V.S.A. Benavente Middle School - Home of the...

V.S.A. Benavente Middle School WASC SELF STUDY REPORT

SY2006-07

Table of Contents Page Guam Education Policy Board/Guam Public School System Leadership 1 Vicente S.A. Benavente Middle School Administration/Accreditation Coordinators/Focus Group Chairpersons 2 Community/School Leaders 3 Faculty and Staff 4 Focus Groups 8 CHAPTER I

Student/Community Profile and Supporting Data 10 A. Community Profile 10 B. Student Profile 14 CHAPTER II

Expected School-wide Learning Results 24 CHAPTER III

Progress Report 26 CHAPTER IV

Self-Study Findings 37 A. Organization for Student Learning 37 B. Curriculum and Instruction 54 C. Support for Student Personal and Academic Growth 65 D. Resource Management and Development 74

CHAPTER V

School-wide Action Plan 83 Appendix- Accreditation Survey Results 130 Staff and Faulty Survey 130 Parent Survey 135 Student Survey 137

GUAM EDUCATION POLICY BOARD

Chairman Peter Alecxis D. Ada

Vice-Chairman Joe S. San Agustin

Melinda Castro

Evangeline M. Cepeda Jose Q. Cruz, Ed.D

Maria. A. Gutierrez Anita A. Manibusan Rossana San Miguel

Rosie R. Tainatongo

CENTRAL OFFICE

Superintendent of Education Luis S.N. Reyes

Associate Superintendent of Secondary Schools: Kenneth P. Chargualaf

Associate Superintendent of Elementary Schools: Corina Y. Paulino

Associate Superintendent of Curriculum and Instruction: Eloise Sanchez

Associate Superintendent of Special Education: Katrina Celes Pieper

Chief Financial Officer, Financial Affairs: Pete Tajalle

Administrator, Research, Planning, and Evaluation: Nerissa Britania Schafer, Ph.D

Administrator, Federal Programs: Ike Santos

Administrator, Personnel Services: Ray Lizama

Administrator Student Support Services: James Petitte

Administrator, Reading First Center: Rose Rios

Administrator (Acting), Food Services: Ike Santos

Administrator, Chamorro Studies: Ronald Laguana

Administration, Certification: John Anderson

Administrator, FSAIS: Vince Dela Cruz

Manager (Acting), Facilities and Maintenance: Ken Calvo

Legal Counsel: Fred Nishihara and Dave Sullivan

1

ADMINISTRATION

Principal Beth Perez

Assistant Principal

Dexter Fullo Hannah Gutierrez Joseph Sanchez

ACCREDITATION COORDINATORS

Shirley Balmeo Denise Cruz

Thelma Devlin Christine Diocena

FOCUS GROUP LEADERS

Organization for Student Learning

Betty Lubas

Curriculum and Instruction Glenn Ducusin

Julie Flis Lucia Pascua Aurora Reyes Lisa Tomada

Support for Student Personal and Academic Growth

Eric Dela Cruz Jeanette Tabobo

Nichole Taimanglo

Resource Management Emmanuel Balmeo

Sahlee Felisan

2

MAYOR, Dededo Melissa Savares

VICE-MAYOR, Dededo

Andrew Benavente

PARENT-TEACHER ORGANIZATION

President Jodie Cruz

Vice-President Felix Ranoco

Secretary, Interim

Patty Fejeran

Treasurer Cynthia Moises

DEPARTMENT CHAIRPERSONS/LEADERS

Language Arts and Reading: Patty Fejeran Math: Carlos Gumataotao

Science: Julie Flis / Maritess Orbong Social Studies: May Llanes

SPED: Linda Lujan and Rose Lagutang LOTE: Edith Cruz

World Language: Judith Camacho Physical Education/Health: Melonie Quintanilla

Fine Arts: Cheryle Jenson BPA: Ron Espina

UNION STEWARD Patty Fejeran

3

Team 6A: (5) Team 6B: (5) Bismonte, Asuncion Reading San Nicolas, Martina Reading Ilao, Emelita Language Arts Torrado, Yolanda Language Arts Makilong, Felix Math Escalona, Rosalia Math Milan, Maria Social Studies Reyes, Julie Social Studies Sunga, Monina Science Muritok, Esther Science Team 6C: (5) Team 6D: (5) Kiander, Dennis Reading Mendiola, Marlene Reading Priest, Elisa Language Arts Guerrero, Jessica Language Arts Dela Cruz, Eric Math Finona, Melvin Math Entilla, Annie Social Studies Dobrowolski, Joseph Social Studies Livengood, Delia Science Pilarca, Yolanda Science Team 7A: (5) Team 7B: (5) Balmeo, Shirley Reading Rafan, Richard Reading Leon Guerrero, Adam Language Arts Acebedo, Haydee Language Arts Diocena, Christine Math Lazaga, Francisco Math Cruz, Denise Social Studies Natuel, Ameurfina Social Studies Devlin, Thelma Science Orbong, Maritesa Science Team 7C: (5) Team 7D: (5) Ducusin, Glenn Reading Duenas, Nicole Reading Reyes, Aurora Language Arts Lubas, Betty Language Arts Pascua, Lucia Math Ventus, Rey Math Aguon, Jon Social Studies Olkeriil, Lawrence Social Studies Flis, Julie Science Guerrero, Leilanie Science Team 8A: (5) Team 8B: (5) De Rosas, Elena Reading Felisan, Sahlee Reading Rodillas, Ernesto Language Arts Bautista, Alden Language Arts Reyes, Fredelina Math Gumataotao, Carlos Math Redoblado, Luviz Social Studies Calori, William Social Studies Papa, Ursula Science Patterson, Bruce Science Team 8C: (5) Fejeran, Patricia Reading San Nicolas, Kathryn Language Arts Gallardo, Buenaventura Math Llanes, May Social Studies Johnson, Glenn Science

4

SPED A: (4) SPED B: (4) Pestanas, Arlene SPED LA Limtiaco, Erlinda SPED LA Lagutang, Rose SPED Math Wolford, Angie SPED Math Cruz, Nerija SPED SS Lujan, Linda SPED Science Fee, Julie SPED Science Leon Guerrero, Chanda SPED LCS LOTE: (4) BPA: (6) Andrada, Aurora Espina, Ron Comp App Bautista, Ada Lacno, Buena Home Economics Cruz, Edith Nartia, Rose Career Ed Duenas, Bertha Paulino, Eiscelle Tourism Imanil, Myra Consumer Math Balmeo, Emmanuel Life Skills FINE ARTS: (5) WORLD LANGUAGE: (6) Jenson, Cheryle Drama Camacho, Judith Chamorro De Rosas, Elmor Choir Castro, Delia Chamorro Martin, Jason Choir Quintanilla, Jesus Chamorro Lujan, Steven Art San Nicolas, Joseph Chamorro Lujan, Michael Cultural Art Mendiola, Agnes Chamorro San Nicolas, John Japanese PHYSICAL EDUCATION/HEALTH: (11) Abagatnan, Dorris P.E. Batangan, Lawrence P.E. Mestidio, Arvin P.E. Quintanilla, Melonie P.E. Restuvog, Rudy P.E. Sison, Michelle P.E. Taitano, Lolita P.E. Villa, Erwin P.E. Jaen, Jocelyn Health Manalac, Edward Health Zapanta, John Health SCHOOL HEALTH COUNSELOR: (1) LOTE(1) Cruz, Shirley Gumataotao, Natividad GUIDANCE COUNSELORS: (3) LIBRARIAN: (1) Manosa, Agnes Togawa, Louise

5

Tabobo, Jeanette Taimanglo, Nichole READING COORDINATORS: (2) IN SCHOOL: (1) Arii, Freda Duenas, Peter Juralbal, Helena ADMINISTRATIVE SUPPORT: (9) Guerrero, Alfred Administrative Assistant Tabirao, Madeleine Administrative Secretary Aguon, Jeanette Secretary Inocencio, Geniella Computer Operator Palma, Marie Clerk Typist III Mendiola, Clara Clerk Typist III Cruz, Tina Clerk Typist I Charfauros, Alicia Clerk Typist I Ranaco, Linda Clerk Typist I SCHOOL AIDE: (8) ONE-TO-ONE AIDE: (7) Balajadia, Henry School Aide III Cabarles, Charles Nochefranca, Ronald School Aide III Franquez, Shawn Tarusan, Joann School Aide II Leon Guerrero, John (Part-time) Gogue, Barbara School Aide I Rivera, Dean Mendiola, Louise School Aide I Salas, George Jr. Pelena, Nelly School Aide I San Nicolas, Brian Sablan, Rita School Aide I San Nicolas, Geraldine Tackney, Mary School Aide I L.O.T.E. AIDE: (1) TRUANT OFFICER: (1) Munoz, Jimmy Cruz, Ignacio CUSTODIAL STAFF: (9) Amerna, Alberto Acosta, Joseph Benavente, Maria Manalisay, Tricia Manibusan, Jesse Manibusan, Richard Nauta, Kenneth San Nicolas, Manuel Taitague, David

6

CRT: (1) Pineda, Emelita SOCIAL WORKER: (1) SOCIAL WORKER AIDE: (1) EECCOO,, CCHHOONNAA PPAALLOOMMOO,, CCAATTHHRRIINNAA

7

OORRGGAANNIIZZAATTIIOONN FFOORR SSTTUUDDEENNTT

LLEEAARRNNIINNGG

CCUURRRRIICCUULLUUMM AANNDD

IINNSSTTRRUUCCTTIIOONN

SSUUPPPPOORRTT FFOORR SSTTUUDDEENNTT

PPEERRSSOONNAALL AANNDD

AACCAADDEEMMIICC GGRROOWWTTHH

RREESSOOUURRCCEE MMAANNAAGGEEMMEENNTT AANNDD

DDEEVVEELLOOPPMMEENNTT

Focus Group Leader

Betty Lubas

Administrator Beth Perez

Faculty and Staff

Acosta, J. Batangan, L. Bautista, Ada

Camacho, Judith Castro, Delia

Charfauros, A. Cruz, N.

DeRosas, Elmer Entilla, A.

Escalona, R. Franquez, S. Guerrero, L.

Ilao, E. Lacno, B.

Leon Guerrero, C Livingood, D.

Lujan, S. Orbong, M.

Priest, E. Quintanilla, J. Redoblado, L.

Reyes, J. Rivera, D.

Rodillas, E. San Nicolas, Joe

Taitague, D. Taitano, L. Ventus, R. Villa, E.

Focus Group Leaders

Glenn Ducusin Julie Flis

Lucia Pascua Aurora Reyes Lisa Tomada

Administrator Joseph Sanchez

Faculty and Staff

Cabarles, C. De Rosas, E.

.Dobrowski, J. Duenas, N.

Fee, J. Fejeran, P. Guerrero, J.

Gumataotao, C. Imanil, M. Jensen, C. Lazaga, F.

Limtiaco, E. Llanes, M.

Lagutang, R. Manalisay, T. Manibusan, R.

Manosa, A. Natuel, A.

Quintanilla, M. Rafan, R. Reyes, F.

San Nicolas, G. San Nicolas, M.

Togawa, L. Tomada, J.

Focus Group Leaders

Eric Dela Cruz Jeanette Tabobo

Nichole Taimanglo

Administrator

Dexter Fullo

Faculty and StaffAbagatnan, D. Acebedo, H.

Arii, F. Bismonte, A.

Calori, B. Cruz, E. Cruz, S. Eco, C. Jaen, J.

Juralbal, H. Leon Guerrero, A. Leon Guerrero, J.

Lujan, M. Makilong, F.

Martin, J. Mendiola, M.

Milan, M. Munoz, J.

Muritok, E. Nauta, K.

Nochefranca, R. Olkeriil, L. Patenia, A. Paulino, E. Pineda, E.

Restuvog, R.

Focus Group Leaders Emmanuel Balmeo

Sahlee Felisan

Administrator Hannah Gutierrez

Faculty and Staff

Amerna, A. Andrada, A.

Aguon, J. Bautista, Alden Benavente, M.

Duenas, B. Espina, R.

Gallardo, B. Gogue, B.

Guerrero, A. Guerrero, J.

Gumataotao, N. Johnson, G.

Lujan, L. Manalac, E. Mendiola, A. Mestidio, A.

Nartia, R. Papa, U.

Patterson, B. Pelena, N.

Pestanes, A. Pilarca, Y. Sablan, R.

San Nicolas, B. San Nicolas, M.

Sison, M. Wolford, A. Zapanta, J.

8

Torrado, Y.

Salas, G. San Nicolas, John San Nicolas, K.

Sunga, M. Tackney, M.

Taimanglo, N.

9

Community Profile Hafa Adai! Welcome to Vicente S.A. Benavente Middle School, Home of the Roadrunners! Vicente S.A. Benavente Middle School, commonly referred to as BMS, is located in Dededo, the largest (population and land area) village on the Pacific island of Guam. Guam is the largest and southern most island in the Marianas Archipelago. The island is approximately 30 miles long with a variable width ranging from 4 to 12 miles. The island is 3,700 miles west-southwest of Honolulu, 1,500 miles east of Manila, 1,500 miles south-southwest of Tokyo, 2,100 miles southwest of Hong Kong and 3,100 miles north-northwest of Sydney. The Census 2000 Population for Guam is 154,805. The Census 2000 Population for the village of Dededo is 42,980. The 2006 estimated population for Guam is 171,019. There is currently no official information available as to the impact of this population increase on the village of Dededo. (Source: Office of Insular Affairs Statistics Online, www.pacificweb.org)

Economics The economy of Guam is heavily dependent upon tourism as a source of revenue. According to the September 2006 Current Employment Report released by the Guam Department of Labor, total employment has remained constant with an increase by 280 from the 57,710 jobs in September 2005 to 57,990 jobs in September 2006. According to the Guam Census 2000 report the number of families below the poverty level in 1999 for

10

the village of Dededo is 1,802. Of the 1,802 families, 1,528 were families with related children under 18 years of age. The statistics show that there are 4,545 related children in those families under the age of 18. A further breakdown shows that 3,002 are related children 5 to 17 years of age. Housing ,Health and Community Services According to the Guam Census 2000 Report, there are 12,119 housing units in the village of Dededo. There are 2,103 vacant units and 10,016 occupied housing units with 5,550 being owner occupied units and 4,466 being renter occupied units. There are more suburban housing structures within the village with a mixture of owner occupied units and public assistance housing units subsidized by the locally and federally funded Guam Housing and Urban Renewal Agency (GHURA). GHURA also subsidizes private housing and apartment rentals for qualified applicants. On the outskirts of the village are government subsidized agricultural land lease areas and government owned land occupied by landless individuals (squatters). There are a variety of private clinics in the village of Dededo. There also exists a Northern Regional Medical Center for the indigent population also known as the Dededo Public Health. The Center is locally and federally subsidized by the Guam Department of Public Health, the U.S. Department of Health and Human Services and the Centers for Disease Control. There is one northern police precinct located in the village of Dededo. A new police precinct is currently under construction and is subsidized by GHURA funds as was a fire station was also built in Astumbo, Dededo. The construction of an additional high school and middle school in Dededo is scheduled to be completed by the start of the SY08-09 school year. Political and Educational Structure The Island of Guam is a political territory of the United States. The chief executive of the island is the Governor of Guam, Felix P. Camacho. The lawmaking body is the Guam Legislature which has budgetary oversight on the Government of Guam and in particular, the Guam Public School System. Recent public law created the elected Guam Education Policy Board which is the governing authority for the Guam Public School System. The Superintendent is contractually hired by the Board to manage the daily operations of the GPSS. New board members were recently elected in November 2006 with three of them representing our district- Lagu. Issues concerning federal and local funding are currently being discussed between the Executive and Legislative Branches of the Government of Guam and the Guam Public School System. More information is provided on the District website, www.gdoe.net and media sources, www.guampdn.com and www.kuam.com. School Structure The administrative leadership of BMS is comprised of the school principal, Mrs. Beth Perez, who entered the school in December 2006 replacing Mrs. Erika Cruz, former

11

principal and assistant principal who was transferred to another middle school on island. Three assistant principals Ms. Hannah Gutierrez, Mr. Dexter Fullo and Mr. Joe Sanchez assist in the areas of Business/Special Programs, Student Support and Curriculum, respectively. Three administrators are fully certified in administration and supervision with one eligible for certification. As of January 2007, there are currently 103 faculty members, 38 support staff members and 4 school administrators. All school personnel are hired in accordance with standards established by the Guam Public School System certification and personnel offices. Faculty members are certified by the district office and granted a teaching certificate indicating a limited-term appointment or a full-term appointment to a teaching position. GPSS requires that all faculty members possess a teaching certificate. The teaching staff is divided into 11 regular teams, 2 special education, 1 Language Other Than English (LOTE) and 4 elective departments. Each regular team is comprised of a language arts, reading, math, science and social studies teacher and is responsible for approximately 140 students. The two Special Education team teachers (4 in each team) all teach one reading class and then break into their respective areas of science, math, language arts and social studies. The LOTE teachers teach all subject areas to their students throughout the day.

Table 1.1 Staff Breakdown

Position Total Administrators 4 Administrative Assistant 1 Clerks/Secretaries 6 Computer Operator 1 Community Program Aide 1 Consulting Resource Teacher for Special Education 1 Custodians 9 One to One School Aides (for Special Education Students) 7 School Aides 8 LOTE Aide 1 School Nurse 1 Social Worker 1 Truant Officer 1

12

Table 1.2 Faculty Breakdown

Content Area/Position Total Language Arts 11 Reading 11 Math 11 Science 11 Social Studies 11 Special Education 8 Language Other Than English (LOTE) 4 Business and Practical Arts 6 Fine Arts 5 Physical Education/Health 11 World Language 6 In School-Suspension 1 Language Other Than English (LOTE) Coordinator 1 Librarian 1 Counselors 3 Reading Coordinators 2

The academic program at BMS has changed since the last full self-study in 2001 and the mid-term progress report in 2003. During SY04-05 the district implemented the Corrective Reading/Direct Instruction program at the middle school level and is currently in progress. As part of the implementation process, the school master schedule was altered to accommodate the two Corrective Reading periods (45 minutes per period) in the morning. In order to keep individual classes at a reasonable length, 54 minutes, the school operates on an alternating block schedule with students attending half of their classes one day and the other half the next.

Blue Day Schedule

Time 6th Grade 7th Grade 8th Grade 8:25 Warning Bell Warning Bell Warning Bell 8:30-8:44 Homeroom Homeroom Homeroom 8:47-9:32 CR1 CR1 CR1 9:35-10:20 CR2 CR2 CR2 10:20-10:33 AM Break AM Break AM Break 10:36-11:30 LUNCH 1st Period 1st Period 11:33-12:27 1st Period LUNCH 2nd Period

13

Gold Day Schedule

Student Profile

Student Enrollment As of January 3, 2007, there are 1,536 students enrolled at BMS.

Grade Male Female TOTAL 06 277 252 529 07 286 265 551 08 236 220 456

TOTALS 799 737 1536

Student Population breakdown by ethnicity Ethnicity Number Percent African American/White/Asian 40 3% Chamorro 584 38% Chuukese 156 10% Filipino 633 41%

12:30-1:24 3rd Period 2nd Period LUNCH 1:27-2:21 4th Period 4th Period 3rd Period 2:21-2:34 PM Break PM Break PM Break 2:37-3:31 5th Period 5th Period 5th Period

Time 6th Grade 7th Grade 8th Grade 8:25 Warning Bell Warning Bell Warning Bell 8:30-8:44 Homeroom Homeroom Homeroom 8:47-9:32 CR1 CR1 CR1 9:35-10:20 CR2 CR2 CR2 10:20-10:33 AM Break AM Break AM Break 10:36-11:30 LUNCH Homebase Homebase 11:33-12:27 Homebase LUNCH 6th Period 12:30-1:24 6th Period 6th Period LUNCH 1:27-2:21 7th Period 7th Period 7th Period 2:21-2:34 PM Break PM Break PM Break 2:37-3:31 8th Period 8th Period 8th Period

14

Other Pacific Islander 111 7% Other (Mixed) 12 1% Total 1536 100%

38%

10%

41%

7%1% 3% African

American/White/Asian

Chamorro

Chuukese

Filipino

Other Pacific Islander

Other (Mixed)

Students who participate in the Federal hot lunch program

Students eligible for Free Lunch Grade Male

(% of population ) Female

(% of population ) Total

(% of population ) 6th 134 (9%) 143 (9%) 277 (18%) 7th 120 (8%) 126 (8%) 246 (16%) 8th 94 (6%) 87 (6%) 181 (12%)

Total 348 (23%) 356 (23%) 704 (46%)

Students eligible for Reduced Lunch Grade Male


(% of population ) Total

(% of population ) 6th 14 (1%) 22 (1%) 36 (2%) 7th 23 (1%) 21 (1%) 44 (3%) 8th 8 (1%) 19 (1%) 27 (2%)

Total 45 (3%) 62 (4%) 107 (7%)

15

Special Populations Language Other Than English Program (LOTE)- Sheltered Class

Grade Male (% of population )

Female (% of population )

TOTAL (% of population )

06 10 (1%) 6 (.4%) 16 (1%) 07 12 (1%) 7 (.5%) 19 (1.2%) 08 9 (1%) 14 (.9%) 23 (1.5%)

TOTALS 31 (2%) 27 (1.8%) 58 (3.8%)

Special Education Program Grade Male


(% of population ) TOTAL

(% of population ) 06 22 (1.4%) 6 (.4%) 28 (1.8%) 07 37 (2.4%) 4 (.3%) 41 (2.7%) 08 18 (1.2%) 11 (.7%) 29 (1.9%)

TOTALS 77 (5.0%) 21 (1.4%) 98 (6.4%)

Attendance Patterns In SY06-07 student attendance has been constant at an average of 95% to 97% per grade level. However, it is noted that attendance data only reflects attendance taken during homeroom period. Students with truancy problems are referred to the truant officer on campus who acts as a liaison between the school and the juvenile court system.

School Year Average Daily Attendance SY03-04 95% SY04-05 92% SY05-06 91%

SY06-Current 96%

Average Daily Attendance

96%

91%92%

95%

90%91%

92%93%

94%95%

96%97%

SY03-04 SY04-05 SY05-06 SY06-Current

Perc

enta

ge o

f Stu

dent

s

16

Student Performance The following profile highlights Student Performance in four measures, grades through a grade distribution in each subject area, scores on the SAT10 in each subject area and grade level, reading levels as measure on the Stanford Diagnostic Reading Test and student distribution as noted though their Corrective Reading levels. Marks Analysis The grade distribution depicted below is from the most recent Marks Analysis report generated at the end of every quarter after final grades are posted. Though this data is not routinely shared with the faculty, administrators and counselors use it to identify potential problem areas in terms of teachers who may be having problems with certain classes or subjects that show unusual trends in grading. In the 6th grade, as shown in the chart below we se an almost even distribution of A’s, B’s and C’s in language arts and reading while math shows s big jump in A’s and B’s. This is most definitely attributed to the Connecting Math Concepts program that was implemented in SY05-06 in all of the 6th grade math classes. As the math counterpart to the corrective reading program, CMC emphasizes master of the material before students move on, thus resulting in many opportunities for students to pick up low or even at times, failing grades. In the social studies classes, there seems to be an unusual jump in D’s as compared to the other subjects. This may merit additional review.

