successful in using the media, text
messages and the online portal to inform parents of events and notifying them of meetings.
AIJMS follows responsible and prudent procedures for planning for the future. They seek input
from all stakeholders and prepare requests that are forwarded to the central office for
planning. Additionally, the school has been somewhat successful in finding new ways to address
many budgeting shortfalls that have prevented the completion of high priority items such as the
recent roofing repairs and the bell system installation. Because of this large reliance on NonAppropriated funds and community partnerships, the school needs to be aggressive in ensuring
that these relationships and funding sources continue in order to adequately prepare for the future.
Areas of Strength for Resource Management and Development Category (if any) that need to be
addressed to ensure quality education for all students:

School administration has shown leadership in soliciting input from all stakeholders in
planning for future needs

Created plans for technological growth in the library

School community has shown resourcefulness in making use of limited funds

Mayors and other community organizations for identifying needs and assisting in the
upkeep and beautification of the campus
Key Issues for Resource Management and Development Category (if any) that need to be addressed
to ensure quality education for all students:





The school should continue to be aggressive in the search for grants both from the federal
government and the local community
The teachers and administration should continue to find ways to involve more parents
The administration should identify funds to continue with facility upgrades and
maintenance needs including the need to become ADA compliant
The school should develop a long range plan to use technology as a learning tool for
students and teachers.
Develop capital improvement plans to maintain, upgrade and renovate facilities
Important evidence about student learning from the self-study and the visit that supports these
strengths and key issues include the following:
30
Listings of the community partnerships
School beautification efforts that have increases student pride on campus.
Increased use of technology in the classroom trough use of ELMO and other devices.
School budget and budgeting process
Stakeholder surveys identifying needs
Requests for more technology
Parental participation records
Part B: Synthesize the strengths and key issues from all categories into schoolwide strengths
and schoolwide critical areas for follow-up. Include the information given below
General Comments:
Agueda I Johnston Middle School is committed to providing their students the best education
under the guidance of the GDOE and the school administration. The principal is a strong,
effective leader who has created a strong culture of collaboration and teamwork, resulting in
the faculty feeling supported and for the first time, knowledgeable and included in all
decisions. True collaboration, buy in and commitment are schoolwide.
The school has established structures and a framework to deliver effective curriculum and
instruction by experienced faculty. To transition new teachers to AIJMS there is a two year
mentoring support program, Critical Friends. GDOE provides data analysis for the school
that is then shared with the school community. Teachers and staff provide personalized
support through activities such as tutoring, co-curricular and extra-curricular programs of
which many take place on personal time and may even involve personal funding. With
commitment to the school’s vision and mission, the teachers continue to provide instructional
support and care through collaboration and sharing of best practices amongst themselves.
Schoolwide areas of strength (list numerically).
1. The Principal and his leadership team for creating a culture of transparency that
permeates the campus so there is trust and respect amongst all stakeholders
2. The Vision, Mission, and SLOs have provided a foundation for the school’s action plan
and programs
3. GDOE has created a five goal system of expectations, supports, and accountability that
clearly delineates responsibilities and summative results
4. Faculty and staff give a clear message to all students that they are supported and cared for
5. Strong collaboration and a culture of trust and respect amongst all stakeholders has
created a cohesive school community
6. Development and Implementation of SMART Goals and Curriculum Maps across all
content areas and in all classroom at AIJMS
7. Faculty for embracing the PLCs and Common Core State Standards and working
collaboratively to improve student learning
8. Students are friendly, outgoing, and welcoming throughout the campus
31
9. A passionate PTO that is committed to supporting the school and to parent outreach
10. Mayors and other community organizations for identifying needs and assisting in the
upkeep and beautification of the campus
Schoolwide critical areas for follow-up:
The administration and faculty use the Data Team Process and the analysis of formative
and summative data to inform instructional teaching and learning so that all students are
successful academically, socially, and behaviorally.
The GDOE, administrators and faculty will provide ongoing professional development
(e.g., CCSS, digital literacy, STEM) to support all teachers with the expectation of quality
implementation which will be documented.
The faculty will regularly engage students in self-reflection/self-assessments based on their
demonstrated learning and quality feedback, which is standardized, supportive and on a
timely and appropriate basis to increase success for all students.
All stakeholders should continue to explore ways to improve communication and parental
involvement, especially with families from the Federated States of Micronesia, in order to
be aware of the critical role they play in their child’s education.
The Administration and faculty should develop a multi-year plan to use technology as a
learning tool for students, teachers, and the system in order to be successful in the 21st
century.
The school community should develop a capital improvement plan to maintain, upgrade
and renovate facilities in order to ensure a safe and secure campus.
The administration and faculty will create and implement rubric/assessment tools with
indicators to assess the achievement of the SLOs by all students.
32
CHAPTER V: ONGOING SCHOOL IMPROVEMENT
The Schoolwide Action Plan is the vehicle to have a living document that supports the
continuous improvement of schools so that all students are College and Career Ready (CCR)
and all students will have the knowledge, skills, and application experiences to be a 21st century
global citizen. In addition, the plan addresses the gap areas for growth for individual students –
academically, socially, and behaviorally
To support learning for all students and differentiate the needs of individual students, the AIJMS
Schoolwide Action Plan outlines how the school will support the professional development of
faculty and staff, alignments systems, processes, and procedures to ensure that the enabling
activities, strategies, and actionable steps are implemented with fidelity on a timely and
supportive basis. Critical Learner Needs and SLOs are appropriate targets for all grade levels
and all content areas. These two targets are embedded in the Self-Study Report, Chapter IV:
Quality of the School’s Program all A, B, C, and D and are the driving forces to implement the
Schoolwide Action Plan.
Part of the process of having an action plan is to provide evidence of the quality of
implementation and the quality of learning by ALL students and every student.
All of the steps in the Action Plan are procedures and processes with enabling activities that are
outlined with expectations to be implemented with measurable results for Goals 1-5, throughout
SY 14-17.

