OUR SCHOOL COMMUNITY: AGUEDA JOHNSTON MIDDLE SCHOOL Principal James M. Petitte Assistant Principals Erica Sudo Cepeda, Curriculum, Instruction & Assessment Angel S. Legaspi, Student Support Office Kevin Smith, Special Programs Focus on Learning WASC Committee Chair Dr. Benjamin Santiago, Self-Study Coordinator Jiana Sanchez, Co-Coordinator Vicky Cruz, Chairperson –Organization for Student Learning Roger Reoganis, Co-Chairperson – Organization for Student Learning Lethia Calvo, Chairperson –Curriculum, Instruction, and Assessment Yolanda Roundtree, Co-Chairperson –Curriculum, Instruction, and Assessment Betty Diaz, Chair – Student Personal and Academic Growth Andria Quinata, Co-Chaiperson – Student Personal and Academic Growth Patricia Quichocho, Chairperson – Resource Management and Development Andrew Borja, Co-Chairperson – Resource Management and Development Parent-Teacher Organization Joyce Rosario, President Rosita Muna, 8th Grade Vice-President Christine Chargualaf, 7th Grade Vice-President Marie Reyes, 6th Grade Vice-President Patricia Quichocho, Secretary Christine Chargualaf, Treasure Mark Tainatongo, Public Relation Officer Student Leaders Maleia Lute, NJHS President Angel Rose Cruz, SBA President
Sixth Grade Goonies Navigators Reading Lethia Calvo Joyce Aguilo Language Arts Liza Artero Lourdes Farfan Math Odelia Sablan Lorraine Banu Social Studies Rigta Aguilar Mark Tainatongo Science Teresita Manaloto Pierre Calvo Seventh Grade Pathfinders Skulls and Crossbones Reading Yolanda Roundtree Jannale Aflague Language Arts Jesusa Ladrido Alva Wan Math Ofelia Camaganacan Earvin Santa Maria Social Studies Andrew Borja Kirk Spindel Science Patrick Manibusan Luciano Oppus Eighth Grade Black Pearls Explorers Reading Yoshiko Kajiyama Laura Topasna Language Arts Aubrey Benito Jiana Sanchez Math Elsa Bautista Geraldine Quichocho Social Studies Vilma Kempen Christian Ong Science Patrick Perez Leah Koch
Special Programs SPED ESL Reading Josephine Castro Liezel Chen Lang Arts Carmel Diaz Liezel Chen Math Todd Theisen Ronald Labrador Social Studies Jonah Gumataotao Albert Caasi Science Franklin Perez Albert Caasi Real Life Skills (RLS) Andria Quinata Deaf and Hard of Hearing (DHH) John Russell ELECTIVES Fred Aguon Chamorro Language Michelle Taitague Chamorro Language Joseph Cruz Physical Education Paul Taisapic Physical Education Leslie Avilla Japanese James Berry Tourism Christine Naputi Physical Education Alvin Fejeran Physical Education/ Health Patricia Quichocho Health Caesar Whitt Industrial Arts Linda Taitano Career ED Rosalinda Burkhart Computer Science Gloria Obias Visual Arts/ Math Enrichment Ronald Labrador Visual Arts/ ESL Math Dr. Benjamin Santiago Journalism/ Cultural Dance Luis Frank Cabral Music Faith San Nicolas Reading Enrichment STUDENT SUPPORT NON INSTRUCTIONAL PERSONNEL Vicky Cruz Sixth Grade Counselor Kristle Rosario Seventh Grade Counselor Debra Mariano Eight Grade Counselor Evita Lujan- Espinosa SPED CRT Mark Kempen School Librarian Betty Diaz School Health Counselor Roger Reoganis ESL Coordinator Naomi Lujan-Gonzales SPED CRT
Support Staff School Aides Support Staff Support Staff Paraeductor (Full-Time) Pareducator (Part-Time) Pete San Nicolas Lead School Aide Anthony Camacho Supervisor Eileen Quichocho Computer Operator Susan Gogo Paraeducator Remedio Meno Francisca Aguon Gilbert Sanchez Magdalena Duenas Community Aide Rick Quinata Paraeducator Deniong Phillip James Losongco Joseph Arriola Business Office Barbara Fejeran Clerk- Student Support Office Kent Espinosa Paraeducator Tanya Simer Carmelita Quidachay Evangelis Babauta DHH-Interpreter Richard Bossy ESL Aide Japheth Apiag Paraeducator Arthur Creelman BJ Naputi Christine Chargualaf DHH-Interpreter Ryan Gauguin Attendance Officer Vince Quintanilla Paraeducator Richard Mangling Edward Affable Monika Duenas DHH-Interpreter Steven Angelina Parent Community Outreach Program Irene Mangling Paraeducator Carol Prejean Main Office -
Student Perceptions Indicator: The school is aware of the student view of student support services through such approaches as interviewing and dialoguing with student representatives of the school population. Prompt: Comment on the student view of student support services after interviewing and dialoguing with student representatives of the school population. Student Satisfaction Survey Results The Student Satisfaction surveys were discussed among teacher groups during monthly faculty meeting. Teacher groups reflected on student answers and collaborated on how teachers and staff can effectively address student concerns and preferences. In addition to the above surveys, students were given a narrative survey to assess their best learning experiences and pinpoint areas of growth, students were asked the following questions: What do you want to learn? Students indicated that they want to learn more history, language arts (writing techniques), and math, as well as hands on activities such as accounting, cooking, driving, and forensics.
