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Vicente S.A. Benavente Middle School

“Home of the Roadrunners”

School Year 2010 - 2011

288 West Santa Monica Avenue

Dededo, Guam (671) 632-1226 (671) 632-8086 (671) 632-5647

www.gdoe.net/vsabms

http://www.gdoe.net/vsabms


SY 2010-2011

Vicente S.A. Benavente Middle School “Home of the Roadrunners” 3


WASC Midterm Follow-Up Report

2011 “Our mission is to provide a safe and modern learning environment that will prepare our students to be functional and productive as they face the challenges of the 21st century”

Western Association of Schools and Colleges


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TABLE OF CONTENTS

INTRODUCTION ....................................................................................................................................... 5-16

GUAM DOE VISION, BMS MISSION, ROADRUNNER THREE, ROADRUNNER CODE ........................................... 5-6 ROADRUNNER BEHAVIOR MATRIX .............................................................................................................. 7-8 EXPECTED SCHOOL WIDE LEARNING RESULTS (ESLRS) ................................................................................... 9 EDUCATIONAL COMMUNITY .................................................................................................................... 10-16

PREFACE ..................................................................................................................................................17-18

SECTION I: SCHOOL COMMUNITY PROFILE ......................................................................................... 19-35

SCHOOL DESCRIPTION ................................................................................................................................ 20 STUDENT DEMOGRAPHICS ..................................................................................................................... 20-24 FACULTY AND STAFF DEMOGRAPHICS ..................................................................................................... 25-26 STUDENT DISCIPLINE ............................................................................................................................. 26-29 STUDENT ACHIEVEMENT ........................................................................................................................ 29-35

SECTION II: SIGNIFICANT DEVELOPMENTS ......................................................................................... 36-47

SECTION III: ONGOING SCHOOL IMPROVEMENT ............................................................................... 48-66

SECTION IV: ACTION PLAN / RAPP ....................................................................................................... 67-85


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Guam Department of Education

VISION

Prepares all students for life, Promotes excellence, Provides support…

V.S.A. Benavente Middle School MISSION STATEMENT

To provide a safe, conducive, and modern learning environment that will prepare all students to become

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


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ROADRUNNER THREE

Be Respectful. Be Responsible.

Be Safe.

ROADRUNNER CODE

I am respectful. I am responsible.

I am safe. I am prepared.

We are here to learn; therefore I will do nothing to keep the teacher from teaching,

and anyone, myself included, from learning. I will cooperate with all school personnel.

I will respect others, the environment, and myself. By acting this way, I am Capable, Connecting, and Contributing.


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ROADRUNNER BEHAVIOR MATRIX

SETTING BE SAFE BE RESPECTFUL BE RESPONSIBLE

IN ALL AREAS Keep hands, feet and objects to self

Walk at all times

Keep area clean and free of graffiti

Use G-rated language & speak positively using “please” and “ thank you”

Follow the Golden Rule of “Do onto others as you would have them do onto you”

Keep food in the cafeteria

Follow adult directions Report students breaking the

rules Remember to leave gum at

home

CLASSROOM Use materials appropriately

Keep materials in the proper place

Obey all classroom rules

Listen to the teacher Speak positively and use

only G-rated language Raise your hand if you have

a request Knock before entering a

classroom and open and close doors quietly

Come prepared with your supplies daily

Complete your work If absent or tardy, get make-

up work and complete it and get an admit slip from your home base teacher

Arrive on time and if tardy, get a tardy slip from your previous teacher or the office

Leave when the teacher dismisses you

CAFETERIA Maintain a straight and orderly line

Wait your turn Use utensils

appropriately Stay seated while eating

Use quiet voices Put tray away Use good manners

Pick up, wipe up, and proceed to designated area

Throw all garbage away in the trash can

Keep food on trays, in mouth, or in disposal container only

GYM, BASKETBALL COURT AND FIELD

Stick to the game rules Be a team player Take turns

Keep food off the court/field Use equipment cautiously Show good sportsmanship Respect players and

teachers/coaches

Use equipment properly Get in and out (of the locker

room) as quickly as possible

RESTROOM Keep water in sink Wash hands with soap

and water

Go, flush, wash, and leave Wait for your turn Give people privacy

Keep walls clean and free of graffiti

Use materials and facilities appropriately

Always have a pass to use the restroom

Dispose of waste materials and feminine products properly

COURTYARD/HALLWAY Stay in the designated areas

Use designated hallway Walk on the right side at

all times

Use kind words and actions Respect the space of others Refrain from banging on

walls, doors, and windows

Keep area clean Keep your personal

belongings with you Throw all garbage away in

the trash can


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SETTING BE SAFE BE RESPECTFUL BE RESPONSIBLE

OFFICES Nurse’s-Counseling

Outreach-CRT Student Support

Main Office

Stay in the main area of the office until you are called

Sign in and identify your purpose

Use quiet voices

Maximize office visit time Always have a signed pass or

badge from a teacher during instructional time and one from the office upon return

Return to class after business is complete

PARKING LOT ARRIVAL/DISMISSAL

AREA

Use designated walkway Report fighting & other

incidences Practice caution at all

times

Use appropriate language with others

Be mindful of designated pick-up and drop-off areas

Check for moving vehicles before walking through the parking lot

Stay on curb side if waiting for a ride

Stay on campus until your ride arrives

SCHOOL BUS Keep aisles free Enter & exit in an orderly

manner Stay seated while the

bus is in motion Move safely in the bus

Keep bus free of litter Use “inside voices” while on

the bus Listen to the bus driver

Use good manners Keep bus free of vandalism Pick up all litter around your

seat Take your belongings when

you leave

BUS STOP Stay in the bus stop Avoid strangers and

report suspicious behavior to responsible adults

Be aware of arrival & departure times

Share the area with others Use appropriate language

Keep walls free of graffiti Pick up all litter around the

area


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EXPECTED SCHOOLWIDE LEARNING RESULTS


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Our Educational Community

Guam Education Board Ronald A. Ayuyu, Kattan District

Chairperson

Rosie R. Tainatongo, Haya District Vice-Chairperson

Members

Joe S. San Agustin, Lagu District Dr. Jose Q. Cruz, Luchan District

Guam Department of Education Administration

Nerissa Bretania Underwood, Ph.D. Superintendent of Education

Taling Taitano

Deputy Superintendent, Finance and Administrative Services

Arlene Unpingco Deputy Superintendent, Educational Support and Community Learning

Chris Anderson

Acting Deputy Superintendent, Curriculum and Instructional Improvement


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SCHOOL COMMUNITY

Administration

Dexter B. Fullo Principal

Corazon E. Elane

Assistant Principal, Facilities and Maintenance

Silvino J. U. Quinene Assistant Principal, School Community Officer

Professional Development Team

Dexter Fullo Corazon Elane

Silvino Quinene Bobby Pajela

Patricia Fejeran Francisco Lazaga Jonilee Serisola

Content Area Representatives

Patricia Fejeran, Reading

Jonilee Serisola, Language Arts Francisco Lazaga, Math Lew Manalang, Science

May Llanes, Social Studies Ron Espina, Career Education

Lawrence Batangan, Physical Education


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BMS Leadership Professional Learning

Professional Learning

Communities

Personalization

Rigorous Curriculum,

Instruction, & Assessment

Team Leaders (9)

PURPOSE OF TEAM LEADERS:

1. Ensure each student

establishes a personal

connection to an adult, as

described by Breaking

Ranks in the Middle (BRIM).