Grade Distrubution by Subject- 6th Grade

0102030405060

Language Reading Math Science SocialStudies

Perc

enta

ge o

f Stu

dent

s

ABCDF

In the 7th grade, in Reading and Science, grades seem to be evenly distributed with language arts showing a slight spike in failures as compared to the other subjects. In mathematics, there seems to be a slight jump in A’s and in social studies 40% of students achieved this grade with very few students failing.

17

Grade Distribution by Subject-7th Grade

0102030405060


Perc

enta

ge o

f Stu

dent

sA BCDF

In the 8th grade, the marks seem to once again be distributed evenly with reading and science showing slight spike in the “A” category with math having a slightly higher number of marks that the others. Social studies had the least number of A’s with marks being distributed evenly with the others.

Grade Distribution by Subject-8th grade

010

203040

5060


Perc

enta

ge o

f Stu

dent

s A

B

C

D

F

Stanford Achievement Test- Tenth Edition (SAT10) The following information and charts show our student scores on the Stanford Achievement Test-Tenth Edition (SAT10) for SY04-05 and SY05-06. The charts

18

highlight three scores- the mean scaled scores, percentile ranks and stanines. In addition too, we note our ranking among the GPSS middle schools for reference. For this analysis, it is important to note that SY04-05 was the first year all grades were tested in Guam middle schools using the SAT10. Previously, the SAT9 edition was used and only 7th grade was tested, allowing for only a cohort to cohort comparison. Of course, in only testing one grade level, it was difficult for schools to determine growth since each year when scores are compared, they represent entirely different sets of students. Now, in testing all middle school grades, schools are able to track student performance on the SAT10 to determine the nature of progress made as students move from 6th through 8th grade. In both testing years, it is clear that our 6th grade students start of really low among the other middle schools in the GPSS placing last each year in every subject except for math in SY04-05 and in science, reading and spelling in SY05-06. As they progress, however, they do seem to improve and move up in the GPSS rankings coming in first and second in several subjects in SY05-06 with all subject areas maintaining a solid position in stanine four. A noted in the group report, average performance in this norm referenced test is identified to be at stanines four, five and six. In SY04-05, BMS 6th graders scored “below average” in three subject areas, reading, math and social studies at stanine three. In the 7th and 8th grades, student scored average in stanine four with a range of percentiles from the 25th to the 33rd. The highest score this year was in spelling at the 41st percentile in stanine five.In terms of their GPSS placement, out of seven public middle schools on the island, students ranked last in all subject areas in the sixth grade with the exception of math and had mixed placement in the 7th and 8th grade. The highest we placed this school year was second for 7th grade social studies and third for 7th grade language arts and 8th grade math.

SY04-05 SAT10 Scaled Scores/ Percentile Ranks- Stanines Subject 6th Grade

Scaled Score (%tile - Stanine)

7th Grade Scaled Score (%tile -

Stanine)

8th Grade Scaled Score (%tile -

Stanine) Language Arts 609.7 (32-4) 620.8 (32-4) 632.7 (31-4) Reading 625.3 (18-3) 641.8 (25-4) 655.9 (28-4) Math 622.6 (17-3) 642.5 (27-4) 656.6 (26-4) Science 630.4 (26-4) 635 (26-4) 654.8 (33-4) Social Studies 617.1 (21-3) 641.2 (31-4) 648.8 (31-4) Spelling 644.5 (41-5) 659.5 (47-5) 670.8 (47-5) Complete Battery

N/A (23-4) N/A (30-4) N/A (32-4)

SY04-05- GPSS Placement

Subject 6th Grade GPSS Placement

7th Grade GPSS Placement

8th Grade GPSS Placement

Language Arts 7 3 4

19

Reading 7 5 5 Math 6 4 3 Science 7 6 5 Social Studies 7 2 5 Spelling * * * Average Placement

6.8 4 4.4

In SY05-06, the improvement trend mentioned earlier seemed more evident. In the 6th grade, students scored below average (stanine three) in reading, math and social studies with math being the lowest at the 16th percentile. The highest was spelling at the 43rd percentile in stanine five. In the 7th grade, all subjects, excluding spelling, were average in stanine four with language arts being the highest at the 32nd percentile. Spelling was the highest overall at the 47th percentile in stanine five. In the 8th grade, all again were average in stanine four with spelling again at stanine five. All subject areas though performed slightly higher in terms of percentile ranks with the highest at the 35th. GPSS placement, however, seems to be where this improvement is emphasize. In the 6th grade, our student clearly rank low, coming in last in language arts, math and social studies. In 7th grade, however, our students gradually move up in placement, ranking fifth and fourth in all subjects (except science) to finally ranking second in three subjects and first on one.

SY05-06 SAT10 Scaled Scores/ Percentile Ranks- Stanines Subject 6th Grade 7th Grade 8th Grade Language Arts 613 (35-4) 621 (32-4) 637 (35-4) Reading 629 (20-3) 642 (25-4) 660 (31-4) Math 621 (16-3) 646 (30-4) 656 (26-4) Science 639 (35-4) 637 (27-4) 656 (35-4) Social Studies 618 (22-3) 640 (30-4) 652 (35-4) Spelling 648 (43-5) 660 (47-5) 676 (52-5) Complete Battery

N/A (26-4) N/A (30-4) N/A (34-4)

SY05-06- GPSS Placement

Subject 6th Grade 7th Grade 8th Grade Language Arts 7 5 1 Reading 5 5 2 Math 7 4 2 Science 6 7 4 Social Studies 7 5 4 Spelling 6 5 2 Average 6.3 5.1 2.5

20

Placement In a cohort analysis, taking the scores of our 6th graders in SY04-05 and their scores in SY05-06 when they were 7th graders; and then doing the same for the 7th graders in SY04-05, we see that both cohorts improved by several percentile points

Cohort Analysis #1 6thSY04-05 7thSY05-06 Difference Language Arts 609.7 621 +11.3 Reading 625.3 642 +16.7 Math 622.6 646 +23.4 Science 630.4 637 +6.6 Social Science 617.1 640 +22.9 Spelling 644.5 660 +15.5

Cohort Analysis #2 7th SY04-05 8th SY05-06 Difference Language Arts 620.8 637 +16.2 Reading 641.8 660 +18.2 Math 642.5 656 +13.5 Science 635 656 +21 Social Science 641.2 652 +10.8 Spelling 659.5 676 +16.5 Stanford Diagnostic Reading Test (SDRT) The reading department tests our student reading levels annually using the Stanford Diagnostic Reading Test (SDRT) at the beginning and end of each school year. The following chart shows the distribution of reading levels for each grade at the beginning of SY06-07. As depicted in the graph, this year seems to be consistent with an island-wide trend of having more that half of our students reading two more grade levels below their grade. In the 6th grade, 55% of our students are reading at the 4th grade level or below. In 7th grade, 69% are at the 5th grade or below and in 8th, 65% are at 6th. The achievement gap seems to remain consistent. The graphs on the following pages depict the grade level distribution for SDRT scores for 6th, 7th and 8th grade respectively.

21

6th Grade Reading Levels

2

13 15

2518 16

92 1 0 0 0

05

1015202530

1.9 & be low2.0-2.

93.0-3.

94.0-4.

95.0 -5.

96 .0 -6.

97 .0 -7.

98.0-8.

99.0-9.

9

10.0-10 .9

11.0-11.9

12.0 & above

Reading Level

Perc

ent o

f Stu

dent

s


05

10152025

1.9 & below2.0-2.

93.0-3.

94.0-4.

95.0-5.

96.0-6.

97.0-7.

98.0-8.

99.0-9.

9

10.0-10.9

11.0-11.9

12.0 & abo

ve

Reading Level

Perc

enta

ge o

f Stu

dent

s

22


05

1015202530

Grade Level

1.9 & below2.0-2.

93.0-3.

94.0-4.

95.0-5.

96.0-6.

97.0-7.

98.0-8.

99.0-9.

9

10.0-10.9

11.0-11.9

12.0 & above

Reading Levels

Perc

enta

ge o

f Stu

dent

s

23

The original Expected School-wide Learning results for BMS were in affect from SY2001-02 to SY05-06, essentially the entire duration of our school’s accreditation term. As an incredibly comprehensive set of knowledge, skills and dispositions, the previous ESLRs served our community well as a guide for what values we as a school hoped to instill in our students as they pass through our hall. Prior to the mid-term visit in March of 2004, at the recommendation of the 2001 visiting committee, the school developed indicators for each of the ESLRs and identified specific behaviors or qualities that a student could exhibit in order to demonstrate achievement of each. From there, this formed the bases of an assessment tool that was to be used by teachers to assess student achievement of each ESLR. In the spring of 2006, prior to the year of the self-study, talk began to ensue about the possibility of changing the ESLRs to consolidate their points and emphasize the values most important to our school community. Much of the work done for the revision of our ESLRs started during SY04-05 with the administration’s work with the faculty and staff on the development and articulation of a vision for the school, essentially a written description of how we would like our school to be in its ideal state. Though it was not their original intent, the conversations and dialogue that took place during the workshops meant for the vision actually laid the foundation for the work leading to a clarification of our mission and revision of our ESLRs. In the beginning of SY05-06, work on the school vision continued with faculty and staff working in small learning communities and answering critical questions about themselves, their profession, how they viewed the school and what role they see themselves playing in the lives of their students. During several in-school workshops, in preparation for the self-study, teachers were asked to share with each other their philosophy of education and students were invited to participate in fish-bowl discussions about what they liked and disliked about school. In March of 2006, staff and faculty were presented with an updated school and community profile, reminding them of who our students are and the community from which they come. One of our assistant principal’s presented a slide show depicting some of the homes he has been to during home visits. In recognizing that we serve a very challenging community, it was not surprising to see some of the substandard conditions in which many of our less fortunate students live. In all of these workshops, teachers and staff were asked to write their thoughts on chart paper and stress their most important points for continued documentation of the process. This is why, when the decision was finally made to revise the ESLRs, work was already available for review. Through a thorough review of the earlier vision work, the minutes of the different in-school workshops, and direct suggestions of potential ESLRs, the administration compiled the collective recommendations of everyone, analyzed the data,

24

and pulled out some of the more prominent themes. These themes included, among many others, their role as citizens, the changing pace of the workforce and technology, the need for them to get along and work well with others and the need for them to always do their best. From these themes, our ESLRs unfolded, addressing each of the main points that were of most obvious concern to our school community.

Benavente Middle School Students will become young adults who will…

Value their community

Succeed academically

Adapt to changing times

Be responsible, respectful and safe

Make Positive Choices

Strive For a Better Tomorrow

25

Write a summary of progress on the schoolwide action plan that incorporated the critical areas of follow-up left by the Visiting Committee from the previous full self-study. (Focus on Learning: The Accreditation Manual, p.41) 1. Significant developments impacting the school since the last full visit:

Development Time Frame 1. Construction of new school

classrooms using FEMA funding to replace classrooms destroyed by typhoons.

Completed in 2004

2. Change in school administrators 2002-2005 3. Change in District Superintendent 2006 4. Funding Difficulties 2001-2007 5. District implementation of Direct

Instruction Program referred to as Corrective Reading in Middle School

August 2004

6. District implementation of Direct Instruction Program referred to as Connecting Math Concepts in Middle School

SY 05-06 for all 6th grade and 6 to 8th grade SPED and LOTE math classes. SY 06-07 for specific math classes in 6 to 8th grade and including all 6 to 8th grade for

SPED and LOTE math classes."

7. Because of “low” rating on the School Report Card, school was required by PL26-26 to develop and implement a School Improvement Plan (SIP).

SY05-06,SY06-07

8. Passage of the Every Child is Entitled to an Adequate Education Law by the Guam Legislature

Funding Implementation October 2006 Full Implementation October 2007

9. Contamination of School Library by Mold

Summer 2006

10. Election of a new Guam Education Policy Board

November 2006

11. Change in school principal December 2006

26

2. School’s Procedures for the implementation and the monitoring of the school-wide action plan. The School-wide action was revised and submitted to WASC in December of 2004 following our school’s mid-term visit in March. The revised action included the following description of the follow-up process and well as additional action items meant to address specific concerns of the mid-term visiting committee. The follow-up process as stated in the mid-terms revision is as follows: 2004 School-wide action plan follow-up process The school wide action plan was created by the leadership team to address the areas of student achievement and communication. The school wide action plan was submitted to all stakeholders for comments and approval during staff development. To guarantee full implementation of the school wide action plan, the school community established the following criteria’s for follow-up.

1. At the end of SY03-04 Midterm Accreditation Visit, the school leadership team, and faculty will meet to discuss the implementation of the school-wide action plan. Assignments of people responsible for the implementation of the school action plan will be given. 2. SY04-05, stakeholders responsible for the implementation of the school wide action plan will address the concerns and progress of the action plan. A report from the responsible parties will be presented to the BMS stakeholders during the leadership meetings, monthly faculty meetings, Parent-Teacher Organization meetings, and announcements. 3. The Vicente S.A. Benavente Middle School stakeholders will be asked to complete a survey to assess the progress of the school action plan. 4. At the end of the school year, a written report of the schools’ progress on the school action plan will be made to the leadership team. 5. The school wide action plan can be modified based on the report of progress. The BMS stakeholders will approve of any changes made to the school action plan.

During the self-study, it was unclear to all individuals at all levels the extent to which this particular follow-up process was followed. Due to several changes in administration during SY04-05 and SY05-06 and a lack of follow-up by all members of the school community, the continuity of the process seemed to have been broken and somewhat undocumented. Further, during SY05-06, after the publication of the SY04-05 School Report Card, BMS was required (by Public Law 26-26) to develop a School Improvement Plan (SIP) to specifically address the deficiencies identified in the report. The plan was to take precedence over all others for SY06-07 and, thus, currently functions as our school improvement plan.

27

It is important to note, however, that the 2004 revised action plan was not discarded in anyway. In fact, several of the action items that were deemed effective and successful were included once again in the SIP. Further, upon a review of each item in the 2004 revised plan, approximately 80% of the items identified were completed and are currently in place. 3. Progress Report on the 9 WASC recommendation in 2001- The following section narrates how the school has addressed each of the 9 recommendation made by the previous visiting team. Please note that though several responses may include references to the period before the 2004 mid-term visit, the main focus of each response is on what has taken place since 2004. 1. The school leadership team and the principal need to maintain effective communication within the school and school community in order to foster mutual support and commitment to the ESLRs and DOE content standards.

In the fall semester of 2006, our school mission and Expected School-wide Learning results were changed after a two year process which was set out to clarify our school’s purpose and articulate the knowledge and dispositions we hope our students would have gained after attending BMS. With the community, copies of our new school mission and ESLRs were provided to all parents and are published in our school planner which is provided to all students on an annual basis, usually at the beginning of the year. For many, the school planner is one way to establish routine communication between parents and teachers and for parents to keep updated on their children’s work. Further, several teams publish team newsletters and the school sends home periodic notices of important dates and activities on campus. The Guam Pacific Daily News also provides a service to the schools by including their announcements in their Sunday edition Education Update. The new mission and ESLRs are posted in all the classrooms and printed on school documents and letterheads. During their early stages of dissemination, many teams conducted activities with their students to ensure that they understood their meaning and could identify ways that each ESLRs could be demonstrated. In addition to our school’s annual open house and two regular Parent-Teacher Conferences, teachers and teams routinely schedule conferences with parents to address both academic and behavioral issues that arise throughout the year. Communication throughout the school is maintained through several different mechanisms, many of which overlap to ensure multiple opportunities for the reinforcement of the messages necessary to maintain support and commitment to the ESLRs and DOE (now GPSS) content standards. First, a school wide bulletin is published and disseminated to faculty and staff and read to students every Tuesday and Thursday. Important updates, announcements and information is provided periodically in this manner.

28

Secondly, an email listing comprised of more than half our faculty and staff functions as an electronic connection between teachers, staff, administration and parents. Important messages or announcements that are not time-sensitive are regularly communicated and shared in this manner as well as electronic documents and other materials. A third, and arguable the strongest mechanism we have to ensure communication is our monthly meeting schedule. Each week of every month is set aside for particular meeting opportunities for teachers and administration. The first week of each month is reserved for our leadership team and regular faculty meetings. Our monthly leadership team meetings are designed primarily for information dissemination and are scheduled for Tuesdays. Our leadership team in comprised of all the team leaders, department chairpersons and grade level representatives. During this past year, because of the self-study, the accreditation coordinators and focus group chairpersons were also invited to attend and participate. As the overall decision making body of the school, Leadership Team members are responsible for speaking and voting on behalf of their team members and departments as well as keeping them updated on school events and activities. Regular faculty meetings are scheduled for Thursdays of the first week of each month and are meant to be used for professional development opportunities, work with learning communities, or to discuss and plan activities relevant to their grade level like the 8th grade promotional. A portion of these meetings are always set aside to discuss concerns that may have been raised during or after the leadership team meetings. The third week of each month is reserved for the departments with Tuesday being a meeting with all department chairpersons to discuss curricular issues and to connect with and update one another on each others work. For the past two years, much of our focus has been on the Curriculum Improvement Process with involves our school’s efforts to align our curriculum with the district Content Standards and the Stanford Achievement Test. The rest of the week is reserved for the departments to have their regular monthly meetings where they coordinate curricular efforts, share resources or plan activities related to their departments such as the science fair and Chamorro month activities. The last week of the month is reserved for individual team meetings with administration. These meetings provide both teachers and administrators an opportunity to communicate in a more informal setting and to discuss issues of particular interest to each respective team. As part of the communication and follow-up cycle, it was the intent of the administration to have this meeting be the culminating meeting of each month to provide teams with feedback on issues that were discussed previously during leadership, faculty or department meetings. Lastly, as a foundation to the above mechanisms, our administration has an open door policy and has made an effort to remain accessible to staff and faculty. E-mail addresses and private cell-phone numbers of the administrators are provided to all staff and faculty for use 24 hours a day.

This recommendation has been addressed.

29

2. The school needs to provide opportunities for all students and teachers to use multimedia resources and technological tools to enhance learning and achievement of the ESLRs and the DOE content standards.

The school has one main computer lab available to all students and teachers in the library which, we have to note, was closed down from August 2006 to January of this year due to a mold infestation attributed largely to the breakdown of the air conditioning unit. However, since the reopening of the library, the computer lab is again available for use. School-wide, approximately 80 percent of the classrooms have at least one working computer with all having internet access. Although the internet connection in some areas of the school is unreliable, all classrooms are wired to the school’s main network through funding from the E-rate program and all teams were issued a team computer for their use. Though there is no district-wide mechanism set to provide each classroom with at least one computer, many classrooms have been provided one through a variety of ways including the annual budget, donations from the military and community businesses, grants from various organizations, the Federal Emergency Management Agency (FEMA), as well as faculty who aggressively obtain donations from outside organizations. Several teachers and teams have smaller computer labs or stations in their rooms provided largely through their efforts in obtaining them through donations or mini-grants from other agencies or businesses. Also too, the library and main office have, though limited, multimedia resources to include overhead and multimedia projectors, DVD players and VCRs. As a supplement, several teams have fundraised to purchase equipment on their own. In SY06-07 our school received a $17,000 mini-grant from Project HATSA, the district’s professional development and teacher enhancement grant, to incorporate technology into the classrooms to increase student achievement. Although we have not yet received our equipment, our focus was reading in the content area with the technology purchased to support reading comprehension in our 6th grade science classes. Our SY07-08 proposal for Project HATSA is for $27,000 (to include technology and professional development) and will be focusing on our math department. With a focus on assessment, particularly in the 6th grade, our technology grant will help us build and maintain a database for our students which will house all of our math assessment data and allow us to track student achievement from 6th through 8th grade.


3. The school needs to create an inviting library/media center environment capable of providing a variety of means to support information literacy and the curriculum in an effort to achieve the ESLRs and DOE content standards.

After the 2001 WASC accreditation visit, the library reorganized its environment to create an inviting atmosphere for our students and staff. Library hours were changed to

30

accommodate student usage and a certified librarian provided educational assistance to students in the areas of literacy information, the use of audio-visual equipment and computers. Also during the years after the 2001 visit, the library was used for academic events such as the Geography and Spelling Bee competitions and an Oratorical contest. In addition to these events, the library hosted seminars for students on topics such as anger management, bullying, suicide awareness, violence in the community, and self esteem. Teacher workshops, team meetings, parent conferences, and individual testing were also held in the library when necessary. More recently, however, during the summer of 2006, the library’s air conditioning unit broke down, leaving the library without air conditioning for several months and thereby creating an environment conducive to the growth of mold and mildew. With mold growing rampantly on the walls, ceiling and most unfortunately the books, the library had to be closed down from August 2006 to January of this year, essentially the entire first semester. Our current librarian, who is our third after the retirement of the librarian during our last visit, viewed this closing of the library as an opportunity to start fresh and began to conduct a thorough inventory of all books, equipment and miscellaneous items and then pursued an aggressive clean-up and renovation effort. Two rooms that were historically used for storage were cleaned out and are now available for teacher and student use, broken and unsalvageable equipment were disposed of, and outdated or books damaged by mold were either disposed of or donated to the Adyuda Foundation depending on their condition. To note- the Adyuda Foundation is a local organization that collects and distributes, among other things, used textbooks, school supplies and resources to the outer Micronesian Islands. Currently our library is opened for teacher and student use and, in just this past month, has already playing host to a “Peace” display on human rights, our school Spelling Bee, a presentation for Peer Mediation and several classes for Corrective Reading. Further too, the various rooms have been used by the special education classes and department for vision/audiological services and testing. Our librarian, who is part of a district cohort of individuals working towards certification, is updating the inventory and developing the library use policy in preparation for the new books and equipment that were ordered this year and last.


4. The instructional staff and School Leadership Team need to consider seeking out and acquiring other sources of funding to enhance student learning for the achievement of the ESLRs and DOE content standards.

Due to a variety debatable reasons ranging from the down turn in the economy to a lack of fiscal responsibility on the part of our leaders, our government, and as a result, our school district has been in a perpetual state of financial crisis leaving very little room for funding to be used in areas other than personnel. Because of this, administrators, teachers, staff,

31

parents and students recognized the need and have taken on much responsibility for finding alternative sources of funding to cover expenses related to our school mission. The Student Body Association and team councils, in conjunction with the other student organizations on campus fundraise to cover the cost of co-curricular activities and events including tutoring programs, award ceremonies, field-trips (including transportation) as well as to purchase supplemental materials, supplies and multimedia equipment such as novels, photocopy paper and DVD players. Also through their fundraising efforts, the different clubs and organizations donate a portion of their earning to SBA to support school-wide efforts in campus beautification. The interscholastic athletic program, one of our largest co-curricular programs, funds much of its participation on its own through the efforts of the Physical Education department and Sports Club. The purchasing of equipment and supplies, uniforms and transportation is paid almost entirely through fundraisers, individual donations and in kind contributions. Several teachers and two teams were also recently the recipients of grant funding through various agencies and organizations such as the Bureau of Planning and Statistics, the Council on the Arts and Humanities Agency (CAHA) and the Pangasinan Community of Guam. In SY06-07, our school was awarded a $27,000 mini-grant for staff development and technology from Project HATSA, the district’s teacher enhancement grant. For SY07-08 our proposal was for the same amount and will be focusing on math assessment and the building of a student database to track student achievement. Additionally, our school has an administrative fund which receives its revenue from the sale of wet garbage, the various vending machines on campus and community donations. The school also receives 10% from the ala carte sales from King’s Restaurant, the contracted company for food services. This recommendation has been addressed.

