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Upi Elementary School “Home of the Totots”

FOCUS ON LEARNING

Second Full Self-Study Report

SY 2010-2011

[Type text]

TABLE OF CONTENTS

COMMUNITYAND SCHOOL LEADERS ................................................................................................................ 1 STAFFING PATTERN ................................................................................................................................................ 2 Upi Elementary School Accreditation Leadership Team ............................................................................................. 4

ABBREVIATIONS ...................................................................................................................................................... 7 PREFACE .................................................................................................................................................................... 8 Chapter l: Student/School/Community Profile ............................................................................................................ 9 Chapter II: Expected Schoolwide Learning Results .................................................................................................. 17

Chapter III: Progress Report ........................................................................................................................................... 21 Chapter IV: Self-Study Findings ................................................................................................................................ 28

ORGANIZATION FOR LEARNING ................................................................................................................... 29

A1a. School Purpose Criterion ..................................................................................................................... 29 A2a. Governance Criterion ........................................................................................................................... 30 A3a. School Leadership Criterion ................................................................................................................. 31 A4a. Staff Criterion ....................................................................................................................................... 32

A5a. School Environment Criterion ............................................................................................................. 33 A6a. Reporting Student Progress Criterion .................................................................................................. 36

A7a. School Improvement Process Criterion ................................................................................................ 36 STRENGTHS: .................................................................................................................................................... 38 GROWTH AREAS: ........................................................................................................................................... 39

CURRICULUM AND INSTRUCTION ................................................................................................................ 40 B1. What Students Learn Criterion ............................................................................................................. 40

B2a. How Students Learn Criterion .............................................................................................................. 50

B3a. How Assessment is used Criterion ....................................................................................................... 52

STRENGTHS: .................................................................................................................................................... 62 GROWTH AREAS: ........................................................................................................................................... 63

Support for Student Personal and Academic Growth ............................................................................................ 64 C1. Student Connectedness Criterion ................................................................................................................. 64 C2. Parent/Community Involvement Criterion .................................................................................................. 70

STRENGTHS ..................................................................................................................................................... 73 GROWTH AREAS ............................................................................................................................................ 73

RESOURCE MANAGEMENT AND DEVELOPMENT ..................................................................................... 74 D1. Resources Criterion .................................................................................................................................. 74

D2. Resource Planning Criterion .................................................................................................................... 76 STRENGTHS: .................................................................................................................................................... 77 GROWTH AREAS: ........................................................................................................................................... 78

Chapter V: School Action Plan .................................................................................................................................. 79 APPENDIX ................................................................................................................................................................ 84

EVACUATION ACCOUNTABILTY FORM ................................................................................................ 85 Lesson Plan Template ............................................................................................................................................ 86 TEACHER GOAL SETTING FORM TEMPLATE ............................................................................................. 88 School Evacuation Map ......................................................................................................................................... 89 Daily Schedule ....................................................................................................................................................... 90 Curriculum and Instruction Focus Group Survey Results ..................................................................................... 91 ESLRs Translations ................................................................................................................................................ 94

Focus on Learning: 2nd

Full Self-Study Report Page 1

COMMUNITYAND SCHOOL LEADERS

Governor of Guam

Edward J. B. Calvo

Lieutenant Governor of Guam

Raymond Tenorio

Mayor of Yigo

Robert Lizama

Vice Mayor of Yigo

Ronald Flores

DEPARTMENT OF EDUCATION

BOARD OF EDUCATION

Haya District

Anita A. Manibusan

Rosie R. Tainatongo

Kattan District

Ronald A. Ayuyu

Teresa A. Pereda

Lagu District

Evangeline M. Cepeda

Maria A. Gutierrez

Jose S. San Agustin

Luchan District

Jose Q. Cruz, Ed.D

SUPERINTENDENT OF EDUCATION

Dr. Nerissa Bretannia Underwood

DEPUTY SUPERINTENDENT, Educational Support and Community learning

Arlene R. Unpingco

DEPUTY SUPERINTENDENT, Curriculum and Instruction

Dr. Evangeline Q. San Nicolas

PRINCIPAL, Upi Elementary School

Beverly San Agustin

VICE-PRINCIPAL, Upi Elementary School

Jonalyn P. Ceria



STAFFING PATTERN Upi Elementary School Faculty

KINDERGARTEN FIRST SECOND

Mylene Aparicio-Ouano Marilyn Balajadia Sandro Alexander

Kenneth Castro Eric Bamba Rosemarie Bacani-Castro

MaryJane Cruz Rachel Douglas Patrick Diego

Michelle De Guzman Jarryd Figueroa Rosemarie Guiting

Lillibeth Jaque Rose Hernandez Theresa Malixi

Melynda Santiago Bernadette Miles Marilyn Montallana

Evelyn Ridgeway

THIRD FOURTH FIFTH

Elizabeth Lim Daniel Alig Aileen Alfonso

Maria Lopez Robin Arriola Dominica Blas

Lydia Mendiola Leslie Fajardo Feliuai Faoa

Ophelia Orak Sarah Lake Cindy Galvez

Melba Tapar Arlene Libao Luwaina Martinez

Raffy Manejero James Ouano

Elizabeth Villanueva Rachel Wesley

CHAMORRO ESL GATE

Bertilia Agulto Josephine Cruz Marc LaPlante

Bernita Deplata Marife Fernandez

Linda Edward Femelyn Wesolowski

Jesse Hines

Jackie Rodriguez-Santos

DI COORDINATORS SPED NURSE

Karen Palaganas Kaiana Mendiola Rita Taitano

Julie Salas

COUNSELOR IEPC SPEECH

Hortencia Borja Shandice Calano Merleen J. Daniel

HEADSTART

Roseann Ungacta



Upi Elementary School Staff

ADMIN OFFICE SCHOOL AIDES CUSTODIANS

Frances Blas Lisa Q. Cruz Victor Manibusan

Arthur Cabrera Liza P. P. Cruz Armando Palaganas

Jonalyn Ceria Cathy Garrido

Maria Cruz John Salas

Marie L. Cruz Priscilla San Nicolas

Fannie Leon Guerrero Harvey Wusstig

Beverly San Agustin

ONE-TO-ONE AIDES OUTREACH LIBRARIAN

William Frohman Margaret Manalisay Sylvia Taylor

Curtis Mendiola Steve Pangelinan

Jolene Mendiola

Rosa Quinata

Kathy Taitano

Sheila Taitague

Marie Toves

TEACHERS’ASSISTANTS ON CALL SUBSTITUTES LIBRARY TECHNICIAN

Monica Acosta Carolyn Cura Marie Cruz

Robito Carpo Sasha Flores

Monique Finona-Xu Vanessa Manibusan

Raquel Pineda

Jaylyn Su‟e

Joyce Torres

Tiffanee Flores

Madalani Manibusan

Teliann San Nicolas

Germelyn Perez

Dioni Terlaje

Janeace Dilla



Upi Elementary School Accreditation Leadership Team

Beverly San Agustin

Principal

Jonalyn P. Ceria

Assistant Vice Principal

Robin Arriola, Karen Palaganas, Julie Salas

Leadership Team Coordinators

Focus Group A

Organization for Learning

Focus Group B

Curriculum and Instruction

Chairperson: Theresa Malixi Chairperson: Evelyn Ridgeway

Co-Chairperson: Karen Palaganas Co-Chairperson: Elizabeth

Villanueva

Daniel Alig Sandro Alexander

Robin Arriola Aileen Alfonso

Arthur Cabrera Mylene Aparicio-Ouano

Kenneth Castro Rosemarie Bacani-Castro

MaryJane Cruz Frances Blas

Jarryd Figueroa Patrick Diego

Cindy Galvez RoseMarie Guiting

Julie Salas Lilibeth Jacque

Feliuai Faoa Marc LaPlante

Fannie Leon Guerrero

Bernadette Miles

Marilyn Montallana

Melynda Santiago

Jacqueline Rodriguez-Santos



Rachel Wesley

Focus Group C

Support for Student Personal and

Academic Growth

Focus Group D

Resource and Management

Chairperson: Femelyne Wesolowski Chairperson: Marie L. Cruz

Co-Chairperson: Lydia Mendiola Co-Chairperson: Josephine Cruz

Bertilia Agulto Eric Bamba

Marilyn Balajadia Liza P. P. Cruz

Dominica Blas Linda Edward

Hortencia Borja Cathy Garrido

Lisa Q. Cruz Rose Hernandez

Michelle De Guzman Arlene Libao

Bernita DePlata Elizabeth Lim

Rachel Douglas Jolene Mendiola

Leslie Fajardo Raffy Manejero

Marife Fernandez James Ouano

Sarah Lake Mylene Ouano

Maria Lopez Evelyn Rosario

Margaret Manalisay John Salas

Luwaiana Martinez Kathy Taitano

Kaiana Mendiola Rita Taitano

Lydia Mendiola Melba Tapar

Steve Pangelinan

Priscilla San Nicolas

Sheila Taitague



Grade Level Home Group/Grade Level

Representatives

Kindergarten Michelle De Guzman and Mylene

Ouano

First Marilyn Balajadia and Jarryd Figueroa

Second Marilyn Montallana

Third Ophelia Orak

Fourth Leslie Fajardo and Raffy Manejero

Fifth Aileen Alfonso and James Ouano

Special Programs Marife Fernandez



ABBREVIATIONS

DAC Data Analysis Conference

DEED Department of Education Extended Day

DI Direct Instruction

ESL English as a Second Language

ESLRs Expected Schoolwide Learning Results

FBLG Francisco Baza Leon Guerrero Middle School

GATE Gifted and Talented Education

GEB Guam Education Board

GDOE Guam Department of Education

GSC Group Summary Chart

IRA International Reading Association

IEP Individualized Education Plan

IEPC Individualized Education Plan Coordinator

LAS Language Assessment Scales

LPC Lesson Plan Chart

LPR Lesson Progress Report

NIFDI National Institute for Direct Instruction

PFC Parent Family Community Outreach

PO Purchase Order

PTO Parent Teacher Organization

RC Reading Coordinator

SAT10 Stanford Achievement Test 10

SIP/SAP School Improvement Plan/School Action Plan

SPED Special Education

STS Student Test Summary

UES Upi Elementary School



PREFACE

Upi Elementary School (UES) is part of the eleven schools in the Guam Department of Education Lagu District.

The Lagu District consists of eight elementary schools found in the northernmost area of Guam.

UES has gone through several significant changes. The school population has experienced a decrease in the

enrollment through SY 05-06 and 08-09. Teachers were reassigned to different schools and/or other grade levels

during these school years. In the summer of 2008, a new superintendent of education was selected to lead the

school system. After the 2008 November General Election, new members were elected and appointed to the Guam

Education Policy Board (GEPB). UES also acquired a new assistant principal.

From SY 09-10 to the current school year, enrollment has significantly increased from 652 to 845 students. A new

principal and assistant principal have also been assigned to the school. As of January 2011, the GEPB is now

called the Guam Education Board and is now a governing body.

The self-study process continues to be a challenging endeavor for UES‟s faculty, staff and community

stakeholders; however, the school community has remained fully committed to its purpose of improving student

achievement. Significant developments such as changes in administration and population fluctuations have not

hindered the school community from accomplishing its goals.

UES continues to persevere with the School Action Plan and Expected Student Learning Results. The school

community continues to strive to prepare our students for life, promote excellence and provide support.

It is with great pleasure, a sense of accomplishment and continued commitment that this second full self-study

report is presented for Western Association of Schools and Colleges (WASC). The Focus On Learning (FOL)

process has allowed the community of Upi Elementary to reflect, analyze, and grow in many different aspects

during the process.

A major improvement over the prior self-study was the assignment of groups of teachers to the four main focus

groups which had a higher level of consistent involvement and accountability. The present organizational

assignments provide the extra attention needed to efficiently carry out the schoolwide assessment. The hardwork

and dedication of all participants is appreciated and their efforts helped generate a more meaningful and in-depth

look at our overall performance.



Chapter l: Student/School/Community Profile



STUDENT/SCHOOL/COMMUNITY PROFILE

A. School / Community Profile

Guam (also known as Guahan) is the largest of fifteen islands in the Marianas Islands archipelago, which is

located in the Western Pacific. It is an unincorporated territory of the United States of America. Guam has a

land area of approximately 212 square miles, is about 30 miles long and 4 to 8 miles wide.

UES is located in the northernmost village of Yigo, which is historically a rural community. Recent increases in

village population are evident in the development of four subdivisions and the high occupancy rates and

development of properties through the Chamorro Land Trust Commission. Increases in population directly

impact operations of the school as it contributes to issues such as material shortages and increased class sizes.

Upi Elementary is located along Route 15 north of Mt. Santa Rosa. It is adjacent to the back gate of Andersen

Air Force Base. It was originally built in 1958 and named Andersen Elementary School. For many years the

majority of the students attending Upi were military dependents.

In 1990, the school was renamed Upi Elementary School. Upi is the traditional name of the region in which the

school is located. From the time it was built in 1958 until the present time, the school has always been under

the jurisdiction of the Government of Guam Department of Education. In 1998, a new campus replaced the old

school.

As of 2009, the estimated population of Guam was 178,000. Of the people living on Guam 37.1% are

Chamorro, 26.3% are Filipino, 11.3% are Pacific Islanders, 6.9% are White, 6.3% are other Asian, 9.8 % are

of mixed ethnicity, and 2.3% are from other ethnic backgrounds.

The economy of Guam depends mainly on gross receipt taxes (GRT) and the industry of tourism. It was

estimated in the 2000 Census that 23% of the population on Guam was below the poverty line. The official

languages on Guam are English and Chamorro. Chamorro is the language of the indigenous people of the

island.

Upi Elementary currently has 48 classrooms. Below is a table of the distribution of classrooms in the school:

GRADE NUMBER OF CLASSROOMS

Kindergarten 6

First 6

Second 7

Third 5

Fourth 7

Fifth 7

Head Start 1

ESL 3

Chamorro 4*

GATE 1

Special Education 1

One Chamorro classroom houses two teachers.



The school consists of an ADMIN building with rooms for the administrators, administrative assistant, clerks,

school lunch clerk, speech therapist, computer operator, counseling office, faculty and staff lounge, and a

conference room. Upi Elementary also has a library, nurse‟s office, Outreach Program office, teachers‟ work

room, cafeteria, Direct Instruction/Reading Coordinators‟ room, bookroom and two playgrounds.

The island of Guam will be expecting an influx of more than 10,000 marines and their dependents from

Okinawa, Japan over the next 5 five years. Upgrades to infrastructure such as roadways will be required. From

this, there is also a continuing influx of residents primarily from other Pacific Islands due to greater work

opportunities, who in turn enroll students within the public school system. With migrant workers also comes the

challenge of integrating students with limited to no proficiency with the English language, which requires

additional training for teachers to effectively teach students from this subset of our population.

B. Student Profile

A Student Community Survey was distributed to all parents via Upi Elementary students in September 10, 2010.

Out of 845 surveys distributed, 426 were returned. There are 613 families at UES. The survey results indicate

that:

65% live in two-parent families

60% are married

68% are US citizens

37% rent their homes

48% currently resides in concrete residence

58% are currently employed

77% attend Upi because it is their assigned school district (13% location is convenient and 10% responded

positive reputation.)

41% of families have a total income of less than $10,000 or less

Some of the significant findings of the survey are that 40% of our students live in single parent homes, 42% of

respondents are unemployed and high school was the highest level of education for 44% of the respondents.

Along with grades K-5, Upi has a Head Start class with an enrollment of 20 students per year. The following

shows the enrollment data for UES School Years 2005-2006 to 2009-2010:



Over a period of six years, the population of UES for grades K-5 has fluctuated. There was a decrease in

population for the SY 06-07 due to redistricting. The population increased at the beginning of SY 2009-2010

due to attendance realignment in the Northern School District.



The school‟s PowerSchool data indicates that there are about eighteen (18) ethnic groups represented in Upi for SY

2010-2011. The largest group represented are the Chamorros at thirty-eight percent (38%), followed by Filipinos

at twenty-nine (29%) and Non-Chamorro Pacific Islanders (Kosraean, Pohnpeian, Chuukese, Yapese, Marshallese,

Belauan, Samoan, and Fijian) represents twenty-eight percent (28%). The remaining five percent (5%) of the

student population is represented by Asians, White Non-Hispanics, African/American, Native American, mixed

and other. (This data includes the Headstart program population consisting of 20 students.)

Of a total population of 845, 4% are receiving ESL “sheltered” services, 30% are receiving ESL “consultation

services”, 5% are GATE, 4% are currently receiving Special Education services, and 2% are in DEED.

Seventy-one percent (71%) of UES students receive free meals. Six percent (6%) are in the reduced lunch

program. From school year 2009-2010 to school year 2010-2011 there has been an increase in students receiving



free meals. There has also been a significant increase in the cost of lunch for students who do not qualify under the

free and reduced lunch program. The increase started in January of 2010 and will increase 50 cents each year until

2013.

Student academic performance for SY 2009-2010 is summarized below in Table 1. It shows that Math and

Language is the most prevalent subjects that our students continue to fall below average.

Table 1: Summary of SAT-10 results for SY 2009-2010

GRADE AVERAGE

RANGE

BELOW

AVERAGE

EVIDENCE OF GROWTH

1 Reading, Math Language,

Environment

No basis for comparison

2 Reading,

Environment

Math, Language No growth

3 Science Reading, Math,

Language, Social

Studies

Science increased from Stanine 3 (Below average)

level to Stanine 4 (average level) and students were

at/above the district average

4 Reading, Math,

Science, Social

Studies

Language Science, Social Studies and overall complete battery

increased from Stanine 3 level to Stanine 4 level and

students were at/above the district average

5 Language, Science,

Social Studies

Reading, Math Students were at/above the district average for

science Note: Kindergarten does not take the SAT-10 test.



C. Faculty and Staff Profile

UES‟s faculty and staff personnel consist of 79 employees . Listed below is the breakdown of faculty and staff

personnel:

FACULTY

Number Title Certification

6 Kindergarten Teachers 1 Professional Educator, 1 P-I, 3

Initial Educators, 1 Temporary

Elementary

6 First Grade Teachers 2 P-II, 2 Professional Educators, 1

Master Educator, 1 Initial

Educator

7 Second Grade Teachers 2 P-I, 2 P-II, 2 Professional

Educator, 1 Standard Elem.

5 Third Grade Teachers 2 Professional Educator, 2P-I,

1P-II

7 Fourth Grade Teachers 4 Professional Educator, 1 P-I, 1

P-II, 1 Master Educator

7 Fifth Grade Teachers 1 Standard Elem., 4 Initial

Educator, 1 P-II Conditional, 1

Temporary Elem.

5 Chamorro Teachers 2 P-II, 1 Initial Educator, 1

Provisional 1-B, 1 Substitute

3 ESL Teachers 1 P-II, 1 Professional Educator, 1

Master Educator

1 Resource Teacher Professional Educator

2 Direct Instruction Coordinators 1-P-II/1-Master Educator

1 Gate Teacher P-II

1 Counselor P-I

1 Nurse AA Certified

1 Speech Therapist Master Educator

1 Head Start Teacher Headstart Level III

The credentials for UES’s Faculty are as follows:

Standard Elementary At least 30 semester hours of college credits but at less than the

requirements for the Professional Certificate.

*Initial Educator First Time Fully Certified for 3 years

*Professional Educator Fully Certified for 5 years

*Master Educator Fully Certified for 10 years

Provisional: P-IA/B B.A. Degree with all the requirements for P-I Certificate but lacking

no more than two of the specific education courses.



Professional I: P-I B.A. Degree or equivalency for (1053-54 incumbents only) including

further required courses.

Professional II: P-II Met all the educational requirements for the P-I Certificate and have

an earned M.A. Degree or equivalent.

Non-Renewable Emergency Conditional Teaching Certificate is issued to an applicant who has

Passed at least two (2) of the (4) subtests of the Praxis. An applicant must have a Bachelor‟s

degree and meet all course requirements for Professional I certification.

*Amended August 9, 2007

STAFF

Number Title Highest Completed Education

Level

2 Administrators Graduate Degree

1 Administrative Assistant High School Diploma

1 Clerk Typist II Some High School

1 Clerk Typist III High School Diploma

1 Computer Operator II High School Diploma

1 Library Tech High School Diploma

6 School Aides 5 High School Diploma, 1 GED

1 Headstart Aide Associates Degree

8 Para Educators High School Diploma

2 Custodians High School Diploma

1 Social Worker Bachelors Degree

1 Community Program Aide GED

12 Direct Instruction Teacher

Assistants

11 High School Diploma, 1

Doctorate Degree

Indicated below are the ethnic make-up of the faculty and staff:

55% Chamorro

32% Filipino

6% White

2% Hawaiian

1% Samoan

1% Pohnpeian

1% Korean

1% Palauan

1% Black

The average years of employment for UES employees school was 12 years. The longest number of years an

employee has served is 33 years, with the shortest being six months.