2. Promote interdisciplinary

curriculum when applicable

3. Promote a safe learning

environment, inside and

outside of the classroom

for team students

DATA TO EXAMINE:

1. SWIS Discipline Report 2. Student and Teacher Survey

on Personalization and Safety

3. Interdisciplinary Lesson Plans and Units

4. Homebase Implementation

Professional Learning Team (5)

Purpose of Professional Learning Team

1. Application of NSDC standards of

PD at BMS

Data to Examine: Standards Assessment Inventory

(SAI)

Innovation Configuration

Content Representatives (7)

PURPOSE OF CONTENT REPS: 1. Follow Dufour’s Model of a

Professional Learning

Community that answers the

four questions:

a. What do we want students to

learn?

b. How do we know when they

learned it?

c. What do we do if they don’t

learn it?

d. What do we do when they do

learn it?

2. Facilitate dialogue on best

practices based on an analysis of

Power Walkthrough data and

Student work.

DATA TO EXAMINE: 1. Walkthrough results by

content

2. Curriculum Map for each

content

3. Common Assessments per

skills


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Team 6A – Y2K11

Yolanda Torrado, Language Arts Felix Makilong, Math

*Marlene Mendiola, Reading Monina Sunga, Science

Annie Entilla, Social Studies Maria Milan, ESL Reading and Science

Judith Camacho, Chamorro Carlos Gumataotao, Special Education, Language Arts

Team 6B – Thunderbirds Betty Lubas, Language Arts

*Eric Dela Cruz, Math Asuncion Bismonte, Reading

Esther Muritok, Science Aurora Reyes, Social Studies

Amy Natuel, ESL, Social Studies and Science Agnes Mendiola, Chamorro

Arvin Mestidio, Physical Education Jonah Ayungac, Special Education, Reading

Team 6C – Incredible Dolphins Tessy Joseph, Language Arts

Bobby Pajela, Math Leonida Angeles-Gulac, Reading

Julie Flis, Science *Julie Reyes, Social Studies

Chonda Leon Guerrero, Special Education Dorris Abagatnan, Physical Education

Maricris Brochon, ESL Math and Science Lucy Pascua, Activity Coordinator

* Team Leader


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Team 7A – Black Cobras Sheena Unangst, Language Arts

Myra Imanil, Math *Shirley Balmeo, Reading Lew Manalang, Science

Genevieve Rodillas, Social Studies Elmore De Rosas, Music

John San Nicolas, Physical Education Jonilee Serisola, Accreditation Coordinator

Team 7B – Island Warriors Judilyn Somera, Language Arts

Francisco Lazaga, Math *Richard Rafan, Reading

Bruno Cases, Science Denise Cruz, Social Studies

Aurora Andrada, ESL Language Arts Cheryle Jenson, Drama

Erwin Villa, Physical Education

Team 7C – 007 Sensations Haydee Acebedo, Language Arts

*Christine Diocena, Math Glenn Ducusin, Reading

Maritess Orbong, Science Lawrence Olkeriil, Social Studies

Lawrence Batangan, Physical Education Tammara DeSoto, Health

Arlene Pestanas, Special Education, Reading and Science

* Team Leader


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Team 8A – Golden Monarchs Team Elena De Rosas, Language Arts

Fredelina Reyes, Math Ernest Rodillas, Reading Glenn Johnson, Science

May Llanes, Social Studies Buena Lacno, Home Economics

*Patricia Fejeran, Remedial Reading Nancy Bostre, Special Education, Language Arts

Team 8B – Scarlet Phoenix *Emmanuel Balmeo, Language Arts

Benny Gallardo, Math Celia Chavez, Reading

Alexandra Benavente, Science Bill Callori, Social Studies

Rose Nartia, Career Education Tsunemi Sotto, Industrial Arts

Frank Manibusan, Art

Team 8C – Blue Dragons *Alden Bautista, Language Arts

Cathy Erne, Math Jessica Guerrero, Reading

Roger Church, Science Adam Leon Guerrero, Social Studies

Neri Cruz, Special Education, Reading and Social Studies Ron Espina, Computer Science

* Team Leader


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Ancillary Support Jean Tabobo, Counselor

Yolanda Pilarca, Counselor Kos Rouney, ESL Coordinator

Cecile Gombar, Consulting Research Teacher Louise Togawa, School Librarian

Shirley Cruz, School Nurse Chona Eco, Social Worker

Therese James, Community Program Aide

Staff Al Guerrero, Administrative Assistant

Geniela Inocencio, Computer Operator Jimmy Munoz, ESL Aide

Clerks

Tina Cruz Linda Ranoco Barbara Reyes

Andrew Indalecio

School Aides Ryan Aguigui

Henry Balajadia Rosaline Bamba Louise Mendiola Joann Tarusan

Custodial Staff Joe Acosta

Albert Amerna Nick Guerrero

Tricia Manalisay Jesse Manibusan

Richard Manibusan Manny San Nicolas

Special Education One-to-One Aides

Patrick Aguon Julie Ann Cruz

John Leon Guerrero Bernie Harris

Anthony Salas Mary Mae Mesias

Judy Quinata Roshelle Sablan Jennifer Torre

BMS Parent-Teacher-Organization Joe Benavente, President

Jocelyn Molina, Vice President Julie Gomez, Treasurer Jennifer Cruz, Secretary Percival Padaong, PIO


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Preface On March 16, 2010, Vicente San Agustin Benavente Middle School (BMS) received its Midterm Visit from the Western Association of Schools and Colleges (WASC) after its initial accreditation visit on March 26 – 29, 2007. Since the visit in 2010, there have been significant changes that have taken place on the Dededo campus. One of the major changes was the assignment of an entirely new administrative team who continue to work collaboratively with BMS faculty and staff to address the additional recommendations set forth by the WASC visiting committee during the on-site visit. The assignment of a new Accreditation Coordinator and Accreditation Leadership Team was also established. As a school community, BMS reviewed WASC’s areas of concern from the initial visit in 2007 and the additional recommendations of the 2010 visit. All faculty and staff were involved in the process and gave input regarding BMS’s progress within the past year. The Accreditation Leadership Team met regularly, ensuring that stakeholders’ input was documented and addressed, and worked on revising the ESLR indicators and the School Action Plan (or RAPP, Roadrunner Academic Progress Plan). Upon review of the existing RAPP, it was apparent that there were inconsistencies and gaps in understanding among the BMS community. Since then, the Accreditation Leadership Team along with the faculty and staff have worked diligently to revise the RAPP so that it is comprehensive and understood by the school community. One of the major leaps BMS has taken is establishing a school-wide understanding of the ESLRs so that it is embedded in the daily operations of the school as well as the teaching and learning process in the classroom. There has been much progress within this school year. Benavente Middle School’s efforts are now tailored to the three core areas that are the foundation of Breaking Ranks in the Middle: 1) Professional Learning Communities, 2) Rigorous Curriculum, Instruction, and Assessment, and 3) Personalization. The school community has weekly sessions where the continuous cycle of improvement is applied. In so doing, interdisciplinary teams and content areas utilize SMART goals and collect data to plan for and measure success. Faculty and staff apply Dufour’s model of professional learning communities (PLCs) in interdisciplinary teams, content areas, and as a whole school. The focus of the PLCs is on improving teaching practices in order to increase opportunities for students’ academic success. In each content area, teachers used the SAT10 Item Analysis to identify students’ areas of strength and areas of improvement. Teachers then selected five essential skills to focus on per quarter. The five skills are aligned in each content area’s curriculum map.