Comment on the following school improvement issues:
Adequacy of the schoolwide action plan in addressing the critical areas for follow-up.
The School’s Action Plan is a thoughtful, broad-based Plan taking into account previous VC
Team’s recommendations and the current school’s self-study process. The school used the
process of developing the self-study as an opportunity to create a plan and timeline for
growth and school-wide improvement. The Action Plan provides an appropriate response to
the needs identified by the school and Visiting Team.
The five major action items 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.
33
The Action Plan is intended to serve as a vehicle for routinely assessing and reporting the
ongoing task of school improvement. The Visiting Team’s observations and interviews
confirmed that the school Action Plan is directly tied to achievement of the mission and
vision of the school. Thus, the potential of the Plan to have a favorable effect on student
learning is significant.
Will the action plan steps enhance student learning?
By implementing the enabling activities with fidelity there will be schoolwide use of the Data
Team Process on an ongoing basis to determine what is working or what needs to be addressed.
Is the action plan feasible within existing resources?
Through ongoing and continuous support from GDOE, the school should be able to address the
major goals.
Is there sufficient commitment to the action plan, schoolwide and system wide?
Throughout the self-study process at AIJMS, the entire school collaborated with all stakeholders
which transformed the existing culture and climate to an environment of “one cohesive family”
committed to help all students and to work together rather than in isolation. There is buy-in by
all and commitment to implement the Action Plan. To be successful in implementing this Action
Plan, Goals 1-5 will be readily doable by implementing the timeline, actionable observable
action, and reflect and assess through the Data Process to generate progress throughout SY 20142017.
Existing factors that support school improvement:
 The Leadership Team is already in place and invested in the success of these programs. .
 WASC coordinators and Focus Group leaders have agreed to remain in place and help to
oversee the Action Plan.
 The entire faculty is committed to the improvement efforts and recognizes the
effectiveness and implementation of the Action Plan.
 A spirit of positive improvement and movement permeates throughout the school.
Impediments to school improvement that the school will need to overcome in order to
accomplish any of the action plan sections:
 Any change of leadership for the next year may jeopardize the initiatives and the special
culture that are moving the school forward.
 Lack of quality designated time for PD may impede the continuity and consistency of
implementation
 SAT 10 growths may be slower than anticipated and some may lose patience with the
program.
 Lack of consistency in following the Data Team Process by not providing challenging
and rigorous application of knowledge, skills and relevance in students’ daily learning.
 Soundness of follow-up process to monitor accomplishment of schoolwide action plan.
34

The leadership team and the PLCs meet regularly to assess student data and will monitor
the accomplishment of the school-wide action plan.
35