5. The instructional staff needs to design and implement researched-based curriculum, instruction, and assessment that is differentiated in order to facilitate the achievement of the ESLRs and DOE content standard.

In SY01-02, teacher representatives served in the Language Arts, Reading and Math (LARM) committee to align the ESLRs, DOE content standards, SAT-9 Index of Instructional Objectives, and adopted textbooks. Since then, the department has shifted to the use of the tenth edition of the Stanford Achievement Test and has adopted new textbooks in all subject areas.

32

Over the past few years, much of our school’s curricular efforts were spent on aligning the GPSS content standards/performance indicators (our districts adopted curriculum), the skills tested on the SAT10, subject area textbooks and classroom instruction. These efforts are guided by the research on curriculum development and the importance of alignment as it pertains to state standards, instruction and assessment. Instruction and lesson planning are guided by Board Policy 378 which identifies the essential elements of instruction, utilizing the model proposed by Madeline Hunter which includes, among other things- an instructional objective, anticipatory set, guided practice and evaluation. To aid in the implementation of BP378, our school has an Essential Elements of Instruction Checklist (EEIC) which teachers use in conjunction with their regular daily lesson plans to ensure that they have addressed all of the elements in their lesson. Pertaining to assessment, as part of ongoing curriculum improvement, teachers are working to develop quarterly pre and post test to assess student achievement of specific skills that were taught during the quarter. These summative assessments are to be supplemented by formative assessments used throughout the quarter for diagnostic and corrective purposes. With each content area at different stages of the curriculum process, it is important to note that teacher understanding of the curriculum process and its various components has been the main focus over the past two years to ensure a common direction and common goal- greater student achievement through clearly articulated and focused curriculum and instruction. This recommendation has been addressed. 6. The Curriculum and Instruction Division and Research, Planning, and Evaluation from the DOE needs to provide appropriate training and the necessary assistance to the School leadership team to enable the school staff to more effectively use disaggregated data to drive the school improvement process.

After the 2001 WASC accreditation visit, DOE has offered staff development training to faculty and staff. The Curriculum and Instruction Division (C & I) and Research, Planning and Evaluation (RP& E) presented a SAT 9 presentation to interpret and analyze previous scores. In addition, the division of Curriculum and Instruction conducted training on video conferencing and curriculum alignment.

Since then, much of the training has been done through the school’s administration in the areas of curriculum development and data analysis. When student assessment scores from the SAT10 are received, they are presented and disseminated to all faculty members. The individual item analysis for each subject area and grade are provided to respective teachers and are meant to be used as the primary focus for curriculum discussions within the departments. This year, SAT10 scores were grouped by grade level and then by team, allowing each teacher to see how their students in particular performed in relation to the school, other

33

teams, the district and other schools on the island. The scores were presented and explained during grade level faculty meetings, department meetings and in individual team meetings with administration to ensure a basic level of understand. Workshops were also given in SY05-06 and this year for anyone who needed further training on understanding the SAT10 scores.

This recommendation has been addressed. 7. The School leadership Team, with feedback from staff needs to develop a comprehensive research based staff development plan that results in increased student achievement.

Since the mid-term visit in 2004, much of the staff development work of our school has been based on the standards set forth by the National Staff Development Council (NSDC), particularly as they pertain to learning communities, collaboration, research and data driven decisions. District-wide schools are allotted one staff development day per semester where students are not present and teachers can focus on what’s at hand. In recognizing that staff development is not a “one-day” type of activity (as noted in the No Child Left Behind definition), school professional development efforts are infused in the day to day operations of the school, utilizing daily preparation periods as opportunities to cover quick topics and issues relevant to our profession, our school and our students. For the past two year, two items were the central focus of our staff development efforts, accreditation and curriculum development. For accreditation, much of the work last year focused on the clarification of our school’s mission and ESLRs and on the preparation and training of the staff and faculty for the self-study. This was on-going throughout last year during our staff development days and during several work sessions conducted during team planning periods. In knowing that curriculum development and its improvement is an ongoing process rather than a project to be completed, strong emphasis was placed on faculty knowledge and understanding of the process. The Curriculum Improvement Process (CIP) was emphasized during one staff development day and department meetings in SY05-06 and this year to ensure that faculty members had a working understanding of the process and its components. When they became available in SY05-06 and this year, SAT10 scores were discussed and distributed and workshops and meetings are ongoing with teams and departments to ensure an understanding of the assessment results and how they relate to our current curricular efforts. Also too, this year, as recipients of the SY06-07 Project HATSA mini-grant, teachers are involved in a five month professional development program, Project “HiT,” focusing on Reading in the Content Area. The main goal of this program is to raise student achievement in reading comprehension through providing content area teachers in math, science and social studies with strategies to help students in their classes better

34

comprehend reading materials. Based around three learning communities, Project “HiT” has teachers discuss reading strategies through their teams and departments as well as attend a monthly video workshop on reading strategies. Because the concept of on-going professional development throughout the school year and having it infused in the regular school day is relatively new to our teachers, it is important that this approach be made more explicit and that the standards set forth by the NSDC are routinely referenced to help cause a shift in the way our faculty views professional development. 8. The administration and instructional staff need to develop performance assessments with clearly articulated benchmarks and curricular standards for student performance that are linked to the ESLRs and DOE content standards.

During SY03-04, the BMS Leadership Committee developed benchmarks to assess the Expected Schoolwide Learning Results. The revised ESLRs were presented to the BMS stakeholders and the instructional staff was able to link the ESLRs with their respective disciplines. In SY05-06, however, as we were conducting the training in preparation for the upcoming self-study, the need to make the ESLRs more concise and easier to memorize and understand was discussed, As a result of these discussions, the leadership team worked through several staff development days and in school workshops with teachers and staff to clarify our mission and articulate more clearly the value we hoped to add to the lives of our students as they progress through our program. In SY06-07, the ESLRs were changed to what we have now. As will be noted in the finding of the Organization for Student Learning focus group, because of this change, there is now a need to develop indicators for each ESLR and an assessment tool to measure student achievement of each. In reference to the GPSS Content Standards, through the work of the Curriculum Improvement Process, content area departments have been aligning the standards with the various skills tested on the SAT10 with the intent to prioritize the skills that need to be taught for the year in each subject area. With a more clearly defined set of specific content and skills, the teachers have been working on the development of quarterly pre and post test to assess learning and to monitor student progress. Within each quarter, teachers are also encouraged to develop formative assessments specific to each skill to be used for diagnostic and corrective purposes. In regular discussions with the department chairpersons, it is clear that each department, and each grade level within each department for that matter, is at a different stage of the process, however, all are moving in the same direction. More support and further training in curriculum alignment, student assessment and data analysis is needed to ensure the integrity and success of this process. 9. The School Leadership Team needs to explore ways for teachers in specific subject area disciplines to dialogue and articulate ESLRs and DOE content standards.

The school leadership team has demonstrated its commitment to maintaining dialogue and articulating the ESLRs and content standards in specific subject areas. The ESLRs are

35

posted throughout the school as well as in the classroom. During homeroom, assemblies, and ceremonies the students of BMS instill school pride by reciting the ESLRs, the school mission, and the Roadrunner code. Information is also printed in the student planner, teacher handbook, and teacher lesson plans.

In SY02-03, teacher representatives in conjunction with the DOE Language Arts, Reading, and Math (LARM) committee aligned the ESLRs, content standards, SAT9 Index of Instructional Objectives, and adopted textbooks. Since then, although there was a noted change to the SAT10, teachers have been engaged in an ongoing process of curriculum development and improvement. In SY05-06 teachers’ schedules were arranged to have their personal preparation periods coincide with their subject area counter parts to allow for subject area meetings to take place during the school day instead of in the mornings or after school as in the past. Because of this allotted time, subject area teachers are able to meet monthly to discuss curricular issues, share resources, plan for content area events (such as the science fair or field trips) and coordinate department efforts such as testing. Also in SY05-06, teachers were introduced to the rules of dialogue, guidelines meant to help them in their work with various learning communities. On numerous occasions, most notably during the development of the School Improvement Plan for SY05-06, the accreditation self-study and with the Curriculum Improvement Process, learning communities were the primary avenue used to generate discussions and promote dialogue among the faculty and to help build a consensus for various faculty decisions.

36

Category A: Organization for Student Learning A1: SCHOOL PURPOSE

• To what extent has the school established a clear statement of purpose that reflect the beliefs and philosophy of the institution?

V.S.A. Benavente Middle School is guided by the Guam Educational Policy Board’s Guiding Principles outlined in Board Policy 300: Institution Philosophy and the Department of Education’s Vision. V.S.A. Benavente Middle School has established a clearly defined statement of purpose reflecting the school’s beliefs and philosophy. The school’s statement of purpose has been validated, re-examined, and revalidated over the years by the faculty and staff. It exists to promote excellence in a positive and respectful learning environment as emphasized in the V.S.A. BMS Mission Statement. The school’s mission states:

“Our mission is to provide a safe and modern learning environment that will prepare our students to become

functional and productive as they face the challenges of the twenty-first century.”

The school’s mission statement and Expected School wide Learning Results are visibly posted in every classroom, the main office, library, cafeteria, the school gym, nurse’s office, and teacher’s lounge to ensure that the community fully understands the focus of V.S.A. BMS. They are also publicized in each student planner, teacher’s handbook, and every memorandum that is sent out to the faculty and staff, parents, and the school community in general.

• To what extent is the purpose defined further by the adopted Expected School wide Learning Results that forms the basis of the educational program for every student?

The school statement and purpose is further defined in the adopted Expected

School wide Learning Results (ESLRs) that form the basis of the educational program for every student. The ESLRs ensure that teachers are not only addressing students need to learn but also how the school wants BMS students to develop as members of the community. The ESLRs reflect what the stakeholders desire for the students to achieve in academics, personal and social development, and growth as life-long learners with

37

sufficient, desirable skills to face the challenges of the 21st century. Teachers align their lesson plans basing on the curriculum with the content standards and performance indicators, SAT10 Index of Instructional Objectives, ESLRs, Assessment Practices that will help to enhance student achievement and provide an environment conducive to learning. The school ESLRs are:

BMS Students will become young adults who will…

1. Value their Community 2. Succeed Academically 3. Adapt to Changing Times 4. Be Responsible, Respectful and Safe 5. Make Positive Changes 6. Strive for a Better Tomorrow

The component of the school mission “…to provide a safe and modern learning environment…” is further defined by ESLRs # 2 and 4. The component of the school mission “…prepare our students to become functional and productive…” is further defined by ESLRs # 2 and 5. The component of the school mission “…as they face the challenges of the twenty-first century.” is further defined by ESLRs # 1, # 3, and 6. The community is informed of our school’s mission and ESLRs through regular Parent-Teacher-Organization Meetings, Faculty Meetings, and Student Activities. V.S.A. BMS students demonstrate their understanding of the school’s mission and ESLRs through their active involvement in clubs and organizations, activities, and community service. GROWTH AREAS:

Develop indicators for each ESLR and a tool to assess student achievement of them.

Increase awareness and distribution of the school mission and ESLRs to the community

Continue to post school mission and ESLRs around the school and classrooms. Continue to align ESLRs with lessons Integrate the promotion of the school mission and ESLRs with school activities.

EVIDENCE:

Expected School-wide Learning Results (ESLRs) Parent-Student Planner/Handbook Teacher Planner/Handbook School Mission Statement School Profile

38

A2: GOVERNANCE • To what extent does the governing authority adopt policies, which are

consistent with the school purpose and support the achievement of the Expected School-wide Learning Results for the school?

• To what extent does the governing authority monitor results? Vicente S. A. Benavente Middle School, a Guam public school is governed by the Board Policies adopted by the Guam Education Policy Board, in accordance with its mandated mission outlined in PL26-26. All policies passed by the Board are adopted as standard operating procedures for BMS as highlighted by the school’s Mission Statement and ESLRs. Students, support staff, teachers, administrators, and the community strive to work together to achieve the goals stated in the Mission Statement and ESLRs.

As a Guam Public School, V.S.A. BMS is directed and regulated by local and federal policies and laws. Local policies and laws include the GPSS Board Policy guiding principles and policies in general, Guam Code Annotated, and the Organic Act. A few of the Board’s specific duties are: to adopt all policies that may be necessary to carry out its duties as prescribed by law; to appoint a superintendent, with the approval of the governor and legislature, to formulate minimum academic and vocational standards for all school students, to review and adopt the official school calendar, and most notably, to prepare and approve the GPSS budget request to the Legislature.

Some of the policies that the board has endorsed are the District Action Plan and the Adequate Education Act. The District Action Plan was formulated to create a comprehensive district-wide plan that will drive achievement of the Expected School-wide Learning Results. The Adequate Education Act is another policy that has been endorsed by the Guam Education Board. This act includes 14 provisions to ensure that all students receive a high quality education in a nurturing and safe environment. BMS is a public school under the direction of the Superintendent of Education and Associate Superintendent of Secondary Schools at the district level, followed by the School Principal and the Administrative Team at the school level. BMS has one full-time certified principal who serves as the educational leader, supported by three Assistant Administrators – two fully certified, and one eligible for certification. Other central office divisions in the GPSS are the Divisions of Research, Planning and Evaluation (RP&E), Federal Programs, Special Education, Curriculum and Instruction (C&I), Personnel, Certification, Food Services, Financial, Student and Administrative Information Systems, Chamorro Studies, Student Support Services, and Facilities and Maintenance all support the school.

It is well known and recognized that the Guam Education Policy Board establishes all public school policies, but there are policies and procedures created in individual schools for their daily operational and safety needs. Such policies of BMS are outlined in their BMS Faculty Handbook. It contains the duties and responsibilities of school administrators, faculty, and staff. It further includes fundraising, SPED and classroom

39

and curriculum policies. They exist to create a learning environment that produces responsible and respectful citizens.

Other documents that guide the governance of the school, its students, and its employees include the BMS Student Handbook, the DOE Board-Union Contract, the Faculty Handbook and the GPSS Personnel Rules and Regulations. The principal has direct supervision over the administration, instructional staff, counselors, and student body. BMS has three assistant principals who help with curriculum, discipline, and special programs. During the faculty/staff orientation at the beginning of the school year, they are informed of the specific roles and areas of responsibilities of each administrator in writing on the Standard Operating Procedures handout. The BMS administrators are introduced to the faculty and staff to discuss their particular areas. The instrument used for the evaluation of teachers is the Guam Professional Teacher Evaluation Program (PTEP). The PTEP utilizes the clinical supervision process and provides the means for teachers’ personal and professional growth in providing effective and relevant instruction. The two evaluative strands used are the Professional Accountability Program and the Professional Growth Plan. Both have standard and sequential time lines with charting procedures slated for implementation. GPSS monitors student achievement through the use of the marks analysis, the SAT10 results, and the School Report Card. GPSS and the school’s administration use these results to review the performance of students to identify areas of improvement. Reports on school attendance, discipline referrals rates are submitted to GPSS and published in the school’s annual report card. BMS adopts and implements school policies that are consistent with the school’s mission statement. Through diligent monitoring results, BMS continues to work toward achievement of the expected school-wide learning results. Both the Guam Education Policy Board and the governing authority here at Benavente Middle School, realize that their primary goal is to act in the best interest of all students.

To what extent does the governing authority delegate implementation of these policies to the professional staff?

Both the school’s administration and the department chairpersons monitor the implementation of these policies. Copies of the teacher’s syllabi and lesson plans are submitted to both department chairpersons and the administration, however the school recognizes a need to increase the awareness of the school policies to all BMS stakeholders. The administration also uses teacher evaluations (formal and informal) to ensure that teachers are adhering to the board policies, the ESLRs, and the school mission, however the school expresses a desire to actively review and recommend any changes to board and school policy.

40

BMS teachers provide a syllabus complete with a grading policy that states the expected outcomes and action for the students in their classes. Each teacher is encouraged by the administration to have students and their parents acknowledge that they understand and agree with the academic and social goals of the classroom.

BMS teachers distribute the student planners, which include the school policies, rules, mission, school song, and ESLRs. Department Chairpersons (DC) meet monthly with administrators to discuss and give input on the implementation of board and school policies within their respective departments. The administration checks for adherence to the board policies, school mission, and ESLRs through teacher evaluation (formal and informal).

To what extent does the governing authority monitor results?

Student achievement is monitored by GPSS through the use of assessment reports such as the mark analysis and SAT10 test results. GPSS and the school’s administration use the marks analysis and SAT10 results to review the performance of students to identify areas in need of improvement. Monthly discipline reports, as well as graduation, attendance, and drop out rates must be submitted to the governing authority. GPSS uses this information to publish an annual school report card to identify areas in need of improvement. Evaluations of administrators by GPSS assure that the board policies, the school’s mission statement, and the ESLRs are being achieved.

GROWTH AREAS:

Collect, collate, and centralize all the pertinent governance policies into a set of documents to be maintained by the school principal’s secretary for access by members of the school community.

Develop a standardized instrument for gathering data to ensure reliability. Gather and analyze data each school year in order to maintain and ensure progress

towards stated objectives. Create and post organizational charts in full view of community members,

students, parents, support staff, and faculty. EVIDENCE:

Guam Department of Education Board Policy Personnel Rules and Regulations Board-Union Contract Faculty Handbook Student Handbook PTEP evaluation forms Annual School Report Card Class Syllabus

41

A3: SCHOOL LEADERSHIP

• To what extent does the school leadership make decisions to facilitate actions that focus the energies of the school on student achievement of the expected school-wide learning results?

The school leadership is certified and hired by the District based on criteria

determined by the District Certification and Personnel Offices. To better facilitate communication and involvement of the staff, a leadership team comprised of Faculty Team Leaders, Department Chairpersons, Staff Representatives, School Administrators, and School Accreditation Coordinators is in active existence. The Leadership Team meets monthly to discuss issues that directly impact student learning and to share accountability/responsibility for all decisions made.

The school leadership focuses energies of the school on student achievement of the

expected school-wide learning results in the following ways:

Ensuring the school mission statement and ESLRs are known and understood by the school community. Considerable effort has been dedicated to ensure that the ESLRs are understood and accepted by all faculty, staff and students of BMS. The ESLRs and mission statement are posted in all classrooms, in the offices and library, and are included in syllabi, in the reading of bulletins, in faculty/student/parent handbooks, and in additional school publications such as the yearbook.

Facilitating curriculum alignment-work in which teachers align lessons, with the

SAT10 instructional objectives, content standards and the ESLRs. The process of item analysis and curriculum adjustment is ongoing through the Curriculum Improvement Process.

Guiding and collaborating with teachers and staff in developing a Roadrunner

Academic Progress Plan (RAPP).

Providing professional development for teachers through staff development workshops. These professional development opportunities improve the student learning by keeping teachers informed of current issues and methods that will assist them in fulfilling the school’s mission and driving achievement of the ESLRs.

Administering assessment tools such as the SAT10 and analyzing results in order

to identify areas for growth and achievement of the ESLRs.

Supporting student activities that promote school pride and teach students responsible citizenship.

42

The school leadership also promotes a positive learning environment that encourages participation, accountability, and a commitment to excellence. The school leadership maintains a healthy communication with teachers and students by being visible in the halls and visiting their classrooms. The school leadership continues to recognize that the strength of the school is in its teachers and staff. As such, the school leadership actively seeks to develop quality teachers through the development of a teacher-monitoring program and encourage teachers to undertake leadership roles for the school.

GROWTH AREAS: Develop a teacher-mentoring program Continue Team and Department workshops regarding Project “HiT SY

06-07” to focus on reading and more writing this year. EVIDENCE:

Minutes of the DC Meeting Faculty Handbook Teacher Lesson Plans/EEIC Progress Report Quarterly Report Card

A4: STAFF

• To what extent are the leadership and staff qualified for their assigned responsibilities?

V.S.A. BMS administrators, teachers, and staff are qualified for their daily

responsibilities through their certification and qualification requirements set by the Guam Public School System. BMS Administrators are certified through their ongoing coursework at the University of Guam or coursework through other institutions of higher learning. Administrator certification is verified through the Guam Public School System’s certification office and Superintendent of Education. Teachers receive certification through their coursework in institutions of higher learning to meet the national teacher certification requirements. Currently, BMS consists of the following certified faculty and staff.

Eighty-nine (89) Permanently Certified Teachers Six (6) Special Contract Teachers Six (6) Limited Term/Emergency Certified Teachers Four (4) Full-Time Administrators: three (3) Certified Administrators and one

(1) eligible for Certification Five (8) School Aides Seven (7) One to One Aides (for SPED students) Nine (9) Custodians One (1) School Nurse

43

One (1) Social Worker One (1) Truant Officer

The Guam Policy Board has given a list of minimum requirements for all professional staff employed in the Guam Public School System. Administrators may seek a 6-year certification by obtaining a Master’s Degree in Education and having at least 5 years of classroom experience. The Superintendent is responsible for assigning principals and assistant principals to various schools, with the recommendation of the Associate Superintendent. Teachers can obtain a 3-year certification by holding a bachelor’s degree in Education. These teachers are to seek recertification by taking a minimum of 6 undergraduate/graduate credits.

Emergency certified teachers are those teachers who hold a bachelor’s degree in an area other than education. Emergency certified teachers are placed on a one-year probationary period. Any emergency certified teacher or probationary teacher may be terminated, without cause, by the school’s principal. The Guam Public School System Personnel Office and the school principal make the final decision when hiring teachers. According to the personnel office, contract teachers, teachers who have retired, are placed before emergency certified teachers. Both emergency certified teachers and the contract teachers must re-apply each school year. Our school’s support staff is comprised of our administrative office, our secretary typist, our clerical staff, a library technician, our custodians, and school aides. The Guam Public School System also prescribes the qualification for our support staff. For example, all school aides must hold a high school diploma.

• To what extent are the school leadership and staff committed to the school’s

purpose?

The school leadership and staff have shown that they are committed to the school’s purpose, by going above and beyond their assigned duties. They are visible not only during school hours, but after school hours as well. They can be seen during school events such as Open House and PTO meetings. They are actively involved in weekend fundraisers and activities. However, despite the commitment of our leadership and staff, our huge student population leaves us inadequately staffed. Our school leadership realizes that it is extremely crucial for our faculty and staff to be informed of all the latest developments in education. There are days on our school calendar that have been designated as professional development days. On these days, members of our faculty and staff collaborate on various educational issues. Our school also has monthly faculty meetings wherein our leadership and members of our faculty discuss items such as student discipline analysis, SAT10 Results, and other pertinent information.