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To hone in on the way teachers teach and how students learn, observations are conducted in BMS classrooms using the model from McRel’s Power Walkthrough. Teachers then are able to see a snapshot of the teaching strategies employed at BMS and its implications for teaching and learning using Bloom’s Taxonomy of Learning. In addition, BMS continues to implement the Positive Behavior Intervention Supports (PBIS) model through monthly analysis of discipline data, monthly student-led assemblies, and the teaching of appropriate behavior and character education through homebase classes. Data regarding student personalization is collected through surveys administered in homebase classes. One of the most notable changes BMS has experienced is its acceptance and membership into the 2nd Cohort of NSDC/Learning Forward’s Learning School Alliance (LSA). As an LSA school, BMS administrators and teacher leaders meet at least once a month to participate in webinars with other schools across the nation to share new learning and to discuss student achievement, successes, and challenges.


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Section I School / Community Profile


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School Description BMS was named after the late Vicente San Agustin Benavente who dedicated forty-four years of his life to serving others. He served in the United States Naval Military Government, was a long-time educator and principal, served as the mayor of Dededo, and worked in other capacities within the Government of Guam. Vicente S.A. Benavente Middle School, the home of the Roadrunners, was created in 1966 and was formerly Dededo Junior High School and later Dededo Middle School. BMS sits in the heart of Dededo, the largest and most populous village on Guam. According to the 2004 Census Bureau and the US Department of Commerce, Dededo’s population is an estimated 46,000. Situated in the northern part of Guam, Dededo is surrounded by the villages of Yigo, Tamuning, Mangilao, and Barrigada. Vicente S.A. Benavente Middle School continues to provide opportunities for student growth and success, always striving “to provide a safe, conducive, and modern learning environment that will prepare all students to become functional and productive as they face the challenges of the twenty-first century.” From the administrative level, to faculty and staff and the students being serviced – BMS holds the value of learning to the utmost importance and works diligently toward making leaps personally, socially, and academically.

Student Demographics

Student Population BMS is one of the largest public middle schools on Guam with a student population of 1,282 students (as of February 2011) in grades six (6) to eight (8). The student population for school year 2010-2011 was 1,153 students. Although a new public middle school, AsTumbo Middle School was opened in Dededo in 2008, the population at BMS continues to increase. BMS receives students from the four elementary schools: Wettengel Elementary, Juan M. Guerrero Elementary, Maria A. Ulloa Elementary, and Finegayan Elementary. Of the 1,282 students enrolled at BMS, the sixth grade population is the largest with 451 students. There are 423 seventh graders and 408 eighth graders (See Fig. 1). 55% of the students represent the male population and 45% represent the overall female population. In each grade level, there are slightly more males than there are females (See Fig. 2).


SY 2010-2011


Fig. 1 Population by Grade Level

Fig. 2 Gender by Grade Level

Student Attendance Teachers are now starting to input attendance on the online database, PowerTeacher. The rate of student attendance is shown Table 1.

0%

10%

20%

30%

40%

50%

60%

6th Grade 7th Grade 8th Grade Total

58% 56% 51%

55%

42% 44% 49%

45%

Male Female

Pe

rce

nta

ge

of

Stu

de

nts

0

100

200

300

400

500

Male Female Total

263

188

451

235

188

423

207 201

408

6th Grade 7th Grade 8th Grade

Nu

mb

er

of

Stu

de

nts


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Table 1. Rate of Student Attendance

Rate

6th Grade 99%

7th Grade 99%

8th Grade 99%

The data shows that for each grade level, BMS had an attendance rate of 99%. This number is inaccurate in that many BMS teachers still do not input their daily attendance consistently. Many teachers have received training with PowerTeacher and are slowly starting to utilize the online database. Other factors that hinder full implementation are the lack of computers and/or internet access throughout the school. Teachers continue to record and keep their own attendance.

Student Ethnicity The enrollment at BMS continues to grow despite redistricting and the opening of new schools. With the growing population, there is a wide range of students who come from different socio-economic, educational, and cultural backgrounds.

Table 2. Student Ethnicities

ETHNICITY TOTAL

Chamorro 453

Filipino 507

Saipanese 12

Kosraean 8

Pohnpeian 22

Chuukese 174

Yapese 7

Marshallese 9

Belauan 41

Other (Pacific Islander) 3

Japanese 2

Chinese 6

Korean 4

Vietnamese 2

White/Non-Hispanic 5

African American 2

Other (Mix) 24

Unclassified 1

Figure 3 shows the distribution of BMS’s student population by percentage. Filipino students make up almost half of the student population at 40% followed by Chamorro


SY 2010-2011


students at 35%. Saipanese, Kosraean, Pohnpeian, Chuukese, Yapese, Marshallese, Belauan and Other Pacific Islander students are categorized under “Pacific Islander”. BMS has a rather large population of Pacific Islanders at 22%. Japanese, Korean, Chinese, and Vietnamese students are categorized under “Asian”. BMS has a small percentage of Asian students at 1%, followed by 2% of all others (White/Non-Hispanic, African American, and Mixed).

Fig. 3 Percentage of Ethnic Backgrounds

Meal Benefits As of January 2011, the rate for school lunch increased from $1.50 to $2.00. The price for breakfast remained the same at fifty cents. As of February 2011, 59% of BMS students participate in the Federal Lunch Program. Table 3 shows that a total of 750 students receive free or reduced lunch.

Table 3. Students Participating in Federal Lunch Program

FREE REDUCED

6th Grade 258 35

7th Grade 221 20

8th Grade 192 24

TOTAL 671 79

Figure 4 shows that more than half of BMS’s student population participates in the Federal Lunch Program. 58% of students receive meal benefits; 52% free and 6% reduced. The high percentage of students who continue to qualify for the Federal Lunch Program offers an idea of the socio-economic backgrounds of BMS students.

Chamorro, 35%

Filipino, 40%

Pacific Islander, 22%

Asian, 1%

Other, 2% Chamorro

Filipino

Pacific Islander

Asian

Other


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Fig. 4

Special Programs In addition to the Federal Lunch Program, other federally funded programs are provided by the District to assist students. This includes the Special Education (SPED) Program and the English as a Second Language (ESL) Program. As of February 2011, BMS has 58 students who are in the Special Education Program (See Fig. 5). Fig. 5 Students in Special Education Program

Free, 671, 52%

Reduced, 79, 6%

Non-Participants

, 532, 42%

Percentage of Student Population in Federal Lunch Program

6th Grade, 16

7th Grade, 25

8th Grade, 17


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BMS services a large number of students who are a part of the ESL Program. Second quarter data reports that there are 580 students being serviced: 537 students on consultation and 43 students in the sheltered program (Table 4).