Chapter II: Expected Schoolwide Learning Results



Upi Elementary School

“Home of the Totots”

Upi Mission Statement Adopted: 2010

Upi Elementary empowers all students to be academically, socially, and technologically prepared for a successful

future as productive and respectful citizens of our local and global communities.

Expected Schoolwide Learning Results Adopted: 1999

The lifelong learners of Upi Elementary School will:

Use Effective Oral and Written Communication

By:

Considering the audience and communication clearly

Acquiring good listening skills to respond accordingly

Writing effectively and staying on task

Participate As Productive Members of the Community

By:

Contributing ideas and rendering services to improve the community

Respecting and protecting the environment

Understanding the importance of rules and laws and considering the consequences

Integrate Learning and Apply Them to Real Life Situations

By:

Understanding and applying learned skills in everyday situations

Using various problem-solving skills to resolve real life problems and conflicts

Explore Concepts and Skills Needed for Future World Experiences

By:

Becoming risk takers while maintaining high moral standards and values

Developing an appreciation for the diversity of the school population

and community

Set Personal Goals and Work Towards Achieving Them

By:

Developing skills to create realistic short and long term goals

Developing positive self-esteem

Realizing the importance of developing positive relationships and being good

role models



Development Process - Mission Statement

The school‟s Mission Statement was revisited during Faculty meetings/Learning communities and Professional

Development. It was decided that the existing mission needed updating to ensure that it meets the challenges of

current education trends, such as technology. The change was also necessary to provide more relevant goals for

UES‟s multi-cultural population and meet the challenging social needs of our students. Thus, the new Mission

Statement was adopted.

Development Process - ESLRs

Expected Schoolwide Learning Results

The ESLRs for UES were created and adopted in 1999. The creation of Upi ESLR‟s was guided by the

Department of Education.

In the 2004/2005 School Year the stakeholders revisited and clarified the ESLRs. The faculty and staff considered

the qualities that would positively impact the students‟ experiences in school and help them succeed in the future.

They debated about the most effective way for students to understand the importance of each area indicated in the

ESLRs. The faculty and staff made sure that the student-learning outcomes would be supported across the

curriculum.

Due to the lack of participation of the stake holders the ESLR‟s was revisited in SY 2009-2010, under the guidance

of UES‟s Staff Development Committee, during October‟s Learning Community meeting. An ESLR‟s

presentation was held for parents at the September 2010 PTO meeting. The stakeholders of Upi Elementary have

agreed that the current adopted ESLRs be kept in place until appropriate training is provided to faculty and staff.

Continuous training is important in order to clearly define and understand the connection between the ESLRs,

standards, and assessment strategies. Training included the following:

aligning the ESLRs with the GDOE Standards, Performance Indicators, SAT 10 objectives and lesson

objectives

applying the ESLRs and rubrics to lesson planning, classroom instruction and assessment

integrating the school‟s ESLRs into the curricula and instructional program for all curricula areas

In September, 2010, surveys were sent out to parents. 403 surveys were returned. There are 613 families at Upi.

The surveys revealed that:

1. 44% of parents/guardians are aware of the school‟s Mission Statement and ESLRs.

2. 43% of parents/guardians have heard the ESLRs being recited by the children.

3. 64% of parents/guardians agreed that the school Mission Statement and ESLRs are clear.

4. 66% of the parents understand the Upi ESLRs and how it relates to the Mission Statement.

5. 84% of the parents/guardians fully support and are committed to the fulfillment of the school‟s Mission and

ESLRs.

Some comments received from parents/guardians follow:

UES Mission - UES‟s mission statement for being technologically prepared cannot be fulfilled due to the

fact that the school does not have computer lab for the children.

The school has at least a working computer in each classroom and one or two more computers will be

added. UES has received computer donations from Public Health and Andersen Air Base. A computer lab



is located in the library that students can make use of for their projects, reports and research. (8 computers

available)

The Technology Committee is also in the process of soliciting more computers from the community.

Training for faculty and staff is also planned by The Professional Staff Development Committee and the

Technology Committee.

We should have training for parents to understand the Mission Statement and ESLRs.

The school has a diversified student population, so that translation of ESLRs and the Mission Statement to

major school population languages was necessary. This step will particularly increase parental support

and strengthen students’ achievement. Translations are posted around the school campus and the

classrooms.

As parents, we appreciate your commitment in teaching our children to learn. Keep up the good work.

An ESLR‟s Award program was started this year that focuses on students, parents, faculty and staff who

exemplify an understanding and application of each ESLR. Student awardees are selected by teachers in

each grade level. Faculty and staff are nominated by their peers. Parent Awardees are selected by grade

level teachers. ESLR Awards are presented during monthly Upi PTO meetings.

During SY 2010/2011 each grade level developed rubrics for the ESLRs. Teaching strategies were explored

and shared among the faculty and staff. Rubrics using sub-ESLRs are being developed and established to

assess the ESLRs application. ESLR‟s have been translated in some of the languages of our students and

there is a plan to have them translated into more languages as needed.



Chapter III: Progress Report



PROGRESS REPORT

The development process of how UES initially planned, implemented, and consistently followed through with its

School Action Plan has grown through various stages. Prior to SY 2007-2008, a School Improvement Plan was

being used for the school. The plan was basically put together by the administration and the Leadership Team at

the time. After WASC‟s visit in SY 06-07, the realization was that there were too many goals in UES‟s SIP. The

plan needed to properly represent UES‟s current school needs.

The Leadership Team of SY 06-07 decided to use a School Action Plan which consisted of three goals: Improve

Student Achievement through GPSS Content Standards; Implement a School-Wide Emergency Safety Plan; and

Develop a School-Wide Process that Facilitates and Strengthens Communication with Parents/Guardians. These

goals were compiled together based on findings from UES‟s first WASC full self-study in SY 04-05. The School

Action Plan was diligently put together by the school‟s Leadership Team which was well represented by all grade

levels and support staff. The School Action Plan was then revisited in SY 08-09 by the Leadership Team. Changes

and updates were reflected in the SAP. The SAP has been continually updated since SY 07-08. The finalized SAP

for SY 10-11 was distributed during teacher orientation.

Significant Developments

1. Since School year 05-06 there have been 5 changes in UES‟s Administration.

2. There has been a significant fluctuation in the student population at UES.

3. The instruction of content areas has now been integrated into UES‟s daily schedule.

4. GDOE adopted new content standards and performance indicators in June 2010.

5. The teachers have aligned their lessons to the new content standards.

6. UES‟s internet access and telephone systems have improved.

7. Power School and Pearson Inform now connects UES with GDOE‟s main data system.

8. UES proudly promotes environmental awareness through its Going Green and recycling

programs.

.

This section of the progress report details the School Wide Critical Areas for Follow-up recommended by the

WASC Visiting Committee after UES‟s first full self study on April 18-20, 2005.

1. The school needs to immediately develop and implement a schoolwide action plan that addresses the

critical areas of follow-up provided by the Visiting Committee as well as prioritized Areas of Growth

as identified through the Self Study process.

Action Taken: The development process of how UES initially planned, implemented, and consistently

followed through with its School Action Plan has grown through various stages. First of all, prior to SY

2007-2008, a School Improvement Plan was being used for the school. The plan was basically put together

by the administration and the Leadership Team at the time. After WASC‟s visit in SY 07-08, UES‟s

stakeholders realized that there were too many goals in UES‟s SIP. The plan needed to properly represent

UES‟s current school needs.

The Leadership Team and administration of SY 07-08 decided to use a School Action Plan which consisted

of three goals: Improve Student Achievement through GPSS Content Standards; Implement a School-Wide

Emergency Safety Plan; and Develop a School-Wide Process that Facilitates and Strengthens

Communication with Parents/Guardians. These goals were compiled together based on findings from

UES‟s first WASC full self-study in SY 04-05. The School Action Plan was diligently put together by the

school‟s Leadership Team which was well represented by all grade levels and support staff. The School



Action Plan was then revisited in SY 08-09 by the Leadership Team. Changes and updates were reflected

in the SAP. The goals of the SAP remains the same, however the action steps were revised to meet the

educational needs of our students since SY 07-08. The finalized SAP for SY 10-11 was distributed during

teacher orientation through teacher toolkit cd-rom.

Future Planning: Administrators and the Leadership will ensure that the SAP is continually visited,

updated, and revised by the 3rd quarter prior to the next school year. Progress reports on the existing SAP

and finalized plans will be reported to all stakeholders as well.

2. There is a need for the administration and leadership to work collaboratively with staff to lead in the

development and implementation of a structure and process that supports on-going student

improvement.

Action Taken: UES‟s administration, faculty and staff have worked together to ensure that student

improvement in the areas of reading, language arts, and math are a priority. Data is collected by teachers on

a daily basis and reviewed by administrators, Direct Instruction coordinators and peer coaches during a

weekly Data Analysis Conference. Teachers are continually trained during weekly DI grade level in-service

meetings.

To support on-going student improvement, UES‟s leadership promotes communication and collaboration

amongst its faculty and staff through weekly staff meetings, monthly faculty meetings, grade level

meetings, monthly newsletters, and daily emails through GDOE‟s employee webpage.

Future Planning: UES‟s Leadership team in collaboration with the school administrators will continue

with current strategies in place. Survey results from the different focus groups will be further analyzed and

considered for the upcoming school year‟s action plan.

3. Issues related to school safety should be immediately addressed. These include such things as:

Defunct fire alarm system

Lack of schoolwide communication system (no schoolwide intercom available)

Emergency evacuation egresses that are not in compliance with Americans with Disability Act

Action Taken: UES‟s resources are limited by the Department of Education‟s budget shortfall. Primary

allocation of government funds continue to support payroll, while other budgetary areas were cut. The

school‟s purpose and student achievement of the ESLRs is attainable through supplemental funding. An

extension of this funding is made through grants, fundraisers, and assistance from the stakeholders to

ensure that students are provided the most effective and conducive learning environment.

Most of UES‟s fiscal resources and responsibilities are carried out through the district office, the Guam

Department of Education (GDOE). Funding appropriations are distributed evenly based on enrollment and

are allocated by the Guam Legislature. GDOE‟s annual budget allocates 90% of the appropriated funding

to be used for salaries and benefits. Sustainment of the school program is determined by, but not limited to,

the annual budget.

UES continues to request for repairs to fire alarm, bell system, and emergency ramps. In January 2007, one

emergency handicap ramp by the 5th

grade was constructed. Despite the budget constraints of GDOE, UES

has taken measures to ensure the safety and well-being of the students. The school has an Emergency

Evacuation folder system in place (See Appendix for form). Administrators and staff plan earthquake and

fire drills every month. The fire department has also been involved in several of the drills and has provided



feedback to UES‟s administrators. UES‟s 12 month staff have participated in Homeland Security‟s safety

workshop during summer of 2010. There is security at the front gate of the school. Visitors are required to

show proper identification and a log is kept of each vehicle that enters the campus.

Each grade level building has a working telephone line. Some teachers have bought telephones for their

classrooms. In SY 10-11, the 4th

grade team has enlisted community support with two donated bullhorns for

the school.

Future Planning: The ARRA grant was made available last year to address much needed concerns at

schools on Guam. The areas scheduled to be addressed at Upi are as follows:

The Intercom / Bell System

The Fire Alarm System

Upgrade of electrical system

Installation of new air conditioning system

The Ramp leading to the playground at back side of 1st grade quad

Roof Coating and associated structural repairs

UES‟s PTO is working on a proposal to solicit community support to help with labor and materials for the

emergency ramp.

4. There is a need to strengthen the integration of content standards within the context of the Direct

Instruction model in order to ensure students the opportunity to learn and achieve in this area.

Action Taken: In following the requirements from the Educational Policy Board, the 11 schools

implementing the Direct Instruction programs are receiving instruction in the content area of science, social

studies, art and music for 20 minutes during the 1st reading block. Then an additional 30 minutes have been

allotted during the week to focus on Health and Physical Education.

Students who are in the Reading Mastery 3-6 programs have been provided Social Studies, Science and

Health assignments and assessments that correlate with the content standards as provided by GDOE. These

lessons integrate the content areas with the lesson taught in their reading programs.

Groups that passed the reading program and are in the Glencoe-series literature have been receiving content

instruction during the 2nd

reading Block since the 2nd

Quarter.

Content standard objectives have been aligned with UES ESLR‟s and GDOE‟s standards and performance

indicators.

Future Planning: The alignment of the new content standards and the Direct Instruction programs is

ongoing.

5. Clearly defined and understood connections must be established between ESLRs, standards and

assessment strategies in order to ensure students achieve at the desired level in all areas.

Action Taken:. Each grade level is tasked with the responsibility of connecting their lessons with the

ESLRs. Weekly lesson plans are submitted to respective administrators. In previous school years, the

school counselor worked closely with the ESLR‟s committee. The committee was organized to ensure that

teachers, students, and parents understood the connections between ESLRs standards, and assessment



strategies. Training for ESLRs began in SY 08-09 and continues through the current school year. Areas

addressed during training were:

How to apply the ESLRs and rubrics to lesson planning, instruction and

evaluation;

How to align the ESLRs with the GDOE standards, performance indicators and

SAT 10 objectives;

Ensure that UES stakeholders (faculty, staff, students, parents) fully comprehend

and embrace the school‟s mission and ESLRs.

Beginning SY 2010-2011, strategic grade level planning at UES allowed for teachers to collaboratively

align DOE‟s newly adopted standards and performance indicators with the school ESLRs and the content

area lesson objectives. The alignment process has definitely helped the teachers in their lesson planning

and preparation. It helps them in integrating activities across the curriculum. The alignment of Direct

Instruction Reading, Language, and Math to GDOE‟s newly adopted content standards is currently in

process.

Future Planning: The Professional Development and Leadership teams will collaborate on ongoing

training, rubrics, and assessment for the ESLRs. Align DI for Reading, Language, and Math. Survey results

will be assessed for future planning as well.

6. A need exists to develop and implement a plan to strengthen the awareness and understanding of

ESLRs by all stakeholder groups in order to increase support for student achievement.

Action Taken: During SY 2010-2011, the Student Outreach Program has been tasked to have ESLRs

written in the following languages: Chamorro, Filipino, Pohnpeian, Palau and Chukeese. ESLRs also have

been selected and posted within the school campus (See Appendix for Translations).

Beginning SY 2010-2011, students who have shown understanding and achievement of ESLRs are chosen

and rewarded for each quarter. Quarterly ESLRs are chosen. One boy and one girl are chosen from each

grade level. Teachers are also nominated by colleagues. Teachers and chosen students earn a free lunch

with the administrators. They are also awarded certificates for their achievement during assemblies and/or

PTO meetings.

Future Planning: Distribute ESLRs written in the different languages during parent orientations for the

upcoming school year. Continue quarterly ESLRs recognition. Survey parents at the beginning of the year

to measure the effectiveness of tools used to strengthen awareness of ESLRs by all stakeholders.

7. Through staff collaboration, a shared decision making process needs to be developed and defined in a

formalized manner in order to strengthen opportunities for staff involvement and empowerment in

making decisions for students. This process should be clearly and mutually understood by all.

Action Taken: UES‟s administrators maintain an “open door” policy for faculty and staff. Regular grade-

level meetings with both the administration and/or DI coordinators have allowed for teacher input in

decisions made by the school. Monthly faculty meetings coordinated by the administration and Professional

Development team provide for open discussion and decision making as well. Staff are actively involved

during professional development sessions, school committees meetings, focus groups sessions and other

after school activities.



Future Planning: UES will continue with its shared decision making processes in place. Surveys from

different focus groups will be used to measure the effectiveness of such processes (opening/closing of the

school year).

8. A need exists to develop a schoolwide structure and process that facilitates and strengthens

communications, collegiality and planning. Some of the areas to be addressed should be as follows:

inter- and intra-grade level communication and planning; increased direct two-way communication

between administration and staff; increased and more formalized on-going communication and

support for new teachers.

Action Taken: All forms of communication at UES have been directed towards student achievement.

Formal and informal grade level meetings are held more frequently to discuss many different aspects that

affect student achievement. Monthly faculty meetings are coordinated by the administration and

Professional Development team. Agendas are sent out via email through GDOE‟s employee webpage prior

to the meeting. Reports and/or other pertinent documents to be discussed at the meetings are also sent out

via email. Grade level and school committee concerns are also submitted to the administration prior to

faculty meetings for approval. Inter and intra grade level communication and planning remain to be an on-

going aspect due to the DI program. Teachers report grades and progress to other teachers in and out of

their grade levels for Reading, Language Arts, and Math. Communication via email is currently

implemented as it is more efficient. The availability of literature, websites and computer software for

educational opportunities/resources is also disseminated.

Future Planning: UES will continue with the current strategies in place that promote and strengthen

collegiality and communication within the school community.

9. There is a need to develop and implement strategies that will facilitate greater involvement of parent

volunteers to support the schools educational endeavors for students.

Action Taken: UES‟s Parent Teacher Organization remains to be an integral unit for reaching the

community within and out of the school. The organization continues to oversee school fundraisers. The

organization continues to sponsor events such as the Harvest and Spring carnivals, Happy Labor Days, the

Upi 5K, Special Olympics, Science Fairs, and Promotional ceremonies for the school.

The Outreach Program has held parent orientations during teacher orientation of school year 2010-2011 in

conjunction with the ESL teachers of Upi Elementary. The orientation allowed for members of the school

community to translate different topics regarding overall school policies to the families representative of

UES. Questions were addressed from the parent group represented at the orientation.

The school‟s administrators in collaboration with UES‟s faculty and staff have also brainstormed strategies

during faculty and staff meetings and grade level meetings throughout the school years. Changes such as

distribution of awards during PTO meeting have taken place as well as having the Christmas Program

during the daytime.

Future Planning: Use parent surveys to assess and measure current strategies in place. Updates to the

school action plan will be addressed as well by the school‟s Leadership Team.

10. The faculty is in need of additional staff development activities to assist them in accurately

understanding and interpreting assessment data related to student achievement in the Direct

Instruction program. This is needed to enhance teacher knowledge as well as increasing teacher

effectiveness in providing parents with an understanding of their child’s progress.



Action Planning: UES faculty continues to be involved in on-going training. Teachers in grades K-5 and

support staff (teacher‟s assistants) are involved in the understanding and interpretation of assessment data

related to the Direct Instruction curriculum. The reading coordinators and peer coaches assist in the

analysis of the weekly Lesson Progress Charts, Student Test Summary and Group Summary Charts.

Meetings continue to be held twice a week. The Principals Data Analysis Conferences are held every

Tuesdays followed by a Wednesday conference call with the National Institute for Direct Instruction

program manager biweekly. Mini staff development sessions are held Thursdays during teacher prep time

throughout the day. Teachers are also trained in the analysis of the Quarterly Lesson Progress and Student

Mastery reports.

In addition to the school report card, parents are also provided a student progress chart, as well as

opportunities to discuss their child‟s progress during parent teacher conferences. Monthly Direct

Instruction newsletters are also sent to parents with student success information. The Kindergarten grade

level has also held DI night for their student‟s parents. The different programs used are briefly explained.

Examples of what students are doing during group study are also demonstrated.

Future Planning: UES will continue with activities currently in place. The DI night held by Kindergarten

can further be explored for other grade levels as well.



Chapter IV: Self-Study Findings



ORGANIZATION FOR LEARNING (Category A)

A1a. School Purpose Criterion

Guide Question: To what extent has the school established a clear statement of purpose that reflect the beliefs

and philosophy of the institution?

Findings: UES has established a clear statement of purpose that reflects the beliefs and philosophy of the school.

The school‟s ESLRs and mission statement clearly define the overall purpose for its students and address the

overall district goals as well. Posters of the ESLRs and mission are visible throughout the school. Handbooks

distributed to the families of UES students contain the mission and ESLRs. Students recite the mission and ESLRs

every morning and during school-wide assemblies. The ESLRs and mission statement have been translated into

various languages that reflect UES families.

In November of 2009, updates for the existing school mission were made to ensure that it met the challenges of

current education trends, such as technology. The change was also necessary to provide more relevant goals for

UES‟s multi-cultural population and to meet the changing social needs of our students. The nine Learning

Communities, that were formed during monthly faculty and staff meetings led by the administration and Staff

Development Committee, drafted eight missions.

On February 15, 2010 UES held its second Professional Development Day of the school year. Mission and ESLRs

were on the agenda. Two choices from the list of mission from each Learning Community were given as choices

to vote on. Faculty and Staff discussed the options and expressed various concerns surrounding the missions. In

the end, the Faculty and Staff voted on the final outcome for our school mission: Our UES community is

committed to ensuring our students are academically, socially, and technologically prepared for a successful future

as productive citizens.

The Professional Learning Committee decided that the other stakeholders should be given the opportunity to

provide their input. Surveys for the mission were distributed on March 2010 to parents and guardians. The results

of the survey from parents and guardians indicated that they also agree on the new mission statement that the

school selected.