44

Teachers are committed to the school’s purpose through the Roadrunner Academic Progress Plan that is aligned with the school mission. BMS teachers fill the role of advisors and coaches to clubs and organizations such as the Student Body Association, National Junior Honor Society, Math Olympiads, Spelling Bee, Geography Bee, Sports Club, Academic Challenge Bowl, Islander Clubs, and various academic oriented clubs and interscholastic sports. In an effort to “… value their community, succeed academically, strive for a better tomorrow…”, BMS teachers call parents, send progress reports home, and have parents sign off on student planners. “In an effort to create a “…respectful environment and where every participant makes positive changes and adopt to changing times.”, BMS teachers make accommodations for students with disabilities and Language Other Than English (LOTE) students. Teachers utilize various learning styles and assessment tools such as cooperative learning, role playing, oral presentations, drill and practice exercises, current events, journal writing, portfolio development, and hands on activities. Teachers work together to share ideas, lessons, and teaching strategies through activities such as team teaching, department alignment, teacher/administrator observations, and resource sharing. The Science department holds an annual science fair, band and music classes perform at PTO meetings, and teachers work together to share ideas. Teachers enforce school policy such as attendance and school uniform policy. Teachers attend weekend events such as fundraisers and athletic competitions, conduct performances, facilitate community showcases or host workshops for students or parents to provide support during their spare time.

• To what extent does the school leadership and staff engage in ongoing professional development that promotes student learning?

The BMS school leadership and staff are committed to developing students that are self disciplined learners, who have critical and creative thinking skills, and are able to clarify, analyze, and apply values being upheld by the school through participation in staff development workshops’ “Fishbowl Discussions of the Rules of Dialogue”, to increase teacher efficacy and student achievement. Teachers take advantage of opportunities to learn new strategies and techniques to effectively teach to the different learning styles of students. Teachers have undergone professional development workshops that address the areas of:

Development and alignment of ESLRs with lesson plans/EEIC and content standards and performance indicators

Utilization of a variety of assessment tools Increasing SAT10 scores Implementation of portfolios

45

Accreditation Self-enrichment workshops

The major goal of these staff development days is to increase student achievement and standardized test scores. Therefore, BMS seeks to increase professional development training and encourage limited term teachers to secure full certification. The BMS support staff also undergo training during staff development days.

GROWTH AREAS: Increase professional development workshops and staff training. Create incentive programs to encourage limited term teachers to seek permanent

certification. EVIDENCE:

Bulletins Lesson Plans/EEIC Staff Development workshops Participation in extra curricular activities SAT10 Results Teacher Evaluations Teaching Certificates (certification)

A5: SCHOOL ENVIRONMENT

• To what extent does the school have a safe, healthy, nurturing environment that reflects the school’s purpose?

• Vicente S.A. Benavente Middle School continues to provide students with a safe environment conducive to learning. BMS administration, teachers, staff, and students build a positive learning environment by practicing open communication, and participating in school activities.

The school environment helps develop self-disciplined students, by ensuring that its facilities are safe and conducive to the greatest extent possible within its means and creating an atmosphere that challenges students to do their best. In SY05-06, our school adopted School-wide Behavioral Expectations which outlined and clarified for everyone, particularly students, exactly what is and is not acceptable behavior in specific areas of the campus. For example, in the restrooms students are expected to “Go, Flush, Wash and Leave.” This was all done in an effort to make our behavior expectations clear with everyone so that rules and policies can be enforced consistently around school.

The school provides a nurturing environment as the day starts with the students reciting the mission of Vicente S.A. Benavente Middle School, the pledge of allegiance, and school song. BMS offers student activities to boost their morale and school pride such as

46

Spirit Weeks, and lunchtime games and activities. Students participate in after school activities such as community service and fundraisers. The school actively seeks to beautify its campus and reward students for positive contributions to the school environment.

Students are required to wear the BMS uniform, which has helped to minimize gang-related activities on campus, by discouraging the display of gang related colors or street wear. Visitors are required to sign in at the front counter located just within the school’s main building entrance. A parent or legal guardian must sign out students who need to leave the campus during the school hours. Students are supervised in the morning and after school hours in the student parking lot to ensure safe loading and unloading of the school buses. The school’s environment is benefited by the cooperation of BMS Faculty, Staff, and Students. Fire and earthquake drills are required. A full time school health counselor assisted by another staff is available to ensure students’ health needs are met and maintain student health records. The faculty, staff, and administrators are guided by personnel rules and regulations with regard to the high expectations for professionalism. Educational training and certification courses further enhance the development of responsible, caring, and supportive characteristics. The responsibility for the monitoring of faculty and staff is with the school administrators. The responsibility for the monitoring of school administrators is with the District Superintendent’s Office.

The school provides a safe, healthy and nurturing environment...

020406080

100

Total Agree Neutral TotalDisagree

Perc

enta

ge o

f re

spon

dent

s

TeacherParent Students

47

• To what extent is the school environment characterized by a respect for differences, trust, caring, professionalism, support, and high expectations for each student?

The school environment helps develop students, teachers, and staff who value their community, succeed academically, adapt to changing times, are responsible, respectful, and safe, make positive changes, and strive for a better tomorrow by providing policies, services, clubs, and partnerships with the community that provide support for our students. The variety of clubs and organizations also fosters a respect for differences as students from different ethnic, socioeconomic, and gender backgrounds are provided with opportunities to participate as members of a respective club or organization.

Clubs and Organizations build strong character in our students by requiring that they fulfill a number of service hours in both school and the community. BMS has a peer mediation program where students help other students maintain peace and understanding through conflict resolution. Lunchtime intramural games and sports are also in place to reduce lunch hour fights and provide an outlet for developing athletic skills.

An in-school suspension program/opportunity room helps the at-risk students to make positive changes in their attitudes and social interaction with other students. During the month of February 2007, BMS administration launched an “Anti-Bullying Program” by having teachers and students follow calendar of activities to help minimize bullying on campus, buses, and school bus stops.

BMS maintains a nurturing environment by fostering self-esteem, values clarification, and recognizing student success through the Homebase program. BMS also recognizes academic achievements through A and B Honor Roll and Athletic Accomplishment award ceremonies.

The administrators, teachers, and staff create a level of trust and care with the students in order to carry out the mission of the school. The National Junior Honor Society (NJHS) conducts peer tutoring before school starts with students having difficulty with school assignments, teachers chaperone dances and other school related activities, coach intramural sports and interscholastics, assist with fundraising activities for clubs and organizations, and provide weekend practice sessions to prepare students for Math Olympiads. Administrators, teachers, and staff create an atmosphere of professionalism, support high expectations for all students in order to carry out the mission of the school by encouraging students to do their best and to take on tough challenges in their studies. GROWTH AREAS:

Increase the frequency and quality of school-to-home and in-school communication through current technology (BMS website, school newspaper, Internet).

48

Raise level of security on campus through use of security alarms and security guards.

Increase level of safety to meet all OSHA regulations and sanitary conditions on school campus by maintaining clean, functioning restrooms, locker rooms, and gym areas.

Develop a standardized instrument for gathering data to ensure reliability. Gather and analyze data each school year in order to maintain and ensure progress

toward stated objectives. EVIDENCE:

Faculty and Staff, Parent, and Student Surveys DC, Faculty, Leadership and PTO meeting minutes

A6: REPORTING STUDENT PROGRESS

• To what extent does the school leadership and staff regularly assess student progress toward accomplishing the school’s expected school-wide learning result?

The school leadership and staff use a variety of assessment tools such as the marks analysis and SAT10 test results to review student performance in relation to teacher instructional and assessment practices. Teachers provide Mid-Quarter Reports and Report Cards at the end of each quarter. Parent-Teacher Conferences are held every semester and teachers use a variety of assessment techniques at the end of each lesson to ensure that expectations are met.

At the beginning of the school year, the administration, the leadership team, and academic department chairpersons review the test results from the previous school year and conduct an item analysis. The item analysis allows each department to identify student strengths and weaknesses. This information is also made available to parents. The departments then adjust their curriculum to give more emphasis on student weaknesses while sustaining strengths. This process continues until May when the next SAT10 is again administered.

BMS leadership and staff regularly report student progress through progress reports, quarterly report cards, honor roll, parent contact (telephone/e-mail), award ceremony, and SAT10 scores distribution. Students are issued a student planner for daily communication between the teacher and parents. BMS also holds PTO meeting and Parent-Teacher Conferences (1st and 3rd Quarters). The meetings provide excellent forums to inform parents of students’ progress. At the meetings, students are recognized for academic achievements, athletic accomplishments, and given awards. At Parent-Teacher Conferences, parents meet individually with the teachers and are given written progress report cards. BMS uses the media to report the student’s progress to the community. Some examples include the Pacific Daily News (PDN section of Education Update and

49

Observation Post). The information is also disseminated to the public via the school report card and district website.

• To what extent does the school leadership and staff report student progress

to the rest of the school community? BMS reports student progress to help students: Value their Community, Succeed Academically, Become Respectful, Responsible, and Safe, Make Positive Changes, and Strive for a Better Tomorrow through various means of communication to home. Parent teacher conferences ensure that parents are provided with enough opportunities to take an active role in the child’s education.

Student athletes who participate in sports and interscholastic events must have teachers verify their attendance grade checks and citizenship checks to ensure that they are able to play in the game then at the same time maintain their grades, attendance, and proper behavior in class. The school displays our students’ achievement such as trophies and other awards in the main office. These displays show our students’ outstanding achievements in sports and academics.

Enough information is provided on student progress...

0

20

40

60

80

100

Total Agree Neutral Total Disagree

Perc

enta

ge o

f R

espo

nden

ts TeacherParent Students

GROWTH AREAS:

Utilize technology to access student reports. Strengthen Parent-School connection Continue the use of Pre- and Post-Tests Continue announcements in the local media Develop an incentive program for positive student progress

EVIDENCE:

Assessments Lesson Plans Student Projects

50

News Photos and News Clippings Trophies, Awards, and Certificates BMS Bulletin and Yearbook Language Assessment Skills

A7: SCHOOL IMPROVEMENT PROCESS

• To what extent does the school leadership facilitate school improvement that is driven by plans of action that will enhance quality learning for all students?

In 2004 shortly after the mid-term visit, the School Leadership Team revised the school’s accreditation action plan to address specific recommendations made during the visit. Since then, this has been the central action plan for the school up until SY05-06. During this year, after the publication of the annual School Report Card (SRC), and after receiving a grade of “low,” BMS was required by law to develop a School Improvement Plan (SIP) designed specifically to address the deficiencies identified in the SRC and to be implemented the following year. Luckily, upon careful review of the previous accreditation action plan, it was determined that the two documents were not going to be in conflict and that approximately 80% of the action items on the 2004 action plan were either already completed or were ongoing. Thus, in SY06-07, the SIP became main action plan for the school. Presently, the school leadership team and administration, in recognizing the need to have one over arching school-wide action plan, are working to develop the Roadrunner Academic Progress Plan (RAPP), the comprehensive school-wide action plan meant to address the requirements of the School Improvement Plan as mandated by PL26-26, the School Technology Plan and the growth areas identified in our self-study.

• To what extent does the school leadership have school community support and involvement?

The Expected School-Wide Learning Results (ESLRs) are published and distributed throughout bulletins and announcements. These daily reminders of the school ESLRs help to focus attention on our primary mission and goals.

Parent conferences are held to bring the parents and the school together to discuss student achievement. Teachers distribute mid-quarter progress reports to provide parents with an update to their child’s progress in class. However, in an effort to continue to keep an open and clear line of communication with parents, there is still a need to increase parent/teacher conferences. In the area of student achievement the school cites a need to implement study hall during the day.

51

The National Junior Honor Society, Student Body Association, and the Principal’s Leadership Society are continuing to increase their participation in community related events through its community service efforts. The school has good working relations with the Mayor of Dededo. The Mayor and the Vice-Mayor assist the school by providing resources for school functions. The school has continued its efforts to maintain the campus, however there is still a concern for the lack of resources to maintain and improve campus maintenance, cleanliness, and beautify the campus appearance.

Despite the creation of the Department of Defense Schools, the U.S. Navy has assisted BMS in many ways especially in the Saturday Scholars Program.

• To what extent does the school leadership effectively guide the work of the school?

The administration and the faculty meet regularly to discuss school-wide issues and concerns. Meetings are also held with department chairpersons and team leaders to discuss department and team concerns and school matters. The administration is always open to meet with the representatives of the Guam Federation of Teachers to discuss common concerns.

The administration performs regular classroom visits to ensure that students are actively learning in the classroom. The administration also attends school-sponsored events such as school dances, activities, interscholastic games, and PTO sponsored events. The administration guides teachers in the development of their Lesson Plans/EEIC to reflect and support the school curriculum, ESLRs, and SAT10 index of instructional objectives.

• To what extent does the school leadership provide for accountability through monitoring of the school-wide action plan?

The administration has delegated responsibilities for the implementation of the school action plan and the development and the implementation of the Roadrunner Academic Progress Plan (RAPP) to each department. The administration continuously reviews faculty lesson plans to ensure competencies identified to support the ESLRs.

The administration meets with the teachers to discuss the SAT10 results. SAT10 scores are reviewed annually and compared with the national levels of performance so that instructional plans are aligned with and support ESLRs and the curriculum of SAT10. AREAS OF STRENGTH:

A clearly defined mission statement Established ESLRs Development of the school-wide action plan, the Roadrunner Academic Progress

Plan (RAPP)

52

Establishment of a clearly defined leadership team which engages faculty and staff in shared decision making discussions with the school administrators

Increased and various opportunities for professional dialogue regarding student learning on a weekly and monthly basis

Improvement with regard to school safety issues such as security guards on the weekends, designation of new break areas for 6th graders.

AREAS OF GROWTH:

Creation of indicators to measure student achievement of ESLRs More active monitoring and accountability for items specified in the RAPP More dialogue and the development of a comprehensive and detailed plan to

address school safety and discipline issues More dialogue and the development of a comprehensive and detailed plan to

address maintenance issues More activities to develop professional working relationships amongst staff,

faculty, and administrators Explore more ways to involve support staff, students, and parents in the school

improvement process

53

Category B: Curriculum and Instruction B1: What Students Learn… Guam Public School System Board Policy 338 adopted on November 27, 2000, states that the Middle School Program shall include advisory time, interdisciplinary team teaching with a team planning period, exploratory courses, and the option of time blocks and/or flexible scheduling. The policy stipulates what courses students in grades 6 through 8 are required to complete before transitioning to high school. The core required subjects are Language Arts, Reading, Social Studies, Math, and Science. BMS offers a challenging and relevant curriculum consisting of the five core subjects. Teachers from the five core subjects make up one interdisciplinary team. Each team has a team planning preparation period to discuss student-centered concerns and to plan for team activities. District-mandated exploratory courses include PE, Health, and Chamorro Language. To enhance the development of the whole child and prepare students for the world, additional exploratory courses are offered in Tourism, Japanese Language, Chamorro Cultural Chanting, Art, Drama, Music, Band, Computer Keyboarding, Home Economics, and Office Administrative Aide. Curriculum content standards and performance indicators were adopted in 1998 and revised in September 2000 by the Policy Board. These content standards drive the school’s curriculum. Teachers have been working to ensure that the curriculum is aligned with the school’s ESLRs, mission statement, the skills tested on the SAT10 and the district’s adopted textbooks. Reading/Language Arts Students learn the fundamental skills of reading and writing. They learn how to comprehend text information and formulate responses during discussion. They learn to interpret the different kinds of genre through expressive oral presentations and written assignments. Other helpful teaching strategies are the making of big books, mini-books, and essay writing. Overall, the goal we have for our students in reading and language arts is to give them a strong foundation so they can be successful and effective communicators. Science Students in science learn how to observe, measure, make and test hypotheses, analyze data, and draw conclusions. They learn the basics about the world around them. In 6th grade, the focus is on introducing students to life science, earth science, and physical science. In 7th grade, students study life science and in 8th grade, they focus on earth science. Students learn investigative skills while they are working on science projects. Students with the best projects from the different teams participate in the school science fair and in the island-wide science fair.

54

Math Students learn basic number concepts, fundamental operations, and problem solving. They learn how math is applied in their daily life. Social Studies Students learn about the physical, cultural, economical, and political aspects of the different nations in the world. They study how countries interact with each other based on geographical locations and resources. They are learning to understand how everything in the world interacts with each other on many different levels and how to be socially responsible individuals. World Languages Students learn about the local language and culture in Chamorro classes. In Japanese classes, they learn about the culture, basic conversational skills and the Japanese alphabet. They also learn to count in Japanese and to deal with monetary conversions. Fine Arts The Fine Arts department at BMS consists of the Band, Chorus, Arts and Drama classes. The Fine Arts curriculum is divided according to subject area and requires performances as well as classroom assessments. Further, as in the case of the Drama curriculum, the GPSS standards are aligned with the standards for the National Theatre for Education Association. Physical Education and Health Students learn the importance of living a healthy life through proper diet and exercise. The main goal of the teachers in the Physical Education and Health Department is to ensure classroom climates are safe, nurturing, collaborative ad respectful of all multicultural learners. Classes provide a variety of physical activities which allows all students to experience the positive values of sports and exercise. In addition, the histories of certain sports are taught along with their rules and regulation. Through their experience, we hope that students will develop a positive attitude toward a regular physical activity and fitness participation throughout their lifetime. Basic Practical Arts The Basic Practical Arts (BPA) offers semester classes for middle school students as they transition between childhood and adolescence as well as between general and specialized education. These classes- Career Education, Computer Applications, Consumer Family Sciences, Financial Planning, Life Skills and Tourism- stress the importance of choice, exploration and preparation for the workforce as the middle school students face the challenges of the twenty-first century. Ideally, these classes will help students gain self-knowledge, provide opportunities for educational and occupational exploration and teach the necessary skills for career planning with the assistance of the GPSS Content Standards and Performance Indicators and BMS’s ESLRs. Moreover, these classes assist the middle school students to prepare for the changing workplace by helping them

55

understand the relationship between education and employment and to become successful citizens, lifelong learners and productive members of the changing world of work. Corrective Reading/Connecting Math Concepts The Direct Instruction Program for reading is known at the middle school level as Corrective Reading (CR). The math program, Connecting Math Concepts (CMC), was implemented during the second semester of SY05-06 in the 6th grade, Special Education and LOTE classes. Currently, each interdisciplinary team in each grade level has at least one CMC class. In school year 2004-2005, the Guam Public School System (GPSS, formerly known as the Department of Education, DOE) district implemented Direct Instruction programs at the middle school level. This was in response to the reported low academic skills of students as demonstrated on the SAT 9 test and to address the District Action Plan goal of improving student academic achievement in the subjects of reading, language arts, and math. The Direct Instruction programs were chosen by the district because of their demonstrated effectiveness on student achievement through scientific and research based methods. The program also met the criteria under the No Child Left Behind Act, which requires schools to choose programs for academic reform that employ scientific research based methodology. Direct Instruction is based on two basic principles: all children can learn when taught correctly, regardless of history, and all teachers can be successful, given effective teaching materials and presentation techniques. The Direct Instruction Corrective Reading Programs implemented at VSA Benavente Middle School consists of two strands: Decoding and Comprehension, remedial reading programs designed for grades 4 - 12. The decoding programs teach students to identify letters, learn letter sounds, blend sounds, and increase reading fluency. The comprehension programs teach students to follow instructions, retain information, and improve thinking skills. These skills generalize beyond the tasks of the Corrective Reading class and can be applied in the other subject areas. Other programs from the Direct Instruction School-Wide Reform Model are used in conjunction with the Corrective Reading Program at VSA Benavente Middle school, e.g. Reading Mastery, Expressive Writing, and Reasoning and Writing Programs. The Reading Mastery Programs provide a full developmental reading curriculum that teaches decoding and comprehension skills. The higher level, Reading Mastery 6, also introduces various genres of literature and the literary skills needed to process and appreciate sophisticated literature selections. The lessons provide knowledge on a wide variety of subject areas, including reading, language arts, math, science, and social studies. The Expressive Writing Program teaches students to master grammatical rules, develop editing skills, and write short and long paragraphs. The Reasoning and Writing Programs teach how to write for a variety of purposes (for ex., to give directions, critique, analyze, make comparisons, and write a narrative). Before the start of school year 2005-2006, a meeting was held on April 7, 2005 with the math teachers, administrators, and reading coordinators and on April 15, 2005, which

56

included Donna Dwiggins, PhD. (National Institute for Direct Instruction (NIFDI) On-Island Implementation Manager), to determine if the Connecting Math Concepts program would help improve math skills. Based on the meeting, VSA Benavente Middle School implemented the Direct Instruction Math Program, known as Connecting Math Concepts in the 6th grade, SPED, and LOTE classrooms. This program extended to the 7th and 8th grade during SY06-07. Connecting Math Concepts teaches students to use an array of mathematical operations (for ex. money, graphs, functions, formulas, ratios, and geometry) and focuses on both skill development and strategy training in order to increase mathematical reasoning. There exist differences in opinion between faculty, students, parents and school/district coordinators as to the effectiveness of the program and its relevance to the development of a challenging curriculum with high standards. Faculty concerns include the decrease in contact time with students for the mandated middle school courses, increase in teacher workload with no additional preparation time, teacher burnout, and the waning student interest. The District is currently in the process of hiring an off-island company to evaluate the effectiveness of the program.

Corrective Reading/Connecting Math is effective in increasing student achievement...

020406080

100


Perc

enta

ge o

f R

espo

nden

ts

Teacher

Parent

Student

Language Other Than English (LOTE) The LOTE language arts, reading, math, science and social studies are modified and paced so that the ESL students can better understand the lessons being taught and to make learning more comprehensible and non-threatening to the minimal and limited English language learner. Students are taught in small groups and are individualized for tutoring. Teachers use supplemental material and visual aides

57

School Curriculum prepares students for the workforce...