Table 4. Students Enrolled in ESL Program

Consultation 537

Sheltered Program 43

TOTAL 580

The ESL population at BMS makes up for 45% of the student population (Figure 6). Fig. 6

Faculty and Staff Demographics BMS has a very dedicated team of faculty and staff who work towards helping students gain academic success in a safe and caring learning environment. Currently, BMS employs 81 faculty, 29 staff, and 3 administrators (Table 5).

Non-ESL 45%

ESL 55%

Percentage of Students Enrolled in ESL Program


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Table 5. Breakdown of Faculty and Staff

Administration

Principal 1

Assistant Principal 2

Faculty

Teachers 75

School Counselors 2

Librarian 1

Nurse 1

Consulting Resource Teacher (CRT) 1

ESL Coordinator 1

Staff

Administrative Assistant 1

Computer Operator 1

ESL Aide 1

Social Worker 1

Community Program Aide 1

Clerks 3

School Aides 7

Custodians 7

Special Education One-to-One Aides 8

TOTAL 114

Student Discipline A summary of student discipline is shared monthly at faculty meetings where teams discuss discipline rates and trends, reasons for problem behavior, and research-based interventions. Discipline data is also shared with BMS students at monthly, grade-level, student-led assemblies. The Guam Department of Education currently uses a database called School-Wide Information System (SWIS) to track discipline data. Unfortunately, BMS is not thoroughly trained with utilization of the database. Therefore, discipline data continues to be compiled manually through Microsoft Excel and the district’s database system, PowerSchool so that the data is accessible and usable. Moreover, teams receive results of the data each month that focuses on who (by grade level and team), what (number of infractions and referrals), where (location of incidences), and when (time of incidences).


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The following is discipline data (as of January 2011) as reported to the school community.

Fig. 7 Number of Referrals per Grade Level

The largest number of student referrals occurred in October 2010 (See Fig. 7). At each grade-level assembly since October, students were challenged to keep the number of referrals and suspensions to a certain number. The goal was to keep the number of referrals to thirty (30) referrals or less per grade level per month and the number of suspensions to twenty (20) or less school-wide per month. If students met the goal they were awarded a dress-down on the Activity Day of the following month.

Table 6 details the violations that occurred from August 2010 to January 2011 in order of frequency. Tardy, Skipping, Fighting, Minor Physical Contact, and Defiance are among the top five violations, which are listed in blue. The month in which the violations occurred with the most frequency is shaded in yellow. The occurances of these infractions have since dwindled in the past few months. Most recently, defiance is the top violation for the month of January with nine incidences.

0

50

100

150

200

6th7th

8th

6 19 18

17 17 37

33

75 88

19

39 22

7

15 17

5

18 13

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mb

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of

Re

ferr

als

Grade Level

Jan

Dec

Nov

Oct

Sept

Aug

Students wanting to answer questions regarding discipline data at a grade-level assembly


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Table 6. Violations between August 2010 – January 2011

INFRACTION Frequency Per Month

AUG SEPT OCT NOV DEC JAN TOTAL

Tardy 0 1 83 2 0 0 86

Skipping 0 10 9 22 10 3 54

Fighting 7 10 21 8 6 0 52

Minor Physical Contact 6 16 5 4 8 4 43

Defiance 6 10 9 6 1 9 41

Bullying 6 11 5 2 4 2 30

Dress-Code Violation 0 4 21 3 0 0 28

Contraband 0 1 6 5 4 5 21

Insubordination 0 1 0 12 2 0 15

Instigating 3 3 1 3 3 0 13

Vandalism 0 0 1 1 5 0 7

Forgery 0 1 2 3 0 0 6

Tobacco 0 1 1 0 3 0 5

Drugs 0 4 0 0 0 0 4

Arson 0 0 0 0 0 4 4

Off-Limits 0 3 0 0 0 0 3

Excessive Absences 0 2 0 0 0 0 2

The majority of infractions occur in the hallway and in the classroom, as seen in Fig. 8. Fig. 8 Location of Incidents from August 2010 – January 2011

0

20

40

60

80

100

120

140

160

Hallway Court yard Classroom Off-Campus Cafeteria Restroom Office Off limits area

19 18 9

2 0 0 0 0

28

9

26

1 1 5 2 0

153

4

19

0 4

0 3 0

41

0

18

0 0 0 1 6

17

4 9

0 0 0 1 1 5 4 4

0 0 0 0 0

Nu

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of

Re

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als

Aug

Sept

October

Nov

Dec

January


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The number of students who received suspension as a consequence was at its peak in October 2010. Since then, students have met the goal of keeping the referrals and suspensions below the monthly limit (See Fig. 9).

Fig. 9

Disciplinary Action / Consequences between from August 2010 to January 2011

According to discipline data, there were a total of 175 suspensions between August 2010 and January 2011.

Student Achievement Data The Guam Department of Education, through the office of Research, Planning, and Evaluation (RP&E) facilitates the annual test administration of the SAT10 in all grade levels in Guam’s public schools. While the quarterly progress reports, teacher-made tests, and other assessments are used to measure students’ progress at the school-level, the district evaluates each school’s academic achievement through performance results on the SAT10. Figures 10-12 show the SAT10 Results for SY 2008-2009 and SY 2009-2010 in Reading, Mathematics, Language, Science, and Social Science. The data taken below is from the School Annual Report Card SY 2009-2010.

0

20

40

60

80

100

120

Suspension Parent Shadow Work detail Pending Counsel Restitution

19

3 5 1

7 0

22

1

22

3

23

0

64

1

19

0

108

0

35

0

17 12

8 1

19

0

19

0 4

0

16

0

15

1 4

0

Aug

Sept

Oct

Nov

Nu

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Occ

urr

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SCORE DEFINITIONS

Advanced Signifies superior performance beyond grade level mastery

Proficient Represents solid academic performance

Basic Indicates partial mastery of knowledge and skills

Below Basic Indicates little or no mastery of fundamental knowledge and skills

The performance levels for each grade level indicate minimal growth in each subject area from SY2008-2009 to SY2009-2010.

Fig. 10 Performance Levels for 6th Grade



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The SAT10 results further indicate that BMS has fallen well below the 50th percentile in all subject areas (See Fig. 13-15). Fig. 13


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Fig. 14

Fig. 15


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BMS faculty have looked at and analyzed the SAT10 Results from SY 2009-2010 in respective teams and grade levels. In each content area, teachers have identified five SAT10 skills that will be taught explicitly per quarter. Furthermore, in each content area, a curriculum map has been designed and implemented to align SAT10 skills to DOE Content Standards and Performance Indicators. Teachers also utilize the Marks Analysis to review the passing rate of their students in comparison to others in the same content area. Figures 16-20 show the passing rate of overall students per teacher in each content area for the 1st quarter only. To uphold confidentiality, teachers’ names have been omitted from the graphs. Each bar is representative of a teacher in the content area. The graphs show that for Language Arts and Science, all teachers had a passing rate of 80%. For math, one teacher had a 53 % passing rate. In reading, the passing rate among teachers was varied – between 67%-99%. In Social Studies, one had a low rate of 56% with the rest having a passing rate of over 80%. The results show that there is no direct correlation between the marks analysis and SAT10 data. Fig. 16

1st Quarter Marks Analysis for Language Arts SY10-11 (Passing Rate)

92% 99%

92% 95% 91%

100%

80% 82% 90%

100%

88%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


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Fig. 17 1st Quarter Marks Analysis for Math SY10-11 (Passing Rate)

Fig. 18

1st Quarter Marks Analysis for Reading SY10-11 (Passing Rate)

Fig. 19 1st Quarter Marks Analysis for Science SY10-11 (Passing Rate)

90% 89% 100%

81%

53%

100%

85% 85% 86%

100% 89%

0%

20%

40%

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100%

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83%

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97% 98% 97%

83%

98% 99% 94% 89%

84%

0%

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40%

60%

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100%


SY 2010-2011


Fig. 20 1st Quarter Marks Analysis for Social Studies (Passing Rate)

Currently, the Marks Analysis and SAT10 data are the primary resources used to measure student achievement. Teachers will be able to more effectively dialogue about student learning and best practices once curriculum maps and common assessments are fully implemented.