How does AIJMS motivate you to come to school every day? Students are motivated to come to school to see their friends participate in activities and good learning experiences with “fun” teachers. What suggestions do you have to make AIJMS a better school? Students think AIJMS would be better school if we “support the children,” frequent checks of academic progress, give harder lessons (in exchange for longer breaks), have a clean environment, and improve discipline Supporting Evidence surveys Conclusions Prompt: Comment on the degree to which this criterion is being addressed. Through the AIJMS SMART goals, the CCSS curriculum is being implemented and teachers have been attending trainings to improve and update teaching techniques for full implementation by SY 2015-2016. AIJMS teachers have actively participated in the district alignment of GDOE and CCSS to address student growth and achievement. AIJMS teachers have participated in weekly department (team) meetings to address student achievement. AIJMS teachers have also had trainings and support for SPED and ESL accommodations, modifications, and goals and objectives to support individual students’ needs. AIJMS Leadership Team and SCC representatives discuss current student activities, provide feedback and suggestions on the activities, and disseminate information to team members. AIJMS administration, teachers, students and parents are all actively involved in curricular and co-curricular activities in and outside of school. Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs. How can we increase students’ comprehension skills? In order to increase students’ comprehension skills, AIJMS administrators and teachers have analyzed student learning styles through student surveys, given students access to tutoring, and analyzed pre-post testing data. How do we motivate and improve student work ethic? AIJMS has consistent consequences for discipline referrals, places academic and behavioral requirements for participation in co-curricular activities, rewards academic and behavioral excellence in monthly/quarterly assemblies. How can we make our students more responsible for their learning and their future?
and alcohol and drug abuse. AIJMS houses a branch of the JSN Dance Crew in Mangilao. The US Attorney General has visited AIJMS to address cyber bullying and the court system. Career education classes assign students to conduct interviews with businesses and professionals. PDN and Marianas Variety, under the Newspaper in Education (NIE), provide daily newspapers to promote student awareness. GCC provides opportunities for students to receive tutoring services through the CACGP. AIJMS has a partnership with Guam Judicial Court Systems (Mock Trial). AIJMS was invited and participated in the presentation of Chief Justice Sotomayor address at UOG. PBIS Assemblies/Ahoy Assemblies (Bi-Weekly, Quarterly) are data-driven and held to acknowledge students, staff and community supports, as well as address any ongoing critical issues. AIJMS partners with businesses to benefit the stakeholders and partners in beautification of the school. AIJMS participates in community projects/events such as Chamorro Month, Red Ribbon Week and Public Schools week and Commemoration activities. New Zealand Chiefs Rugby Team visited AIJMS, sponsored by the First Lady to speak to students about domestic violence. Seventh grade social studies classes participates in Play by the Rules, sponsored by the Judiciary of Guam in partnership with the Judiciary of Alabama, which is a three week program catered to seventh graders to teach civics during the 3rd quarter as part of their grade level curriculum. AIJMS has a good standing relationship with community leaders/members such as 76 gas station, Leo Palace, Gino’s Moda, GPD, GFD, Guam National Guard, Guam Crime Stoppers, Judiciary of Guam, PMT Holiday Tours, DPHSS, Lion’s Club, Guam Girl Scouts, St. Thomas Aquinas High School, BBBS of Guam, GCC, and War in the Pacific National Historical Parks. Japanese and Korean cultural exchange programs. Thai Smoothie and Grill partnership in monetary donations.