020406080

100


Perc

enta

ge o

f R

espo

nden

ts

TeacherParent Students

Evidence

Curriculum and Instruction Course Listing for Middle Schools—Guam Public School System Board Policy 338

School Master Schedule Student Work Awards and School Level/Public Recognition Teachers’ Syllabi Content Standards provided by Division of Curriculum and Instruction SAT 9 Item Analysis SAT 10 Item Analysis Essential Elements of Instruction Checklist (EEIC) and other similarly structured

guides are used by teachers for lesson planning. Student Work School Master Schedule School Corrective Reading and Connecting Math Concepts Program Statistics Focus on Learning Survey Data SAT 10 Scores for 2006 Focus Group Meeting Minutes 2003 Department of Education Corrective Reading Test Results

58

B2: How Students Learn… The professional staff uses research-based knowledge about teaching and learning obtained through the certification and re-certification courses required by the District. Knowledge is also gained through courses taken by faculty and staff obtaining degrees beyond the bachelor’s degree as well as through courses/workshops offered by the District. Effort has been made by the school to include current research and best practices in education within the limited number of staff development days available. The professional staff continues to take research based courses relevant to best practices in teaching and learning. Many of the courses are self-paid as part of their certification, re-certification, or course requirements for credits/degrees beyond the bachelor’s degree. Courses are also offered by the District but are limited in number. The professional staff uses a variety of learning experiences to challenge students to meet high standards. The various methods and strategies are designed to meet the particular needs of each learner and ensure that the ESLRs are achieved. Examples of how students learn include, but are not limited to the following:

-Science Fair --Academic Challenge Bowl -Math Counts -Geography Bee -Spelling Bee -Read-A-Thon -Saturday Scholars -Direct Instructions (Corrective Reading, --Connecting Math Concepts) -Group and Individual Projects -Presentations (Visual, Oral, and Written) -Musical and drama performances -Research-based projects -Guest presenters -Field trips -Guided practice at home/school -Peer tutoring -Teacher/student tutorials

-Cooperative Learning -Hands-on activities -Note taking -Journal writing -Oratorical and Essay contest -Modifications to meet all learning needs -Homebase activities -School and community projects -Intramurals and interscholastic sports -Clubs and organizations -Monthly school-wide activities -Fundraising activities -Field Day -Award ceremonies -Modifiedtechnological activities -Lecture and discussion sessions -Read Aloud

Lesson Planning Board Policy 378 identifies the Essential Elements of Instruction and mandates that they be included in all lessons conducted by teachers in the GPSS. These elements, following a model proposed by Madeline Hunter includes, among other elements, an instructional objective, anticipatory set, guided practice and a method of evaluation. At BMS, in an effort to ensure that classroom lessons not only contain these elements, but are also aligned with the GPSS content standards, the SAT10 skills and school ESLRs, we have

59

instituted the use of the Essential Elements of Instruction Checklist (EEIC), a simple checklist designed to be used in conjunction with their regular lesson plan. Corrective Reading A key component of Direct Instruction is that clear instruction (without misinterpretations) coupled with teaching to mastery, can greatly improve and accelerate learning. Each lesson offered in the program teaches increasingly complex skills and strategies by breaking them into smaller component skills that are taught one by one, reviewed, and practiced until mastered. Skills taught are organized into tracks which provide ongoing development of a particular topic, item, or skill. As new skills are learned incrementally, previously taught skills are continually reinforced, thus enabling students to retain and incorporate old and new skills to mastery without feeling overwhelmed. Language Other Than English The LOTE teaches use diversity in teaching their students. The lessons emphasize English language development in speaking, listening and writing skills in all subject areas. For language acquisition, activities being utilized in the classroom include cooperative learning, the total physical response (TPR), hands-on activities, drama, oral presentations and other teaching methods to enrich students’ experience and to increase participation. Evidence

Teacher Lesson Plans Student Work Field Trip Request Forms Activity Request Forms Homebase Activities Co-Curricular Activities List List of Club Activities Sports Activities List Intramurals Morning, After-School and Weekend Tutorials and Activities School Master Schedule Remediation Courses such as Corrective Reading and Connecting Math Concepts Teacher Profile Staff Development Agendas Sign-In Sheets for Staff Development

60

B3: How Assessment Is Used… The District mandates the use of the Stanford Achievement Test- tenth edition as the primary assessment tool. When made available, usually at the beginning of the following school year, scores are distributed and presented to teachers for their review and analysis. Through the group reports- compile by grades and this past year, by team- teachers are able to see how well their previous students performed in their various subjects. Through the stanine distribution and more specifically, the item analysis, teachers are able to see the how well students performed on specific content and skills. Though the specific use of the SAT10 data is not yet routine, efforts among the faculty and administration are being made to better systematize its use and to develop protocols to clarify exactly how teachers are to analyze and use the information that is provided to improve instruction. BMS currently uses standardized and teacher-made assessments to measure student progress, as baseline data for the evaluation and improvement of the school’s curriculum and instructional methods, and to determine resources necessary for student success. The faculty is developing additional sources of data. Each content area is working collaboratively to develop pre and post tests to measure student academic progress and validate the curriculum. This process is on-going due to changes in the adopted textbooks, district standardized tests, and the development of new ESLRs. Teachers use a variety of assessments to evaluate student progress on a daily, weekly, monthly, quarterly, and annual basis. Reading/Language Arts At this time, reading teachers are administering an annual pre and post test using the Nelson Reading Skills Test and the Stanford Diagnostic Reading Test to assess students’ reading levels and monitor their progress. The Language Arts teachers administer quarterly criterion referenced, teacher-made pre and post test based on SAT 10 objectives and district content standards. The district, via the administrators, provide the detailed SAT10 item analysis to teachers annually to help in the identification of skills that previous students were week at and to aide in their prioritization for each upcoming year. Science As per the recommendation of the last full visit in 2001, the science department aligned the GPSS content standards with the SAT 9 (an later the SAT 10) skills, the previous and current adopted textbooks, and the previous and current ESLRs. Teachers are working on developing pre and post tests. Math The district’s Curriculum and Instruction Office and a cadre of public middle school teachers drafted a Language Arts, Reading, and Math (LARM) curriculum guide for teachers to use in classroom planning. Although it has not been formally adopted by the

61

Policy Board, the guide served as a format for the math teachers to align the content standards to the previous and current adopted textbooks , the SAT 9 skills then and the current SAT 10 skills, and the National Council of Teachers of Mathematics (.NCTM) standards. To assess student progress, an annual pre and post test is given to the students in each grade level. Data is used to drive classroom planning. Grades 6th and 7th have completed the development of teacher-made quarterly pre and post tests in December 2006. Social Studies The Department is currently working on aligning the SAT 10 and the newly adopted textbooks received in December 2006. Efforts are being made by the Department to find supplemental resources for each grade level because of budget constraints. The Department is working on finding a funding source to purchase standardized social studies assessments. World Languages Chamorro and Japanese use written and oral teacher-made tests to determine student progress. Fine Arts Performance, written, and project-based assessments are used to evaluate student achievement and skill development. For example, in Drama, students write and perform puppet plays, improvisational skits and original monologues. Chorus students have performed during school-wide concerts and are currently working with drama classes to present “A High School Musical” in April. Band members likewise have presented concerts for the student body as well as parents. Physical Education and Health Performance, participation, and written assessments are used to determine student mastery of content area information and skills. Basic Practical Arts Computer literacy is assessed through written and practical tests. Journals, projects, reports, and personal/business letters are also used to assess student progress. Corrective Reading Before any student is placed in a Direct Instruction class, a placement test is given to determine which program is appropriate for a student’s skill level, not grade level. Each program is designed to give teachers a complete, self-contained system for monitoring student performance. The assessment scheme of a Direct Instruction Program includes curriculum-based Mastery Tests. These tests measure specific skills or concepts that have been taught during the preceding lessons. The teacher also observes student progress on a daily basis through an informal assessment based on the teacher-initiated student response activity, independent work activities of increasing complexity that shape a student’s ability to work alone, rate and accuracy checks to measure reading accuracy and fluency in Decoding Programs, in program tests (for ex. Mastery, Vocabulary, and

62

Information Tests in Comprehension Programs), and out of program tests. For each assessment used in Direct Instruction programs there are suggestions for solving problems that may occur. The assessments allow teachers to identify students who are at risk of failure as well as those who are performing well. Student progress is analyzed daily by the teachers and weekly by the reading coordinators, peer coaches, administrators, district coordinators, and implementation managers. A support system for each teacher of a Direct Instruction program allows a class to be monitored not only by the teacher but also by other personnel to ensure that all students are at mastery. If any data or assessment indicates that a student or group is not at mastery, steps are taken to remedy the concern. The structure currently in place at VSA Benavente Middle school includes the following: class observations, program training, Peer Coach Summary, DI Data Review Committee, and District Coordinator and Implementation Manager program assistance. Language Other Than English The initial placement of students into the LOTE classes is based on the results of the Language Assessment Scale (LAS). A score of level 1 indicates a non-English speaker with levels 2 and 3 being limited. A LAS post-test will be administered before the student is mainstreamed into a regular class. Besides taking the tests and quizzes provided in the textbooks and teacher made test, observation of students’ language performance, both verbally and in writing are continuously monitored and are recorded in the LOTE Student Progress Report. Evidence

Teacher Lesson Plans and EEIC guidelines Student Portfolios Student Work Student Planners Student Test Data District Test Data Student Grades Team Test Data Grade Level Test Data

Areas of Strength

• The faculty has been able to use existing resources to ensure that assessment is used to determine student progress despite budgetary constraints.

• There is a consistent collection of data regarding student progress in the core subject areas specifically with regard to Reading and Math.

• Data is compiled by each team that allows for the sharing of information by team teachers. The data allows the team to determine its impact on student performance in the other subject areas and to collectively work on strategies to help each student learn and succeed.

63

• The use of an assortment of assessments helps team teachers determine what the most accurate student level of performance is and develop strategies for student success.

• The use of assessment helps to determine student needs and the resources necessary to meet those needs.

Areas of Growth

• The school leadership needs to prioritize standardized assessment materials in its annual budget so that more current and curriculum-aligned assessments can be purchased.

• The school leadership needs to find an effective way to communicate school-wide data to the various stakeholders in the community so that there can be a unified effort toward greater student achievement.

• The school leadership needs to ensure that once faculty members determine what resources are needed, based on assessment data, there is accountability for ensuring that the requested resources are ordered and delivered in a timely manner to those who requested those resources.

• We need to develop a central database where all statistics for assessment can be organized and accessed for classroom and school-wide planning.

• There needs to be more coordination and training by the District on the use of data for classroom lesson planning.

64

Category C: Support for Student Personal and Academic Growth C1: Student Connectedness

• To what extent are students connected to a system of support services, activities and opportunities at the school and within the community that meet the challenges of the curricular/co-curricular program in order to achieve the expected school wide learning results?

The administrators, teachers, and staff continue to offer an array of opportunities that challenge students and support their efforts to achieve the ESLRs. Our school provides support services by the various clubs and organizations, the Parent Family Community Outreach Program (PFC), and the interscholastic sports program. These services help students feel a sense of school pride, develop their character, work ethic, improve their self–esteem, and foster academic growth. BMS offers adequate opportunities in school and within the community to meet the demands for services needed in health, career, personal counseling and academic assistance. Services include:

• The nurse is responsible for maintaining emergency contact numbers, checking immunization records the ensure they are up to date, administering medications to students, and providing medical care for injuries occurring on school grounds. She conducts head lice screening and coordinates with the Department of Health and Social Services to address general dental and health related problems of our students. Additionally, the nurse educates fellow teachers and staff regarding procedures in dealing with students with health related special needs. The nurse provides information to students on health related issues such as pregnancy, abstinence, and drug awareness.

• The counseling department provides guidance on academic and personal issues,

such as schedule changes, conflict resolution, suicide, self-esteem, decision making, and career planning to name a few. The counselors are able to provide short-term counseling and if necessary, long term counseling is accessible through community partnerships.

• The PFC Outreach program is a federally funded program that provides support

for at-risk students, the transition of immigrant families from the Federated States of Micronesia, increase cultural awareness and the promotion of parent/community involvement. The PFC Outreach program, which operates on a referral system, coordinates with community resources to address specific needs of the student. They also organize with guest speakers, such as the Guam Police Department, Department of Youth Affairs, and medical specialists, to deal with

65

issues faced by our students. Furthermore, home visits are conducted for our referred at-risk students.

• The Discipline Office is responsible for student code of conduct, to monitor,

review and manage behavioral patterns of our students. The information gathered is disseminated to our teachers during faculty meetings and is used to determine actions to prevent future disciplinary problems and overall school safety.

• Student Under Care Can Experience School Success (SUCCESS) Program

formerly known as “in-school suspension” provides an opportunity for students from our at-risk population to receive character education from the counselors to address specific issues on personal, social and career domains.

• The truant officer is responsible for upholding public laws, which requires

students to receive free public education until the age of 16. The truant officer consults with teachers, parents and students with 12 or more unexcused absences and conducts home visits to report any findings to the courts. Finally, he conducts follow ups and makes certain that court order are adhered to.

• The Child Study Team, which consists of team teachers, parents, administrators,

guidance counselor, and the Consulting Resource Teacher (CRT) meet to discuss academic and behavior concerns, create Behavioral Management Plan (BMP) and/or refer students for Special Education Services.

• Students with special needs may also be referred to receive services from our

Special Education Program. An Individualized Education Plan (IEP) is created for every student who is deemed eligible after a series of evaluations.

• Students who score a 2 on the Language Assessment Survey may be referred to

our Language Other Than English (LOTE) Program. Students in this program are placed in a self-contained classroom that caters to those students who have difficulty with the English language.

• In March 2006, the library was closed due to mechanical problems with the air

conditioning system which then caused mold growth and other unfavorable conditions. This resulted in the five-month closure and the removal of approximately 70% of the print collection.

At the beginning of school year 2006-07, our librarian was faced with a difficult task to revive the library. Currently, the library is now open for patron usage and seven computers with internet access are available for student access. In addition, we are faced with challenges of limited amount of books and periodicals on shelves and audio-visual equipment for teachers to utilize as part of their instruction. School Administrators are aware of the continued problems that still persist in the library. At present time, the library operations are hindered and

66

limited due to non-operable rear extension A/C unit, lack of a library technician, and lack of furniture to accommodate student population.

The librarian is undergoing a shelf list inventory of collection to prepare for library automation and accountability. Through the library grant, additional books and equipment have been ordered to further enhance student learning and provide updated technology. However, the delivery of these books and materials has been delayed due to reasons beyond our control. Furthermore, monies from the school fund have been used to purchase a minimal amount of tables and chairs for our library.

These services are readily available for health, career, personal counseling, and academic assistance.

I am aware of the support services, clubs and activities offered at the school...

0

20

40

60

80

100


Perc

enta

ge o

f R

espo

nden

ts

Teacher

Parent

Students

Benavente Middle School (BMS) offers students opportunities to be recognized for their achievement in academics and the ESLRs. The following services include:

• A/B honor roll acknowledges students who have excelled academically on a quarterly basis. A certificate of achievement is given during grade level lunches.

• The REAP program acknowledges students who have shown an increase in their

grade point averages. A special award ceremony is held at the end of the year where parents, faculty, staff, and community guest speakers are welcomed.

• Nominations and inductions are held annually for the National Junior Honor

Society for students who achieve high academic standing and demonstrate great character and leadership within the school and community.

67

• The sports club holds an annual banquet to acknowledge student athletes for their participation and good sportsmanship.

• Presentations of awards are held annually to recognize a specific group of

students. Ceremonies include, but are not limited to, team’s top 10 students, science fair participants and winners, and admission of new club members.

The school leadership and staff provide an opportunity for students to display academic and leadership skills within the classroom. Science Fair and Chamorru Month Exhibits, Field Trips, Close-up, Youth Crime Watch, Adopt-a School Program, Spelling and Geography Bee, Band and Choir Concerts, and Academic Challenge Bowl are some opportunities offered. Students also have the opportunity to display academic and leadership skills outside of the classroom through the intramural sports program, interscholastic sports program, and other various community based and military organizations. Opportunities include:

• Saturday Scholars is a program designed to help students who need additional help on their academics. Military personnel provide the resources to supplement students’ learning.

• Big Brother/Big Sisters is a mentoring program that utilizes community members

to serve as role models for students recommended by school personnel.

• Guam Skipjacks keeps students busy by offering an outlet to increase participation in activities involving health and wellness.

• Island Girl Power is an organization aimed at helping female students in building

leadership and citizenship skills.

• Church of Nazarene tutoring team- fosters academic growth of our students primarily on mathematics.

• Interscholastic Program- Our interscholastic sports program is a complete

program of athletic activities for students to participate in. BMS coaches are committed to ensuring the development of physical fitness and personal health; and to create an educational and competitive atmosphere that promotes good sportsmanship and high standards of character of the sports activity students choose to participate in. Students wanting to participate must meet certain requirements (70% and above for academics, no F’s and no unsatisfactory citizenship grade).

• Capoeira Mandinga provides an outlet for at-risk students. The club teaches

students Brazilian martial arts. Performances are then held to showcase their skills.

68

• Inafa Mao’lek/Peer Mediation offers counseling services mainly focusing on conflict resolution amongst their peers. Several students have undergone intense training on conflict resolution.

• I Famagu’on-ta is a federally funded cooperative agreement where families,

caring individuals and local agencies work together in a system of care to improve services for children who experience complex emotional, behavioral and mental health needs.

• Guest Speakers from the Community

• Student Exchange Program gives students opportunities to interact and learn

about different cultures. BMS provides a variety of clubs and organizations that students can participate in according to their interest. Our school consists of approximately 30 clubs and organizations. Clubs and organizations make announcements through school bulletins and newsletters to inform and invite new members. Each club and organization consists of 15-150 students and is monitored by teachers and parents who act as advisors and chaperones. The Clubs and organizations of BMS are:

• 007 Sensations • All Stars • Blue Dragons • Chamorro Club • Close-up • Drama Club • Explorer’s Club • Future Educators Club • Fun 5 • Golden Monarchs • ISA • Incredible Dolphins • Islander Club • Life Bible Club

• Magnificent Kingfishers • Math Counts • Mighty Monitors • Millennium Stars • National Junior Honor Society • Northern Stars • Peer Mediation • Student Body Association • Sports Club • Wave Club • Y2K • Youth Crime Watch • Academic Challenge Bowl

Based on the parent survey, 14% strongly agreed and 48% of parents agreed that they are aware of support services, clubs, organizations and sports activities offered at BMS. Moreover, 24% strongly agree and 55% of parents agreed that they encourage their child to participate in support services, clubs, organizations, and sports activities.

69

C2: Parent/Community Involvement

• Does the school leadership employ a wide range of strategies to ensure that parental and community involvement is integral to the school’s established support system for students?

The school leadership and staff here at Benavente Middle School understand that parents and members of the community play a critical role in the success of its students. Therefore, the school has provided many ways for both parents and members of the community to become actively involved in school functions and activities. Volunteers from these groups serve our students in many capacities such as activity chaperones, guest speakers, mentors and donors. Though there have been short periods of inactivity through the years, Benavente Middle School also has an active Parent Teacher Organization (PTO). This organization is composed of administrators, faculty and staff, students, parents and members of our community. Our PTO has been very supportive of all school functions and activities. Some of the fundraisers that PTO has held are Game Works Teen Night, Kings Night, McDonald’s Night and numerous Avon fundraisers. PTO has donated materials, equipment and supplies to our school. However, for school year 06-07 participation has dwindled and therefore the organization has not been active. The school leadership and staff also feel that constant communication with all its stakeholders is imperative. In fact, based on the teacher surveys, 21% strongly agree and 69% agree that communication exists with parents and students regarding their progress and learning.

I communicate regularly regarding my child/students' (or my) progress...

020406080

100


Perc

enta

ge o

f R

espo

nden

ts

Teacher

Parent

Students

70

Here are some of the methods and strategies used to communicate with our stakeholders:

• The school informs our student body, faculty and staff through a bi-weekly bulletin. This bulletin is distributed to all faculty and staff, and is read to students during their homeroom period.

• Another form of communication that our school uses is the student planner. Each

student was given a planner at the beginning of the school year. This planner includes a copy of the student handbook, a school calendar and areas for class agendas. These planners are used to communicate with parents about class activities and upcoming events. Parents have also used these planners to relay any information to their son or daughter’s classroom teachers.

• When operational, our school’s website at vsabms.org also conveyed information

about school functions and activities to our larger community population. At its closing, there were approximately 3,000 visitor hits. Unfortunately, due to a lack of a designated person to take charge in the updating and maintaining of the website, the website is currently closed. Its reopening and maintaining however will be an important action item in our school plan.

• Another way of communicating with our school’s larger community population is

through the Northern Weekly and Educational Update in the island’s Pacific Daily Newspaper. This section is a free service provided by the Pacific Daily News team that enables schools to provide weekly information about upcoming school activities and events.

• Our latest form of communication is the availability of new phone lines installed

in teachers’ classrooms, main office, and administration office. New telephones were provided for the main office and administration office by Federal E-rate State Agency. However, classroom teachers were not provided with new telephones but are allowed to use their personal telephone.

71

Parent involvement is sufficient at the school...

0

20

40

60

80

100


Perc

enta

ge o

f R

espo

nden

ts TeacherParent Students

Parents are also encouraged to take an active part in their child’s education through a variety of school activities and events. Before the school year begins, student orientation is held for each grade level to discuss school rules and regulations, introduction of teachers, and the issuing of student schedules. During he beginning of first quarter, parents are invited to “Open House” which is an opportunity for parent’s to tour the school as well as meet with their child’s teachers to discuss teacher expectations and academic goals. During 1st and 3rd quarter, parent-teacher conference is another opportunity afforded to both parents and teachers to discuss students’ behavior and academic performance. BMS seeks community resources to support students through the use of presenters from the various local agencies such as Department of Youth Affairs, Guam Army National Guard, Guam Police Department, Sanctuary, Department of Mental Health and Substance Abuse, Child Protective Services, Inafa Maolek, I Famagunta and Dededo Mayor’s Office. The Parent Family Community Outreach Program(PFC) is a federally funded program that assists new students and their families by helping meet their basic needs and educating parents about the American educational system. Our PFC outreach program consist of one social worker and one community aide, who conducts home visits of students referred by teachers and administrators to communicate any academic, behavior and attendance concerns. During school year 2004-2005, 347 referrals were received and 105 home visits were conducted. The use of our PFC outreach program has increased based on the 411 referrals received and 92 home visits conducted during school year 2005-2006. BMS faces a great challenge when trying to get parents to be involved “physically” on campus. Despite this challenge, the school still continues to work on determining what factors prevent a greater physical presence of parents/guardians on campus. In contrast, the school has been successful with community involvement on campus. Local businesses, community organizations, military organizations, and government agencies

72

have been very generous with their involvement to ensure student learning and success are achieved. Areas of Strength:

• The Parent Family Community Outreach Program • Local Government Agencies, Business, Community and Military Organizations

involvement • Amount of Services available to students to help to achieve the ESLRs

Areas of Growth:

• Explore ways to increase student participation in clubs and organizations • Explore ways to increase parental presence on campus • Explore ways to revive Monthly Student Recognition • Explore ways to increase patron usage for the library • Explore ways to increase club awareness among our teachers, staff, and students • Explore ways to increase support services among our teachers, staff and students • Explore ways to maintain and update school website • Explore ways to increase PTO awareness and participation

Evidence examined:

• Parent surveys • Teacher surveys • Student surveys • Parent Family Community outreach program annual report • Parent Family Community outreach goals and objectives • Student Procedural Assistance Manual • Focus Group Meetings • Leadership team Meetings • Personnel Interview (Social Worker, Administrator, Librarian, Athletic Director,

and Teachers) • Clubs/Organization Constitution/Bylaws • N.A.F. (Non-Appropriated Funds) Ledger • Student Handbook/Planner • Teacher Handbook • L.O.T.E. Manual • SPED Manual • P.E. Department Handbook

73

D: Resource Management & Development

D1: Resources To what extent are the resources available to the school sufficient to sustain the school program and effectively used to carry out the school’s purpose and student achievement of the expected schoolwide learning results? There is evidence of effort on the part of the school leadership, faculty, staff, parents, and the community to try as much as possible to sustain the school program and operation so that the students are learning and the school’s mission and ESLRs are being accomplished.