89% 93% 98%

82%

100% 96%

56%

83%

100% 87%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


SY 2010-2011


Section II Significant Developments

January Assembly for 8th Grade. Team y2K11 were “guests,” performing their team’s message on Peace. The theme of the month was “Peace: It Begins with Me” with focus on the ESLR, Make Positive Choices.


SY 2010-2011


Significant Developments

Since the WASC Midterm Visit in 2010, Vicente S.A. Benavente Middle School (BMS) has undergone many significant changes. One most notable change is the assignment of an entirely new administrative team. While there have been some hurdles in adapting to so much change in a short time frame, the resilience and dedication of the faculty and staff of BMS was evident in their support of BMS’s efforts to move toward a more unified school community who share a common vision.

Breaking Ranks in the Middle The new administrative team brought with them a way of functioning within the school setting. BMS is guided by the three core areas of Breaking Ranks in the Middle: 1) Professional Learning Communities, 2) Rigorous Curriculum, Instruction, and Assessment, and 3) Personalization. Teachers at BMS have been very receptive and continue to make strides professionally in order to affect change and student progress.

Professional Learning Communities Faculty and staff apply Dufour’s model of professional learning communities (PLCs) in interdisciplinary teams, content areas, and as a whole school.

Team 7A, Black Cobras participate in an Interdisciplinary

Professional Learning Community at BMS Faculty Meeting

Team leaders act as liaisons for their teams, attending weekly Leadership Team meetings with administrators. To maximize productivity and to allow for professional learning communities among the Leadership Team, team leaders do not have a homebase period. Instead, the time is used for collaboration and to assist other team teachers as needed.


SY 2010-2011


In PLCs, teachers use and reflect upon student behavioral and academic data to make informed decisions. In interdisciplinary teams and content areas, teachers have created SMART goals to plan for and measure student success and challenges. By constantly reviewing student data, reflecting on teaching practices, and working collaboratively as adult learners, teachers are now beginning to address the four essential questions that Dufour asks: 1) What do we expect students? 2) How do we know when they learned? 3) What do we do when they don’t learn it? 4) What do we do when they do learn it?

Curriculum, Instruction, and Assessment In an effort to establish a collaborative learning community, BMS began work towards creating curriculum maps in each content area. Using the SAT10 data from SY2008-2009, teachers looked at the skills that were being tested and identified those that BMS students demonstrated weakness. Of the identified weakest skills, teachers agreed on five essential skills to teach per quarter. While BMS is still in the early stages in the development and use of the curriculum maps, teachers continue to work at fine-tuning the maps as the year progresses. Teachers are in the process of creating common assessments that are aligned with respective curriculum maps. Once established, teachers will engage in error analysis and then work towards lessons for reteaching. Informal observations are conducted often in BMS classrooms using the model from McRel’s Power Walkthrough. What is observed are the instructional strategies based on Robert Marzano’s Classroom Instruction that Works and the degree of student learning based on Bloom’s Taxonomy. Teachers share in the review of the walkthrough data and discuss the implications it has on teaching and learning. Data from the walkthroughs show that many of BMS teachers use nonlinguistic representation and homework and practice as instructional strategies (See Fig. 16). Collaboration and dialogue will continue so that teachers are able to use more effective, research-based instructional methods.


SY 2010-2011


Fig. 16

Figure 17 shows that much of BMS’s instruction targets students’ thinking at the most basic levels – Understanding and Knowledge. The challenge is to shift from knowledge-based instruction for all students to strategies that address the different learning styles of individual students’ learning needs. In so doing, instructional strategies may begin to engage students in higher order thinking skills – to Create, Evaluate, Analyze, and Apply. Fig. 17

Summarizing and Note taking

8%

Reinforcing Effort and Providing Recognition

6%

Homework and Practice 30%

Nonlinguistic Representations

30%

Cooperative Learning 5%

Setting Objectives and providing feedback

9%

Cues, questions, and advanced organizers

10%

No research based strategies

2%

BMS Instructional Strategies for from Power Walkthrough , n=165

Knowledge 39%

Understand 37%

Application 13%

Analysis 7%

Evaluate 1%

Create 3%

Results of Powerwalkthrough for Bloom's taxonomy SY2010-2011, n=165


SY 2010-2011


Personalization The dedicated faculty and staff at BMS understand that middle school students are very inquisitive and impressionable. Teachers at BMS realize the importance of the middle school concept and use the PBIS model to teach character education through homebase classes. The Homebase Committee prepares a monthly calendar with suggested activities that is focused on an ESLR for the month. Teachers are also encouraged to follow the weekly schedule for Homebase activities: Monday – Weekend Raps, Tuesday and Wednesday – PBIS activities, Thursday – Skill Building, and Friday – Mini-Courses. To gauge students’ perception on the effectiveness of the homebase, the committee prepared a survey that was administered in each homebase class. Survey responses were on a Likert scale, with 5 being strongly agree and 1 being strongly disagree. The survey results show that the suggested activities for homebase have not been fully implemented (See Fig. 18). While the level of implementation across grade levels is inconsistent, majority of the student population agree that the homebase class helps with understanding the school ESLRs and mission. Fig. 18

Survey question items also measured students’ perception of the level of personalization in their homebase classes. The three items that received the lowest scores included: students’ respect of the homebase teacher and the class, students’ ability to speak to their homebase teacher about school, and students’ perception of having a ‘good’ relationship with their homebase teacher. The low results in these areas show that a more collective effort is needed to address personalization at BMS.

3.17

4.15 4.20 4.21 4.51

2.78

3.54 3.72 3.67

4.29

2.41

3.39

3.87

3.34

4.46

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

5.00

Monday-Weekend Raps Tuesday amdWednesday-PBIS

Thursday-Skill Bldg Friday-Mini courses HB helps with ESLRs andMission

Mean score of Perception of Homebase Implementation by Student for SY2010-2011, n=738



SY 2010-2011


Fig. 19

This school year, Benavente Middle School’s Parent-Teacher-Organization (PTO) was revived. The PTO is comprised of former and current parents of students who attend BMS. The PTO officers are completely supportive and committed to BMS and its efforts to move forward. To celebrate success, students who have placed on the A and B Honor Roll are recognized at the monthly PTO meetings. Student work and student performances are also showcased at the meetings.