A1b. School Purpose Criterion

Guide Question: To what extent is the purpose defined further by adopted expected schoolwide learning results

that form the basis of the educational program for every student?

Findings: The school ESLRs support the school mission and are aligned with the school curricula. Teachers are

required to submit weekly lesson plans to their respective administrator. Each lesson plan, which is designed as a

checklist according to Board Policy 378 and Board Union Contract 5.H.4, includes UES‟s ESLRs. Teachers

indicate by checking off which ESLRs are addressed in the lessons being taught for the week.

The Curriculum and Instruction focus group has also presented various ways of aligning the ESLRs with the

GDOE standards, performance indicators and SAT 10 objectives. Starting SY 2010-2011, each grade level has

been responsible for submitting quarterly calendar alignments for Social Studies and Science. The Organization for

Learning group has also presented various ways of integrating ESLRs in our daily lesson plans.



Evidence: PD Agendas, faculty meeting agendas and findings, OFL mission surveys SY 2009-2010, ESLRs,

mission statement, teacher lesson plans, grade level content alignments SY 2010-2011

A2a. Governance Criterion

Guide Question: To what extent does the governing authority adopt policies which are consistent with the school

purpose and support the achievement of the expected schoolwide learning results for the school?

Findings: On August 25, 2010, the Guam Education Policy Board (created by Guam Public Law 26-26) was

reorganized pursuant to Guam Public Law 30-183, and the governance of the Department of Education is vested in

an education board now known as the Guam Education Board.

The Guam Education Board consists of three members appointed by the Governor of Guam and six (6) voted

members elected at-large in each General Election. The three members appointed by the Governor of Guam consist

of the following: (1) member who is employed in an upper level managerial position in a private business; one (1)

member who is a parent of a student enrolled within the Guam Department of Education; and one (1) member who

is a retired teacher or administrator of the Guam Department of Education.

As the governing authority of GDOE, the GEB is responsible for adopting policies that are consistent with UES‟s

school purpose and support the achievement of the ESLRS through the following overall policies:

Board Operations

General Administration

Instruction

Student Conduct

Emergency Procedures

Plant and Equipment Management

Fiscal Management

Community Relations

The duties and responsibilities of the board are as follows, but not limited to: establish curriculum goals and

policy; establish student performance standards and mechanism for standardized assessment of each student based

upon adopted standards; establish and approve textbook list; and establish student discipline policy.

The Board is charged by law to formulate policies to provide planning and evaluative functions and to exercise

leadership in the improvement of public elementary and secondary education in the Territory of Guam. Regular

monthly meetings are scheduled and a calendar of events is posted on the GEB‟s website.

A2b. Governance Criterion

Guide Question: To what extent does the governing authority delegate implementation of these policies to the

professional staff?

Findings: The school administrators receive guidance from GDOE‟s Superintendent and Associate

Superintendents to implement policies delegated by the Guam Education Board.

The school administrators are responsible for the compliance of all GDOE policies within their respective school

sites. UES‟s administrators have disseminated board policies through a “toolkit” distributed on the first work day

for teachers. Changes or additions to board policies are made available through memorandums from the GDOE‟s

district office to respective school sites. Upi school administrators relate board policy amendments through

newsletters, faculty and staff meetings, emails, and newsletters.



Yearly evaluations are conducted through the PTEP to ensure that all faculty are in compliance of policies.

Informal and formal observations are also conducted throughout the school year. 12-month staff are also evaluated

in accordance to GDOE‟s Personnel Rules and Regulations. Individual conferences between administrators and

employees regarding evaluations take place and each employee receives a copy of his/her evaluation.

A2c. Governance Criterion

Guide Question: To what extent does the governing authority monitor results?

Findings: Guam Department of Education produces an annual school report card for UES. Data such as employee

attendance, student attendance, enrollment, and SAT10 results compose the school report card. District wide report

cards are made available on GDOE‟s website for the public.

GDOE also has an annual SAT10 conference which is island-wide. The conference is held in the beginning of the

school year. Strategies to improve results are explored within the conference. Individual schools in turn strategize

at respective school sites using data results. Norm-referenced test results, meetings with the school principal, and

site visits are also used to monitor results.

Evidence: Board of Education Policies, SAT 10 results, yearly school report cards

A3a. School Leadership Criterion

Guide Question: 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 schoolwide learning results?

Findings: UES administrators are involved with each area of student learning and daily school operations. The

principal and vice-principal are visible around the school campus. They continually use email to communicate on

every level of student learning and support. This tool of communication has been highly encouraged as a means of

going „green‟ and saving supplies. Both administrators have utilized the grade level meetings to disseminate and

discuss every issue pertaining from PTO activities to ESLRs.

Monthly faculty and staff meetings allow for input and concerns on every level as needed. Data Analysis

Conferences, held every Thursday, enable grade level teachers to practice, analyze, and plan using DI and SAT10

on a quarterly basis. Teachers also set quarterly goals based on DI criteria.

The school leadership make decisions to facilitate actions that focus on the energies of the school on students

achievements of the ESLRs , empower the staff and encourages commitments, participation and shared

accountability for student learning. The principal participates in almost every aspect of the school operations. The

principal is a visible leader and is easy to approach to discuss issues and concerns. The principal prioritizes

activities that will result in the fulfillment of the ESLRs. Communication, planning and resolving pertinent issues

happen during monthly Faculty and staff meetings and focus group meetings. Faculty and staff are encouraged to

share their input when academic or operational issues may arise. Also to these meetings, collaboration of the

teachers within the grade levels happen during the bi-weekly meetings. Other communication being used are the

office communication/calendar board, handouts and memos from the respective support teachers Guidance

Counselor, Direct Instruction Coordinator, Resource Room Teacher, Gate Teacher, ESL Teachers, and the grade

level chairs.



A3b. School Leadership Criterion

Guide Question: To what extent does the school leadership empower the staff?

Findings: The principal empowers the staff in shared decision making by including faculty and staff in the process

of planning and development of all activities during the school year and planning for the following year. The

principal has an open-door policy and makes exceptions to this policy only for matters that are confidential.

Faculty and staff find it easy to approach the principal and feel free to discuss issues and concerns.

A3c. School Leadership Criterion

Guide Question: To what extent does the school leadership encourage commitment, participation and shared

accountability for student learning?

Findings: During teacher orientation of every school year, faculty is encouraged to participate in various support

programs and/or committees. Each member is highly encouraged to chair or co-chair a committee as well.

Teachers are required to keep binders of respective committees they have participated with throughout the school

year. As evidenced in SY 2010-2011 committee sign-up, teachers have equally participated and shared

accountability for student learning beyond the daily lesson plans of the classroom.

UES‟s staff continues to be fully committed to student learning on every level. They participate during night

events as needed, Upi „Happy Labor Day‟ cleanups, and numerous other school activities throughout the school

year.

UES‟s administrators hold all faculty accountable in the following ways:

Weekly lesson plans emailed on a weekly basis.

Submitting quarterly progress reports and report cards for administrator review.

Communicating through the following: email, newsletters, grade-level meetings, faculty meetings, focus

group meetings and committee meetings.

Communicating with parents on a weekly basis through email, phone calls, website, and/or newsletters.

Frequent informal and/or formal observations throughout the school year with prompt feedback.

Submitting weekly DI data to respective coaches and/or coordinators.

Participation in monthly faculty/staff meetings.

Submitting school year goals for approval by administrator.

Faculty and Staff are held accountable for behavior issues in and out of the classrooms. Behavioral

problems are immediately reported.

Quarterly DI goals met.

Evidence: GDOE email communication , faculty and staff meetings, DACs, DI quarterly goals, grade level

meetings, teacher orientation agendas, committee sign-up sheets, PTO meetings, school wide activities/events,

teacher lesson plans, quarterly report cards, quarterly progress reports, teacher call logs, teacher letters, informal

and formal teacher observations, LPCs, STSs, GSCs, PTEP goals

A4a. Staff Criterion

Guide Question: To what extent are the school leadership and staff qualified for their assigned responsibilities?

Findings: All faculty and staff are qualified for their assigned responsibilities based on the GDOE Board Policies

on certification and appointments. (Please refer to faculty and staff profile in Chapter I).

A4b. Staff Criterion



Guide Question: To what extent are the school leadership and staff committed to the school’s purpose?

Findings: UES administration, faculty and staff have worked together to ensure that student improvement in all

subject areas. Under the Direct Instruction program teachers are encouraged and empowered to support on-going

student improvement through the following:

Weekly D.I. Data Analysis Conferences and grade-level in-service meetings

District Pre-service and in-service training for new teachers, teacher assistants

and new program teachers during the school year

Grade –level quarterly lesson goals and progress and mastery reporting for students

Development of grade-level action plans (content areas) in SY 08-09 which

were submitted to administration in the beginning of the school year

Weekly staff meetings

Monthly Faculty/staff meetings and newsletters

Grade level meetings

Accreditation Focus group meetings

Professional Development day

A4c. Staff Criterion

Guide Question: To what extent do the school leadership and staff engage in ongoing professional development

that promotes student learning?

Findings: UES administration, faculty and staff have worked together to ensure that student achievement is a

priority in all subject areas. Under the Direct Instruction program teachers are encouraged and empowered to

support on-going student improvement through the following:

Weekly D.I. Data Analysis Conferences and grade-level in-service meetings



Grade level quarterly lesson progress and mastery reporting for students

Development of grade-level action plans (content areas) in SY 08-09 which

were submitted to administration in the beginning of the school year

Weekly staff meetings

Monthly Faculty/staff meetings and newsletters

Grade level meetings

Accreditation Focus group meetings

Professional Development days

Evidence: Teacher certificates, faculty/staff routing sheets, DACs, weekly in-service for all grade levels, PD

agendas, Leadership agendas, grade level meetings, faculty and staff meetings, grade level action plans

A5a. School Environment Criterion

Guide question: To what extend does the school have a safe, healthy, nurturing environment that reflects school‟s

purpose?

Findings: A safe, healthy, and nurturing environment that reflects the school purpose is evidently observed at

UES. The school has a safe and clean environment that promotes an atmosphere conducive to teaching and



learning. Upi Elementary received an A rating during SY 2010-2011 for the cafeteria and school building from the

Public Health task force.

As UES is a closed campus, Students may not leave campus anytime unless accompanied by parent or guardian.

The school has taken preventive measures for intruders from coming on campus. Assigned school personnel stand

guard by the front gate and screens or monitors incoming visitors. It is a requirement that all visitors, including

parent/guardian obtain a visitor‟s pass or sign in and out of the office. Car speed limit within the campus is also

monitored by school personnel.

Regular maintenance of UES‟s school grounds has been provided by community volunteers like parents, the Yigo

Mayor‟s office, other government agencies, Andersen Air Force Base military group, and the school maintenance

staff. These activities include paining of curbs, construction of new benches, ramps and other minor repairs and

renovations.

UES has adequate facilities and equipment that contribute immensely to academic achievement of the students.

Our classrooms are large, well-ventilated, and are equipped with air-conditioners. The classrooms are also

equipped with donated computers. The bathrooms are kept clean and are monitored by students, teachers, and

other school personnel.

For safety preparations, UES conducts monthly fire and earthquake drills, trains staff on safety awareness and fire

watch duties, and develops emergency procedures as necessary. For health considerations, regular checks for

vision, head lice, hearing and dental health are conducted.

School morale and overall general well-being is also supported through extra-curricular activities such as sports

tournaments during lunch, monthly academic awards, ESLR awards, SAT 10 recognitions as well as other ESLR

reinforcement and enhancement activities (e.g. spelling bees, box tops collection, poster and essay contests,

science fairs, geography bees, read-a-thons etc.).

A library technician is primarily responsible for assisting the students in the library with the support of other

school personnel. The library is equipped with computers and books for students to do their homework or project

research. In the cafeteria, students have to follow rules for an orderly passing out of breakfast or lunch tickets.

Cafeteria personnel maintain the cleanliness of the area. Healthy breakfast and lunch are served daily. UES

encourages parents, students, faculty, and staff to practice good habits of eating healthy snacks and exercising

daily.

An important part of students‟ education is to learn self-discipline. In order to have an environment with safe and

sound education for all students, a standard of behavior is expected from them. The school developed the Student

Behavioral Expectations Code which is clearly defined in the school handbook. The Behavioral Expectations (3

Bs) are: Be Safe; Be Respectful; Be Responsible. It is summarized in the handbook what is expected of the

students. When this standard is not met, the nature, seriousness, and frequency of the unacceptable behavior will

determine the action taken.

In the November Parent Teacher Organization monthly meeting, the Administrator brought to the attention of the

community about the issue on bullying and sexual harassment. Bullying is prevalent nationwide. The Guam

Education Policy Board created a policy on bullying and sexual harassment (GEBP 409/3-15-07). In a student

survey, 98% still agree that they feel safe at UES, even they know that bullying exist in school. The

Administrator, in this note, urged and encouraged parents, students, faculty and staff to immediately report

incidences of bullying and sexual harassment. The School Counselor continuous to actively do mini-lessons and

presentations in all the classes on prevention and intervention against bullying and sexual harassment.



UES continues to have a safe, healthy, and nurturing environment for all the stakeholders. The survey result shows

that 95% of the students feel they belong at this school, 95% of the students are treated fairly, 94% students feel

that their teachers understand their feelings and accept them for who they are. 93% of the survey results show that

teachers also feel safe and consider school as their second home.

A5b. School Environment Criterion

Guide Question: To what extent is the school environment characterized by a respect for differences, trust,

caring, professionalism, support and high expectations for each student?

Findings: UES‟s student ethnicity distribution provides firm evidence that classrooms are already diversified

from the very beginning of each school year. Students learn about each other‟s differences in everyday activities.

Upi Elementary promotes student differences in various ways from students showing excellence in class work or

respect towards each other during passing and recess time.

UES has been continually celebrating United Nation's Day during October of each school year. Each grade level

chooses a country to explore, including topics such as national foods, clothing, songs, traditions, and other chosen

information. At the end of the month of October, the entire school gathers during an assembly where all grade

levels showcase what they have learned about their country. The cafeteria is usually decorated with student work.

Grade level performances are performed and a United Nation's Day fashion show is usually presented. The

assembly helps students to build an awareness of cultural differences within UES, on Guam, and around the world.

The Parent-Family Outreach program helps at-risk students and their families by helping them meet their basic

needs and educating their parents about the educational system and its goals. An at-risk student can be a student

who comes from low socio-economic status families, is being disobedient in school, experiencing truancy, failing

in class, and/or experiencing unexpected circumstances like a death in the family. The program serves all UES‟s

students by helping them work towards their success in school.

The school counselor goes out once a week to the playground to observe first-hand student interaction inside and

outside of the classrooms. The counselor invites a a group of students every so often to talk to them about how

their day is going and what they like about school. During the early weeks of school, the counselor visits every

classroom to discuss what a counselor does and to make them aware that the counselor‟s office is a place to find a

person that cares about them and will listen to their concerns.

Communication occurs between parents and faculty members during parent based workshops and other parent

meetings such as parent teacher conferences. UES‟s Parent Teacher Organization focuses on keeping this

communication with the parents in a professional manner. UES shares events and activities through the monthly

school newsletters, parent-teacher communication logs, nurse‟s reports, homework calendars, discipline referrals,

school activity invitations, fieldtrip forms, and other means of communication. UES currently has a school website

@ http://upielementaryschool.weebly.com for the school. Weekly education updates are printed in the Pacific Daily

News informing parents and the community of the various school activities and highlighting important dates as

well.

UES continues to focus on building students' self-esteem. Students are recognized for their hard work and success

through quarterly award ceremonies. Award criteria has been established by the Awards Committee. Students who

qualify can receive A Honor Roll, B Honor Roll, Honorable Mention, Most Improved, Perfect Attendance,

Citizenship, and/or Principal‟s list. Upi students also actively participate in community competitions throughout

the school year. Administrators have been proactive in encouraging and recognizing teachers and students who

participate in such events.

http://upielementaryschool.weebly.com/



Evidence: ESLR awards, quarterly awards presentation, Totot monthly newsletter, nurses’s reports, teacher

call logs, visitor sign-in logs, schoolwide rules, Bullying presentation, C and I survey results, student work, United

Nation day celebration, Parent Family Outreach, school counselor activities, school website and newspaper

articles/announcements

A6a. Reporting Student Progress Criterion

Guide Question: To what extent does the school leadership and staff regularly assess student progress toward

accomplishing the school’s expected schoolwide learning results?

Findings: Under the Direct Instruction Program UES uses the following assessments for student progress:

Placement tests

Cumulative tests

Story checkouts

Take home workbooks

Non-DI assessments used at UES for accomplishing the school‟s ESLRs are:

SAT10

Portfolios

Curriculum director pre and post SAT skills for language arts, math, social studies, and science for skills

identified in item analysis of SAT10 scores of the previous school year.

Other teacher made tests

A6b. Reporting Student Progress Criterion

Guide Question: To what extent does the school leadership and staff report student progress to the rest of the

school community?

Findings: UES‟s leadership and staff report student progress to the rest of the school community through the

following:

The SAT10 results are presented during PTO meetings and faculty meetings during the school year.

Pre- and post-tests using SAT skills under the Curriculum Director are analyzed by the school‟s assistant

principal. Results are reported back to respective grade levels. Teachers are recognized for overall score

improvements during faculty meetings.

Students are awarded certificates during a quarterly grade level awards ceremony. Parents are invited to

attend the event.

Report cards and mid quarter progress reports are distributed to each student every quarter. Parent Teacher

Conferences are held every first and third quarter of the school year. Other parent conferences are highly

encouraged throughout the school year as needed.

LPCs are submitted weekly recording lesson plan progress and mastery progress for the DI program

Thermometer charts are visible in every classroom recording lesson progress for reading, language, and

math under the DI program.

Evidence: SAT 10 results, DI Benchmark data, report cards, PTO meetings, faculty and staff meetings, student

quarterly progress reports, classroom thermometer charts

A7a. School Improvement Process Criterion

Guide Question: To what extent does the school leadership facilitate school improvement which is driven by plans

of action that will enhance quality learning for all students?



Findings: To adhere to the critical areas of follow-up by WASC, UES implemented the School Improvement Plan

(SIP) in SY 05-06. Through monthly faculty and staff meetings, the SIP was discussed and disseminated to all

personnel. The principal and assistant principal, along with the members of the Leadership Team met regularly to

report on the progress of the SIP.

Since SY 07-08, UES has been using a School Action Plan (SAP). The School Leadership Team and

administration work hand in hand to effectively guide and monitor the SAP. Each school year updates and

revisions have been made. There is accountability required in every component of the action plan. Since SY 10-11,

updated school action plans have currently been disseminated during teacher orientation at the beginning of the

new school year.

A7b. School Improvement Process Criterion

Guide Question: To what extent does the school leadership have school community support and involvement?

Findings: The local community has shown unwavering support and involvement in UES in many different ways.

Throughout the years, UES‟s PTO has been an integral unit in reaching our community through the organization‟s

various fundraising activities. The organization has supplied classroom supplies and sponsored school-wide events.

The Lions Club has donated benches. IT&E has donated classroom telephones. Computers have also been donated

from various government and private companies within the community. The Department of Defense military

community have donated computers, clothing, toys and school supplies. The Mayor‟s office provided equipment

for afterschool activities. The local 4H Club, other schools (National Honor Society, Future Educators of America,

Marine Mania) have also provided volunteer support. Fundraising activities for school events include Chamorro

month cooking competitions, exhibits, soliciting donations from organizations for 5K Run. , Big Bird read-a-thon.

More recently, the local community has also answered the call to contribute to bullying and sexual harassment

awareness by participating as speakers in good touch bad touch presentations and anti-bullying presentations.

As a demonstration of of UES‟ equally passionate commitment to the community, the faculty and staff started the

Giving Hand outreach last school year. Each grade level and/or department collaborated in getting various gifts for

specific underprivileged families of the school. Gifts were presented to the families at the beginning of Christmas

vacation.

A7c. School Improvement Process Criterion

Guide Question: To what extent does the school leadership effectively guide the work of the school?

Findings: The administrators of UES effectively guide the work of the school. The principal and assistant

principal are highly committed to the staff, faculty, parents, and students. Curriculum and Instruction survey results

of the student population in SY 2009-2010 reveal that 94% agree that the principal, assistant principal, and

teachers provide good leadership at UES. This has been demonstrated through frequent team meetings, which

allows UES as a whole to address immediate concerns and allow feedback or input from stakeholders for solutions

and suggestions.

A7d. School Improvement Process Criterion

Guide Question: To what extent does the school leadership provide for accountability through monitoring of the

schoolwide action plan?