School Budget The annual budget for the Department is developed through the appropriation from the general fund of the Government of Guam. The budget is compiled by the administrators and administrative assistant with input from teachers regarding necessary items. The budget for fiscal year 2007 is $8,103,063. The bulk of the budget ($6,792,840) covers the personnel cost of 145 employees. Personnel consists of administrators, an administrative assistant, a social worker, counselors, custodians, teachers, a librarian, one-to-one aides, school aides, a truant officer, and a school nurse in order to operate a school of 1,536 students. The graph below shows the survey results for the statement pertaining to the annual budget being sufficient to provide an appropriate level of education. Seventy-one percent of teachers disagree with it while only 53% of parents and 41% of students disagree.

Annual Budget Given to the School is Sufficient to Provide an Appropriate Level of Education

0

20

40

60

80

100


Perc

enta

ge o

f Res

pond

ents

Teachers

Parents

Students

Though the school is also budgeted to receive about $270,000 for equipment and supplies and materials, money has yet to be released to the school for this fiscal year. In spite of our budget constraints, VSABMS has come together to find alternate funding sources to help buffer the shortfall in the budget. Some of the practices that our administration, faculty and staff employ to supplement the budget include:

SBA collection of vending machine revenue

74

Kings Ala Cart Menu 10% donation Annual Roadrunner 5K Run Various class lab fees Participation in General Mills Box Tops for Education Program District wide Library Grant HATSA Grant Clubs & Organizations fundraising events

Facilities The main buildings of the school were built almost 40 years ago and have deteriorated over time. Additionally, they were not designed with the electrical wiring to support the air-conditioners or computers which often cause the power to trip. Work requests have been submitted to upgrade the electrical wiring and have been proposed for the school budget. The old annex of the school is a mixture of concrete and sheet metal which has rusted over the years and causes leaks. At the beginning of SY 2005-2006, repairs were done to the old annex roof, but small leaks continue to persist. The newest addition to the campus is fifteen new classrooms that were completed in 2004 in response to rooms destroyed during a major typhoon in 2002. Though the 15 rooms were built, no restrooms were constructed to deal with restroom needs of the students in that area. This concern has been added to our budget. Ground maintenance of the lawn and fields is contracted out to a private vendor. There is also a contract with a private security agency to monitor the campus during the evenings and weekends. This may deter break-ins and vandalism, but has not prevented them all together. BMS averages one major break-in every year. The custodial staff of nine plays an integral part in the general maintenance of the school. Custodians along with the aides and clerks take on tasks such as water-blasting, painting, fixing locks and doors, and even light plumbing. According to the survey, the percentage of teachers who agree BMS is well-maintained is slightly higher (54%) than that of the students (44%).

75

BMS is a Well-Maintained Campus

0

20

40

60

80

100


Perc

enta

ge o

f Res

pond

ents

Teachers

Parents

Students

Equipment and Supplies Funding issues at the district level delay the timely arrival of necessary items such as equipments and supplies. Teachers are asked to submit their input (wish list) which is used to help create budget proposals. The last opportunity the school had to purchase computers through local funding was in fiscal year 2005 when 17 computers and printers were bought. Other technology equipment has been given to the school by the community or through federal and community grants. The school-wide internet wiring was made possible through E-Rate. It has also made possible the updating of the BMS telephone system which now allows telephone access in the classrooms. The survey results indicate that 71% of teachers disagree that the supplies received by the school is sufficient to meet the needs of the students, while about half of parents and students feel the same sentiment.

Supplies Received by the School Meet Student Needs

0

20

40

tage

of R

esp

60

80

100

onde

nts


Perc

en

Teachers

Parents

Students

76

Textbooks The district has a five year adoption cycle regarding textbooks. Every five years, textbooks are scheduled to be updated or replaced. Though this adoption cycle is in effect, textbooks are limited or ordered late due to the budget constraints. Occasionally books do not arrive until months after the school year has begun. Teachers do not always have enough books for each student. Teachers are able to improvise and find other means of resources to accomplish the school’s mission and ESLRs. Only 30% of teachers agree that there are enough textbooks and instructional supplies provided to adequately teach students, while 39% of parents and 51% of students agree with this statement.

Enough Textbooks and Instructional Supplies are Provided to Adequately Teach Students

20

40

60

tage

of R

espo

n 80

de

0Total Agree Neutral Total Disagree

100

Perc

ennt

s

Teachers

Parents

Students

Library The library underwent renovations during the first semester of this current school year and opened in late January 2007 due to mold problems caused by the library’s broken air-onditioner over summer 2006. A new air-conditioner was installed in September 2006, but

s caused to books and other library resources. Many items had to be

ven with this unfortunate incident, BMS began to replace outdated books and equipment

uters and internet access. An additional goal f the plan is to purchase multimedia equipment to assist teachers with classroom instruction.

ther Resources

cmuch damage wasurveyed or destroyed. Computers were temporarily moved to classrooms to protect them from any damage, but they have since been returned as of January 2007. Ethrough the Library Five-Year Plan which began in 2004. This plan is funded through a federal grant which enables BMS to receive an average of $14,000 annually in order to help create an up-to-date research center with compoOver $4,000 of books, a few multimedia projectors and screens, DVD players, and computers have been received so far. O

77

Though the school’s budget is limited, BMS has identified alternative resource funding. The school has supplemented the budget through grant writing (local and federal), fundraising, community volunteers and donations, or through personal funds.

With these challenges, the school continues to ensure that the facilities are safe and aintained to the greatest extent possible. As stated previously, maintenance of facilities is a

hallenge due to the lack or delay of funding.

Des s, supplies and materials, there is a grea school community to find the resources to sustain the school pro earning takes place. A c dents, 72% and 73% respectively, agree that money coll properly used by the school, while only 45% of pare

mc

pite the minimal availability of maintenance servicet effort on the part of the

gram so that student l

lose percentage of teachers and stuected through school fundraising in nts agree with this.

Money Raised Through School Fundraising is Properly Used by the School

0

20

40

60

80

tal Agree Neutral Total Disagree

Perc

enta

ge o

f Res

pond

ents

100

To

Teachers

Parents

Students

facilities and equipment

Teacher req s Focus on Learning Surve Classroom s Maintenanc

Activity Account

Teacher receipts for purchases Listing of donations from private businesses, community organizations, government

agencies, and military organizations

Evidence Visible condition of the BMS School Budget

ue t y Data

As essment Forms e Work Request Logpri ted Funds Non-Appro a Student Administration Account

Library 5-Year Plan

78

Grant awards to the school program from: HATSA Administration for Native Americans Grant for the Chamorro chant

class Council on the Arts and Humanities Participation of Math and Science Teachers in the BASICS program Direct Instruction

Social committee for networking

reas of Growth Improved communication between Administration and Faculty/Staff i.e. status of

school budget should be transparent and ongoing with stakeholders Listing of resources made easily accessible so staff is aware of what is available

reas of Strength

Human resources from: Island Girl Power Military Mayor’s office Active parents Active students

Community Donations Community Grants Clubs/Organizations fundraising activities

A

A

79

D2: Resources Planning Criterion

• To what extent do the governing authority and the school execute responsible resources planning for the future?

Resource Planning

he governing authority anT d the school execute responsible resource planning for the

new schools have begun this past year municipal lease. The groundbreaking ceremony was held recently to

ted Funds

future. The school administrators plan and submit budget requests for the following school year with input from teachers regarding their desired instructional materials and equipment. The requisition for these materials and equipment may be made from the school but is dependent on the availability of funds from the Guam Public School System’s central office. The budget is mainly utilized to pay for personnel costs at the school; however, the school administrators plan and manage the available funds for supplies, equipments, and other material costs.

t the district level, planning and building ofAthrough a 20 yearbegin the construction of a new middle school in our village to help deal with overcrowding and projected growth. There is also an additional plan to convert an elementary school into another middle school in our district so as to deal with the above challenges. Completion of the new school is slated for 2008.

on-AppropriaN

ffice under the student account. Disbursement of funds is done through a ucher request with the approval of the money committee. Much of the

Non-appropriated funds (NAF) are monies other than that appropriated by the Government of Guam. The NAF is received by the school’s business office and managed by the school administrative assistant. Clubs and organizations involved in fundraising must adhere to the established guidelines found in the BMS NAF Handbook and Standard Operating Procedures. Clubs and organizations deposit these funds to the

usiness obstudent activity vofundraising money is used to purchase items for the classroom to aide instruction or help fund educational fieldtrips. A second component of the NAF is the administration account which houses monies such as donations or wet-garbage payment. With the budget issues facing the district, the

80

school depends heavily on these funds to purchase emergency or necessary items for the school such as padlocks, broken door knobs and hinges. In December 2006, $1,000 was used to purchase items such as gasoline/oil for the waterblaster, cement to fill walkway racks, trash liners and custodial cleaning supplies. The school also decided to use c

almost $7,000 from the King’s cafeteria donation to purchase student handbooks and planners when local funding was unavailable. Federal Funding The Federal Division of GPSS provides specific guidelines and criteria for the federally

nded programs at BMS. This funding is not directly part of the BMS budget. t Instruction program, Corrective Reading and Connecting Math

fuTextbooks for the DirecConcepts, and other needed items to help support the DI program are purchased with federal funds. Federal funding may also come in such forms as grants. The Library 5-Year Plan is another example of how BMS is carefully planning its use of resources. New books, updated subscriptions of periodicals, new references books, DVDs and videos, computers, and multimedia equipment are all included in the plan to aide in student learning. Technology Plan Benavente Middle School is currently developing a technology plan recently required by the district before purchasing technological equipment. The school however, benefits from the E-Rate, a program that allows each school to receive internet services and phone lines for effective communication with parents, faculty, staff, and administrators. The

hool continues to move forward with the federally funded E-rate program this school

technology plan is now required before purchasing new computers, admini ontinue to be active in finding used comput he school – 20 laptops donatedfrom M Commu

scyear by recently switching to the E-Rate phone service. The district goal is for all classrooms to be equipped with internet access and phone lines. Though a

strators and teachers have been and still cers to be donated. Some computers have been donated to t by the Federal Emergency Management Agency (FEMA), 7 desktop computers obil, and 38 desktop computers from the Air Force.

nity Assistance Benave ned for future resources by developing a working relation community groups. BMS has worked closely with the neighboring milita d unications and Air Force) to provide human resources by i t the school in addition to donating surplus Local businesses have also been known to unselfishly donate participate rogram, campus clean-ups,

hamorro Month celebration, and Roadrunner 5K Run.

nte Middle School has also planship with local businesses and

ry epartments (Naval Commass sting and volunteering a

materials or computers. materials to the school to help alleviate costs. Military and community volunteers

in such events as the Saturday Scholars’ PC

81

Althou resources has been available, BMS te for the lack of materials such as textbooks for every c rials (ink, printer, computer, and surge protect acility maintenance (restrooms, air conditi

he school has benefited from its teachers taking an active role in acquiring resources for ugh local grants, awards, and out of pocket expenses.

Evidence

ent onsite

ations from private businesses, community organizations, government agencies, and military organizations

Areas of Growth Funding to address maintenance and upkeep of current facility Funding to address the lack of school materials Increase E-rate survey returns Increase involvement of grant writing The development of a technology plan The development and implementation of a comprehensive Resource plan for

the school

Areas of Strength Despite the minimal access to maintenance services, teaching and learning

still continue hool community to sustain

gh the efforts to find alternative means for securingachers still express their concern hild to take home, technology related mateors for the classroom) and general foning, and electrical upgrades).

Ttheir classrooms thro

Formation of a Technology committee Inclusion of a Resource Planning Section in the RAPP

District community meetings for the presentation of the budget to stakeholders Proposed staff development plan

Non-Appropriated funds policy School Budget

Available equipm Non-Appropriated Funds

Student Activity Account Administration Account

Library 5-Year Plan Listing of don

Tremendous amount of contributions from the scthe school’s program and ensure that learning continues

The positive recognition by the school leadership of the accomplishments and improvement of the faculty and staff

Faculty and staff recycle usable resources as much as possible Faculty and staff purchases resources out of pocket without the request of

reimbursement The neighboring military departments have increased in volunteerism The faculty and staff continue to make use of resources and utilize innovative

methods to supplement their resources

82

The Governor has approved the building of a new middle school to alleviate overcrowding

A. Describe the school-wide action plan As noted in earlier sections, BMS is currently operating under the School Improvement Plan (SIP) developed last year to address the deficiencies identified in the SY05-06 School Report Card. Through the self-study process, it was determined that clarification was necessary in regard to the school-wi plan. Various plans have been developed by the scho ular local/federal grant

y working in conjunction with the urriculum and Instruction Focus Group to address this concern.

The Curric etermined that it was necessary to have one compr n y all grants/plans that were afocus group gathered suggestions for the name of the plan, votes were taken, and the name finalized and approved by the school leadership team. The school-wide action plan for referred It is with great intent that the RAPP of BMS be the one comprehensive school-wide acti plaw in as the g The RAPP is currently under development by the School Leadership Team and, as noted, is mTechnology Plan and the self-study growth areas. In order to ensure some semblance of

de actionol community to address partic

specifications and district mandates. Recommendations from the 2001 WASC visit and the 2004 mid-term visit further justify this concern. This concern regarding clarification was forwarded to the Leadership Team, the responsible party for the school-wide action plan. The Leadership Team then responded bC

ulum and Instruction Focus Group dehe sive school-wide action plan that would be supported blready in existence. To ensure ownership by the stakeholders of the plan, the

V.S.A. Benavente Middle School is the Roadrunner Academic Progress Plan also to as the RAPP.

on lan meant to fulfill the requirements of all other plans including those required by response to the School Report Card (the SIP), the school technology plan as well rowth areas identified during the self study.

eant to address the collective concerns and requirements of the SIP, the School

83

ord tfor the RAPP:

er, he leadership team has instituted the following steps as the development process

RAPP- Development Process Note: Although the steps in this process are numbered, understand that they should not be taken in a lock-step approach, movement among steps should be fluid and items can

e returned to and skipped whe process are meant to guide thinking, not to restrict ideas or

1.

. Review of Growth Areas- in looking at the growth areas, we may need to further

3.

mprehensive, the way they are organized may not be best for our purposes. We may want to consider

4.

To guide out our work through the RAPP development process, we have the following guiding principles in place to ensure that the resulting product is of high quality and thus, is w

b n necessary. The steps in this limit possibilities.

Review of Current Plans in existence: a. WASC Accreditation plan- 2004 b. School Improvement Plan “SIP”- mandated by PL26-26 c. School Level Improvement Plan “SLIP”- past grant proposal no longer

used by school.

2clarify the intent and possible identify more before we proceed. The Growth Areas are where most of our attention should be placed.

Cluster various growth needs and areas of concern to develop categories for our format. Note: although the WASC categories are co

other formats.

Establish Goals to address growth areas -based on whatever format we choose to use.

5. Identify action items- what we intend to do, how will we address these growth

areas.

orthy of full implementation and the support of all stakeholders.

Guiding Principles The RAPP should be as comprehensive as possible- this of course is easier1.

ly encompass a plan on their own. However, we should at least try to establish some general action items for all

may need addressing), even though the eveloped at a later time.

said than done as there are many facets to running a school effectively that needs to be incorporated. For example, the areas of technology, school safety, maintenance and student achievement can essential

of these components (and any other thatspecifics may need to be d

2. The RAPP should be generated directly from the self-study finding- although

we need to take a look at the School Improvement Plan and all our other previous action plans (past accreditation and SLIP), most of the areas we need to address

84

should come directly from the findings of the self-study, particularly the Growth Areas. In fact, this is the point of conducting a self-study.

3. The RAPP needs to be realistic and manageable- the plan needs to be well

though out and take into consideration the budgetary constraints of the department and the policies and procedures that currently govern our actions. Planning to execute action items that are beyond our control will be futile.

4. The RAPP must involve stakeholders- everyone must be given an opportunity

o y needs to be

afforded to them. 5. The ship and

Sch ld be held accountable for its implem and staff need to also take the responsibility of ensuring its ntation.

iciencies in the format of the SIP will be rectified in the

to participate in the development of the RAPP. If, however, they choose not tparticipate or provide input, that is their choice, but the opportunit

RAPP needs to be sustained and supported by the Leaderool- Since this is a scho school community shouol action plan, the

entation. Teachers successful impleme

6. The RAPP must be data driven- action items must be supported by data in

terms of their creation, rationale and development. School Improvement Plan

ttached is our current School Improvement Plan (SIP). It basically focuses on three Amain areas: Student Achievement, Student Behavior and School Characteristics. As a starting point, the SIP does give us guidance on a possible format for the RAPP in terms of sections and the organization of action items. It is important to note that the Leadership Team does recognize that, because of its specificity to the School Report Card, the SIP components is somewhat limited and does not cover all areas of the school. For example, because the School Report Card only addresses student performance in language arts, reading and math, there is little room to attend to other subjects including science, social studies and other electives. Further, though a connection could be made to “school characteristics,” there really is no section meant to specifically address school operations,

nance or maintenance. These deffifinal version of the RAPP for SY07-08. Please note that what is attached of the SIP is the Foreword, the Conceptual Framework and the action items. The profile and statement of need have been omitted.

School Improvement Plan SY2006-07

Foreword The People of Guam demand that our island’s public schools meet certain standards that would ensure our students are receiving the education they need to be academically and

85

skillfully competitive in today’s global economy. As educators in the public schools it is our professional duty, our ethical responsibility and our moral obligation to ensure that we continually work together to meet that demand and strive to achieve the standards set forth by the community. Our students deserve nothing less. Th e co l

eport Card of each public school, the means through which the Guam Education Policy

rescribing certain weights for each factor, a simple formula is used to provide schools

, particularly in the areas of Student Performance and Student Behavior.

ement lan (SIP) of Benavente Middle School details our plan of action and expresses our

is demand for excellence in our public schools and standards set forth by thmmunity are clearly defined and articulated in the criteria for the Annual Schoo

RBoard, acting in behalf of our island’s community, measures the overall performance and effectiveness of our schools’ programs. Classifying a school’s health into three categories-Student Performance, Student Behavior and School Characteristics, the Annual School Report Card takes into consideration factors that include student performance on the SAT10; student passing, promotional, discipline and attendance rates; and employee attendance rates. Pwith a composite score meant to reflect their overall effectiveness. With a score of “50%” classifying a school as satisfactory, Benavente Middle School received a composite score of 48%, classifying us as low. This is a classification that our school community will not accept. Immediate steps must be taken to address the critical areas identified in our school report card. For SY2004-05, several deficiencies were noted in two of the three categories The following document identifies and outlines the specific action steps our faculty and staff plan to take to address the deficiencies noted in our school’s 2004 -05 School Report Card in the ultimate hope of raising student achievement in not only the areas measured in the School Report Card, but in all areas of potential success. The School ImprovPeducational community’s collective commitment to raising student achievement by addressing these deficiencies and critical areas which the Education Policy Board, and thus the community have deemed essential to the overall health and success of a school.

Conceptual Framework/ Summary of Action Steps The conceptual framework our faculty, staff and administration used in the articulation

those that seemed to accomplish little or, in e rare occasion, delete those that were actually counterproductive.

dentified in our school report ard. This was done during a work session with the Associate Superintendent of

and organization of our School Improvement Plan was based largely on a comprehensive review of current school practices and all action plans in place, including those associated with accreditation and the School Action Plan (formerly SLIP). It was our intent to reinforce those policies and practices we felt were essential to the continued health and success of the school while focusing less on th As a first step, to guide our efforts and focus our ideas it was important that we first clarified our problem statements and ensured that their articulation was consistent with our initial concerns and addressed specific deficiencies ic

86

Secondary Education, Mr. Kenneth Chargualaf and administrators from the other middle schools. After our problem statements were finalized, for some areas we needed to first clarify for ourselves the true intent of the indicator in order to provide for us the basis for many of

ur action items. This was especially important in the areas of the SAT10 Performance

he needs of ose in levels 1 and 3. With clarification, however, we recognize that this was not the

we eeded to clarify for ourselves that this is not our intent. Our goal is to provide programs

Promotional Rate much the same way as not a lowering of promotional standards, but as actions that

ly poor measure of a school’s overall safety nvironment, the construct we believe the indicator was intended to address.

ften rround those infractions that would normally merit a suspension in the hopes of

oLevels, Student Passing Rate, 8th Grade Promotional Rate and Student Discipline. For instance, with the SAT10 Performance Levels, recognizing that student improvement from levels 1 to 2 or levels 3 to 4 does not yield an increase in our composite score one could take a narrow approach in meeting AYP objectives by intensely focusing only on a limited number of students scoring in the upper half of level 2 and ignoring tthintent of the measure and should not approach it as such. Our action items reflect an approached premised on helping all students succeed and perform at higher levels. When using Student Passing Rate as an indicator of school success, there is the potential for a negative side effect to occur, namely grade inflation. With the number of students passing their classes being interpreted as a mark of their overall success, there is a danger that teachers will begin to either purposely pass failing students (albeit unconsciously or otherwise) or lower their grading standards. This is not acceptable and will defeat the entire purpose of the indicator. This is whynor implement policies that will support our students in their efforts to achieve the current grading standards already set by their respective teachers. In addition to Passing Rate, we needed to further clarify the 8th Gradeinwould help students reach already existing ones. Please keep in mind, however, that we also recognize that these standards may need to be revisited periodically and further clarified through the years. As an indicator for Student Behavior, we also discussed the Student Discipline Rate and noted several concerns. Taking the number of suspensions and dividing it by the total student population does not take into account repeat offenders, the total days for each suspension or the nature of the offense. The lack of attention to these very significant variables renders this indicator an incredibe Furthermore, as with the passing and promotional rates, there is the potential side effect of the administrators purposely lowering the standards (in this case raising it) for infractions that would normally merit a suspension or totally disregarding it as an option in certain rightful circumstances. In recognizing these dangers, we approached our actions steps with the intent to address the conditions and circumstances that osu

87

88

d in areas that seemed to e lacking. As a brief summary, please note the following examples.

uch of our fforts are focused on the consistent and sustained implementation of the Curriculum

Improvement Process (CIP) which generally entails the alignment of our operational/classroom curriculum with both the GPSS Content Standards and the skills tested on the SAT10, the prioritization of skills based on SAT10 performance, the use of periodic and quarterly formative assessments as well as annual summative assessments to track student performance. Further, to help us with this effort is the development of a comprehensive school-wide data management system to aid in the ongoing collection, management and analysis of student data. Pertaining to our Student Passing Rate, as noted in our clarification of intent, we chose action items that we felt would help students achieve the passing standards currently set forth by their teachers while consciously countering the undesired possibility of teachers lowering their academic standards to accommodate failing students or administrators implying that they do so. Some of these action items include further support of the Corrective Reading program and various tutorials offered by different organizations. The action items addressing Student Discipline and Attendance Rates mainly focus on the consistent use of the principles of Positive Behavior Support, an approach which focuses on the use of positive reinforcement techniques throughout the school in all areas of operation. Basically our intent is to recognize more students for behaving well and reinforcing that behavior on a large scale instead of focusing on the negative behaviors of the few. When put in perspective, it simply makes more sense and seems only fair to shift our focus onto the overwhelming majority of students who do abide by the school rules daily instead of the select few in need of disciplinary attention. It is our hope that through the comprehensive approach of this plan we will sufficiently address the deficiencies identified in our 2004-05 Annual School Report Card.

promoting and sustaining a safe and more positive school environment. This effort, keep in mind, would need to be coupled with the further clarification of the standards for suspension and the identification of those infractions that would merit the consequence in the hopes of insuring the consistent application of the school’s disciplinary policies. Upon clarification of the above indicators we then began identifying those practices and policies already in place that need further reinforcement and support. These were included in our action steps along with several new items placeb Addressing Student Performance as it pertains to SAT10 performance levels, me

I. STUDENT PERFORMANCE

I.A- STUDENT PERFORMANCE – SAT10 Performance Levels- Reading

PROBLEM STATEMENT

In School Year 2004-05, ten percent (10%) of 6th, six percent (6%) of 7th, and fourteen (14%) of 8th graders performed at Levels 3 & 4 in Reading.