4.37 4.65

3.38

2.70

4.36 4.57

4.25

3.80

3.42

4.05 4.41

2.88

2.21

4.11 4.10

3.75 3.55

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4.00

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Start and endHB on time

PositivelyContribute to

HB

Respect HBTeacher and

Class

Talk to HBteacher about

school

Talk to HBteacher about

personal

Understandsdirections for

HB

HB teacherlikes HB

HB teacher isfun

Goodrelationship

with HBteacher

Average mean Student Perception of Personalization during HB for SY2010-2011, n=738


PTO Meeting


SY 2010-2011


Teachers recognizing A Honor Roll students at a PTO meeting

There is full support from BMS’s school community at the PTO meetings in that many faculty, staff, parents, and students attend.

To further connect with parents and students, club advisors worked closely with the school social worker and outreach coordinator to put together a Parent Fair during first quarter’s Parent Teacher Conference. Booths offering support like the Big Brother/Big Sister program, tutoring from students at the university level, and a health informational table was made available to parents. Teams and clubs also showcased their pride through artifacts and/or displays.

Parent Fair during Parent-Teacher-Conference

BMS Parent-Teacher-Organization Meeting


SY 2010-2011


Learning School Alliance One of the most notable changes BMS has experienced is its acceptance and membership into the 2nd Cohort of NSDC/Learning Forward’s Learning School Alliance (LSA). As an LSA school, BMS administrators and teacher leaders meet at least once a month to participate in webinars with other schools across the nation to share new learning and to discuss student achievement, successes, and challenges. Learning Forward details three critical areas for quality staff development in their Standards for Staff Development:

1) Context (Learning Communities, Leadership, and Resources), 2) Process (Data-Driven, Evaluation, Research-Based, Design, Learning, and

Collaboration) and 3) Content (Equity, Quality Teaching, and Family Involvement).

At the start of the 2010-2011 school year teachers were asked to take the online survey, Staff Development Assessment Inventory (SAI). By October 2010, 49 teachers responded. The table below (Table 7) shows the results of the surveys in each category. For each question, the highest indicator was a 4. The results of the SAI data is useful for administrators and the leadership team to plan for professional development that uses data, is based on research, and is applicable for teachers. According to the results, BMS is doing well in several areas: Leadership (3.2) and Equity (3.0). The areas that received the lowest averages were in the areas of Resources (2.1), Learning Communities (2.2), Family Involvement (2.4), and Learning (2.5). The use of the Staff Development Assessment Inventory allows administrators and teachers to celebrate strengths and work on areas for growth.

Table 7. Results of Staff Development Assessment Inventory (SAI)

CONTEXT Item

# Learning Communities Average

Response

9 The teachers in my school meet as a whole staff to discuss ways to improve teaching and learning

2.9

29 We observe each other’s classroom instruction as one way to improve our teaching.

1.1

32 Beginning teachers have opportunities to work with more experienced teachers at our school.

2.4

34 We receive feedback from our colleagues about classroom practices. 2.2

56 Teachers examine student work with each other. 2.4

AVERAGE 2.2


SY 2010-2011


Item

# Leadership Average

Response

1 Our principal believes teacher learning is essential for achieving our school goals.

3.7

10 Our principal’s decisions on school-wide issues and practices are influenced by faculty input.

2.7

18 Our principal is committed to providing teachers with opportunities to improve instruction (e.g. observations, feedback, collaborating with colleagues).

3.3

45 Our principal fosters a school culture that is focused on instructional improvement.

3.4

48 I would use the word, empowering, to describe my principal. 3.0

AVERAGE 3.2

Item

# Resources Average

Response

2 Fellow teachers, trainers, facilitators, and/or consultants are available to help us implement new instructional practices at our school.

2.4

11 Teachers at our school have opportunities to learn how to use technology to enhance instruction.

1.8

19 Substitutes are available to cover our classes when we observe each other’s classes or engage in other professional development opportunities.

1.1

35 In our school we find creative ways to expand human and material resources. 2.7

49 School goals determine how resources are allocated. 2.2

AVERAGE 2.1

PROCESS

Item # Data-Driven

Average Response

12 Teachers at our school learn how to use data to assess student learning needs.

2.3

26 Teachers at our school determine the effectiveness of our professional development by using data on student improvement.

2.5

39 Teachers use student data to plan professional development programs. 2.9

46 Teachers use student data when discussing instruction and curriculum. 2.9

50 Teachers analyze classroom data with each other to improve student learning. 2.7

AVERAGE 2.7


SY 2010-2011


Item #

Evaluation Average

Response

3 We design evaluations of our professional development activities prior to the professional development program or set of activities.

2.3

13 We use several sources to evaluate the effectiveness of our professional development on student learning (e.g. classroom observations, teacher surveys, conversations with principals or coaches).

2.8

20 We set aside time to discuss what we learned from our professional development experiences.

2.7

30 At our school, evaluations of professional development outcomes are used to plan for professional development choices.

2.3

51 We use students’ classroom performance to assess the success of teachers’ professional development experiences.

2.6

AVERAGE 2.5

Item #

Research-Based Average

Response

4 Our school uses educational research to select programs. 2.6

14 We make decisions about professional development based on research that shows evidence of improved student performance.

2.6

21 When deciding which school improvement efforts to adopt, we look at evidence of effectiveness of programs in other schools.

2.6

36 When considering school improvement programs we ask whether the program has resulted in student achievement gains.

2.8

41 The school improvement programs we adopt have been effective with student populations similar to ours.

2.5

AVERAGE 2.6

Item # Design

Average Response

15 At our school teacher learning is supported through a combination of strategies (e.g. workshops, peer coaching, study groups, joint planning of lessons, and examination of student work).

2.7

22 We design improvement strategies based on clearly stated outcomes for teacher and student learning.

2.7

38 Teacher professional development is part of our school improvement plan. 3.4

52 Teachers’ prior knowledge and experience are taken into consideration when designing staff development at our school.

2.3

57 When we adopt school improvement initiatives we stay with them long enough to see if changes in instructional practice and student performance occur.

2.3

AVERAGE 2.7


SY 2010-2011


Item #

Learning Average

Response

5 We have opportunities to practice new skills gained during staff development. 2.6

16 We receive support implementing new skills until they become a natural part of instruction.

2.4

27 Our professional development promotes deep understanding of a topic. 2.6

42 At my school, teachers learn through a variety of methods (e.g. hands-on activities, discussion, dialogue, writing, demonstrations, practice with feedback, group problem solving).

3.0

53 At our school, teachers can choose the types of professional development they receive (e.g. study group, action research, observations).