Findings: UES‟s administrations, along with the Leadership Team, guides and monitor the progress of the School

Action Plan. The three main goals of the School Action Plan address the following areas:



1. Improve student achievement through Guam Department of Education‟s Content Standards.

2. Implement a School-wide Emergency Safety Plan.

3. Develop a School-wide process that facilitates and strengthens communication with parents/guardians.

Accountability for the School Action Plan is built in through weekly grade level Direct Instruction in-service for

teachers; weekly submitted lesson plans; teacher grade-level meetings; monthly faculty/staff meetings; and

monthly PTO meetings.

Teachers have been submitting weekly Direct Instruction data which monitor student progress in Reading,

Language and Math. UES‟s D.I. Coordinators submit weekly progress reports to the administrators. Weekly grade

level coaches meetings are administered to address concerns and student progress for the program. The

administrators are kept informed on every level.

Teachers have also been submitting weekly lesson plans to their respective administrator. Lesson plans incorporate

all subjects as well as school ESLR‟s. The lesson plan format follows Guam Board Policy requirements.

Teacher grade level meetings are held bi-weekly or monthly with administrators. Concerns are addressed as well as

PTO matters, safety issues and other important matters. Teacher representatives report back to colleagues. Grade

level folders are kept providing accountability for communicated information. Concerns requiring individual or

grade level teacher feedback is made via email or grade level representative.

Monthly faculty meetings incorporate all goals of the School Action Plan. Issues regarding training for ESLR‟s,

safety issues as well as PTO projects have been on the agenda. The principal and assistant principal prepare the

agenda in advance by collaborating with UES‟s Professional Development (PD) team. The PD team meets on a

weekly basis to plan and communicate ongoing professional training needs for the faculty and staff.

As additional methods of monitoring, UES generates and maintains monthly discipline reports, daily attendance

input, leave request forms, daily sign in and sign out logs, PTEP evaluations, school committee delegations, and

five minute DI observations.

Evidence: PD meetings, PD staff development days, teacher lesson plans, DI weekly inservices, C&I survey

results, WASC 04-05 visiting report, faculty and staff meetings, SIPs, SAPs, Upi toolkit (CD-ROM), PTO calendar

of events, community donations, Giving Hand project, GDOE emails, grade level communication folders

STRENGTHS: Faculty and staff collaboration within the home groups and focus groups.

Strong level of commitment from administration, faculty and staff of Upi.

Community involvement through various donations and other contributions to help meet several health and

safety needs of UES.

Community commitment to help improve technological needs through donations of computer equipment

for the classrooms of UES.

Translation of ESLRs in different languages for ESL students and families

Outreach Program and ESL program orientation for ESL students and families regarding school policies

and other pertinent information.

Pre- and post-tests using SAT skills under the Curriculum Director which are analyzed by the school‟s

assistant principal. Results are reported back to respective grade levels. Teachers are recognized for overall

score improvements during faculty meetings.

Updated school website



Monthly Parent newsletters

Distribution of updated and revised Parent/Student Handbooks during SY 2010-2011



School counselor programs and activities throughout the school years

Nurse assessments for hearing, vision, and BMI for all grade levels

GDOE webmail for the school

GROWTH AREAS: Safety compliance issues for Upi Elementary:

Fire alarm repairs

Intercom repairs

Ramps for the rest of the school grounds besides 5th

grade

Continued safety training for faculty and staff

Continued implementation of communicating ESLRs and the school mission to all stakeholders in the

different languages of the school community:

By SY 2011-2012 finalized translations will be distributed during the beginning of the school year

and/or added into the school parent handbooks

Continued training and monitoring of the bullying presentation impact for the school community



CURRICULUM AND INSTRUCTION (Category B)

B1. What Students Learn Criterion

Guide Question: To what extent does the school provide a challenging, coherent and relevant curriculum for each

student that fulfills the school’s purpose and results in student achievement of the expected schoolwide learning

results through successful completion of any course of study?

Findings: The school community of UES follows the guidelines and standards of the Guam Department of

Education to provide challenging and relevant learning experiences for each student. In doing so, it strives to

fulfill the purpose of the school and aims towards raising student achievement of the expected schoolwide learning

results. According to student survey results, 95% of students feel that their learning needs are met at UES. Parents

survey show that 88% of parents also feel that Upi is meeting the learning needs of their children.

The Guam Department of Education revised its content standards and officially adopted them in June 2010. The

standards identify skills, subject areas, and grade levels that all Guam public students are expected to learn. Under

the newly adopted GDOE standards are the following subjects that students are expected to learn: Language Arts

(Reading and Language), Math, Social Studies, Science, Health, Physical Education, Fine Arts (Art and Music),

World Languages, and Computer Education.

In its 2008-2009 visit, WASC recommended that UES align all ESLRs with DOE standards.

At the beginning of School Year 2010-2011, every grade level worked collaboratively to align DOE‟s newly

adopted standards and performance indicators with the school ESLRs and the content area lesson objectives. The

alignment process has definitely helped the teachers in their lesson planning and preparation. It helps them in

integrating activities across the curriculum. The alignment of Direct Instruction Reading, Language, and Math to

GDOE‟s newly adopted content standards is currently in progress.

DIRECT INSTRUCTION PROGRAM

On May 12, 2003, UES became a full-immersion school and implemented Direct Instruction Reading and

Language to grades K-3. The following year, DI Reading was implemented in Grades K-5, and DI Math was

implemented in Grades K-3. DI Math was implemented in Grades 4-5 in 2004. From School Year 2003-2004

until school year 2008-2009, Direct Instruction Reading, Language, and Math were the core subjects taught at

UES.

The DI Programs include the following: Reading Mastery I, II, III, IV, V, and VI; Language for Learning,

Reasoning and Writing A to F; and Mathematics include DISTAR Arithmetic I, Connecting Math Concepts A to F.

Also included under Direct Instruction are corrective programs for comprehension and decoding.

Mastery of skills under the Direct Instruction Program are charted through Lesson Progress Charts (LPC), Student

Summary (STS), and thermometer charts. DI coordinators hold weekly in-service meetings with teachers to ensure

that all lessons are taught and charted accordingly.

All DI data (test results, reading checkouts, and math timed test results) are collected at the end of the week and are

reviewed by the DI coaches and coordinators.



DIRECT INSTRUCTION READING PROGRAMS

Reading Mastery I (RM I) has 160 lessons that focus on decoding and comprehension skills. Decoding skills are

practiced by reading lists of words at the beginning of each story, and throughout the entire story presentation.

Comprehension skills are assessed during and after the reading of the story passages. RM I is a Kindergarten level.

Reading Mastery II (RM II) includes 160 lessons. The decoding skills in this level are more difficult and the

comprehension skills include more reasoning and interpretive skills. Students start learning how to draw

conclusions and make inferences on this level. This level is designed for first grade students.

Reading Mastery III (RM III) has 140 lessons that focus on reference skills and reasoning. Many of the

passages on this level require that students interpret maps, graphs, and time lines. The vocabulary in RM III is

more complex. The stories are both factual and fictional. RM III is for students in second grade.

Reading Mastery IV (RM IV) contains 140 lessons which emphasize problem-solving skills and content area

reading. This program allows the students to learn world facts, do research projects, evaluate problems, and

identify solutions to problems. Several RM IV reading selections focus on science and social studies facts and

activities. Third graders are expected to complete this level at the end of the school year.

Reading Mastery V (RM V) has 120 lessons that focus on literary analysis and extended writing. This program

includes classic and modern fiction and prose, two full-length novels, and activities that include analyzing

characters, settings, plots, and story themes. RM V also provides daily writing assignments that focus on the

meaning of literature. The writing activities encourage students to think critically. The integrated process of

reading and writing is extended throughout this level which, according to the DI Program, should be completed at

the end of fourth grade.

Reading Mastery VI has 120 lessons. Students in RM VI read short stories, novels and poems. Some of the novels

are classics and some are new. This level prepares the students for complex adult literature. A new level of

literary discussion is also introduced. While all levels of the DI reading program include group discussions about

character and plot, in RM VI the discussions are more advanced and students learn about literary devices which

include irony, sarcasm, simile and metaphor. Fifth grade students are expected to complete this level at the end of

the year.

Novels come from the Glencoe Literature Library collection of hardcover books that allow the students to extend

the study of literature to full-length novels and plays. After students finish RMVI they start Novels. Each Glencoe

Literature Library book consists of a complete novel or play accompanied by several related readings, such as

short stories, poems, essays, or informational articles. Study guides for the novels are also available on the Glencoe

Literature Library website. Study guides include background information and reproducible activity pages for

students.



DIRECT INSTRUCTION LANGUAGE PROGRAMS

By the end of Kindergarten, students are expected to complete Language for Learning and Language for Thinking

Programs. The Language for Learning level focuses on the language of instruction which are presented orally by

the teacher and in workbooks. Students who complete LFL are placed in Language for Thinking (LFT) program.

LFT builds on concepts, vocabulary, and statement patterns that were previously presented in the LFL program.

LFT activities also include sequencing and retelling exercises that are grouped into daily lessons. These daily

lessons are teacher-directed. Independent seatwork is assigned to students after the teacher-directed activities are

completed.

Reasoning and Writing Levels A and B (RWA and RWB) prepare students to write and use proper story

grammar. The stories that are presented in these two levels focus on grammar and narrative structure. The stories

also use recurring characters that teach the students to connect logically. Level B presents more formal instruction

in writing simple sentences. Students exiting first grade are expected to complete these two levels.

Reasoning and Writing (RWC) C through F focus on analysis and logic to help improve the ways students

convey, receive information and communicate in all subject areas. Students learn to use thinking and reasoning

skills necessary for critical thinking. The clear and scripted lessons enable the students to learn grammar and

usage skills required for clear communication. Tightly sequenced instruction ensures that concepts and ideas are

continually applied and consolidated throughout the lessons. RWC are for students in Grade 2; RWD is for Grade

3; RWE is for Grade 4; and 5th

graders should complete RWF by the end of the year.

DIRECT INSTRUCTION MATH PROGRAMS

DISTAR Arithmetic I is introduced to kindergarten students at Upi. The math skills on this level are presented in

simple structural steps that students are to follow. The lessons focus on thinking and understanding, basic math

operations of addition, subtraction, algebra, story problems (involving simple addition and subtraction), simple

problems based on greater than/less than signs, and using ordinal counting using pictorial problems.

Connecting Math Concepts (CMC) A through F provide structured lessons. The lessons include addition,

collecting and analyzing data from tables, communication, cooperative learning, coordinate system, estimation,

division, fractions, geometry, greater than/less than, measurement, mental math, money, method of calculation,

number relationships, place value, problem solving, patters, subtraction, and time. The math activities are

structured and teachers make sure that students do the lessons with accuracy. Students‟ independent work are

closely monitored. Additionally, after every tenth lesson, a criterion-referenced test is administered.

By the end of first grade, students should complete CMCA/B; second grade should complete CMCC; third grade

should complete CMCD; fourth grade should complete CMCE; and fifth grade should complete CMCF.

Until School Year 2008-2009, Direct Instruction was the core curriculum at UES. Since then, content area

subjects that include Science, Social Studies, Health, Music, Physical Education, and Technology were integrated

into the Direct Instruction lessons. Direct Instruction‟s second reading block was cancelled and the content areas

were taught. The afternoon instruction of the content areas has been changed during School Year 2010-2011 and

is now done for twenty (20) minutes daily at the beginning of the day.

Below shows the summary of the Math, Reading and Language Direct Instruction Data:



Upi Elementary School Direct Instruction Reading & Math Charts

Kinder SY 06-7 reading

SY 07-8 reading

SY 08-9 reading

SY 09-

10 reading

SY 10-11 1

st Q reading * SY 06-7

math SY 07-8

math SY 08-9

math SY 09-

10 math

SY 10-11 1

st Q math

Total

Students 110 85 111 123 123 * 110 85 111 123 123 # Student

Benchmark 82 55 32 63 22 * 88 53 75 89 123 % Student

Benchmark 75% 65% 29% 51% 18% * 72% 62% 68% 72% 100% # Student

Gr. Level 110 85 111 112 123 * 88 85 111 89 123 % Student

Gr. Level 100% 100% 100% 91% 100% * 80% 100% 100% 72% 100%

1 SY 06-7 reading

SY 07-8 reading

SY 08-9 reading

SY 09-

10 reading

SY 10-11 1st Q reading * SY 06-7

math SY 07-8

math SY 08-9

math SY 09-

10 math

SY 10-

11 1

st Q math

Total




Gr. Level 128 110 45 129 141 * 105 93 67 111 140 % Student

Gr. Level 100% 97% 58% 91% 100% * 82% 82% 86% 78% 99%




2 SY 06-7 reading

SY 07-8 reading

SY 08-9 reading

SY 09-

10 reading

SY 10-

11 1

st Q reading

* SY 06-7 math

SY 07-8 math

SY 08-9 math

SY 09-

10 math

SY 10-

11 1

st Q math

Total




Gr. Level 86 101 105 104 120 * 57 73 78 92 115 % Student

Gr. Level 74% 82% 94% 95% 83% * 49% 59% 70% 84% 79%

3 SY 06-7 reading

SY 07-8 reading

SY 08-9 reading

SY 09-

10 reading

SY 10-

11 1

st Q reading

* SY 06-7 math

SY 07-8 math

SY 08-9 math

SY 09-

10 math

SY 10-

11 1

st Q math

Total




Gr. Level 47 91 90 110 97 * 0 20 32 52 72 % Student

Gr. Level 37% 70% 77% 72% 87% * 0% 15% 27% 34% 64%




4 SY 06-7 reading

SY 07-8 reading

SY 08-9 reading

SY 09-

10 reading

SY 10-

11 1

st Q reading

* SY 06-7 math

SY 07-8 math

SY 08-9 math

SY 09-

10 math

SY 10-

11 1

st Q math

Total




Gr. Level 90 99 91 136 117 * 37 0 18 41 13 % Student

Gr. Level 63% 81% 76% 89% 71% * 26% 0% 15% 27% 8%

5 SY 06-7 reading

SY 07-8 reading

SY 08-9 reading

SY 09-

10 reading

SY 10-

11 1

st Q reading

* SY 06-7 math

SY 07-8 math

SY 08-9 math

SY 09-

10 math

SY 10-

11 1

st Q math

Total




Gr. Level 89 103 107 140 140 * 0 0 0 18 39 % Student

Gr. Level 67% 68% 89% 87% 88% * 0% 0% 0% 11% 24%



Upi Elementary School Direct Instruction Overall Charts

Overall Reading and Math Totals Overall

Totals SY 06-7

reading

SY 07-8 reading

SY 08-9 reading

SY 09-

10 reading

SY 10-

11 1

st Q reading

* SY 06-7 math

SY 07-8 math

SY 08-9 math

SY 09-

10 math

SY 10-

11 1

st Q math

Total




Gr. Level 550 589 549 731 738 * 403 271 306 403 502 % Student

Gr. Level 73% 81% 84% 87% 87% * 53% 37% 47% 48% 59%

Overall Language Totals Overall

Totals

K-5

SY 06-7 language

SY 07-8 language

SY 08-9 language

SY 09-

10 language

SY 10-11 1

st Q language

Total

Students 754 725 657 840 845 # Student

Benchmark 132 136 83 156 253 % Student

Benchmark 18% 19% 13% 19% 30% # Student

Gr. Level 312 353 429 499 590 % Student

Gr. Level 41% 49% 65% 59% 70%



Upi Elementary School Direct Instruction Language Charts

Kinder SY 06-

7 language

SY 07-8 language

SY 08-9 language

SY 09-10 language

SY 10-11 1

st Q language

Total




Gr. Level 80 85 111 123 123 % Student

Gr. Level 72% 100% 100% 100% 100%

1 SY 06-7 language

SY 07-8 language

SY 08-9 language

SY 09-

10 language

SY 10-11 1

st Q language

Total




Gr. Level 91 96 65 95 113 % Student

Gr. Level 71% 85% 83% 67% 80%



Upi Elementary School Direct Instruction LanguageCharts

2 SY 06-7 language

SY 07-8 language

SY 08-9 language

SY 09-

10 language

SY 10-11 1

st Q language

Total





Gr. Level 60% 72% 91% 84% 66%

3 SY 06-7 language

SY 07-8 language

SY 08-9 language

SY 09-

10 language

SY 10-11 1

st Q language

Total





Gr. Level 52% 36% 64% 55% 84%



Upi Elementary School Direct Instruction Language Charts

4 SY 06-7 language

SY 07-8 language

SY 08-9 language

SY 09-

10 language

SY 10-11 1

st Q language

Total





Gr. Level 4% 25% 21% 34% 69%

5 SY 06-7 language

SY 07-8 language

SY 08-9 language

SY 09-

10 language

SY 10-11 1

st Q language

Total





Gr. Level 0% 4% 43% 34% 33%



Classrooms with computers provide students with opportunities to learn computer usage or do online research.

The library also has computers that are available for student use.

Teachers use the aligned lessons that were completed at the beginning of the school year to plan their instructional

activities and assessments. A lesson planning template is available for all teachers to use. Lesson plans are

submitted to the administrators for review prior to instructions.

In compliance with GDOE‟s Board Policy, UES‟s curriculum has been designed to meet the needs of the school‟s

diverse student population. Some of the programs include: Chamorro Language and Culture; Gifted and Talented

Education (GATE); Special Education (SpEd); English as a Second Language (ESL); Headstart; and Department

of Education Extended Day (DEED). Other programs that support UES‟s academic process are: GO GREEN

Club, Spelling Bee, Math Olympiad, Geography Bee, Special Olympics, programs, and various award ceremonies

that are held throughout the year.

The instruction of Chamorro language and culture is mandated on Guam and is taught daily to students at Upi.

Students showcase their knowledge of the language and culture during Chamorro Week held every year during

third quarter.

Students in GATE receive lessons that enrich activities that are challenging and different from the school‟s regular

curriculum.

UES‟s three ESL classes play very important roles in educating many of the school‟s culturally-diverse students.

The students receive Direct Instruction lessons that are modified to meet their learning needs. Like ESL, the

Special Education classes also receive modified Direct Instruction lessons.

The students at UES are also encouraged to showcase their talents by participating in community activities and

contests. Some of the activities include essay/poster contests and read-a-thons.

Holidays and other island and national events also provide Upi students with opportunities to participate and learn

about things that happy locally and nationally. Some of the holidays and celebrations include United Nations Day,

Thanksgiving, Martin Luther King Day, and Chamorro Week.

Evidence: DOE Content Standards and Performance Indicators, Rubrics, UES Mission Statement, Report

Cards, Progress Reports, ESLRs, Aligned Lessons, Quarterly LPR’s, DAC Meetings, LPC, STS, LAS, Mastery

Tests, Thermometer Chart, DAC Meetings, DOE Board Policy, SAT10, LAS, Mastery Tests, Call Logs, Bulletin

Boards, Performances, Contests, Pictures, Class Work and Homework Samples, DI Benchmarks, Content Areas

Pre/Post Tests

B2a. How Students Learn Criterion

Guide Question: To what extent does the professional staff use research-based knowledge about teaching and

learning?

Findings: UES‟s professional staff use different strategies and learning experiences to teach and challenge the

multi-cultural student population of the school. With the support of the parents, the administration, special

programs teachers and staff, students are afforded the opportunity receive a variety of learning experiences that are



fun and challenging. Parents‟ survey results indicate 90% feel that the school provides for student learning in a

variety of ways. Students‟ survey results show that 95% feel that their teachers are helping them with their

learning needs and 96% feel that their teachers make school work fun and interesting.

The implementation of the Direct Instruction in SY2003-2004 changed many of the teaching strategies that UES‟s

professional staff employed in their classrooms. Prior to DI‟s implementation, teachers used a variety of strategies

to teach their students. Some of those strategies include: individual and group reading, discussions, lectures, role-

playing, skits, cooperative learning, experiments, guest speakers, field trips and hands-on activities.

With UES becoming a full DI immersion school from 2003-2008, the staff followed scripted lessons that are

directed in teachers‟ editions. Although teachers integrated content area concepts into their Direct Instruction

lessons, they were also given clear outlines of what to teach, how to teach, and when to teach the scripted lessons

in reading, language and math. Students learned through direct instruction methods which include oral practice,

guided questioning, workbook and skills book activities, timed tests, and timed reading. All DI activities and data

are charted through various forms that are submitted to coordinators and DI coaches for review on a weekly basis.

School Year 2008-2009 brought changes into the curriculum instruction at UES. Instead of teaching DI reading in

the afternoon, content area instructions were taught. In School Year 2010-2011, content area instruction was

taught for twenty (20) minutes during the first morning block. Teachers continue to integrate content area lessons

and concepts into their Direct Instruction lessons. Workshops on how to integrate DI with content areas have been

held. The strategies that were in place prior to the full implementation of DI are being practiced and students are

afforded the opportunities to learn in variety of ways. They are still receiving scripted lessons during DI

instructional period. Ninety two percent of teachers who were surveyed indicate they select learning strategies that

are appropriate for individual students in their classes.

B2b. How Students Learn Criterion

Guide Question: To what extent does the professional staff design and implement a variety of learning

experiences that actively engage students at a high level of learning consistent with the school’s purpose and

expected schoolwide learning results?