DISTRICT GOAL

Using SY2004-05 SAT10 Levels 3 and 4 as the baseline data, 90% or more of Benavente Middle School students will perform at Levels 3 and 4 by SY2013-14.

SCHOOL GOAL(S)

Beginning SY2004-05 and subsequent years, BMS will meet its AYP for Reading for each grade level.

MEASURABLE OBJECTIVES

Beginning SY2004-2005 until SY2013-2014, BMS will meet its AYP objective of the following:

• 8.9% for 6th grade Reading • 7.6% for 7th grade Reading • 7.6% for 8th grade Reading

I.A- STUDENT PERFORMANCE – SAT10 Performance Levels- Reading

INDICATORS ACTION STEPS PERSON(S)

RESPONSIBLE

RESOURCES

NEEDED EVALUATION TIME LINE STATUS

A. Standards and Assessment

R 1

Continue to support the implementation of the Corrective Reading Program to increase student achievement in reading by addressing students’ decoding and comprehension skills.

School Administrators, Reading Coordinators, Teachers

Materials necessary for the full implementation of the Corrective Reading Program

Weekly evaluation of student performance as prescribed by the program

SY2005- Continuous

90

2

Continue work being done with the Curriculum Improvement Process (CIP) which generally entails:

a) Review of skills tested on the SAT10 through the item analysis and the alignment of those skills tested with the current content standards

b) The prioritization of content and skills to be taught throughout the year and the development of pre and post test to measure student growth and mastery of those skills

c) Periodic assessments of student progress in the achievement of those skills

School Administrators, Department Chairs, Teachers

Time to work with teachers to dialogue on curriculum issues

Teacher Sign-In Sheet, Submission of documents

SY2005

3

Provide Saturday Scholars Tutorial Program to students referred by their teacher who require additional assistance with skills being taught in their Reading class

School Administrators, Teachers, Military Personnel

Materials needed for tutoring

Students’ Mid-Term Progress Report and Report Card

Continuous

4

Effectively implement a Summer School Program that emphasizes Reading Comprehension to assist students who are functioning below grade level

School Administrators, Teachers, Federal Programs

Funding from Federal Programs

WRAT Math and Reading Pre- and Post-testing, Summer School Report Card

Continuous

E

A

D

I

N

G

5 Effectively implement a Reading tutoring program to provide additional assistance to students who are functioning below grade level



Students’ Mid-Term Progress Reports & Report Card

Beginning SY2005-2006

91

6

Develop a Comprehensive School-wide Data Management System in conjunction with the Benchmark Tracker to allow for immediate analysis of assessment data to track the needs of each student in Reading

School Administrators, Department Chairs

Computer System, Use of School computer network, Knowledge of assessment and data analysis

Use of System by teachers to track student progress

Beginning SY2005-06

B. Personnel Quality & Accountability

1

Provide training on the Curriculum Improvement Process to assist teachers in the continual development and review of the BMS Reading Curriculum Guide

School Administrators Materials, Research Articles, Computer System

Teacher Evaluation


2

Continue to support training provided by the Reading First Center/NIFDI to assist teachers in the effective implementation of the Corrective Reading Program in order to increase students’ decoding and comprehension skills

School Administrators, Reading Coordinators, NIFDI Implementation Managers

Materials, Stipends

Five and/or Fifteen Minute Observations

Continuous

3 Provide Training to teachers in assessment and student data analysis in order to meet the needs of the students in the area of Reading

School Administrators Research Articles on Student assessment and data analysis

Teacher Evaluation

Beginning SY 2005-2006

4

Design a comprehensive staff development program to be regularly incorporated into the school year aligned with the Reading goals of the SIP

School Administrators, teacher/ staff representatives

Presenters Teacher Evaluations

Continuous

5

Conduct informal and formal observations of teachers to ensure learning and teaching standards in Reading are met as prescribed in the PTEP and Corrective Reading Program

School Administrators, Reading Coordinators

PTEP Manual, Observation Forms

Teacher Conference

Continuous

92

6

Develop and Implement – Target “HiT”- a staff development program focused on teaching teachers different reading strategies that could be used in their content area to assist students in comprehending textbooks and materials.

School Administrators, Team/ Content Area Representative

Presenters, Research/ Resource Material, Computers, Computer Software

Schedule of Meetings, Surveys, SAT10 Scores

Beginning Spring 2006

C. Home School Connection

1

Maintain School Website as a means to provide pertinent school information to parents and students regarding Reading classes and Corrective Reading Program

Web Master, School Administrators

Computer System Website Visits and comments


2 Create Monthly Team Newsletters as a means to provide pertinent school information to parents and students regarding Reading

Teachers Computer System,Photocopy Machine, Supplies

Parent and Student comments

Continuous

3

Issue Student Handbook/Planner for the following: a) in order for students and parents to be informed of school policies, rules, and expectations, and b) serve as a communication log between parent and teachers regarding academic and behavioral progress and performance in Reading

School Administrators, Teachers

Allocated Money Parent and Student comments

Continuous

4

Provide Quarterly Progress Reports for parents and students to communicate mid-quarter academic and behavioral progress and performance of students in Reading


Supplies Parent and Studentcomments

Continuous

93

5

Conduct 1st and 3rd Quarter Parent-Teacher Conference for parents to meet with teachers to asses and review academic and behavioral progress and performance of students in Reading


Supplies Parent and Studentattendance

Continuous

6

Conduct SAT10 Parent Workshop to assist parents in understanding and interpreting SAT10 Reading test scores of their child


Computer Equipment, Supplies

Parent Attendance and comments

Continuous

7

Communicate with parents through phone calls or home visits to discuss academic and behavioral progress and performance of students in Reading

School Administrators, Teachers, Counselors, PFC Social Worker, CRT

None School Personnel’slogs and notes

Continuous

8

Create a school-wide Newsletter to provide parents and students with pertinent school information and helpful educational tips emphasizing Reading


Computer Equipment, supplies

Newsletter BeginningSY2006-2007

94

I.A- STUDENT PERFORMANCE – SAT10 Performance Levels- Language Arts

PROBLEM STATEMENT

In School Year 2004-05, eight percent (8%) of 6th, nine percent (9%) of 7th, and fourteen (14%) of 8th graders performed at Levels 3 & 4 in Language Arts.

DISTRICT GOAL


SCHOOL GOAL(S)

Beginning SY2004-05 and subsequent years, BMS will meet its AYP for Language Arts.



• 9.1% for 6th grade Language Arts • 6.6% for 7th grade Language Arts • 6.0% for 8th grade Language Arts

95

I.A- STUDENT PERFORMANCE – SAT10 Performance Levels- Language Arts


RESPONSIBLE

RESOURCES



1

Continue to support the implementation of the Corrective Reading Program to increase students’ decoding and comprehension skills

School Administrators, Reading Coordinators, Teachers



SY2005- Continuous

L

A

N

G

U

A

2








SY2005

96

3

Provide Saturday Scholars Tutorial Program to students referred by their teacher who require additional assistance with skills being taught in their Language Arts class




Continuous

4

Effectively implement a Summer School Program that emphasizes Language Arts to assist students who are functioning below grade level




Continuous

5 Effectively implement a Language Arts tutoring program to provide additional assistance to students who are functioning below grade level





6

Develop a Comprehensive School-wide Data Management System in conjunction with the Benchmark Tracker to allow for immediate analysis of data to track the needs of each student in Language Arts




Beginning SY2005-06


1

Provide training on the Curriculum Improvement Process to assist teachers in the continual development and review of the BMS Language Arts Curriculum Guide


Teacher Evaluation


G

E

A

R

T

S

2

Continue to support training provided by the Reading First Center/NIFDI to assist teachers in the effective implementation of the Corrective Reading Program in order to increase students’ decoding and comprehension skills


Materials, Stipends


Continuous

97

3

Provide Training to teachers regarding assessment and student data analysis in order to meet the needs of the students in the area of Language Arts


Teacher Evaluation


4

Design a comprehensive staff development program to be regularly incorporated into the school year aligned with the Language Arts goals of the SIP



Continuous

5

Conduct informal and formal observations of teachers to ensure learning and teaching standards in Language Arts are met as prescribed in the PTEP and Corrective Reading Program



Teacher Conference

Continuous


1 Maintain School Website as a means to provide pertinent school information to parents and students regarding Language Arts


Computer System Website Visits and comments


2 Create Monthly Team Newsletters as a means to provide pertinent school information to parents and students regarding Language Arts



Continuous

3

Issue Student Handbook/Planner for the following: a) in order for students and parents to be informed of school policies, rules, and expectations, and b) serve as a communication log between parent and teachers regarding academic and behavioral progress and performance of student in Language Arts



Continuous

98

4

Provide Quarterly Progress Reports for parents and students to communicate mid-quarter academic and behavioral progress and performance of students in Language Arts


Supplies Parent and Studentcomments

Continuous

5

Conduct 1st and 3rd Quarter Parent-Teacher Conference for parents to meet with teachers to asses and review academic and behavioral progress and performance of students in Language Arts


Supplies Parent and Studentattendance

Continuous

6

Conduct SAT10 Parent Workshop to assist parents in understanding and interpreting SAT10 Language Arts test scores of their child



Parent Attendance and comments

Continuous

7

Communicate with parents through phone calls or home visits to discuss academic and behavioral progress and performance of students in Language Arts



Continuous

8

Create a school-wide Newsletter to provide parents and students with pertinent school information and helpful educational tips emphasizing Language Arts




99

I.A- STUDENT PERFORMANCE – SAT10 Performance Levels- Math

PROBLEM STATEMENT

In School Year 2004-05, two percent (2%) of 6th, two percent (2%) of 7th, and six (6%) of 8th graders performed at Levels 3 & 4 in Math.

DISTRICT GOAL


SCHOOL GOAL(S)

Beginning SY2004-05 and subsequent years, BMS will meet its AYP for Math for each grade level.



• 9.8% for 6th grade Math • 8.3% for 7th grade Math • 8.3% for 8th grade Math

100

I.A- STUDENT PERFORMANCE – SAT10 Performance Levels- Math


RESPONSIBLE

RESOURCES



1

Continue to support the implementation of the Connecting Math Concepts Program to increase students’ math skills

School Administrators, Reading Coordinators, Math Teachers



SY2005- Continuous

M

A

T

H

2








SY2005

101

3

Provide Saturday Scholars Tutorial Program to students referred by their teacher who require additional assistance with skills being taught in their Math class




Continuous

4

Effectively implement a Summer School Program that emphasizes Math to assist students who are functioning below grade level




Continuous

5 Effectively implement a Math tutoring program to provide additional assistance to students who are functioning below grade level





6

Develop a Comprehensive School-wide Data Management System in conjunction with the Benchmark Tracker to allow for immediate analysis of data to track the needs of each student in Math




Beginning SY2005-06


1

Provide training on the Curriculum Improvement Process to assist teachers in the continual development and review of the BMS Math Curriculum Guide


Teacher Evaluation


2

Continue to support training provided by the Reading First Center/NIFDI to assist teachers in the effective implementation of the Connecting Math Concepts Program in order to increase students’ Math skills


Materials, Stipends


Continuous

102

3

Provide Training to teachers regarding assessment and student data analysis in order to meet the needs of the students in the area of Math


Teacher Evaluation


4

Design a comprehensive staff development program to be regularly incorporated into the school year aligned with the Math goals of the SIP



Continuous

5

Conduct informal and formal observations of teachers to ensure learning and teaching standards in Math are met as prescribed in the PTEP and Connecting Math Concepts Program



Teacher Conference

Continuous


1

Maintain School Website as a means to provide pertinent school information to parents and students regarding Math classes and the Connecting Math Concepts Program


Computer System Website Visits and Comments


2 Create Monthly Team Newsletters as a means to provide pertinent school information to parents and students regarding Math



Continuous

3

Issue Student Handbook/Planner for the following: a) in order for students and parents to be informed of school policies, rules, and expectations, and b) serve as a communication log between parent and teachers regarding academic and behavioral progress and performance in Math



Continuous

103

4

Provide Quarterly Progress Reports for parents and students to communicate mid-quarter academic and behavioral progress and performance of students in Math


Supplies Parent and StudentComments

Continuous

5

Conduct 1st and 3rd Quarter Parent-Teacher Conference for parents to meet with teachers to asses and review academic and behavioral progress and performance of students in Math


Supplies Parent and StudentAttendance

Continuous

6

Conduct SAT10 Parent Workshop to assist parents in understanding and interpreting SAT10 Math test scores of their child



Parent Attendance and Comments

Continuous

7

Communicate with parents through phone calls or home visits to discuss academic and behavioral progress and performance of students in Math



Continuous

8

Create a school-wide Newsletter to provide parents and students with pertinent school information and helpful educational tips emphasizing Math




104

I.B - STUDENT PERFORMANCE – Passing Rate

PROBLEM STATEMENT

In School Year 2004-2005, nineteen percent (19%) of BMS students did not garner passing

grades in the area of Language Arts, Reading, and Math. Therefore, there is a need to

decrease this percentage this school year.

DISTRICT GOAL All Middle Schools will reach “satisfactory” performance levels (85%) or better of its

students achieving passing grades in the area of Language Arts, Reading, and Math.

SCHOOL GOAL(S) Each year, at least 85% of BMS students will achieve passing grades in the area of

Language Arts, Reading, and Math.

MEASURABLE OBJECTIVES For School Year 2005-2006, greater than 85% of BMS students will achieve passing grades

(60% or higher) in the areas of Language Arts, Reading, and Math.

105

I.B – STUDENT PERFORMANCE – Passing Rate


RESPONSIBLE

RESOURCES



1

Effectively implement supplemental reading program (Corrective Reading) to increase the percent of all grade levels at Level 3 and 4 in the SAT10 Reading assessment


DI Materials Training for Administrators, Faculty, & Staff

Lesson Gains and Mastery quarterly report


2

Effectively implement supplemental math program (Connecting Math Concepts) to increase the percent of all grade levels at Level 3 and 4 in the SAT10 Math assessment



Lesson Gains and Mastery quarterly report


3

Provide Saturday Scholars Tutorial Program focusing on Language Arts, Reading comprehension, and Math to students referred by their teacher who require additional assistance in these areas




Continuous

4

Effectively implement a Summer School Program that emphasizes Language Arts, Reading Comprehension, and Math skills to assist students who are functioning below grade level or have been referred by the team




Continuous

106

5

Effectively implement a Language Arts, Reading, and Math tutoring program to provide additional assistance to students who are functioning below grade level





6

Effectively implement the Middle School Concept to include mini- courses, tutoring, and counseling to address the individual needs of students in the areas of Language Arts, Reading, and Math


Training in the middle school concept

Students’ Mid-Term Progress Report & Report Card


7

Effectively implement Incentive Programs to include Mountain Climbers Program, Quarterly Honor Roll Awards, Team Student and Most Improved Student of the Team to recognize students who meet academic program/award criteria


Materials for awards

Student Report Cards

Continuous

8

Support Language Arts, Reading, and Math Tutorial Programs sponsored by school clubs and Dededo Community such as:

• NJHS • Island Girl Power • Nazarene Church of Guam • DYA

School Administrators, Teachers, Community Partners

Volunteers for program

Sign-In Sheet, Student Report Card

Continuous

9

Support and reinforce the efforts of the Retention Committee to intervene and implement strategies to assist students who are failing

School Administrator, Teachers

None Team Binders,Committee minutes

Continuous

107


1

Provide training on the Curriculum Improvement Process to assist teachers in the continual development and review of the BMS Language Arts, Reading, and Math Curriculum Guide


Materials, Research Articles, Computer System, Presenters

Teacher Evaluation


2

Conduct informal and formal observations of teachers to ensure learning and teaching standards in Language Arts, Reading, and Math are met as prescribed in the PTEP and Corrective Reading/Connecting Math Concepts Programs



Teacher

Conference

Continuous

3

Continue to support training provided by the Reading First Center/NIFDI to assist teachers in the effective implementation of the Corrective Reading Program in order to increase students’ Reading skills and Connecting Math Concepts Program in order to increase students’ Math skills


Materials, Stipends


Continuous

4 Review and discuss quarterly Marks Analysis for Language Arts, Reading, and Math with teachers in order to identify student passing rate


Marks Analysis Report

Meeting notes Continuous


108

1

Maintain School Website as a means to provide pertinent school information to parents and students regarding Language Arts. Reading, and Math classes and the Corrective Reading/Connecting Math Concepts Programs




2

Create Monthly Team Newsletters as a means to provide pertinent school information to parents and students regarding Language Arts, Reading, and Math



Continuous

3

Issue Student Handbook/Planner for the following: a) in order for students and parents to be informed of school policies, rules, and expectations, and b) serve as a communication log between parent and teachers regarding academic and behavioral progress in Language Arts, Reading, and Math



Continuous

4

Provide Quarterly Progress Reports for parents and students to communicate mid-quarter academic and behavioral progress and performance of students in Language Arts, Reading, and Math



Continuous

5

Conduct 1st and 3rd Quarter Parent-Teacher Conference for parents to meet with teachers to asses and review academic and behavioral progress and performance of students in Language Arts, Reading, and Math



Continuous

109

6

Communicate with parents through phone calls or home visits regarding academic and behavioral progress and performance in Language Arts, Reading, and Math


None SchoolAdministrator’s Notes, Teacher’s Notes

Continuous

7

Support In-School and Community Programs to implement strategies to assist students who are failing

• Big Brothers and Sisters Program

• Island Girl Power • Islanders Club

School Administrators, Teachers, Community Partners, Social Workers, Counselors

Volunteers for programs Space for program


Continuous

8

Create a school-wide Newsletter to provide parents and students with pertinent school information and helpful educational tips emphasizing Reading, Language Arts, and Math




110

I.C - STUDENT PERFORMANCE - 8TH Grade Promotional Rate PROBLEM STATEMENT

In School Year 2004-2005, two percent (2%) of BMS 8th Grade students were not promoted to

high school. Therefore, there is a need to reach 100% this school year.

DISTRICT GOAL All middle schools will reach “satisfactory” performance level of 85% or better of its 8th grade

students promoted to high school.

SCHOOL GOAL(S) Each year, 85% or better of BMS students will complete the middle school curriculum

requirements and subsequently be promoted to high school.

MEASURABLE OBJECTIVES For School Year 2005-2006, 100% of BMS 8th grade students will be promoted to high school.

111

I.C - STUDENT PERFORMANCE – 8th Grade Promotional


RESPONSIBLE

RESOURCES



1

Effectively implement supplemental reading program (Corrective Reading) to increase the percent of all grade levels at Level 3 and 4 in the SAT10 Reading assessment



Lesson Gains and Mastery quarterly report.


2

Effectively implement supplemental math program (Connecting Math Concepts) to increase the percent of all grade levels at Level 3 and 4 in the SAT10 Math assessment



Lesson Gains and Mastery quarterly report.


3

Provide Saturday Scholars Tutorial Program focusing on all content subject areas to students referred by their teacher who require additional assistance in the content area


Materials needed for tutoring.


Continuous

4

Effectively implement a Summer School Program that emphasizes Language Arts, Reading Comprehension, and Math skills to assist students who are functioning below grade level




Continuous

112

5

Effectively implement a tutoring program to provide additional assistance to students who are performing below passing level or have been referred by the Team Teachers





6 Effectively implement the Middle School Concept to include mini- courses, tutoring, and counseling to address the needs of students





7

Effectively implement Incentive Programs to include Mountain Climbers Program, Quarterly Honor Roll Awards, and Team Student and Most Improved Student of the Team to recognize students who meet academic program/award criteria


Materials for awards

Student Report Cards

Continuous

8

Support Tutorial Programs sponsored by school clubs and Dededo Community who assist students improve their academic performance such

• NJHS • Island Girl Power • Nazarene Church of Guam • DYA

School Administrators, Teachers, Community Partners

Volunteers for program


Continuous

9 Support and reinforce the efforts of the Retention Committee to intervene and implement strategies to assist students who are failing


None Team Binders,Committee minutes

Continuous


113

1

Conduct informal and formal observations of teachers to ensure learning and teaching standards in regards to Language Arts, Reading, and Math are met as prescribed in the PTEP and Corrective Reading/Connecting Math Concepts Programs



Teacher

Conference

Continuous

2

Continue to support training provided by the Reading First Center/NIFDI to assist teachers in the effective implementation of the Corrective Reading Program in order to increase students’ Reading skills and Connecting Math Concepts Program in order to increase students’ Math skills


Materials, Stipends


Continuous

3 Review and discuss quarterly Marks Analysis for all subjects with teachers in order to identify student passing rate


Marks Analysis Report

Meeting notes Continuous


1 Maintain School Website as a means to provide pertinent school information to parents and students




2 Create Monthly Team Newsletters as a means to provide pertinent school information to parents and students



Continuous

114

3

Issue Student Handbook/Planner for the following: a) in order for students and parents to be informed of school policies, rules, and expectations, and b) serve as a communication log between parent and teachers regarding academic and behavioral progress



Continuous

4

Provide Quarterly Progress Reports for parents and students to communicate mid-quarter academic and behavioral progress and performance of students



Continuous

5

Conduct 1st and 3rd Quarter Parent-Teacher Conference for parents to meet with teachers to asses and review academic and behavioral progress and performance of students



Continuous

6

Communicate with parents through phone calls or home visits regarding academic and behavioral progress and performance


None SchoolAdministrator’s Notes, Teacher’s Notes

Continuous

7

Support In-School and Community Programs to implement strategies to assist students who are failing Such programs include:



School Administrators, Teachers, Community Partners, Social Workers, Counselors

Volunteers for programs Space for program


Continuous

8

Create a school-wide Newsletter to provide parents and students with pertinent school information and helpful educational tips




115

II. STUDENT BEHAVIOR

II.A - STUDENT BEHAVIOR- Student Attendance Rate

PROBLEM STATEMENT

In School Year 2004-2005, an average of eight percent (8%) of the student population did

not attend school daily. Therefore, there is a need to increase the daily average attendance

rate.

DISTRICT GOAL All middle schools will reach “satisfactory” performance level (70%) or better of its

students attending school on a daily basis.

SCHOOL GOAL(S) Each school year, BMS average Student Daily Attendance rate will be 70% or better.