1.8

AVERAGE 2.5

Item #

Collaboration Average

Response

6 Our faculty learns about effective ways to work together. 2.8

23 My school structures time for teachers to work together to enhance student learning.

2.8

28 Our school’s teaching and learning goals depend on staff’s ability to work well together.

2.8

43 Our school leaders encourage sharing responsibility to achieve school goals. 3.0

58 Our principal models effective collaboration. 3.2

AVERAGE 2.9

CONTENT Item

# Equity

Average Response

24 At our school, we adjust instruction and assessment to meet the needs of diverse learners.

3.0

33 Teachers show respect for all of the student sub-populations in our school (e.g. poor, minority).

3.4

37 Teachers at our school expect high academic achievement for all of our students.

3.3

44 We are focused on creating positive relationships between teachers and students.

3.3

59 Teachers receive training on curriculum and instruction for students at different levels of learning.

2.2

AVERAGE 3.0


SY 2010-2011


Item #

Quality Teaching Average

Response

7 Teachers are provided opportunities to gain deep understanding of the subjects they teach.

2.2

17 The professional development that I participate in models instructional strategies that I will use in my classroom.

2.6

25 We use research-based instructional strategies. 2.7

54 Our school’s professional development helps me learn about effective student assessment techniques.

2.6

60 Our administrators engage teachers in conversations about instruction and student learning.

3.1

AVERAGE 2.6

Item #

Family Involvement Average

Response

8 Teachers are provided opportunities to learn how to involve families in their children’s education.

2.2

31 Communicating our school mission and goals to families and community members is a priority.

2.8

40 School leaders work with community members to help students achieve academic goals.

2.2

47 Our principal models how to build relationships with students’ families. 2.7

55 Teachers work with families to help them support students’ learning at home. 2.3

AVERAGE 2.4


SY 2010-2011


Section III Ongoing School Improvement

Faculty and Staff working in a Professional Learning Community on ESLRs Indicators BMS’s Accreditation Work Session (December 2010).


SY 2010-2011


Significant Changes since March 2010

After WASC’s Midterm Visit in 2010, the visiting committee made six additional recommendations for Vicente S.A. Benavente Middle School. It is important to note that since the visit, there have been several significant changes. The most notable is the assignment of an entirely new administrative team. The team was officially assigned to BMS on July 26, 2010. Mr. Silvino Quinene, Assistant Principal, is in his 2nd year of administration and came from the smallest elementary school on the island with a population of only thirty-five students. The other Assistant Principal, Ms. Corazon Elane is in her 5th year as an administrator and came from Agueda Johnston Middle School. Mr. Dexter Fullo, has been in administration for six years, with this being his first year as a Principal. The assignment of a new accreditation coordinator was also effective in July 2010. Mrs. Joni Serisola came from Untalan Middle School, where she was a teacher and content representative for the Reading Department. The administrative team officially met with all BMS faculty and staff on August 2, 2010 during a Teacher Work Day that would begin the 2010-2011 school year. The responses to the recommendations from the 2010 midterm visit were initiated under the direction of the new administrative leadership team. Prior to the visit and thereafter, no significant progress was made or documented as was evident in the visiting committee’s March 2010 report. Since the assignment of the administrative team in July, much progress has been made to address WASC’s six recommendations. All of what is described below began in July 2010. BMS faculty and staff understand that change occurs over time. While much has been done within the past year, most of the responses to WASC’s recommendations are still in the stage of awareness. Teachers continue to make progress as we inch our way towards becoming a great school. The timeline below should help in creating a clearer picture of the progress that BMS has made since 2010 (Figure 20).


SY 2010-2011


Fig. 20 BMS Progress Timeline

March 26-28, 2007

WASC SELF-STUDY

VISIT

Critical Areas for Follow-Up:

1. The school needs to develop a school action plan based upon the school improvement plan (SIP) and self-study

2. The administration, teachers, and staff need to develop indicators and assessment to measure student achievement of the ESLRs

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

4. School leadership needs to develop a central database in which all statistics for assessment can be organized and accessed for classroom and schoolwide planning.

5. The school leadership needs to develop a process that sets goals and accountability that will monitor students’ adequate yearly progress (AYP).

6. The administration and faculty need to continue to seek ways to address low parent involvement in school activities.

7. The GPSS and school administration need to seek funding for repair and maintenance of the school facility, especially the library, AC systems, lighting, restrooms, and water fountains.

8. School leadership should continue to acquire needed funding for school and classroom level supplies and equipment.

March 17, 2010

Midterm Visit

Additional Recommendations:

1. Systematically analyze and use student data to inform instructional and school level decisions 2. Develop and implement a monitoring system to regularly revisit and revise the SIP and RAPP using

student data 3. Ensure that all role groups know and have a common understanding of the ESLRs, the ESLRs

indicator, and assessments of ESLRs 4. Continue to develop a process that sets goals and accountability that will monitor students AYP 5. Finalize and Implement a Parent Involvement Plan 6. Develop and implement a professional development plan to support teachers in the transition from

DI to a standards based curriculum, instruction, and assessment system

July 26, 2010

Assignment of new administrative team to BMS:

Principal: Dexter Fullo

Assistant Principal: Corazon Elane

Assistant Principal: Silvino Quinene

August 2, 2010 DOE Teacher Work Day Administrative team meets with BMS faculty and Staff

August 2010 BMS becomes a member of NSDC/Learning Forward’s Learning School Alliance

August/September 2010 - ONGOING

Principal meets with teachers at different levels: content areas, grade level, interdisciplinary teams

Principal begins meeting with new teachers in Induction Sessions

Administrators conduct Power Walkthroughs

Teachers introduced to (and continue to use): o Breaking Ranks in the Middle’s 3 Core Areas:

Professional Learning Communities Rigorous Curriculum, Instruction, and Assessment Personalization

o Continuous Cycle of Improvement and looking at data to make informed decisions o Creation of SMART Goals per team and content area

November – December, 2010

PLCs on School ESLRs and Indicators

December 14, 2010 Revision of the ESLRs Indicators Finalized

January 2011

Begin focusing on an ESLR of the month

Make Positive Choices for January

Interdisciplinary planning and schoolwide contests with culminating activity of the Peace March

February 2011

Begin Response to Interventions

Study Hall period

Tutoring morning, lunch, and after school

Saturday Scholars Program


SY 2010-2011


WASC ADDITIONAL RECOMMENDATIONS

Additional Recommendation #1: Systematically analyze and use student data to inform instructional and school level decisions.

This recommendation is in progress as of August 2010. Prior to this school year, it was uncertain whether data was used to effectively plan for instructional and school level decisions. In order to affect change, the administrative team laid the foundation through the application of Breaking Ranks in the Middle’s 3 core areas: 1) Professional Learning Communities, 2) Rigorous Curriculum, Instruction and Assessment, and 3) Personalization. Using this model, together with DoFour’s model of professional learning communities, the administrative team was able to have faculty and staff begin the process of looking at relevant data to fuel instructional and school level decisions. To address Recommendation #1, several things have been done at BMS since July 2010. These include:

Analysis and use of data to make decisions – discipline data, Marks Analysis, and SAT10 scores

The early stages of creating curriculum maps and common assessments in each content area

Distribution and collection of homebase surveys to gauge students’ perception on personalization

To begin work on each of these areas, the Principal facilitated a series of PLCs in different capacities – the leadership team (consisting of team leaders), content representatives, new teachers through the Induction Sessions, interdisciplinary teams, content areas, and whole group through faculty meetings. While the principal has met on many occasions with teachers to engage in professional learning, the team leaders and content representatives most often communicate information and practices received at leadership meetings. The principal meets with the leadership team and content representatives bi-weekly where professional learning and dialogue takes place. What is received at the leadership meetings is transmitted to respective team leaders’ interdisciplinary teams and content areas.


SY 2010-2011


A breakdown of leadership meetings and general outcomes of each are as follows (Table 8): Table 8.