Findings: One of the most significant developments in ways students learn, was in the alignment of lesson

objectives with the ESLRs and DOE standards. The students‟ level of understanding of the ESLRs is more

evident. Students are learning and applying the ESLRs, not only in the classrooms, but in other activities and

events that occur within the school.

The following are some of the most significant ways that show the diversity in student learning:

Engaged Learners - Overall, students are engaged in activities that support their learning process. They are

actively learning to read, write, listen, speak and do a variety of ways to gather and learn information and new

concepts that can help them with their everyday lives.

Communication - Students are learning to express their ideas in many ways. Through various lessons that they

receive daily, they are learning how to communicate through writing and speaking. Although many students come

from different cultural backgrounds and are learning the English language, the lessons these students receive are

helping them to properly communicate orally and in writing.

Problem-Solving - Through the integration of DI and content area lessons, the students are learning to recognize

problems and find ways or solutions to solve those problems.



Technology - The presence of computers in many classrooms and in the library have allowed the students to go

beyond the classroom walls to seek information on a variety of topics that they would not be able to get in

textbooks. Students are learning to be online researchers and that is very important in today‟s world.

Collaboration - Learning to connect, work and get along with others is a process that students are learning,

especially when dealing with students from different ethnic backgrounds.

Connections - Students are learning about people and countries from different parts of the world through their daily

lessons in reading, language, math and all content areas. It is very essential that students understand and appreciate

the world we live in.

Appreciate Cultural Diversity - Accepting cultural diversity is extremely important for students considering that

the population is comprised of students from many different ethnic backgrounds. Through cultural celebrations,

such as United Nations, Martin Luther King‟s Day, and Chamorro Month, students learn to appreciate diversity.

Creativeness - Students are also learning to showcase their originality and creativity by expressing themselves

through their art work and music. The students are afforded many opportunities to join in community and school

projects where they are to do art projects and participate in musical presentations.

ESLRs - The students at UES are also learning that the ESLRs are not only to be recited or aligned with their DI

and content area lessons, but that they are also designed to help reinforce good student behaviors and build strong

character in and out of the classroom. In addition, activities that reinforce ESLRS have been identified and

implemented.

Evidence: DI test results, Content Area tests results, SAT10, Student work samples, Teacher-made quizzes and

tests, Content Area Quizzes and Tests, Projects, Pictures, Homework, Rubrics, ESLRs, Performances, Lesson

Plans, DI Benchmarks, Parent-Teacher Conferences, Report Cards, School Newsletters, Content Area Pre/Post

Tests, Thermometer Charts, List of ESLR Activities

B3a. How Assessment is used Criterion

Guide Question: To what extent is teacher and student use of assessment frequent and integrated into the

teaching/learning process?

Findings: DI reading assessments include the checkouts that are administered after every five lessons to

determine how many words a student can read within a specific time. Guided group and individual reading is

followed by oral questions that measure comprehension. DI workbook activities and worksheets are also used to

assess skills and comprehension. During oral reading, teachers use scripted questions to check comprehension.

DI language assessments include the Kindergarten LFL (Language for Learning) and LFT (Language for

Thinking) tests. Language (Reasoning and Writing Levels A – F) tests are also administered after every ten

lessons to determine if the student is eligible to move on to higher lessons, or repeat certain activities to firm up on

areas that are not passed.

DI math tests include the Kindergarten DISTAR Math Tests. Connecting Math Concept Tests are given after

every ten math lessons to students in Grades 1-5. A Cumulative Math Test is administered after students complete

thirty (30) math lessons.



Teachers also use different types of informal assessments in their classes. They include projects, teacher-made

tests, oral and written presentations, reports, journals, observations, progress charts, spelling tests, math timed

tests, class participation, discussions, online research and projects, and homework.

B3b. How Assessment is used Criterion

Guide Question: To what extent are the assessment results the basis for measurement of each student’s progress

towards the expected school-wide learning results?

Findings: The criteria to determine students‟ achievement of the ESLRs were adopted for implementation during a

staff development meeting. The sub-indicators provide teachers with the tools to assess and measure how well the

students are achieving the ESLRs.

Each teacher has a list of strategies that are used as instruments to assess the ESLRs. Awards given to students,

staff, teachers and parents who achieve the ESLRs recognize successful implementation of the strategies through

demonstrating good character and achieving the school goals.

B3c. How Assessment is used Criterion

Guide Question: To what extent are the assessment results the basis for regular evaluation and improvement of

curriculum and instruction?

Findings: All formal and informal assessments are used to determine the academic strengths and growth needs of

our students. The results are used to guide the teachers‟ lesson planning activities and to determine the areas of

strengths that can be built upon and areas of weaknesses that need remediation.

The Direct Instruction Program has different types of assessments. They include the placement tests which

determine what level entering students will be placed in reading, language and math. DI formal and informal exit

assessments are used to determine if the students can move to the next level. These exit tests area are administered

upon completion of a level in reading, language, and math.

SAT 10 (Stanford Achievement Test) is a norm-referenced test given to all Upi students every year during 3rd

quarter. SAT 10 is administered to students in grades 1 to 5. Students scoring 80% and above are eligible for

further testing to determine if they qualify for the GATE Program.

The Guam Department of Education is mandated by Public Law (PL) 28-45 to increase academic performance by

at least 5% annually for each grade level. The current variables that may potentially impede UES‟s ability to

comply with the performance goals of PL. 28-45 include the following:

SAT-10 proficiency standards do not fully align with GDOE and Direct Instruction standards and/or

curriculum.

Past performance assessments do not monitor by cohort, which prevents Upi from gauging the

results and effectiveness of tasks or measures completed under our School Action Plan (SAP).

There is no clear guidance on whether the 5% increase, as mandated by law, should be measured by

SAT-10 scores of a cohort (which is recommended) or compared to the same grade level from the

previous year.

Analysis of Available Performance Data



UES has gathered three types of data to gauge our students‟ performance compared to the national average,

compared by grade levels through the years, and analyzed by cohort through mean scaled (same batch moving up

the grade levels).

Table 2 contains the summary and detailed tabulation of SAT-10 Percentile Rank and Stanine Data. Note that this

table is limited to comparing the performance of UES students to the National Average. The data cannot be used

to verify compliance with performance goals as set forth in PL-28-45.

Table 2. Percentile Rank-Stanine Scores (PR-S) by cohort group. Red is below average

Blue is average level

COHORT 1 SAT-10 RESULTS CURRENT 7TH GRADERS

GRADE LEVEL 2 3 4 5

YEAR 2005-2006

2006-

2007

2007-

2008

2008-

2009

National Percentile Rank (PR-S) 50-4

READING PR 27-4 24-4 34-4 27-4

MATH PR 15-3 15-3 25-4 19-3

LANGUAGE PR 14-3 27-4 27-4 34-4

SCIENCE/ENVIRONMENT PR 19-3 30-4 37-4 34-4

SOCIAL

STUDIES/ENVIRONMENT PR 19-2 18-3 37-4 35-4

COMPLETE BATTERY PR 22-2 25-4 35-4 31-4

COHORT 2 SAT-10 RESULTS CURRENT 6th GRADERS

GRADE 2 3 4 5

YEAR 2006-2007

2007-

2008

2008-

2009

2009-

2010

National Percentile Rank 50-4

READING PR 31-4 17-3 29-4 22-3

MATH PR 17-3 13-3 26-4 18-3

LANGUAGE PR 18-3 20-3 24-4 27-4


SOCIAL



COHORT 3 SAT-10 RESULTS CURRENT 5TH GRADERS

GRADE 1 2 3 4

YEAR 2006-2007

2007-

2008

2008-

2009

2009-

2010


READING PR 48-4 35-4 19-3 26-4

MATH PR 32-4 19-3 15-3 26-4

LANGUAGE PR 23-4 13-3 13-3 21-3


SOCIAL





COHORT 4 SAT-10 RESULTS CURRENT 4th GRADERS

GRADE 1 2 3

YEAR 2007-2008 2008-2009 2009-2010


READING PR 54-4 35-4 17-3

MATH PR 39-4 22-3 15-3

LANGUAGE PR 27-4 19-3 19-3

SCIENCE/ENVIRONMENT PR 26-4 22-3 30-4

SOCIAL

STUDIES/ENVIRONMENT PR 26-4 22-3 18-3

COMPLETE BATTERY PR 44-4 29-4 21-3

COHORT 5 SAT-10 RESULTS CURRENT 3rd GRADERS

GRADE 1 2

YEAR 2008-2009 2009-2010

National Percentile Rank (PR) 50-4

READING PR 47-4 25-4

MATH PR 38-4 20-3

LANGUAGE PR 30-4 18-3

SCIENCE/ENVIRONMENT PR 26-4 25-4

SOCIAL

STUDIES/ENVIRONMENT PR 26-4 25-4

COMPLETE BATTERY PR 42-4 26-4

COHORT 5 SAT-10 RESULTS CURRENT 2ND GRADERS

GRADE 1

YEAR 2009-2010

National Percentile Rank (PR) 50

READING PR 33-4

MATH PR 31-4

LANGUAGE PR 21-3

ENVIRONMENT PR 22-3

COMPLETE BATTERY 31-4



Table 3 – Combined percentage of UES student performance, compared by grade levels in past and current school

years, that are “Proficient” (Level 3) and “Advanced” (Level 4) SAT-10 levels. Note that comparison of

performance of different populations (non-cohort) will not give an accurate comparison of growth. These tables

are to be used to demonstrate proficiency by individual grades only within the given year (should not be used to

compare grade levels across different school years as the populations compared are not the same).

Table 3. Comparison of Proficient and Advanced Performance Level from SY 08-09 to 09-10.

Grade 1 Performance Levels

45 37 26 26 31 19 21 14

14 10 3 2 3 0 0 0

SY08

-09

SY09

-10

SY08

-09

SY09

-10

SY08

-09

SY09

-10

SY08

-09

SY09

-10

Reading Math Language Arts Environment

Proficient Advanced

59 47 28 34 19 21 1429

Grade 2 Performance levels 3 & 4

187 13

1411

712

21

11 2

10

11

3

SY08

-09

SY09

-10

SY08

-09

SY09

-10

SY08

-09

SY09

-10

SY08

-09

SY09

-10

Reading Math Language Arts Environment

Proficient Advanced

19 8 15 11 8 16 2415




19 8 124 6 7 28 26 4 10

0 0 0 1 1 1 3 3 0 1

SY08

-09

SY09

-10

SY08

-09

SY09

-10

SY08

-09

SY09

-10

SY08

-09

SY09

-10

SY08

-09

SY09

-10

Reading Math Language Arts Science Social Studies

Proficient Advanced

19 8 8 31 29 4 11712 5


17 15 12 9 149 23

12 12 11

2 1 0 1 4 0 15 3 2

SY08

-09

SY09

-10

SY08

-09

SY09

-10

SY08

-09

SY09

-10

SY08

-09

SY09

-10

SY08

-09

SY09

-10


Proficient Advanced

19 16 9 24 17 15 111812 10




11

5

4 3

15

818

11 15

8

0

1

0 02

0 1 0 01

SY08

-09

SY09

-10

SY08

-09

SY09

-10

SY08

-09

SY09

-10

SY08

-09

SY09

-10

SY08

-09

SY09

-10


Proficient Advanced

11 6 8 19 11 15 9174 3

Table 4 – Mean-scale score performance by cohort. Note that the performance level is relative

and is limited to showing how much growth occurs as each year progresses. This data does not

indicate the score levels at which a cohort can be deemed “proficient”.

Table 4. Mean scaled scores by cohort groups.



UES‟s action plan has been revised to address instructional gaps due to difference in SAT-10 standards and our

current GDOE and DI curriculum. This includes aligning the science and social studies curriculum to that of the

newly adopted (August 2010) GDOE standards and prioritizing SATA-10 deficient skills to design quarterly

pre/post tests (Table 5). In addition, since the recent adoption of the new standards, the school is awaiting the

new Language, Math, and Reading alignment by the district program manager.

Performance in Math and Language continue to be below average compared to the national norms (See Table 1).

Our action plan will not only include additional instructional time for Math and supplemental instruction in

Language, but will task teachers to teach a minimum number of SAT-10 skills that are uniformly deficient across

all grade levels. A language and math pre- and post-assessment tools through the use curriculum director were

created to help address such skills. This will also provide practice test taking skills in preparation for the SAT-10

test which will be held in April to May of this school year.

Table 5: Science and Social Studies pre and post tests results. This data shows the overall percent

increase of each grade level on a quarterly basis. Note: The goal is to enhance student‟s prior

knowledge-based and master deficient SAT-10 key skills in conjunction with the new GDOE

content standards at 70% and above.

Table 5. Quarter Pre- and post-tests

Second Quarter Skills Assessment 2009-2010

Subject Science Social Studies

Grade Pre Post % inc Pre Post % inc

Kinder 53 65 24 56 72 27

First 76 84 11 83 91 10

Second 66 76 14 66 78 18

Third 48 75 57 63 78 25

Fourth 50 69 40 48 67 38

Fifth 41 60 48 31 61 98

Overall 56 72 29 58 74 29



Third Quarter Skills Assessment 2009-2010



First 58 74 27 45 66 46

Second 63 73 16 63 70 10

Third 51 69 35 53 74 39

Fourth 51 77 51 54 74 37

Fifth 54 78 49 40 67 82

Overall 55 74 34 51 70 37 *No available data for Kinder and 1st

Fourth Quarter Skills Assessment 2009-2010



Second 75 79 5 61 74 21

Third 41 63 55 51 64 26

Fourth 53 69 29 55 70 27

Fifth 33 72 120 43 79 83

Overall 50 71 40 52 72 37 *No available data for Kinder and 1st

First Quarter Skills Assessment 2010-2011



Kinder 67 86 29 84 95 13

First 41 58 43 48 63 31

Second 61 77 26 49 72 45

Third 52 79 51 43 78 82

Fourth 47 65 39 41 59 44

Fifth 52 76 46 54 79 48

Overall 53 74 38 53 74 40

Second Quarter Skills Assessment 2010-2011 SUBJECT SCIENCE SOCIAL STUDIES

GRADE Pre Post % inc Pre Post %inc

Kinder 65 84 30

71 88 24

First 49 60 24 47 56 18

Second 49 75 53 51 71 40

Third 42 70 68 43 69 61

Fourth 43 59 38 48 65 34

Fifth 38 64 67 36 65 79

Overall 48 69 44

50 69 39



Additional Mitigation Measures

Our current Action Plan has been based on analysis of performance assessments and current instructional practices

in our school. UES faces additional challenges with the Direct Instruction with the limited time to supplement and

integrate other content areas to address the new standards and SAT-10 prioritized skills. In addition to Action Plan

measures already stated, the school administration holds weekly instructional reform meetings with teachers to

address deficiencies in meeting performance targets and discussing ways to improve upon existing instructional

practices. This is also an opportunity for school administration to receive feedback from teachers and to identify

data requirements to effectively manage our school towards measurable positive outcomes.

B3d. How Assessment is used Criterion

Guide Question: To what extent are the assessment results the basis for allocations of resources?

Findings: Based on the assessment results, UES continues to improve its technological capabilities by ensuring

that computers with available software are available in each classroom or at least each grade level quad. The

teacher‟s workroom, main office and conference room are also equipped with online computer access to create,

compile and send assessment results. Although Guam DOE continues to experience budget constraints, our school

continues to request for classroom instructional supplies to be allocated into enhancing the teaching and learning of

students to master deficient skills. Similarly, the Reading First Initiative continues to experience challenges in

funding the Direct Instruction learning materials that the school uses however, UES is assisted from other schools

in providing any excess DI materials. Despite any resource shortages, our school is committed to providing quality

instruction by being resourceful and creative through the use of alternative ways to allocate resources through

fundraising efforts, donations, using multimedia and overhead projectors to reduce the demand of using paper.

Evidence: Supplies request and budget

STRENGTHS: Lessons aligned with DOE Standards and Upi ESLRs

ESLRs are posted in classrooms and around the grade-level quads

Regular administrative and peer observations and evaluations for teachers to improve

A variety of instructional strategies and assessments are used in the classrooms.

Collaborative meetings with DI coordinators, administrators and with peers to insure quality teaching is in

place.

Staff Development meetings focus on best teaching strategies

Active participation in school and community extra-curricular events.

Pre/Post Tests on Content Areas

SAT10 shows progress in Science and Social Studies

Student participation in many school activities

Lesson growth in DI reading, language, and math

DI workshops and meetings

Availability of computers for student use in the library

Progress on Content Area post tests

Analysis of SAT-10 scores

Science/Social Studies pre/post tests

Development of rubrics

Training on how to use the ESLRs to evaluate academic and social growth



GROWTH AREAS: DI Reading, Language and Math need to be aligned with DOE Content Standards

More computers are needed for the classrooms

Continued application of ESLRs into everyday lessons and activities

More workshops on how to integrating DI with content areas

Analyze SAT10 data to determine ways to improve

More computers for students

More opportunities for field trips

Workshops on how to integrate content area with DI

Establish more communication and stronger working relationship with parents.

Continue analyzing test results (SAT-10, Content Area, ESLRs)

Implement the use of technology to record and monitor student progress



Support for Student Personal and Academic Growth (Category C)

C1. Student Connectedness Criterion

Guide Question: 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?

Findings: SUPPORT SERVICES

Support services established by the Department of Education are integral to the learning process of the students at

UES. The support services are GATE (Gifted and Talented Education); ESL (English as a Second Language);

Special Education; Library Media Program, and Head Start. These services have a referral process, mission, and

goals specific for the students with whom they work. Each service has its unique strengths and challenges in

meeting needs of the students. They support the students by providing individualized instructional plans or

teaching strategies to enhance or improve learning.

In addition, the Department of Education provides support personnel who provide and or maintain basic

information about students, give physical/health and emotional/relational services to students, connects families to

community resources for further assistance. These support personnel are the School Guidance Counselor, the

School Health Nurse, and the social worker and community aide in the Parent-Family-Community [PFC] Outreach

Program. Each support personnel‟s roles and responsibilities are interconnected to the other support services and

to the regular classroom teachers.

Students identified for most support services may begin at the time of registration. Parents provide information

about languages spoken at home, special needs programs and other services connected to the student and/or family.

The previous school may also forward information about services received at their school. Parents or previous

schools may need to submit supporting documents. The registration clerk or school guidance counselor then passes

on the information to the support service coordinators or teachers so that identified students are included in their

rosters.

Through the course of the year, teachers may also seek further assistance from the support services. Initial

inquiries are informal but documentation of academic and behavioral concerns is requested of the teacher and

referral procedures are given. Teachers may also be asked to contact the parents to let them know about the

concerns and to request for assistance as needed. After a designated period of time, formal inquiries and

procedures begin with guidance from the respective service coordinator. A description of each service and support

personnel follows along with strengths and challenges each faces.

LIBRARY MEDIA PROGRAM

Guam Department of Education‟s Library Media Program provides information to students and staff in a variety of

formats, teaches the skills to use it, and instills the desire to read and explore as lifelong learners. Students are

taught skills that provide knowledge and hands-on experiences, enabling them to access the various information

sources which will enhance their academic growth and success.

Until SY2010-2011, the library had not been fully utilized since the implementation of the Direct Instruction

program. Classes at benchmark in their reading program were permitted to use the library. In SY2006-2007, the

librarian at the time visited each classroom with library books to read aloud or to share with teachers and students.

In SY2007-2009, the librarian at the time provided books for teachers to supplement lessons.



A review of the library plan shows that 8 computers, 2 laptops, 1 multimedia projector and books have been used

by the school personnel. This SY2010-2011, a library schedule was developed for teachers so that students have

class time to borrow books. In addition, the library is open during non-instructional time for students to read books,

use available computers or view movies based on books.

In December 2010, a certified librarian was assigned to UES. The librarian began the task of automating the

library resources, re-shelving books purchased or donated, and planning for library instruction/utilization.

GIFTED AND TALENTED EDUCATION (GATE) PROGRAM

The Gifted and Talented Program is instructed by Mr. Marc LaPlante. Through the program, students have

participated in a variety of activities and clubs that promote a diverse learning culture. They practice effective

communication, explore personal goals, and practice skills that they will need in the future.

In GATE class, students are expected to create their own digital portfolio containing projects and activities that

they were involved in, take fieldtrips to watch musicals, create poems and school news, participate in Geography

and Spelling Bees, present and perform in concerts and other school activities.

The GATE program has promoted the following clubs over the past six years: Upi Choir, Upi News Club, Math

Olympiad, Puppet Show Club, Recorder Club, After School Musical Theater Group, Windows Moviemaker Club,

and Windows PowerPoint Club. Some clubs have been discontinued while others were retained based on student

interest. Current clubs and activities may be seen on the UES GATE Website.