AIJMS SCHOOLWIDE ACTION PLAN SY 2013-2014 STATEMENT OF AREA OF IMPROVEMENT: To increase the average student proficiency by 33% across content areas. CRITICAL LEARNER NEEDS: 1) Motivate and improve work ethics. 2) Hold students more responsible for learning and their future. 3) Increase students’ comprehension skills. SLOs: Problem Solvers; Innovative Thinkers; Responsible Contributors; Academic Achievers, Technologically Literate Consumers; Effective Communicators; Successful Learners GOAL 1: To increase student academic achievement by having students actively participate in setting individual goals and monitoring their individual progress based on clear assessment criteria. RATIONALE: Teachers must help students to raise their expectations for themselves and to assume active responsibility for their own learning process by clearly describing the task to students and explaining what they are to do. Identify and discuss the abilities and skills necessary and have students evaluate the activity and themselves. Specific Steps (Strategies and Action Steps) Professional Development (Resources Needed) Who is Responsible and Involved? Timeline Means to Monitor and Report Progress Extent of Student Accomplishments with Critical Learner Needs SLOs and Academic Standards Overall Follow-up Process for Ongoing Improvement Clearly identify learning goals that are aligned with the Common Core State Standards (CCSS) and the Guam Department of Education (GDOE) content standards in collaboration with students. Professional Learning Communities (PLCs) Yearly Professional Development (PD) Curriculum Maps Content Representatives Teachers C&I Admin Yearly (Review by September 30th of each school year.) Skills assessment checklist Common assessments including rubrics and supporting evidence of data Student assessment data (Rubrics) Student artifacts Develop grading rubrics collaboratively to facilitate the learning process. Develop other assessment guides to evaluate their work and the work of peers. PLCs PD February 2013 Teachers Students Content Representatives Teachers Administration March 2014- June 2014 Quarterly Content Standards Skills assessment checklists Common assessments including rubrics and supporting evidence of Student assessment data Student work samples used to self-monitor and self-evaluate
Provide support for students to self-regulate, self-evaluate, and self-monitor. assessment data. Provide enrichment/remediation activities specifically related to students needs and challenges. PLCs Faculty Meetings Reading/Math Enrichment Teachers Counselors C&I Admin CRT ESL/SpEd Quarterly Content Standards Skills assessment checklists Common assessments including rubrics and supporting evidence of assessment data. Mobile Computer Lab Cooperative Learning and lunchtime tutoring Promote Professional Learning Communities (PLC) to review student assessment data and tuning protocols. PLCs PDs Content Representatives Teachers Administration At least three times monthly Data analysis PLCs agenda and minutes Pre/Post assessment data results, conclusion and solutions Reinforce Character Education objectives and SLOs to encourage students to strive for personal excellence. PLCs PDs HB/Character Ed HB Teachers SSO Administration Counselors Support Staff Continuous Data analysis and conclusions of analysis Ahoy/PBIS Assemblies Yearly self-reflection Provide Differentiated Instruction strategies to ensure the mastery of essential skills. PLCs Yearly PDs Content Teachers Administration ESL/SpEd Continuous Data analysis and conclusions of analysis Student work samples and assessment used to and self-evaluate. GOAL 2: To increase student social successes in and out of the classroom. RATIONALE: Students’ regular review of behavioral data will develop an awareness of becoming positive role models hence creating a safe and nurturing learning environment. School Climate Cadre (SCC) will implement Positive Behavior Intervention and Supports (PBIS) and SCC will meet regularly to monitor students exhibiting at risk Common Planning Time (CPT) School Climate Cadre (SCC)/Admin Training SCC Members Team Teachers Administration Counselors Weekly SCC goals, action steps and activities. Teacher awareness of PBIS SCC binder with PBIS SCC evidence binder SCC incentive and reward program listing