MEASURABLE OBJECTIVES For School Year 2005-2006, BMS Average Student Daily Attendance rate will be greater

than 85%.

116

II.A - STUDENT BEHAVIOR- Student Attendance Rate


RESPONSIBLE

RESOURCES


Student Attendance Rate

1

Effectively implement an incentive program to reward and recognize students who have perfect attendance for each quarter and for the entire school year


Materials needed for awards

Student Attendance Beginning SY 2004-2005

117

2

Implement a Standard Operating Procedure regarding attendance to include:

• Parent contact after three unexcused tardies in order to inform parents about truancy policies

• Parent contact after three unexcused absences in order to inquire about attendance status of student and to provide information regarding truancy policies

• student referral to School Truant Officer for students with 4 to 11 unexcused absences in order to provide counseling and awareness of truancy policies

• student referral to School Truant Officer for students with 12 or more unexcused absences in order to initiate the judicial process for habitual truancy

School Administrators, Teachers, Counselors, Truant Officer

None Counselor’s Log,Counselor’s Action Plan


4

Support and provide In-School and Community Programs to assist student with truancy problems


• Island Girl Power • Islanders Club • Tutorial Services

School Administrators, Social Worker, Community Program Aide, Volunteers

Volunteers Parent and StudentFeedback

Continuous

118

A. Personnel Quality & Accountability

1 Provide workshops on truancy policies and laws for teachers to enforce

School Administrators, Truant Officer

Trainers Teacher evaluation Continuous

B. Home School Connection

1 Provide Quarterly Progress Reports to inform parents and students of mid-quarter attendance status



Continuous

2 Conduct 1st and 3rd Quarter Parent-Teacher Conference for parents to meet with teachers to asses and review attendance of students



Continuous

3

Communicate with parents through phone calls or home visits to discuss attendance status of the student


None SchoolAdministrator’s Notes, Teacher’s Notes and Truant Officer’s Notes

Continuous

4

Create a school-wide Newsletter to provide parents and students with pertinent school information and helpful educational tips emphasizing attendance policies




119

II.B - STUDENT BEHAVIOR- Student Discipline PROBLEM STATEMENT

In School Year 2004-2005, BMS Student Discipline Rate was forty-one percent (41%).

Therefore there is a need to decrease this percentage this school year.

DISTRICT GOAL All middle schools will meet or exceed “satisfactory” performance level (15%) or less in its

Student Discipline Rate.

SCHOOL GOAL(S) During School Year 2005-2006, BMS will meet or exceed “satisfactory” performance level

(15%) or less in its Student Discipline Rate.

MEASURABLE OBJECTIVES During School Year 2005-2006, BMS will decrease its Student Discipline rate by at least 26%.

120

II.B - STUDENT BEHAVIOR- Student Discipline Rate


RESPONSIBLE

RESOURCES


Student Discipline Rate

1

Provide meaningful activities to promote teamwork, sportsmanship, and school pride to deter student misbehavior Such activities include:

• Intramural Sports • Clubs and Organizations


Advisors, Coaches, and Volunteers for program

Student Roster and Sign-In

Continuous

2

Effectively implement the Middle School Concept to include mini courses, tutoring, and counseling as a means of intervention for student misbehavior





3

Provide counseling to students with discipline problems to identify and address the causes of the misbehavior in order to create a plan to improve student behavior

School Administrators, Teachers, Counselors, Truant Officers

None Counselor’s Log,Counselor’s Action Plan


4

Support and provide In-School and Community Programs as a means of intervention for student misbehavior Such Programs include:



School Administrators, Teachers, Social Workers, Community Program Aide, Volunteers

Volunteers Sign-Up Sheets Continuous

121

5

Implement Rewards and Recognition Programs for students such as Most Improved and Outstanding Student of the Team to promote student pride and reward good behavior


Computer, Digital Camera, Printer

Student Display, Student and Parent Feedback

Continuous

6

Conduct quarterly assemblies to discuss school behavior expectations and specific social issues dealing with the school community such as sportsmanship, racism, and bullying


Computer, Multimedia Projector, Presenters

Student Feedback, Monthly Student Discipline Date

Continuous

7 Support Youth Crime Watch and Crime Stoppers Programs to help deter student misbehavior

School Administrators, Advisors

Volunteers YCW referrals,Crime Stoppers Report

Continuous

8

Implement In-School Suspension Program to reduce the number of repeat offenders by providing a structured schedule, counseling, and tutoring

School Administrators, Teachers, Counselors

Volunteers Discipline Data Continuous

9

Collect data on student behavior trends to guide the school with proper interventions

Administrators Counselors Social Workers Teachers

Computer Disciplinereferrals, counselor referrals, suicide reports, allegation of assault reports

Continuous

10 Purchase twenty eight two radios to ensure effective communication with key personnel

Administrators, School Aides, and Custodians

Two-Way radios Sign out sheets, memo of understanding

Continuous

11

POST visible signs to address the following:

• School rules/expected behaviors

• Gun Free School Zone requirements

Administrators, Support Staff

Poster Boards, Paint

Photographs Continuous

122

12

Enforce the uniform policy as espoused by BP 401.

Administrators, Support Staff, Teachers.

Families of students, Outreach workers, and Uniform Vendors

Discipline referrals Continuous


1 Conduct training and implement the Positive Behavior Support Program to address expected school-wide behavior of students

School Administrators, District Administrators

Federal Money PTEP, Teacher Evaluations


2

Create a School-Wide Behavior Team to review current discipline policies, identify the specific school-wide needs, and develop polices and procedures that promote a safe school environment

School Administrators, Teachers, Support Staff

None Sing-In Sheet,Minutes of Meeting


3 Provide continuous training to support staff on proper restraining techniques to manage uncontrollable students

School Administrators, Teachers, Support Staff, SPED Support Staff

Trainers Teacher and Staff Evaluation

Continuous

4

Provide Functional Behavioral Assessment and Behavior Management Plan (BMP) Training to teachers for the development of a BMP to address the specific needs of the at-risk student

School Administrators, Teachers, Support Staff

Trainers Teacher and Staff Evaluation

Continuous

123

5

Establish standard operating procedures for interaction with other agencies including:

• Alternative School • School Resource Officer • DYA • GPD • CPS • Mental Health • Homeland Security

Administrators, Teachers, Support Staff

Trainers Teacher and Staff Handbook, SPAM

Continuous

B. Home School Connection

1

Communicate with parents of students who have specific behavioral needs through phone calls or home visits to discuss interventions to remedy unacceptable behaviors


None Administrators/ Continuous Teacher’s Notes and Truant Officer’s Notes

2

Conduct conference with parents of students who are suspended to discuss infractions and consequences to unacceptable behavior and to discuss interventions to remedy unacceptable behaviors

School Administrators, Teachers, Parents

None SchoolAdministrators Notes, Parent Sign-In

Continuous

3 Conduct meetings during team prep with parents to discuss student’s behavioral needs and interventions to remedy unacceptable behaviors

Teachers None Team Binder On-Going

4

Create a school-wide Newsletter to provide parents and students with pertinent school information and helpful parenting tips covering topics that involve raising middle school child, behavior trends, and discipline policies




124

5 Provide parenting skill training to community members.

Administrators, Outreach Program, PTO

None On-Going

125

III. SCHOOL CHARACTERISTICS

III.A - SCHOOL CHARACTERISTICS- Employee Attendance Rate

PROBLEM STATEMENT

In School Year 2004-2005, an average of ten percent (10%) of the employee population did

not report to work daily. Therefore, there is a need to increase the daily average attendance

rate.

DISTRICT GOAL All middle schools will reach “satisfactory” performance level (90%) or better of its

employees reporting to work on a daily basis.

SCHOOL GOAL(S) Each year, BMS Average Employee Daily Attendance rate will be 90% or better.

MEASURABLE OBJECTIVES For School Year 2005-2006, BMS Average Employee Daily Attendance rate will be greater

than 90%.

126

127

III.A - SCHOOL CHARACTERISTICS- Employee Attendance Rate


RESPONSIBLE

RESOURCES


Employee Attendance Rate

1

Develop and effectively implement an incentive program for employees who have perfect attendance per quarter to enhance employee morale

School Administrators Materials needed for awards, donations from business community

Employee Attendance Log


2

Develop and enforce a standard operating procedure to be included in the Employee Handbook that specifically addresses leave polices and procedures in accordance with Personnel Rules and Regulation, Board Union Contract, and Board Policy

School Administrators Materials for Employee Handbook

Completed Handbook


3 Identify employees with critical attendance issues and provide a plan of development to address the needs of the employees

School Administrators Personnel Rules and Regulations, Employee Handbook

Employee Evaluation



1 Provide workshop on Personnel Rules and Regulations, Board Union Contract, and Board Policy as it applies to attendance

School Administrators Trainers, Personnel Rules and Regulations

Employee Evaluation


128

Faculty and Staff Survey # of Surveys Collected: 63 (as of 1/15/07) Organization for Student Learning

Strongly Agree

Agree Disagree Strongly Disagree

No Answer

Other

1. There is an adequate number of school aides for the student population.

Written Comments:

Need more than minimal amount as crowding increases the need for Adult Aides

Not enough considering the number of students in the entire school population

Not sure No Hall monitors during class and passing time More aides is required Hallways are not monitored They are used in the classrooms which make less

supervision during passing time & lunch times Perhaps a visibility issue; Don’t see enough during

breaks/lunch periods Hallway monitoring is non existent during class time School aides

2 3%

2 3%

29 46%

29 46%

1 2%

2. I provide enough information on my students’ academic/behavioral progress throughout the school year.

Written Comments:

My biggest weakness as a teacher Mid-Quarter Progress Reports are given out Parent conference for students with problems We are required to do mid-qrt and quarterly grades

per quarter Parents are sent notes but not all are taken home

17 27%

42 67%

2 3%

0 0%

2 3%

3. I have observed, within the last three years, improvements in the school’s facilities that will enhance student learning.

Written Comments:

Water fountain in front of school N/A This is my first year I have been here for three years and haven’t seen any

facility improvements Computer lab for students Agree but barely Worse & worser Used Rm. 17 for CR class but class was dimly lit. Now

new fluorescent has been installed and it certainly is conducive to learning

0 0%

38 60%

16 25%

6 10%

2 3%

1 2%

Strongly Agree & Strongly Disagree

4. The school administration is providing quarterly reports on the school action plan.

Written Comments:

Not that I am aware of I haven’t read it if there is one. Neutral We do not know what is going on; Decisions are made

without staff input

4 6%

37 59%

13 21%

2 3%

7 11%

5. The school provides a safe, healthy, and nurturing 3 35 21 3 1

129

environment that reflects the school’s purpose. Written Comments:

I don’t know how to legally handle this but the bad kids have to go. They are a negative influence on other students & bad for teacher morale

Too many fights Adequate Too many fights has occurred Restrooms are filthy Could be safer, healthier, & more nurturing Not enough school aides, facilities are poor, etc. It is dangerous at BMS Place is a mess; windows, locker, lighting, plumbing, etc

5% 55% 33% 5% 2%


Strongly Agree


No Answer

Other

6. I communicate with parents and students regarding my students’ progress/learning.

Written Comments:

I send notes home and call home Have 130 students in our team. Only about 40 parents

come to PTC. About 30%

13 21%

44 69%

5 8%

0 0%

1 2%

7. I am aware of support services, clubs, organizations and sport activities offered at school.

Written Comments:

Am aware of most but not all clubs and organizations For the most part yes. But want to know more in

order to share info with students I encourage students to take part in extra-curricular

activities

17 27%

43 68%

3 5%

0 0%

0 0%

8. I encourage my students to participate in support services, clubs, organizations and sport activities.

Written Comments:

Feel clubs add to the students learning environment Especially talented students No, I don’t, their choice not mine Not aware of all activities Only to the extent that I read what is stated in the

bulletins Many students said it’s the Physical Form that’s

needed to be complete that kept them from joining

16 25%

39 62%

6 10%

0 0%

2 3%

9. I work with teachers, staff and administrators to ensure my students’ learning and the ESLR’s (Expected Schoolwide Learning Results) are met.

Written Comments:

Are they relevant (arrow drawn to agree and disagree), are they enforceable, (???) etc

Through team meetings…

12 19%

40 63%

5 8%

0 3%

5 8%

1 2%

Agree & Disagree

130

Resource Management

Strongly Agree


No Answer

Other

10. The supplies received by the school meet my students’ needs.

Written Comments:

Science learning materials such as microscope, globe, litmus paper, etc.

No way Never enough nor is it always the latest or newest

available Enough is when I no longer have to spend my $ No photocopying paper has been provided Not enough texts…

1 2%

12 19%

34 54%

11 17%

5 8%

11. The school has enough money to meet the functional needs of clubs, sports, and school activities.

Written Comments:

Each organization have do fund raising Not sure IDK Not sure School might have enough in the budget but it never

reaches down to the classroom No funding received from school Each club do their own fundraising Given our government realities, “enough” will always be

evasive Clubs do their fundraising Non-appropriated funds

0 0%

9 14%

35 56%

12 19%

7 11%

12. Money raised through school fundraising is properly used by the school.

Written Comments:

IDK Not a clue I don’t know It is getting to hard to raise money to meet the

students needs Individual clubs Some groups SBA needs to share the money From what I have observed I’m not sure

5 8%

41 64%

8 13%

1 2%

8 13%

13. Enough textbooks and instructional supplies are provided to adequately teach my students.

Written Comments:

LOTE Teachers buy their own supplies No way. Need levels down to grades 2 Not enough I teach band & only have thirty instruments for 130

kids Self-explanatory

3 5%

16 25%

32 51%

9 14%

2 3%

1 2%

Agree & Disagree

14. The annual budget given to the school is sufficient to provide an appropriate level of education for my students.

0 0%

8 13%

29 46%

16 25%

9 14%

1 2%

Disagree

131

Written Comments:

Don’t know I don’t know IDK I don’t know Nope, see all of the above (other comments) Do not know what the Budget is or where the money is

to go Book/planners not arriving on time due to insufficient

funds See #11 (given our government realities, “enough” will

always be evasive) Books?

& Strongly Disagree

15. I work on a campus that is well-maintained. Written Comments:

Take a look, Ordot looks like Paradise, compared to grounds, buildings, infrastructure

Some effort is made to keep up the campus but not enough man/woman power or resources are available to really keep it up

Broken windows, air con, Try to Not on a more regular/nearer-to-permanent basis Many things needs to be fixed and replaced Although, Mary does an excellent job at the Old

Annex ☺ It could be better

0 0%

34 54%

22 35%

5 8%

2 3%

Curriculum and Instruction

Strongly Agree


No Answer

Other

16. I believe parent involvement is sufficient at the school Written Comments:

No way Not enough parents get involved; most treat BMS as

Baby sitters See attendance for previous PTC meetings Some do not have the resources to participate in

school activities

1 2%

8 13%

37 58%

17 27%

0 0%

17. Block scheduling provides adequate time for student learning.

Written Comments:

Nope Not enough time to teach what is available Not the “block” as applied to BMS. A proper block

should run 80-90 min. classroom 6th graders tend to forget what they have learned 2

days ago Only two quarters worth of info & days the students

has class the few minutes added to each class still does now cover one whole years worth of info.

Not on middle school. Their attention span is too short!!! ☺

SPED students often forget lesson objectives from last class meeting. Need to be reinforced everyday

4 6%

25 39%

18 29%

13 21%

3 5%

132

Neutral 18. Corrective Reading and Connecting Math Concepts are

effective in increasing student achievement. Written Comments:

For students who need them Not all students need Corrective Reading Only to the low achievers Only to the low achievers Nope, not after 3 years Take too much time and does not increase students

reading. I feel the old Read-Rote was better Has there been any solid proof that it does? For slow students Only for some It only applies to some students. For SPED students Neutral

7 11%

26 41%

21 33%

6 10%

3 5%

19. The school’s curriculum is preparing students to be functional in the workforce.

Written Comments:

No way, no read, no comp, = no job They are prepared for Well Fare Need more vocational/life skills courses We need to have 1 solid overall curriculum in order to

attain success

2 3%

44 70%

13 21%

2 3%

2 3%

20. I am satisfied with the quality of learning provided by the school.

Written Comments:

Our student should pass a test to advance or use High School System of Credits

Teaching responsibility must come first We do the best with what we are given… scarcity of

money can be a tough obstacle to overcome Students do not receive enough time to have a quality

education. The school provides good lessons for learning; I just

don’t think students, as a whole, are actually skilled on “how to learn”

No classes for students who are identified as GATE students. No high math classes. I have some students in 6th grade who should be out of the Connecting Math Concepts program, & challenged in General Math

Neutral

3 5%

39 61%

13 21%

5 8%

2 3%

1 2%

Agree & Disagree

133

Student Survey # of Surveys Collected: 1057 (as of 1/31/07) Organization for Student Learning

Strongly Agree


No Answer

Other


144 14%

451 42%

309 29%

147 14%

6 1%

2. I am being provided enough information on my academic/behavioral progress throughout the school year.

229 22%

617 59%

151 14%

57 5%

3 0%


92 9%

455 42%

326 31%

136 13%

48 5%


139 13%

585 56%

224 21%

87 8%

22 2%

5. The school provides a safe, healthy, and nurturing environment that reflects the school’s purpose.

120 11%

381 36%

365 35%

182 17%

9 1%


Strongly Agree


No Answer

Other

6. I communicate with teachers, staff and administrators regarding my progress/learning.

203 19%

560 53%

214 20%

72 7%

8 1%

7. I am aware of support services, clubs, organizations and sport activities offered at school.

309 29%

505 48%

178 17%

60 6%

5 0%

8. I am encouraged to participate in support services, clubs, organizations and sports activities.

236 22%

525 50%

217 21%

66 6%

13 1%

9. I work with teachers, staff and administrators to ensure my learning and the ESLR’s (Expected Schoolwide Learning Results) are met.

168 16%

512 48%

271 26%

88 8%

18 2%

134

Resource Management

Strongly Agree


No Answer

Other

10. The supplies received by the school met my needs.

112 11%

392 37%

375 35%

161 15%

17 2%


101 10%

336 32%

378 35%

221 21%

20 2%

1 0%

Agree & Disagree


221 21%

558 52%

165 16%

90 9%

23 2%

13. Enough textbooks and instructional supplies are provided to adequately teach me.

128 12%

409 39%

329 31%

173 16%

18 2%

14. The annual budget given to the school is sufficient to provide an appropriate level of education for me.

73 7%

522 49%

309 29%

125 12%

28 3%

15. I attend a campus that is well-maintained.

113 11%

361 33%

349 33%

217 21%

17 2%


Strongly Agree


No Answer

Other

16. I believe parent involvement is sufficient at the school

183 17%

481 46%

258 24%

111 11%

24 2%


334 32%

414 39%

176 17%

109 10%

24 2%

18. Corrective Reading and Connecting Math Concepts are effective in increasing student achievement.

196 19%

405 38%

214 20%

219 21%

23 2%

19. The school’s curriculum is preparing me to be functional in the workforce.

153 14%

620 59%

192 18%

64 6%

28 3%


209 20%

545 51%

169 16%

111 11%

22 2%

1 0%

Agree & Disagree

135

Parent Survey # of Surveys Collected: 556 Organization for Student Learning

Strongly Agree

Agree Neutral Disagree Strongly Disagree

No Answer


39 7%

177 32%

149 27%

117 21%

62 11%

12 2%

2. I am being provided enough information on my child’s academic/behavioral progress throughout the school year.

96 7%

307 55%

89 16%

53 10%

11 2%

0 0%


39 7%

191 34%

212 38%

77 14%

28 5%

9 2%


91 16%

252 46%

119 21%

68 12%

14 3%

12 2%

5. The school provides a safe, healthy, and nurturing environment that reflects the school’s purpose.

57 10%

226 41%

173 31%

71 13%

27 5%

2 0%


Strongly Agree


No Answer

6. I communicate with teachers, staff and administrators regarding my child’s progress/learning

88 16%

269 48%

144 26%

41 7%

11 2%

3 1%

7. I am aware of support services, clubs, organizations and sports activities offered at school.

77 14%

270 48%

128 23%

68 12%

10 2%

3 1%

8. I encourage my child to participate in support services, clubs, organizations and sports activities.

136 24%

304 55%

99 18%

11 2%

4 1%

2 0%

9. I work with teachers, staff and administrators to ensure my child’s learning and the ESLR’s (Expected School-wide Learning Results) are met.

64 12%

236 42%

179 32%

59 11%

13 2%

5 1%

Resource Management

Strongly Agree


No Answer

10. The supplies received by the school meet the needs of my child.

48 9%

178 31%

170 31%

109 20%

41 7%

10 2%


27 5%

126 23%

180 32%

154 28%

57 10%

12 2%


58 10%

194 35%

229 41%

37 7%

14 3%

24 4%

13. Enough textbooks and instructional supplies are provided to adequately teach my child.

49 9%

174 30%

143 26%

138 25%

37 7%

15 3%

14. The annual budget given to the school is sufficient to provide an appropriate level of education for my child.

31 6%

166 30%

179 32%

119 21%

44 8%

17 3%

15. My child attends a campus that is well-maintained.

43 8%

221 39%

159 29%

78 14%

42 8%

13 2%

136


Strongly Agree


No Answer

16. I believe parent involvement is sufficient at the school. 107 19%

256 45%

126 23%

42 8%

10 2%

15 3%


84 15%

274 49%

128 23%

42 8%

13 2%

15 3%

18. Corrective Reading and Connecting Math Concepts are effective in increasing student achievement.

141 25%

265 48%

95 17%

22 4%

20 4%

13 2%

19. The school’s curriculum is preparing my child to be functional in the workforce.

90 16%

287 52%

134 24%

24 4%

9 2%

12 2%


67 12%

276 50%

141 25%

44 8%

17 3%

11 2%

Additional comments made by parents (written as is): Your office staff need to work on hospitality! Twice I went into the Administration Office (Front Office) and I can stand in front

of a staff (I mean literally!) and no one will dare to offer me assistance. I would even say “excuse me” and still feel ignored until they feel like or are ready to attend to me. Wettengel Elem. School is more HOSPITABLE!

I think tat the teachers are doing their best with what they have. However, the school is either inadequately funded or the funds

are not being used effectively. Please clean bathrooms & provide toilet papers & soap especially the girls bathrooms.

I’m looking forward for this major components of the WASC & they’re all good for the school especially for the students.

They’re all great thanks. Many times I’ve asked my son teacher to inform me on his progress. I’ve yet to hear from anyone of his teacher.

(Comment to Question #6) however the staff never calls, regarding my son

(Comment to Question #5) Why can’t you fix restrooms and keep fountains working? These are basic human needs!!!

(Comment to Question #10) I supply everything and pay feds!

(Comment to Question #15) Graffiti!

The language barrier is the prime factor of our effective involvement with our child education.

Please can you teach more to my child because I want her and the other students attending B.M.S to succeed. I wish to help in

anything provided in that school so I will make the students learn what they need to know Please, please help my child make it through this 8th grade school.

If you don’t then what’s the use of your making us answer!

V.S.A. Benavente Middle School - Home of the...

Documents

Transcript of V.S.A. Benavente Middle School - Home of the...