Students interviewed said they liked the program, especially “working on the computers.” They would not change

any part of the program but suggested to have more time at GATE and to play more games on computers.

ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM

At UES, the ESL Program seeks to identify English Language Learners (ELLs) through the Home Language

Surveys completed by parents upon registration or transfer into UES and through the LAS Links Assessment

administered by the ESL Coordinator / Teachers to identify the student‟s level of English language proficiency.

This information is given to the regular classroom teachers [RCTs] who are to plan lessons based on the ELL‟s

English language proficiency and academic needs. Through the Semester Modifications Reports distributed by the

ESL Coordinator, the principal monitors the various modifications and accommodations the RCTs use for their

ELLs.

With the implementation of the Direct Instruction Program, the ESL teachers serve a combination of ELLs and

native English language speakers and help improve their reading, language, and/or math classes. The DI

Coordinators assign a majority of the ELLs to the ESL teachers, which accounts for the smaller number of students

directly serviced (“sheltered”) by the ESL teachers. Pullout instruction is not a viable service because of the DI

schedule. A majority of the ELLs are placed under consultation because they are assigned to RCTs.

SPECIAL EDUCATION (SPED) PROGRAM

The Board of Education has established the goal of full educational opportunity to all children with disabilities

ages birth through 21. Through the combined work of the Individualized Education Plan (IEP) Coordinator

assigned to UES, the counselor, the nurse, parents, and the SPED teacher and other SPED personnel as identified

through the IEP, students eligible for SPED service are provided the educational opportunities as required by law

and department policy and objectives.

Students who may be eligible for SPED services are identified through the Child Study Team (CST) process which

includes physical and health examinations, academic support in all areas (e.g. DI and content subjects), teacher and



parent communication and collaboration. Once the CST process is complete, SPED testing is scheduled by the

district office. Afterwards the initial IEP meeting begins the SPED service.

Until recently UES has had two SPED teachers servicing approximately 30-50 students each year. This SY2010-

2011, only one resource teacher is responsible for all the students assigned under the SPED program.

The Direct Instruction program is an important part of the lessons taught by the SPED teacher; however, the IEP

goals and objectives drive the lessons for the students. Much like ESL program, the grouping of students has been

adjusted over the years since DI was implemented so that a majority of the SPED students are assigned to the

resource room teacher.

SPECIAL OLYMPICS

The Special Olympics event is a community-wide activity that encourages individuals with special needs to

participate in competitive sports. Although competitors win medals for each sport, the main goal is to cultivate

physical competitiveness and sportsmanship.

Individuals from children to adults are allowed to participate and are encouraged and supported by fellow students,

parents, family members, teachers, school wide staff, community programs, organizations, military personnel and

sponsors. The participants are trained to perform in at least three events and are given time to practice and perform

with others. This interaction encourages social skills, adaptive life skills, self-determination, and helps promote a

lifelong desire for a healthy life style.

Many opportunities are given for individuals like parents and family to participate by being coaches, trainers, and

onlookers, by attending training sessions and the special event. Teachers, staff, and community members are able

to provide monetary donations for food, training equipment, uniforms, prizes, and certificates plus photos for the

event. The community prepares the venue, the ceremony, and the needed resources so that this day is just like the

world‟s Olympics. This gives the individuals an understanding and awareness of what it is like to participate and

perform in a historical event. The fact that everyone wins something also promotes self-esteem and fair play and

gives them a sense of accomplishment and joy.

SCHOOL HEALTH OFFICE

The School Health Office provides on-site care to students for minor scrapes and bruises, calls parents for more

serious illnesses which may require extended home care or a doctor visit, and requests for emergency medical

services for serious injuries. The registered nurse also schedules annual screenings for vision, hearing, and body

mass index. She coordinates these screenings with the Department of Public Health and Social Services and

PEDS.

The school nurse and her office aide also prepare reports on school injuries, head injuries, health room visits, and

also was involved in reporting H1N1 cases in SY2009-2010. Other duties include first aid to faculty and staff

members and assignments to nearby schools in case of need.

Parents are given referrals to the family‟s primary care provider for concerns identified through the screening

process. Referrals for financial or service needs are made through the Lion‟s Club and a local business

specializing in hearing aids. Information from the referrals or screenings helps the RCT or the counselor to plan for

accommodations or modifications needed or for further observation and testing, e.g. Special Education testing.

SCHOOL GUIDANCE COUNSELOR

The school guidance counselor ensures that all students acquire the knowledge, skills and attitudes necessary to be

successful in school and life. The counselor is responsible for individual and group counseling referrals,

coordinating referrals for Special Education, Child Protective Services, Truancy, and Mental Health. Other



responsibilities include coordinating the SAT-10 Testing Program, filing individual SAT-10 results and ensuring

that every student has a cumulative folder, and coordinating the orientation and pre-registration of fifth grade

students for middle school.

Specific outreach and educational events coordinated by the School Guidance Counselor include the Good Touch

Bad Touch lessons in the primary grades, bullying presentations for Grades 2-5, implementation of a school wide

discipline plan using the Positive Behavior Intervention System (PBIS) with the help of the school discipline

committee comprised of faculty and staff members.

PARENT-FAMILY-COMMUNITY (PFC) OUTREACH PROGRAM

Parent-Family-Community Outreach Program services the following schools: Upi, D.L. Perez, and Machananao

Elementary Schools, F.B.L.G. Middle School and Simon Sanchez High School. This team receives student

referrals from school personnel, then conduct home visits regarding the referrals.

The following are typical types of referrals: attendance, behavior, school/parent conference, medical, registration

and support services. Support services can range from conducting a family assessment, providing a student with a

set of uniforms (donated), delivering a document to a parent, or obtaining a signature from a parent. Family

assessments are conducted in order to find out what social services a family is receiving, and what they may be in

need of, e.g.. food stamps, welfare, housing assistance, etc.

In SY 2009-2010, the PFC Outreach personnel developed an awareness video of the living conditions of some of

the families they meet. UES faculty and staff viewed the coral laden roads which led to make-shift homes with

little or no running water and working electricity. They also began, in collaboration with some faculty and staff

members, the Giving Hands project. Families were identified and groups of teachers and staff donated basic home

and health supplies which were wrapped and presented during the Christmas season. This is in addition to the

ongoing food and clothing drive they host every year.

Every year PFC continues to work closely with school personnel and families or government and community

agencies to ensure that the basic physical needs of and emotional support for the student are met.

Evidence: PFC Information Packet and Forms, Report for Accreditation Teams 2/12/10, SchoolGuidance

Counselors’ Reports SY2005-2010, Data of Student Contact 2008-2011, SPED website, which provides program

description, roles and responsibilities of personnel, and other program information:

https://sites.google.com/a/gdoe.net/special-education/, CST [Child Study Team] Packet, UPI ESL website, which

provides the identification procedures, quarterly summary reports, and other program information:

http://upielementaryesl.weebly.com, ESL Binders: Action Plan, Data Reports, ESL Coordinators Meetings,

Forms, GATE Website, which also provides referral process and other program information:

http://www.guamgate.org/index.htm, GATE Activities 2009-2011, GATE lessons 2010-2011 1st qtr on CD, GATE

Questionnaire with Student Interviews Grade 4 and5, Library Media Program Plan 208-2011, Sign up sheets for

library usage

Findings: ACTIVITIES AND OPPORTUNITIES

UES provides many activities and opportunities for students in co-curricular activities. These activities and

opportunities provide practice for learning, venue to apply and value learning through varied experiences, build

peer-to-peer as well as student-to-teacher relationships outside of the classroom.

SUPPORT STAFF

The UES Support Staff ensures the safety of each child before class time, during recess, lunch hour and dismissal.

The support staff may also provide assistance as substitute teachers, with housekeeping and supervision during

https://sites.google.com/a/gdoe.net/special-education/

http://upielementaryesl.weebly.com/

http://www.guamgate.org/index.htm



non-instructional time. Activities they conduct with students include reciting the pledge, school mission, ESLRs,

and songs and poems students have learned with their teachers. They review other skills when necessary with the

assistance of a teacher from each grade level. They practice for all school assemblies such as United Nations,

Christmas, IRA (International Reading Association) and Chamorro week.

The support staff includes school aides, one-to-one aides, the library technician, and maintenance personnel.

A snapshot of the service provided by the support staff happens in the Grade 3 quad. Before class time, support

staff on duty will lead students to practice skills taught by their teachers, for example: poem recitation, math facts,

social studies facts and Chamorro vocabularies. This helps students review or reinforce skills they have learned.

This activity also lessens behavior problems before class time. On scheduled Fridays, students may be rewarded

with an educational movie in one of the third grade classrooms.

DEPARTMENT OF EDUCATION EXTENDED DAY (DEED) PROGRAM

The DEED Program was established in the 1998-1999 school year. Parents/guardians must both work or attend

classes on a full-time basis for their children to be enrolled in the after-school program for a quarterly fee. Snack

and Homework Time make up the first hour. Students are then engaged in various activities, which include, but

are not limited to: arts and crafts, cooking, field trips, and outside play. DEED students have also performed

during school assemblies, the most recent was United Nations Day in SY 2009-2010.

SCHOOL ASSEMBLIES

Since 2005 UES has promoted the importance of being a responsible and informed citizen through assemblies

during the school year. The assemblies celebrate individual student and group achievements. They recognize

contributions of local and national heroes and organizations. They use creative arts including songs, dances, and

dramatic expressions and provide the means for students to be aware of social problems that may have significant

impact on families.

The assemblies include; United Nations Celebration Assembly, Annual Christmas Program, President‟s Day

Celebration, After-School GATE Musical, Quarterly Academic Achievement Awards, KOKKO Ceremony, FBLG

Marching Band, IRA Read-A-Thons, Red Ribbon Ceremony, National Guard Assembly, 4H Induction Ceremony,

Earth Week, Guam Public Education Week, Rotary Club Dictionary Presentations and Chamorro Month

Ceremonies and Presentations.

UES holds an Annual Christmas Program to promote and celebrate the island tradition of Christmas as a whole.

The community is invited to participate as teachers and students perform various activities (dance, plays and

songs) related to the season.

AFTER SCHOOL TUTORING

An after school program is in place at UES and is provided at no cost. The group of students tutored is small,

allowing a better teacher to student ratio. It is offered for students to review previously taught concepts and an

opportunity to master these concepts. It also gives students immediate feedback on their progress.

It is voluntarily sponsored by a group of teachers and beginning in SY2009-2010, co-sponsored by the GO

GREEN Upi Totots 4H club which provides student peer tutors as well.

INTERNATIONAL READING ASSOCIATION (IRA) READ-A-THON

The International Reading Association Guam Council yearly read-a-thon helps the community by improving the

quality of reading and developing literacy on Guam and in the Pacific Region. Students read various kinds of

books for pleasure which help them increase their reading comprehension skills. Teachers provide activities to



promote reading in the classroom. Parents assist students with soliciting and collecting pledges and monitor their

reading at home. UES has participated in the IRA program for over 20 years and has been honored to host various

authors during the previous years.

GO GREEN UPI TOTOTS 4H CLUB

As eight to twelve-year-old students developmentally move from concrete learning to abstract generalizations, club

participation provides opportunities for the application of democratic processes, citizenship and character

development, cultural diversity, and acquisition of practical and technical skills.

The GO GREEN Upi Totots 4H Club promotes, practices and teaches environmental conservation, preservation,

and sustainability. Through membership of this club, students practice civic competence activities which prepare

them to assume citizenship responsibilities and make informed and reasoned decisions as future citizens of a

pluralistic, democratic society in an interdependent world.

Chartered on February 20, 2010 with the University of Guam 4H Community, the club has since inducted

members and elected club officers. The club has participated and initiated school clean ups, camping and caroling

events, a fieldtrip to Charter Day at UOG, a campus beautification project, peer tutoring sessions, participated in

the 2009-2010 WAVE for the celebration of Public School Week, participated in the Koko Bird Festival and Earth

Week Fair, hosted UES‟s Earth Week activities, joined the island-wide environmental organization in tree-planting

above Cetti Bay and the Save the Shark Wave at Chief Quipuha Memorial Park.

The Go Green Upi Totots 4H Club hopes to be a contributing, economically viable part of the UES Team and

surrounding community with an organic farm organized by the Chamorro Program teachers, fundraising

opportunities with the farm harvest, and with composting and solar/wind energy options as part of its long-term

planning.

Student officers from SY2009-2010, in their outgoing speeches, expressed their great satisfaction in learning about

conservation and preservation, and in participating in the activities such as camping and science fair and Earth

Week.

FIFTH GRADE ACTIVITIES

Like seniors in high school, the 5th

grade students are excited because they are in their last year of elementary

school and will be embarking into a new part of their future. Stakeholders collaboratively work to ensure a smooth

transition into middle school by planning activities to enhance the 5th

grade students‟ final year.

One of the most important events is the promotional ceremony at the end of the school year. With the approval of

the administration, fifth grade teachers send surveys home to parents for promotional venue selections; then, a

financial goal is set for the preparation of the students‟ promotional ceremony. Fundraisers such as car washes,

turkey raffles, Tupperware catalog sales, school dances, and the Rai and Raina contest have been held to reach this

goal and ensure the success of this memorable culminating event. The promotional ceremony includes an award

ceremony, a luncheon and family activities which enhance quality time.

Working with the school counselor, FBLG teachers and students are invited to provide information about middle

school, share experiences, and host a question and answer session. Registration for middle school and elective

opportunities are also provided.

PLEDGE DRIVES

Upi students have participated in several pledge drives benefitting the local community, as well as the school. The

Isla Art-A-Thon encourages students to submit original artwork to raise funds for art supplies and materials. The



Big Bird Fundraising supports public educational programming and the IRA Read-A-Thon promotes reading

among students.

Students have also turned in Box Tops logos to raise money for the school. With the devastating earthquake that

struck the country of Haiti in January 2010, students brought in money to donate to people in need.

STUDENT COMPETITIONS

Students in the 4th

and 5th

grades are eligible to compete yearly in the Geography Bee. A winner is determined at

the school level and moves on to compete in the next stage whether by oral or written format.

Students from grades 3rd

to 5th

compete in their classroom spelling bees and the top two represent their grade in the

school-wide competition. The winner from the school wide competition then represents UES in the Scripps

Regional Spelling Bee.

Last SY2009-2010 and this SY2010-2011 promoted numerous opportunities for students to take part in contests

sponsored by the local community. Students across all grade levels submitted posters for Food Safety, Red Ribbon

Campaign, Chamber of Commerce Island Christmas, and Remembering Dr. Martin Luther King‟s Dream.

Other competitions include school-level science fair winners participating in the Island-wide science fair held in

the second semester of the school year and Chamorro Language Oral Competitions.

Welcome All Visitors Enthusiastically (WAVE) Club

Sponsored by the Guam Visitors Bureau, 4th

and 5th

graders register to become members of the WAVE Club.

They participate in Saturday activities designed and implemented by GVB and the UOG 4H Community. They

also take fieldtrips to the airport and hotel and restaurant establishments, join the island-wide student conference

and Micronesian Island Fair to discover how tourism is promoted and supported by the government and business

communities of Guam. These opportunities are designed to broaden the student‟s understanding and experience

with tourism education and career opportunities.

STUDENT COUNCIL

Established this SY2010-2011, 5th

graders have an opportunity to participate in the democratic election process and

organization. Advised by the 5th

grade teachers, students will conduct meetings, lead activities, and support school

functions to develop leadership, communication, and organizational skills. Supported by parents, teachers, and

peers, the student council will participate in the decision-making process for 5th

grade and other school activities.

Evidence: Election results, WAVE Club Information Sheet, Tourism website which gives information about the

club: www.tourismeducationcouncil.org and click on WAVE Club, Assorted competition notices and flyers, GO

GREEN Totots 4H Club Binder, GO GREEN Totots 4H Club Binder: Tutoring, Assorted assembly programs or

agendas, Matrix for Support Staff and Grade 3, Grade 3 Teacher-made Posters, Photo Album

C2. Parent/Community Involvement Criterion

Guide Question: To what extent does the school leadership employ a wide range of strategies to ensure parental

and community involvement is integral to the school’s established support system?

Findings: UES employs a wide range of strategies to ensure parental and community involvement is integral to the

school‟s established support system.

Monthly newsletters, bulletins and notices as needed, mid-quarter progress reports, quarterly report cards, Open

House, and Parent-Teacher Conferences are the standard forms of communication with parents. Village notes and

http://www.tourismeducationcouncil.org/



the Northern Weekly features in the Pacific Daily News keeps the community informed of the regular and special

events at the school.

Open House and Parent-Teacher Conferences offer parents regular opportunities to dialogue directly with their

child‟s teacher about the learning process and progress and also to address general school concerns and questions.

The Parent-Teacher Organization is a strong member of the Upi Elementary community. They are committed to

working with school personnel to inform parents about school events, to provide a fundraising avenue which is

spent for student-related activities, and to offer a network for concerned parents.

Other notable strategies described below attempt to narrow the communication gap among the school, the family,

and the community so that greater collaboration and understanding is achieved for the benefit of the students.

PHONE CALL LOGS

One major strategy to connect with parents was implemented in SY2008-2009. Teachers kept monthly phone call

logs to inform parents of their child‟s academic progress, behavioral incidences, needs and other concerns. More

important goals of the phone call logs were to also inform parents of their child‟s successful academic milestones

and invite parents to school events. Teachers reported at faculty meetings that parents were pleasantly surprised at

the positive reports given about their child and some were glad of the opportunity to address concerns and raise

questions about school.

PARENT ORIENTATIONS

In SY2009-2010, Parent Orientations in August were held to provide parents with general information about

school personnel, procedures, and schedules. Each grade level – Grade K and 1, 2 and 3, 4 and 5 – had its own day

scheduled so that parents could learn about each particular grade level activities and to meet some of the faculty

from those grades. Parents were encouraged to walk around the campus to familiarize themselves and their

children with classroom, playground, cafeteria and library locations.

This school year, a leader within the Chuukese community was asked to interpret some of the orientation goals and

information. This was planned to help the parents of the largest Micronesian community.

PARENT SHARE

In SY2009-2010, the principal requested that the ESL teachers and PFC Outreach Program invite parents of ELLs

to participate in a “round-table” discussion on their needs and wants, experiences and expectations of the school.

The Parent Information Resource Center [PIRC] was invited also to present and provided an interpreter to translate

the information.

For SY2009-2010, parents were led in a discussion about their own school experiences in the FSM and to share

their perceptions about their child‟s school experiences on Guam. Parents were also asked to give insight about

their culture so that teachers can gain an understanding of their students.

For SY2010-2011, parents‟ questions about the school programs were answered in presentations about the Direct

Instruction Program, the English as a Second Language Program, and ideas on how they can help with homework

and other school work at home.

TECHNOLOGY

UES still provides the school newsletters and bulletins on a monthly and as need basis to parents and teachers.

Teachers have also shared an email address to which parents can respond as necessary. In addition, a member of

the technology committee is updating the school website with the most current information possible.



COMMUNITY RESOURCES

The Parent Teacher Organization invites the community to participate in the Harvest and Spring Carnivals held

every year. Parents bring their families and friends to participate in the games and fundraising activities. Teachers

organize themselves and their students to host booths for such activities. The funds are used for classroom

incentives and similar rewards. A car and motorcycle club has had displays of their custom-fitted vehicles and

participates in a popularity contest with the students for the best looking or best sounding vehicle.

For SY2010-2011, the fourth grade teachers have actively involved the community in supporting UES. A couple of

parents donated benches for their classroom quad. The Lions Club donated ten (10) telephones given to the grade

level chairpersons. They also donated two bullhorns to the school to facilitate the emergency response process.

The Chamorro teachers have planned an organic farm in cooperation with the Guam Department of Agriculture.

They have brought in the concrete poles and some soil for the barrier of the planting bed. Working with the GO

GREEN Upi Totots 4H Club and their students, they hope to harvest some vegetables by the end of the school year

or the beginning of the school year.

The Honor Band from FBLG Middle School visits UES and other village schools every December to share the

holiday cheer. Parading around the central parking lot with the entire UES community sitting along the sidewalk,

elementary students marvel at the synchronized marching and instrumental playing, greet older brothers and sisters

or friends and the middle school students exchange hugs and waves with former teachers and peers.

Parent Information Resource Center (PIRC) and the Lagu Schools combine their resources to promote parent

involvement and information in the schools and in their child‟s learning. For the past two school years, they

hosted the Families and Schools Together (FAST) Workshop at the Marriott Resort and Spa. Families from all the

schools were invited to attend the free workshops. They hone parenting skills and gain ideas in helping with

homework and school work.

Parent Family Community Outreach Program (PFC) also uses its community resources, such as PIRC and the

Mayor‟s Office, to host workshops in the village as well. They host the workshops to help parents become

education leaders on the home front.

GO GREEN Upi Totots 4H club has participated this school year in the activities of the Guam Environmental

Club: tree planting in Agat and shark wave in Hagatna.