behaviors, review data and implement recognition of exemplary behaviors through reward and incentive programs that are student led. Yearly PD Parent(s) Student(s) and student representatives Support Staff action and activities Student-led assemblies Track and monitor data sheets for all at-risk behaviors and identify intervention for students who display academic or behavioral characteristics. SCC Trainings Team Teachers Administration Counselors SCC Monthly Staff will review SWIS and PowerSchool quarterly data Team Teachers will suggest helpful curriculum or staff development. SCC evidence binder SSO At-risk binder with student evidence Check-In Check-Out Ensure that the behavior matrix is implemented by teachers and followed by all students. Visual matrix banners shall be displayed for visual reinforcement. PLCs SCC Staff Team Teachers SCC Administration Counselors Continuous Teachers will continue to teach the Big 9 Monthly assembly agenda and evidence Teacher evidence binder At-risk data sheet GOAL 3: To increase parental involvement for curricular and co-curricular activities. RATIONALE: Active parental involvement will increase student performance both academically and socially. Parental involvement provides ownership of their child’s educational progress and success. Track and accurately monitor student use and parent acknowledgement of the planner. Issuance of student planners and acknowledgment of Student-Parent Handbook, Technology Use Policy, Truancy Letter. SCC/Admin Training Teachers Students Parents Administration SCC Daily Compile and collect Acknowledgement Sheet and Parental Involvement Checklist for each student receiving a Student Planner for recordkeeping. Teachers check planners once a week SCC evidence binder with parent/student acknowledgement form SCC quarterly review and data collection Track and monitor Parental Involvement and Participation. Parent Teacher Conference (PTC), Parent-Teacher Organization (PTO), Student awards and recognition ceremonies, school functions and activities and Parent/Teacher/ Student meetings (CST, IEP, Check-In Check-Out, DAC, Parent Shadowing, Conferences) PLCs Teachers Administration Office Staff Continuous Parent(s); Guardian(s) attendance sheet Conduct Parent Survey Compile and summarize data Encourage students to facilitate assemblies Parent sign-in sheets and data collection
Ensure information is disseminated and/or published on a regular basis to inform parents and families about school functions, activities and community events. Website, Educational Update, Planners, Quarterly Newsletters, news media, Parent Portal PLCs SCC/Admin Website Administrator Administration Computer Operator Students Continuous Monthly -1st of the Month Quarterly-1st Day of the Qtr. Track website log Website comment and feedback box should be provided. Track the changes, comments and feedback on AIJMS Websites monthly Parent data collection binder (documents to include parent letters, newsletters, etc.) Plan and facilitate Symposiums/ Village meetings on current issues and community trends. All interdisciplinary teams shall sponsor at least one activity per year to foster parental involvement PLCs Community Outreach Programs Parent Outreach Administration Faculty and Staff Administration Parent(s) Student(s) Twice a Year Administrators regularly updates Community Announcement Compile and summarize post surveys on village meetings Data collection (sign-in sheets, agenda, meeting minutes and notes) Provide culminating events/ activities to support content areas. Spelling Bee, Geography Bee, IRA Academic Challenge Bowl, Cultural Food Fair, Cultural Exchange Program, Red Ribbon, Science Fair, Mock Trial and Career Day. CPT Curriculum Admin. Teachers Club Advisors Administration Parent(s) Student(s) Continuous Track and monitor the culminating activities’ attendance sheets, evidence and summary report. Participation evidence (certificates, memos, pictures) GOAL 4: To increase the use of technology in the classroom to further enhance student achievement. RATIONALE: With the ever changing technological tends in society, student should be given the opportunity to experience and demonstrate adequate knowledge of the use and access of appropriate equipment and its resources to enhance learning. Provide opportunities for student and cooperative groups to use various forms of technology in class assignments. Technology Training Curriculum Admin. Teachers Students Administration Librarian Continuous At least once quarterly Lesson Plans Logs of technology use of students Data collection Provide at least one opportunity per quarter for students to demonstrate their ability to utilize technology within a lesson. Technology Lessons Curriculum Admin. Teachers Students Administration Once per quarter/semester Track and monitor student participation and assess using rubrics Student work samples Provide a work space area for parents to be able to use a computer, hook up to the internet Teachers Students Continuous Track and monitor log in sheets Log in sheet
or as a meeting place with their child. Administration GOAL 5: To develop a clearly defined leadership structure and their roles to meet the 5 district goals of what all students should know, understand, and be able to do. RATIONALE: In previous years, no clearly defined leadership structure was in place to ensure the implementation and monitoring of the District Goals, SAP or the SPRC. Identify and display the leadership roles and responsibilities of the school’s learning and CLTs (Collaborative Learning Teams): Content Representatives Team Leaders, Club Advisors, SCC. CPT (Common Planning Time) Administration Handbook Administration Accreditation Chairperson Continuously Prepare and provide all stakeholders with expectations. Quarterly review and discussions regarding strengths and growth areas. Data collection (sign-in sheets, agenda, meeting minutes and notes) Review the SMART goals and SAP and amend if needed continuously. PLCs SMART goals and SAP. Administration Continuously Review annually with all stakeholder and endorsed. Endorsement from stakeholders Provide time for teachers to meet in PLCs and CLTs to discuss and plan specific strategies and interventions for all learners. CPT (Common Planning Time) Curriculum Admin. Team Leader Content Representative Teachers Curriculum Administrator At least twice monthly Provide common planning time for content and teams to meet on a daily basis. Reevaluate at the end of the year with stakeholder input. Data collection (sign-in sheets, agenda, meeting minutes and notes)
students needs and challenges. Counselors Teachers Administration C&I Admin CRT ESL/SpEd CIA checklists Common assessments including rubrics and supporting evidence of assessment data. lunchtime tutoring Promote Professional Learning Communities (PLC) to review student assessment data and tuning protocols. PLCs PDs Content Representatives Teachers Administration At least three times monthly Data analysis PLCs agenda and minutes Pre/Post assessment data results, conclusion and solutions Reinforce Character Education objectives and SLOs to encourage students to strive for personal excellence. PLCs PDs HB/Character Ed HB Teachers SSO Administration Counselors Support Staff Continuous Data analysis and conclusions of analysis Ahoy/PBIS Assemblies Yearly self-reflection Provide Differentiated Instruction strategies to ensure the mastery of essential skills. PLCs Yearly PDs Content Teachers Administration ESL/SpEd Continuous Data analysis and conclusions of analysis Student work samples and assessment used to and self-evaluate. GOAL 2: To increase student social successes in and out of the classroom. RATIONALE: Students’ regular review of behavioral data will develop an awareness of becoming positive role models hence creating a safe and nurturing learning environment. School Climate Cadre (SCC) will implement Positive Behavior Intervention and Supports (PBIS) and [Response to Intervention Common Planning Time (CPT) School Climate Cadre (SCC)/Admin SCC Members Team Teachers Administration At least twice monthly (deleted) Weekly SCC goals, action steps and activities. Teacher awareness of PBIS SCC evidence binder SCC incentive and reward program listing
Parent Teacher Conference (PTC), Parent-Teacher Organization (PTO), Student awards and recognition ceremonies, school functions and activities and Parent/Teacher/ Student meetings (CST, IEP, Check-In Check-Out (CICO), DAC, Parent Shadowing, Conferences) Office Staff Conduct Parent Survey Compile and summarize data Encourage students to facilitate assemblies Ensure information is disseminated and/or published on a regular basis to inform parents and families about school functions, activities and community events. Website, Educational Update, Planners, Quarterly Newsletters, news media, Parent Portal PLCs SCC/Admin Website Administrator Administration Computer Operator Students Continuous Monthly -1st of the Month Quarterly-1st Day of the Qtr. Track website log Website comment and feedback box should be provided. Track the changes, comments and feedback on AIJMS Websites monthly Parent data collection binder (documents to include parent letters, newsletters, etc.) Plan and facilitate Symposiums/ Village meetings on current issues and community trends. All interdisciplinary teams shall sponsor at least one activity per year to foster parental involvement PLCs Community Outreach Programs Parent Outreach Administration Faculty and Staff Administration Parent(s) Student(s) Twice a Year Administrators regularly updates Community Announcement Compile and summarize post surveys on village meetings Data collection (sign-in sheets, agenda, meeting minutes and notes) Provide culminating events/ activities to support content areas. Spelling Bee, Geography Bee, IRA Academic Challenge Bowl, Cultural Food Fair, Cultural Exchange Program, Red Ribbon, Science Fair, Mock Trial and Career Day. CPT Curriculum Admin. Teachers Club Advisors Administration Parent(s) Student(s) Continuous Track and monitor the culminating activities’ attendance sheets, evidence and summary report. Participation evidence (certificates, memos, pictures) GOAL 4: To increase the use of technology in the classroom to further enhance student achievement. RATIONALE: With the ever changing technological tends in society, student should be given the opportunity to experience and demonstrate adequate knowledge of the use and access of appropriate equipment and its resources to enhance learning. Provide opportunities for student and cooperative groups to use various forms of technology in Technology Training Curriculum Admin. Teachers Students Administration Continuous At least once quarterly Lesson Plans Logs of technology use of students Data collection