The Parent Teacher Organization (PTO) Officers work closely with the school to plan opportunities for parents to

become involved at UES. The Harvest and Spring Carnivals, campus clean ups are some regular activities. This

school year, PTO has included the monthly ESLRs award presentations and grade level performances during their

parent meetings.

The current PTO is planning to adjust its constitutional by-laws to encourage more involvement of teachers,

especially those who raise funds under the PTO community.

PARENT SURVEY

The purpose of the parent survey is to provide an opportunity for parents to express their opinion of the quality of

education at UES. Presentation of the results include student recognition and discussions relating to school safety,

cafeteria, curriculum, facility, parent teacher organization, staff, and the administrative team. Parents had an

opportunity to make additional comments for areas not specifically addressed by the survey.

The results showed very positive responses to the statements ranging from 60% - 70% satisfaction. Overall,

parents are satisfied and agree Parent Teacher Conferences are a positive way to communicate and get information



about their child‟s progress. Parents also strongly agree their child is positively awarded when their child shows

excellent performance. Additional strong indicators include that the school provides a positive learning culture

and celebrates diversity and that they are satisfied with the teachers at UES.

Most negative responses ranged from 1%-9% satisfaction; only two were significant. Overall parents are least

satisfied with the school lunch program with 42.3% expressing dissatisfaction. Parents disagree that there is trust

and confidence between staff and students.

Evidence: Parent Survey Report, Sample of newsletter Upi ES website: www.upielementary.weebly.com,

Parent Share Information 2009-2010, Parent Share Information 2010-2011, Powerpoint presentation at Parent

Orientation, Call Log Form

Sample Teacher’s Log

STRENGTHS Active student clubs such as GO GREEN: committee events, movies after dark, planting

WAVE club promotes tourism

More proactive in reporting and monitoring discipline referrals

Counselor

Nurse

Library opened for students to use

Continued DEED participation

School assemblies and performances

Bulletin boards showcase student work

ESLRs awards

Academic and Citizenship awards

Recognition of faculty and staff achievements every month, ex. Totot Pride

Parent Newsletters

Websites for school

Maintenance of school grounds

More recycle awareness

Better communication with bulletin boards and email and meetings

GROWTH AREAS Implementation of positive behavior program

PTO to improve parent involvement

(PTO sponsor a food or clothing drive; PC Lujan Parent Fair; purchase van)

Initiation of a 5th

grade student council

Focus on student activities, ex. Kickball tournament or organized sports tournament or drama club

Modify mid/hi school activities for elementary during lunch recess, ex. Board games

for school aides and parent volunteers to host

Talent showcase

Cafeteria management: appropriate music, table manners

More participation in community-sponsored contests but need timely dissemination of information in

addition to e-mail

Better procurement of supplies, ex. Textbooks, paper, etc.

Increase other forms of communication: teacher webpages/sites

More training for PowerSchool

http://www.upielementary.weebly.com/



More support of content areas

RESOURCE MANAGEMENT AND DEVELOPMENT (Category D)

D1. Resources Criterion

Guide Question: To what extent are resources available to the school sufficient to sustain the school program

and effectively used to carry out the schools’ purpose and student achievement of the expected school wide

learning results?

Findings: Guam‟s financial status has been strained by a declining economy. Guam‟s isolated location and lack

of economic diversification leaves it vulnerable to recessions associated with tourism declines and increase in fuel

surcharges. Government revenues are affected by decreases in tax collection and financial mismanagement and this

in turn, limits the education funding allocated to UES. UES‟s budget is set forth by the Guam Department of

Education. Guam Department of Education is allocated funding by the Guam Legislature based upon projected

revenues. With dim revenue projections and increasing deficits, the Guam Department of Education has suffered a

budget shortfall that has prompted the department to prioritize its responsibilities and its financial obligations.

Funding appropriated for the school is primarily used to support payroll. In light of the decreased budget, UES has

had to review the budget and make necessary cuts. The school‟s purpose and assessment of the ability of the

student‟s achievement of the ESLRs has not been compromised and is accomplished through an extension of

supplemental funding. Grants, fund raisers, and assistance from the stakeholders help ensure students are provided

the most effective and conducive learning environment.

Reviews of UES‟s fiscal resources and responsibilities are conducted by the district office, the Guam Department

of Education. The disbursement of appropriated funding for each school is dependent upon enrollment and is

allocated by the Guam Legislature. The district office allocates 90% of the appropriated funding to be used for

salaries and benefits. The annual budget allocated determines the maintenance level of school programs. This

level of sustainment is not solely limited to the UES‟s annual budget. The school‟s fiscal and administrative

responsibilities include:

The submission of payroll documents, i.e., timesheets and leave forms and the distribution of payroll

checks; any payroll issues, concerns, or discrepancies are handled by the payroll section of the Guam

Department of Education‟s Business Office.

The completion of requisition forms for the procurement of curriculum materials and supplies; the

Guam Department of Education‟s Business Office certifies availability of funds, and then sends the

request to Procurement for processing into a purchase order (PO). The PO is then sent back to the

school for vendor delivery.

The completion and submission of a request for referral to fill vacant positions; these referrals are

submitted to the Office of the Deputy Superintendent of Educational Support and Community Learning

(ESCL) then to Personnel Office which in turn forwards a list of eligible candidates for interview,

selection and recommendation by the school administrator. The Superintendent of Education is the

only hiring authority in the district.

The Student Activity Fund:



School activity fund falls under the umbrella of the Parent Teacher Organization. Sales come from the

proceeds of the annual Harvest / Spring Carnival, Box Tops for Education, Yearbook Sales, Book Fairs,

on campus-vending machines, focus group fundraisers, etc. These funds help support student learning

in which:

The grade levels purchase supplies and materials to support learning in the classroom.

The grade levels purchase supplies and materials as incentives to promote student achievement

in the classroom.

The grade levels go on field trips to support learning and as student incentives.

Dependent on which committee, supplies and materials are purchased as incentives, registration

fees are paid, etc.

The School Breakfast / Lunch Program: These funds are collected and submitted to the Bank of Guam

via the districts‟ Business Office every school day.

The Child Nutrition Program. This program is managed by the Food Service Division. Monies

and reports are submitted on a timely manner.

The Trust and Agency Fund (TAF): These funds derive from the wet garbage sales, drink commission

from the faculty and staff lounge, and the I Recycle Program. These funds are collected and deposited

into the school‟s account with the Bank of Guam and are regulated by the department‟s Audit Section.

This fund is separate from the School Activity Fund.

These monies are used to purchase supplies and materials used to support the operations of the

school when the need arises.

UES has procedural guidelines for the handling of monies in the Student Activity Fund. These guidelines have

been approved by the Guam Department of Education and deter the mishandling and misuse of funds. The Student

Activity Fund is audited biannually or at the discretion of the school administrator.

The By-Laws and Constitution of the Parent Teacher Organization provides guidelines used to deter the

mishandling and misuse of funds. The organization is registered with the Department of Revenue and Taxation and

follows all applicable laws.

The Renaissance Responders were made available through the Hatsa Grant. The Renaissance Responders were

awarded to the 3rd

grade level teachers who submitted their application for the instruments to enhance the content

area– Math.

Currently, the responders are ready available to any grade level who wish to enhance the content area – Math.

Last year, the American Recovery and Reinvestment Act (ARRA) spawned grant opportunites that was made

available to address much needed concerns at schools on Guam. The areas scheduled to be addressed at UES are as

follows:

The intercom / bell system

The fire alarm system

Upgrade of electrical system

Installation of new air conditioning system

The ramp leading to the back side of 1st grade

Roof coating and associated structural repairs



UES‟s library continues to support student learning by purchasing books, materials, audio visual and technology

equipment used in the library is funded by the school‟s share of passport funds courtesy of the Library Media

Program via Public Law 27-05.

Desktop computers, laptops, multimedia projectors, circuits, flat screen TV‟s, cameras, video

recorder, etc. are now available to support learning in the classroom.

Internet-ready computers are made available in the main office, conference room, library, and teacher work room

for teachers to use and support effective teaching. A photocopier, die-cut machine and laminating machine are

available in the main office upon request.

For several years, UES‟s grass cutting and common grounds maintenance was performed by the faculty, staff,

community volunteers and parent volunteers. Through the creation of the Campus Cleanup, school and

community volunteers showed their commitment to ensuring that the students are afforded a clean and safe school

environment. Their support was measured in the resources provided and maintenance beyond the school‟s current

abilities.

Last fiscal year, a law was implemented that committed the Mayor‟s Offices of Guam to assume the responsibility

of grounds maintenance at all the Guam Department of Education Schools.

Public Law 30-196 Section 6 Ch. 8, Mayors Council of Guam

In order for UES to provide the best educational experience for the students, the school had had to aggressively

pursue other avenues to support and enhance its programs. The school cannot rely solely on the allocated funds

received. With the aid of grants, donations support and assistance offered to the school, UES is able to support

student learning.

Evidence: Upi School Budget, PTO By-Laws and Constitution, 3 Year Library

Plan, Public Law 27-05, Public Law 30-196 Section 6 Ch. 8, Mayors Council of Guam

D2. Resource Planning Criterion

Guide Question: To what extent do the governing authority and the school execute responsible resource planning

for the future?

Findings: Resource planning for the future begins with the faculty assessing its current resources and requesting

for materials that will enhance student learning. These requests are brought to the attention of the administrative

assistant who in turn prepares the annual budget by including all the needs of the school by categories as a whole.

When it is complete, it is presented to our stakeholders for input and then finalized by the Guam Department of

Education‟s Business Office. Future resource planning by UES is also made available in the form of input during

the budget preparations. Prior to the start of the fiscal year, the school presents its proposed budget to the Guam

Legislature in support of the overall district‟s budget proposal. UES is also responsible for providing information

to specific sections at GDOE Central Office: Curriculum and Instruction; Research, Planning, and Evaluation;

Special Education Office; Maintenance; Special Programs, etc. The school continues to receive departmental

funding to support the Direct Instruction/Reading Mastery Program to help students‟ improve their overall

Standard Achievement Scores in reading, language, and math. The achievement of these goals has been outlined

and determined a priority as stated in the District Action Plan and the School Action Plan.



Evidence: Board of Education Operations-Part I, Organization of the Board, Part II, Duties of the

Chairperson, Part V, Duties of the Superintendent of Education in relation to the Board, District Action Plan, and

School Action Plan.

STRENGTHS: Employee low turnover rate:

Only limited term positions need to be filled at the beginning of the school year.

Support from faculty, staff, and parents:

Students recite and review ESLR‟s

Acquisition of megaphones through a generous donation from the 4th

grade.

Development of a technology committee to oversee the implementation of technology in the

classroom

Faculty, staff and administrators are actively involved in school functions and organizations

School-wide awards program ceremony done quarterly

Honorary mention of faculty and staff, who contribute to the improvement of the school, done

monthly at the faculty meetings.

Establishment of a Motivate Me committee to support teacher and staff activities

Tremendous community support, to include military service contributions:

Inafa‟ Maolek, Parent Information Resource Center (PIRC), Sanctuary, Big Brother / Big Sister,

Eagle Scouts- Andersen Air Force Base, Bureau of Planning, Guam Telephone Authority, IT&E

Communications Company, Lion‟s Club of Guam, Guam Public Health, 4H Program-

University of Guam, Guam Visitors Bureau, Guam National Guard, Red Horse Squadron –

Andersen Air Force Base, 36th

Force Support Squadron, Andersen Air Force Base, etc.

Acquisition of fifty-one (51) computers from Andersen Air Force Base to be placed in the

classrooms for student use

Acquisition of ten (10) monitors from Public Health to support technology in the classroom.

Experienced and knowledgeable leadership:

Certified administrators

Organizational communication is effective to daily operations

Weekly grade level, and program level meetings

Families are made aware of school activities through bulletin boards, monthly newsletters,

various forms of media, and email

Parents are informed of their child‟s academic progress through mid-quarter progress reports,

report cards (quarterly), phone conferences, and parent-teacher conferences

Implementation of school uniform

Direct Instruction Reading Program with on site coordinators:

Data showing progress of students

Availability of DI resources

Weekly consultation from National Institute for Direct Instruction



Ongoing training for all faculty and staff:

Professional Development

Home Land Security

Faculty and staff are qualified for their respective positions with trainings offered to enhance

student learning in other capacities.

Faculty and staff meetings are held monthly

Power School training for all teachers and staff

Participation in island wide safety campaigns such at the Great Shake Up on October 21, 2010,

Red Ribbon Week and Fire Prevention Week.

Contributes back to the community in the form of island wide clean ups (Wave At Visitors

Enthusiastically (WAVE) Club), agricultural perpetuation (4H Club) and recycling efforts (GO

GREEN Club).

Onsite support programs:

Active Parent-Teacher Organization

On site Parent-Family-Community Outreach Program

Special Needs (SPED) Services , Head Start Class available

Acquisition of reliable phone units through e-rate funding.

GROWTH AREAS: The continued emphasis on upgrading and repairing the school facilities.

To upgrade the current internet capabilities available to each classroom.

To upgrade and provide a safe environment with enjoyable equipment for the students.

To provide more classrooms conducive to the impending rise in enrollment.

To provide reliable air conditioning services so that students will be able to learn in an environment that is

comfortable and conducive to learning.

Alignment of DOE Content Standards, ESLR‟s, Direct Instruction, and SAT 10.

Intercom needs to be repaired

Erate-System readily available. Instruments needed.

Fire alarm needs to be repaired

Fire Watch in place

Increase parent volunteers

Need certified librarian and nurse‟s assistant

Temporarily have a certified librarian

Implementation of the Three Year Library Plan

American with Disabilities Act (ADA) Compliance ramp from 1st Grade to the playground needed

Parent Teacher Organization (PTO) and Red Horse Squadron, Andersen Air Force Base (AAFB)

willing to assist. Clearance needed from Central Office.



Chapter V: School Action Plan



NOTE: # refers to Area of Growth as specified in WASC Progress Report; Area of Growth #1 is this entire

School-wide Action Plan

The following progress has been made for School Goal 1: Speech and Language services are currently being provided

ESLRs rubrics for Kinder-Fifth Grade

Teachers are involved in analyzing quarterly progress and mastery reporting for students

Weekly grade level DI in-service training to enhance DI instruction

Pre and Post grade level tests using Curriculum Director to address SAT needs

At the beginning of School Year 2010-2011, every grade level at Upi worked collaboratively to align

DOE‟s newly adopted standards and performance indicators with the school ESLRs and the content area

lesson objectives

Tech Team in place for the school years

Upi Elementary School-Wide Action Plan Action Steps Person(s)

Responsible

Resources

Needed

Evaluation Time Line Status

GOAL 1: Improve Student Achievement through the Guam Public

School System Content Standards

1

Provide training for faculty and

staff in applying the ESLRs and

rubrics to lesson planning and

classroom instruction

#2, #3

Administration

Leadership Team

Faculty

Central Office

Resource

Teachers

Training log

Completed

rubrics for

reading

SY 2009-2011 Administration

and Leadership

to facilitate

2

Integrate the school’s ESLRs into

the curriculum and instructional

program for all subject areas

#2, #5, #6

Principal

Leadership Team

Faculty

Existing Faculty

Meeting

Agenda and

Log

SY 2009-2011 On-going

3

Continue to collect and examine

Direct Instruction data to monitor

student progress in reading

#4

DI Coordinators

Peer Coaches

Teachers

Existing Direct

Instruction

Data Tracking


4

Align Direct Instruction

curriculum to GDOE standards,

ESLRs, and SAT 10 test skills

#5

Administration

Grade Level

Chairpersons

Central Office

Resource to

create Rubrics

Application SY 2009-2011 Administration

and Leadership

Team to

facilitate

5

Implement plan to strengthen

awareness and understanding of

ESLRs by all stakeholder groups

to increase support for student

achievement

#6

Administration

Faculty, Staff,

Parents,

Community

Existing Log of

meetings,

notices, parent

bulletins

SY 2009-2011 Administration,

Leadership

team, Faculty,

Staff

6

Increase shared decision making

process, school-wide structure

and process that facilitates and

strengthen communications,

collegiality and planning

#7, #8

Administration

Faculty, Staff,

Parents,

Community

Existing Leadership

Team, Faculty,

parent meeting

agendas


Leadership

team, Faculty,

Staff

7

Staff development activities to

assist faculty with understanding

and interpretation of assessment

data

#10

Administration,

Leadership Team,

Faculty

Student Direct

Instruction

Data

Leadership

Team Faculty


Leadership

team, Faculty



Acquisition of 51 computers from Andersen Air Force Base to be placed in the classrooms for student use

Acquisition of 10 monitors from Public Health to support technology in the classroom.

Continuation of DI Data being submitted weekly by all teachers to monitor student lessons and mastery

progress

GDOE school website for email communication for all faculty and staff

Staff Development and monthly learning communities workshops, trainings, and activities for ESLRS and

mission statement

Translation of ESLRs in Chamorro, Chuukese, Pohnpeian, Filipino, Marshallese, and Palauan



The following progress has been made for School Goal 2: UES continues to request through its budget for repair of the fire alarm, bell system, and

emergency ramps.

In January 2007, one emergency handicap ramp by the 5th

grade was constructed.

The school has an Emergency Evacuation folder system in place

Administrators plan fire and earthquake drills provided throughout the school year

Evacuation folders for all teachers

UES‟s 12 month staff have participated in Homeland Security‟s safety workshop during summer of 2010

There is security at the front gate of the school (Visitors are required to show proper identification and a log

is kept of each vehicle that enters the campus)

There is a working telephone in each grade level area(donations from the community as well)


Responsible

Resources

Needed

Evaluation Time

Line

Status

GOAL 2: Implement A School-wide Emergency Safety Plan

1

Ensure the health and

safety of the students of

Upi #3

GDOE

Administration

Faculty, Staff,

Parents

Funds to

repair fire

alarm and bell

system

Repair of or

installation

of a fire

alarm and

bell system

SY

2009-

2011

Administration

and Leadership

to facilitate

2

Provide an alternative plan

to ensure the health and

safety of the students until

the fire alarm and bell

system is in place

Administration,

Faculty, Staff,

Parents

Existing Alternative

Safety Plan

(Emergency

Evacuation

Folder)

SY

2009-

2011

On-going





The following progress has been made for School Goal 3:.

School website for the school, teachers, support staff and special areas

Monthly call logs kept by teachers for contacting parents/guardians

SY 2010-2010 parent handbooks disseminated to the school community

Christmas program during the daytime for SY 2009-2010 and SY 2010-2011

Grade level performances during PTO meetings

SAT10 data presentation during PTO meetings

ESLRs award presentations during PTO meetings

Translation of ESLRs and mission statement in Chuukeese, Filipino, Chamorro, Palauan, Pohnpeian, and

Marshallese

Monitoring and Follow-Up

UES‟s Leadership Team and the school administration will oversee the implementation and monitoring of the

school action plan. A matrix of activities and/or meetings will be created for the school year. Meetings will be held

monthly or biweekly as needed. A binder will be kept for record keeping of agendas and minutes.

Focus Group chairpersons will provide updated reports during each Leadership meeting. Monthly matrixes will be

provided by each focus group for the school year. Such matrixes will be sent to administrators and respective focus

groups.


Responsible

Resources

Needed

Evaluation Time Line Status

GOAL 3: Develop A School-Wide Process That Facilitates And

Strengthens Communication With Parents And Guardians

1

Implement plan to

strengthen awareness and

understanding of ESLRs

by all stakeholder groups

to increase support for

student achievement

#6

Administration

Faculty, Staff,

Parents,

Community

Existing Log of meetings,

notices, Parent

Bulletins


2

Develop and implement

strategies that facilitate

greater involvement of

parent volunteers to

support the school‟s

endeavors

#9

Administration,

Faculty, Staff,

Parents,

Community

Existing Log of meetings,

notices, Parent

Bulletins


3

Develop staff development

activities to assist faculty

with understanding and

interpretation of

assessment data that can be

shared with parents

#10

Administration

Department

Chairpersons

Existing Log and agenda of

meetings




UES‟s Leadership Team will report on the school‟s progress through Parent Teacher Organization meetings,

faculty/staff monthly meetings, and parent/teacher orientations. UES‟s monthly Totot Newsletter is another tool to

disseminate progress information.



APPENDIX



UPI Elementary School

EVACUATION ACCOUNTABILTY FORM

Date: Teacher’s Name: Time:

Total # of

students:

# of students Absent:

# Missing Students:

Room#:

Please put an X on the line subject at the time of the drill: Reading _______ Language________ Math__________ Chamorro________ Homeroom_________

Grade:

Name of missing students: _____________________________________________________ ** Raise lollipop to indicate: RED- missing student/s GREEN –all clear, NO missing student/s



Lesson Plan Template Teacher Name: Course: Date: Aug Sept Oct Nov Dec Day: M T W TH F Jan Feb Mar Apr May Jun Quarter: 1 2 3 4 Expected School-Wide Learning Results

Use effective oral and written communication. Participate as productive members of the community.

Integrate learning and apply to real-life situation. Explore concepts and skills needed for future world experiences. Set personal goals and work towards achieving them.

Agenda/Procedures/Outline GDOE Content Standard SAT-10 Skill and Unit/Chapter

Anticipatory Set or effective grabber:

Instructional Objective:

Instructional Strategy: Direct Instruction Reading Strategy Concept Mapping Seminar Discussion Problem-based Learning Peer Tutoring Cooperative Learning Alternative Assessment Hands-on Performance Thematic Unit Approach Interdisciplinary Instruction Question and Answer Comments/Reflection Methods of Assessment

Test Quiz Oral Presentation Essay Journal Discussion Binder

Portfolio Individual /Group Work Investigation Experiment Project Product Report Rubric Performance Checklist Comments/Reflection



Models/ Examples

Story booklet Writings Pictures Graphs Tables Charts Brochure Figure Other Comments/Reflection Materials/Resources needed to support the lesson: Textbook Magazines/ Newspapers Other_______________

Workbooks Supplemental Books _____________________

Handouts Internet/ Computer _____________________

Transparencies TV/ VCR/ Multimedia

Guided Practice (what students will be “doing”)

Question and Answer Worksheet Board Work Group Work Section Review

Homework Drill and Practice Activity Other Comments/Reflection Closure

Review Significance of Lesson Intro to Related Lesson School to Life Application Clean Up Other Comments/Reflection Modifications with students with special needs

Extra Time Adjust assignments Provide summaries Homework 1 to 1 Assistance Visuals Shorter Assignments Manipulatives Peer Tutoring Simplify instruction Note taking assistance Samples of Expectations Other:

Essential Elements of Instruction Checklist (EEIC) Note: The following checklist is the next step in curriculum alignment meant to help teachers ensure that all

lessons being taught contain the essential elements of instruction as outlined in Board Policy 378 and the Board

Union Contact 5.H.4 and are aligned with our school‟s official curriculum.



ACCOUNTABILITY PROGRAM TEACHER GOAL SETTING FORM TEMPLATE

Name: ______________________________________ Employee Status: __________________

Assignment: __________________________________ School: Upi Elementary School

Date: ______________________ School Year: _________________ Goal __ ___ of ________

CATEGORY TYPE GOAL SET BY

District

School

Department/Group

Instruction

Project/Product

Teacher

Supervisor

Individual

RATIONALE

TEACHER RESPONSIBILITY

SUPERVISOR RESPONSIBILITY

TIMELINE

This is to certify that the above has been discussed and a copy has been received.

Teacher Signature: _______________________________________ Date: __________________

Supervisor Signature: _____________________________________ Date: __________________



School Evacuation Map



Daily Schedule Building F F

ROOM

A10

3

A10

2

A10

6

A10

1

A10

5

A10

4

B10

1

B10

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B10

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B10

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B10

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B10

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C10

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C10

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C10

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C10

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C10

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C10

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D10

5

D10

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D10

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D10

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D10

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E10

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E10

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E10

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E10

3

E10

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FT-4

G10

1

G10

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G10

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G10

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G10

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G10

6

FT2

TIME De

Gu

zm

an

Ja

qu

e

Sa

bla

n

Sa

nti

ag

o

Ou

an

o

Ca

str

o

Ba

laja

dia

He

rna

nd

ez

Fig

ue

roa

Mile

s

Do

gu

las

Ba

mb

a

Mo

nta

lla

na

Rid

ge

wa

y

Die

go

Gu

itin

g

Ma

lix

i

Ale

xa

nd

er

Lim

Me

nd

iola

Ta

pa

r

Ora

k

Lo

pe

z

La

ke

Arr

iola

Villa

nu

ev

a

Lib

ao

Ma

ne

jero

Fa

jard

o

Ali

g, D

Bla

s

Ma

ritn

ez

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lve

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Ou

an

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Fa

oa

De

la C

ruz

Alf

on

so

7:45-8:00

8:00-8:20

8:20-8:30

8:30-8:45

8:45-9:00

9:00-9:15

9:15-9:30

9:30-9:45

9:45-10:00

10:00-10:15

10:15-10:30

10:30-10:45

10:45-11:00

11:00-11:15

11:15-11:30

11:30-11:45

11:45-12:00

12:00-12:15

12:15-12:30

12:30-12:45

12:45-1:00

1:00-1:15

1:15-1:30

1:30-1:45

1:45-2:00 1:40-2:00

A -Kinder C-Second grade D- Third grade E- Fourth gradeB-First grade

8:20-9:30

Reading

8:20-9:00

Reading

G-Fifth grade

Reading

12:45-1:40

Chamorro

Recess 10:00-10:15

10:15-11:15

Language

SY 2010-2011 SCHEDULE Chamorro 8:00-8:20 Content for 1st-5th 8:00-8:20

8:20-9:30 Reading 8:20-9:30 Reading8:20-9:30

Reading

Lunch

11:15-12:00

Lunch

11:15-12:0011:15-12:30

Math

11:15-12:30

Math

12:00-1:15

Math

8:20-10:00

Reading

Chamorro

9:00-9:30

RECESS 9:30-9:45 1st-5th Grade

9:45-10:45

Lanugage

9:45-10:45

Lanugage

Lunch

12:00-12:45

10:15-11:15

Language

10:15-11:15

LanguageChamorro

10:50-11:10 10:45-12:00

Math

10:45-12:00

Math

9:45-10:45

Lanugage

Chamorro

9:45-10:15

9:45-10-15

Continue Reading

Lunch

12:00-12:4512:00-1:15

MathLunch

12:30-1:15

Lunch

12:30-1:15Chamorro

12:45-1:05

1:15-2:00

Reading/Content

1:15-2:00

Reading

1:05-2:00

Reading

1:15-2:00

Reading

1:15-2:00

Reading



Upi Elementary School Accreditation 2010 - 2011

Curriculum and Instruction Focus Group Survey Results Teachers‟ Survey

A. To what extent does Upi meet the learning needs of its students?

Agree

Not

Sure

Disagree

No

Response

1. Teachers select learning strategies that are appropriate for individual students in their classes. 96% 2% 4%

2. Teachers effectively address a variety of student learning styles at Upi. 86% 12% 2%

3. Teachers use differentiated instruction and assessment. 92% 6% 2%

4. Upi has an effective program planning process. 78% 14% 8%

B. To what extent does Upi meet the non-academic needs of students?

5. Teachers at Upi use resources that reflect diversity. 90% 6% 4%

6. Teachers treat students of all races fairly at this school. 80% 12% 8%

7. Upi meets the emotional/cultural/racial needs of students. 74% 18% 8%

C. To what extent does Upi provide for a safe and positive learning environment?

8. Upi is a safe place for teachers to work. 86% 8% 6%

9. Student behavior is NOT a problem at Upi. 10% 20% 58% 12%

10. Teachers have a positive attitude toward students in this school. 46% 24% 20% 10%

11. Teachers get praised, are thanked, and receive recognition for their work at Upi. 58% 18% 18% 6%

12. There is good team spirit in this school. 32% 38% 30%

13. Upi Elementary School has a positive learning environment. 56% 16% 18% 5%

14. Upi has high standards for student behavior. 72% 8% 10% 5%

D. To what extent is Upi organized to maximize student learning?

15. Learning is a priority at Upi. 72% 10% 12% 6%

16. There are few interruptions during the school day. 58% 22% 20%

17. The schedule at Upi is designed to maximize the time for learning. 74% 14% 12%

18. Student attendance is NOT a problem at Upi. 20% 48% 32%

19. Classes in this school begin on time. 54% 16% 30%

E. To what extent does Upi set and implement goals for continuous improvement?

20. Teachers are committed to achieving the goals here at Upi. 74% 8% 18%

21. Teachers meet to discuss how to make improvements at this school. 80% 8% 10% 2%

22. Teachers are committed to see improvement in student learning. 82% 6% 12%

23. Teachers pursue professional growth opportunities. 76% 12% 12%


Curriculum and Instruction Focus Group

Teachers‟ Survey, page 2

F. To what extent is the school’s professional learning community?

Agree

Not

Sure

Disagree

No

Response

24. Teachers share professional knowledge with each other. 76% 10% 14%

25. Teachers take time to plan and learn together in this school. 72% 14% 14%

26. School-based professional development relates to school and teacher professional growth. 74% 6% 20%

27. Our school‟s administrators work together as a team. 70% 16% 12% 2%

G. To what extent does Upi have effective leadership?

28. Teachers are encouraged to take on leadership roles. 80% 4% 16%

29. Teachers are willing to take on leadership roles in this school. 58% 18% 24%

H. To what extent are parents/guardians involved in their children’s learning/ school activities?

30. Teachers help parents/guardians to support their children‟s learning at home? 76% 8% 16%

31. Parents/guardians are involved at Upi Elementary School. 38% 26% 36%

I. To what extent does Upi facilitate communications with the school community?

32. There is good communication among teachers and staff in this school. 54% 24% 22%

33. Upi Elementary School has good communications with parents/guardians. 60% 12% 26% 2%




Curriculum and Instruction Focus Group

Parents‟ Survey

A. To what extent does Upi meet the learning needs of its students?

Agree

Not

Sure

Disagree

No

Response

1. Upi Elementary School is meeting the specific learning needs of my child. 87% 8% 3% 2%

2. This school provides for student learning in a variety of ways. 88% 7% 3% 2%

3. I am satisfied with my child‟s academic progress at Upi Elementary School. 86% 9% 5%

4. Upi Elementary School provides appropriate academic challenges for my child. 85% 11% 4%

5. Teachers evaluate my child‟s learning in different ways. 83% 10% 3% 4%

B. To what extent does Upi meet the non-academic needs of students?

6. Upi Elementary school treats students of all races fairly. 79% 13% 7% 1%

7. The school treats students of all backgrounds fairly. 75% 18% 6% 1%

8. Teachers at Upi care about students as individuals. 83% 9% 7% 1%

9. Upi provides opportunities for my child‟s social and emotional needs. 84% 9% 6% 1%

10. This school provides a variety of student activities (clubs, teams, projects, etc.) 81% 15% 3% 1%

C. To what extent does Upi provide for a safe and positive learning environment?

11. Upi has high standards for student behavior. 81% 11% 6% 2%

12. Upi has high standards for student safety. 83% 10% 7%

13. Student behavior is NOT a problem at Upi. 63% 31% 4% 2%

14. Upi is a safe place for my child to learn. 85% 6% 8% 1%

15. This school provides for a positive learning environment for my child. 87% 5% 8%

16. This school effectively enforces rules for appropriate and safe student behavior. 84% 7% 8% 1%

D. To what extent is Upi organized to maximize student learning?

17. Learning comes first at Upi. 90% 8% 2%

18. Events at Upi focus on student learning? 86% 6% 5% 3%

19. The school has high academic standards. 82% 10% 7% 1%

E. To what extent does Upi set and implement goals for continuous school improvement?

20. High expectations are maintained for student success. 86% 13% 1%

21. The school places a high priority on setting goals for improving student achievement. 83% 11% 4% 2%

22. The school works to achieve its goals. 87% 10% 1% 2%

F. To what extent is the school’s professional learning community?

Agree

Not

Sure

Disagree

No

Response

23. My child‟s teachers use up-to-date teaching methods. 84% 10% 4% 2%

24. My child receives high quality teaching at Upi. 84% 12% 3% 1%

25. The staff and faculty at Upi work together to improve teaching and learning. 85% 11% 4%

G. To what extent does Upi have effective leadership?

26. Upi provides opportunities for parents/guardians to take on leadership roles. 83% 13% 2% 2%

27. Students have opportunities to take on leadership at Upi Elementary. 82% 16% 1% 1%

28. I feel confident in the leadership at this school. 83% 16% 1%

29. Upi Elementary School is managed well. 83% 9% 6% 2%

H. To what extent are parents/guardians involved in their children/s learning and school?

30. Parent-teacher conferences focus on my child‟s achievement. 91% 4% 3% 2%

31. The school values parental input. 85% 8% 4% 3%

32. Teachers help me support my child‟s learning at home. 88% 7% 4% 1%

33. I feel welcomed at Upi Elementary School. 86% 6% 4% 4%

34. I feel involved in my child‟s learning. 83% 6% 8% 3%

35. I feel parents‟/guardians‟ efforts are appreciated by this school. 84% 9% 4% 3%

36. Parents/guardians are able to become involved in this school. 84% 9% 3% 4%

I. To what extent does Upi facilitate communication with the school community?

37. Upi Elementary keep parents/guardians well informed. 80% 12% 4% 4%

38. The school provides helpful information about my child‟s progress. 84% 5% 8% 3%

39. The school makes it easy for parents/guardians and teachers to communicate. 83% 7% 7% 3%

40. The faculty and staff at Upi Elementary School are approachable by parents/guardians. 86% 7% 6% 1%

ESLRs Translations

(Filipino Translation)

Use effective oral and written communication. Gumamit ng epektibong komunikasyon sa pakikipagusap

at pagsusulat. - consider the audience and communicate clearly

bigyang konsiderasyon ang mga nakikinig at klaruhin ang komunikasyon.

- acquire good listening skills to respond accordingly

makinig ng mabuti at sumagot ng maayos

- write effectively and stay on task

ayusin ang pagsusulat at bigyang pansin ang gawain

Participate as productive members of the community. Makibahagi bilang isang produktibong

mamamayan - contribute ideas and render services to improve the community

magbigay ng kaalaman at pagsilbihan ang kapwa para sa ikabubuti ng bayan

- respect and protect the environment

igalang at protektahan ang kalikasan

- understand the importance of rules and laws and consider the consequences

unawain ang importansya ng mga palatuntunin at batas at alamin na mayparusa ang paglabag

Integrate learning and apply them to real-life situations Isama ang edukasyon at isabuhay sa araw-araw

na situasyon

- understand and apply learned skills in everyday activities

unawin at isabuhay ang mga natutunan na kakayahan sa pang araw-araw na gawain

- use various problem-solving skills to resolve real-life problems and conflicts

gamitin ang kakayan sa paglutas ng mga problema upang maayos ang mga hindi

mapagkaunawaan

Explore concepts and skills needed for future world experiences. Suriin ang mga konsepto at

kakayahan para magamit sa kinabukasan

- become risk takers while maintaining high moral standards and values

maging magiting habang ipinaiiral ang mataas na moralidad at tamang gawa

- develop an appreciation for the diversity of the school population and community

igawad ang pangunawa sa iba’t ibang lahi ng mga kasama sa eskwela at komunidad

Set personal goals and work towards achieving them. Magtakda ng sariling adhikain at tahakin para

makamit ang mga ito. - develop skills to create realistic short and long term goals

igawad ang kakayahan sa paggawa ng adhikain para sa panandali at pang-habang panahon

- develop positive self-esteem

igawad ang positibong pagtingin at pagmamahal sa sarili

- realize the importance of continuing their education

alamin ang importansya ng tuluyang pag-aaral

- understand the importance of developing positive relationships and being good role models

unawain ang importansya ng pagtaguyod ng mga positibong relasyon at ang pagiging mabuting

modelo

(Pohnpeian Translation)

POSENPEN UPI

Upi Elemeteri pahn koarosoneda ahn tohn skul koaros nan pelien lolekong, nan tiak mwahu, oh

ertiki nan ahr dodohngki dipwsoukan pwehn kak onopen ehu ran nin ahr pahn wiala tewe mwhau

mehn nan koperment oh nan wei lap kan.

ESLRs

Unsek nan ah dodohngki kosoi oh nih inting me koneng.

Medewe mwhau irailakan oh wewepene en sansal

Aneki koiek en rong pwen kan weiki ni maledek

Intingidi ertik pehn mehkot ehu mwhau

Pateng ni ah pahn wia tewe koiek mehn en weio.

Kasaleda de medeweda dame mwahu ong roson pen wei

Wauneki oh kesenpwalik wasan kouson kan

Eripitki kosomwpwalen kosoned kan oh dewen sepeik kan

Iangaki oh dodoki dame skuhki nan oudepen rahn akan.

Eripitki oh dodongki koiek kan nan oudepen rahn koros

Ahnki songsongen koiek en apwaliala apwal akan

Elen rependan eritik oh koiek me anahn on ehu rahn.

Dodohk ni sopeikasalki oh kopworopwor

Kosomwo oh wahnki songen aramas sohte liplipil ni skuhl oh wei

Sohkedi ahmw kosondi oh nantiong en pweida.

Koiek en medeweda dahme koneng met de ehu rahn

Wiada likilik or kopworopwor

Weweki kamwaupen skuhl on irail

Weweki kamwahupen iangang mwahu oh wiewia mwahu on meteikan

(Chukeese Translation)

UPI epue achocho ngeni an epue aora ekkoch mettoch pun chon sikun

repue ponueta.

Ach sikun UPI epue apochokuna ngeni chon sikun meinisin arepue ochupor

ar kreit me murino fengen me sinei nounounach kewe pisekin kakaeo

mifiti fifi, ekkewe repue anisiir ar repue tongeni ponueta me otufichi

ach choo me repue ekkoch mi uren sufon non ach oreni me puan unusen

ian, ika fen puan ekis meinisin.

ESLR nounou kana mettoch mi ochungu netipen chon ousening me chon

aneani non maken esinesin ika fori an ena mwich repue weweiti met ena

keani esinesin.Kopue fori met repue rongorong me weweiti met repue

ururun fori.

Apachakonong non ena mwich mine epuene uaochuno om

emon neiir.Uweato tipachem mi murino me angang epue ochuwono ach

mwich.Sufoniti me eppeti feiengaw seni ach mwich.Weweiti me miiriititi

ifan auchean annuk me puan ekewe niwinin attai annuk.

Fotukatiw me pusin kakaeo non omw manawen iteiten

ran non omw angangen anisi osukosuk.Pusin aea ekewe anen aninis mi

angasa met osukosuk mi kan fifis non nonomun aramas.

Puan kukuta me kakaton met kewe angang mi

namwotngeni mwach kan.Kopue chon fangetani pusin en ren ekkoch mettoch

mi auchen om kopue ponukuw en fan iten och auchean popun me

wewen.Amarano ika awateno ena angangen kinisou me etiwa ekkewe

mokutukut ren minafon ekesiwin me pwan sokun met mi fisita ren

chomongonon chon sisikun.

Awora auchean wewen me popun repue fokkun achocho

ngeni nesoponon.Repue oturesiti sokun mettoch memeinisin,

pun repue tour ngeni ena kinikin mi auchea.Repue weweiti anemwochen

angang nge namotan mifefeito toriinet.Amarano ena memefin sikasini pun

kich mi tongeni won pusin winikapach. Weweitii me meefi nge mii Auchea

ai upue sopweno aii Kaeo ika sikun.Weweiti Auchea chapur angangen

amarano ena nefin mi murino me och non nefinach fengen pun kich sipue pisekin opuru.

(Palauan Translation)

U-Ousbech a bletetakl el omelluches ma omelkoi el mesaod a cheldecheduch.

P-Kerekikl e ungil chad era buai.

I-Ousbech a blal suub era klechad era bekl el sils.

E-Melebedebk a uldasu ma duch el ousbechall era ngarmedad.

S-Oureor el kirel e oltaut a mo klungiaol.

(Marshallese Translation)

KEJERBAL EO AN UPI Upi Elementary ekonan koman bwe aelop ri-jikuul en bok elab melele ilo jikuul, jela kobadron

iben bar juon, im bojak iben technology eo ilo lal en. Upi konan bwe en aelop ri-jikuul ro aer

maron mour wot ilo juon lal eman.

ESLRs

Kwon jela koman bwebwenato im jeje eman ta ta. -lemnak kin armej kwoj konan iben

-katak bwe en eman am ronjake

-jeje eman im lale ta kwoj komane

Koba ibendron kin armij ro ilo community eo am. -Lelok lemnak ko am im jerbal bwe en komanemane community eo

-Kwon kojbarok lal eo ad

-Kwon jela „rules‟ an community eo am im jela ta eo naaj walok ne elap am bod.

Koba ibendron am katak im mour eo am ilo lal in. -Kejerbal melele eo am ilo mour eo am

-Kwon jela kojemwe problems ko am ilo mour eo am ilo lal in

Kwon Katak aelop min ko kwoj aikwoj bwe en rutto lok ilo

mour eo am. -Kwon mour wot, ak bok am melele jen anij. Yokwe dron im joij nan dron.

-Kwon monono iben aelop ajiri im armij ilo jikuul in ad, jakeron rej itok jen ia

Koman plan bwe en walok min ko remman ilo mour eo am. -kwon katak wawin koman plan nan kio kup ilo ran ko rej itok.

-kwon katak wawin monono im beran iben mour eo am.

-jela im melele aerok eo an bed ilo jikuul, ej aerok.

-kwon jela bed iben armij ro jet, im kojbarok mour eo am bwe armij ro jet monono ibem.

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