Leadership Professional Learning Communities

Date Session Attendance Outcomes

Aug. 17, 2010

Leadership PLC (Team Leaders)

11 Reflect on school vision and learning process and commit to move forward

Sept. 13, 2010

Leadership PLC (Content Reps)

5 1) Relay of administrative information to team leaders 2) Examine mission, vision, and goals for BMS 3) Organization framework for success needed at BMS

Sept. 26, 2010


16 Stages of a Team

Oct. 18, 2010


15 1) Homebase lesson planning on fighting 2) Development of protocol for implementing Expect

Respect – a way to bully-proof BMS

Nov. 3, 2010


6 1) Next steps after curriculum maps 2) Four essential questions of learning

Nov. 15, 2010


4 1) Curriculum Map next steps 2) Four essential questions of learning

Jan. 3, 2011 Leadership PLC (Team Leaders)

11 1) Reflect on progress – challenges and successes 2) Where /how to move forward regarding accreditation,

monthly ESLRs

Jan. 10, 2011


12 1) Plan for differentiated instruction with content areas 2) Interdisciplinary planning with peace march

Jan. 24, 2011

Leadership PLC (Content Reps and JFK Teachers)

12 Meeting with John F. Kennedy High School Teachers – vertical alignment

Jan. 31, 2011


12 PLC on School Action Plan

Feb. 2, 2011 Leadership PLC (Homebase committee)

7 Ways to streamline homebase committee

Feb. 10, 2011


4 Reflect on PLC and interventions

Feb. 14, 2011

Leadership PLC 12 Looking at additional recommendations from visiting committee

Discipline Data Analysis of monthly discipline data is compiled and made available to all teachers through their respective teams. The data is also shared with students at grade-level assemblies. The data is used to determine the following trends: who (by grade level and team), what (number of infractions and referrals), where (location of incidences), and when (time of incidences) and to set goals to improve student behavior. After looking at discipline data, it was apparent that the referral and suspension rate was unacceptable. Using the Positive Behavior Intervention Supports (PBIS) model, the data was examined and shared among BMS stakeholders. At each grade-level assembly, students


SY 2010-2011


were challenged to keep the number of referrals and suspensions to a certain number. The goal was to keep the number of referrals to thirty (30) referrals or less per grade level per month and the number of suspensions to twenty (20) or less school-wide per month. If students met the goal they were awarded a dress-down on the Activity Day of the following month. Since then, the students have been successful in meeting the school-wide goal of having no more than twenty suspensions. In teams, teachers look at the discipline data to plan for interventions. Teachers find that many of the discipline issues stem from repeat offenders. Using the data has allowed teachers to consider students’ motivation for inappropriate behavior and to examine options to assist those students. Marks Analysis After the first quarter, teachers reviewed the marks analysis per content area. In so doing, they were able to discuss the implications the data had on how teachers teach and what students learn. The disparity rests in that in the first quarter, teachers’ curricula was fragmented and individualized. In this case, this data was only helpful in that it revealed what was needed: there was a need to establish a way to effectively dialogue and reflect on teaching and learning. Having a fragmented curriculum from one class to the next would not allow for such dialogue. Currently, teachers are working on establishing a way to be consistent across contents and grade levels. To begin work on the curriculum maps, teachers first needed to determine the skills that needed to be taught. Teachers used the SAT10 Item Analysis to determine the set of skills necessary in each content. SAT10 Item Analysis At the start of the school year (2010-2011), teachers in each content area examined the SAT1o Item Analysis of the previous year (2009-2010) to identify skills that were tested. In content area PLCs, teachers looked at the skills that were most frequently tested against those where students scored the lowest. In content areas and by grade level, teachers selected from the skills and divvied them up – to five essential skills to be taught per quarter. The skills would be used to guide the curriculum maps that teachers created. Curriculum Maps Using the selected skills, teachers created SMART goals in each content area and by grade level. Teachers agreed to focus on five skills per quarter. The intent of selecting just five skills was to hone in on the most critical skills and to teach them well as opposed to teaching all skills albeit poorly. The selected skills were aligned to the Guam Department of Education Content Standards and Performance Indicators.


SY 2010-2011


Although all contents have completed their curriculum maps, the transition from an isolated way of teaching to one that is more cohesive, is challenging for some. Teachers are still making adjustments to their own curricula and finding ways to fine-tune the curriculum maps as they progress. Still in its early stages, the work at creating the curriculum maps is an ongoing process, as well. Nevertheless, BMS teachers are working diligently to streamline the curriculum in all content areas. Common Assessments An area that still needs work is the use of common assessments to measure student growth for each skill that is taught. Some content areas – like the Math department – have already administered a common assessment. Others continue to work and are looking to use a common assessment in the fourth quarter. The challenges rest in: 1) Identifying the skills necessary to be taught, especially in areas like Math and Science where the skills are many, 2) Finding material that will adequately measure student progress as the common assessments are created, and 3) Learning how to effectively make sense of the data that is collected after the assessments have been administered. Teachers need further instruction or need to participate in professional learning in order to make sense of the collected data. More specifically, teachers need guidance as to how to dialogue on teaching strategies that may have affected growth or lack thereof. For the remainder of the school year, teachers will work toward finalizing the curriculum maps after reflecting on what worked and didn’t work; will create common assessments to administer by the 4th quarter; will work towards refining the common assessments; and will plan in order to fully implement the use of curriculum maps and common assessments in SY2011-2012. Homebase Surveys The middle school concept is one of great importance to BMS. The reality that students learn better when they feel cared for in a safe environment is seen through data that is collected. The homebase period was designed so that relationships between adults and students can be established ; so that personalization can take place. Surveys were administered in homebase classes to gauge students’ perception regarding the effectiveness of the class and the degree of comfort they felt with their respective homebase teachers. Results suggest that the homebase activities, lessons, and efforts to achieve personalization with the students need to be revisited.


SY 2010-2011


Additional Recommendation #2: Develop and implement a monitoring system to regularly revisit and revise the SIP and RAPP using student data

This recommendation is in progress as of August 2010. Prior to the midterm visit in 2010, the School Improvement Plan (SIP) and the Roadrunner Academic Action Plan (RAPP) were treated as two separate documents. This school year, the BMS Action Plan was revised and designed to be a synthesis of both. Prior to this school year, there was no evidence of goal setting at any level. To facilitate a monitoring system and to focus on making academic and behavioral gains, the school Principal introduced SMART goals to interdisciplinary teams and content areas. The concept of SMART goals is new to many teachers, so it continues to be a work in progress. To provide continued support, the Principal held monthly meetings where the process and progress of the SMART goals was addressed. The dates and outcomes of each meeting can be seen in Table 9. Table 9

Faculty Learning Sessions


Aug. 26, 2010

Faculty Learning Session #1 (SMART Goals – Academic)

65

1) Understand Marzano’s Effective Pedagogy 2) Examine Walkthrough Data – Snapshot for BMS 3) Collaborate with content members to examine

nonlinguistic representations

Sept. 9, 2010

Data Analysis #1 (SMART Goals – Discipline)

41

1) Understand the difference between a Team and Group

2) Understand and Apply the continuous cycle of improvement

3) Collaborate with team teachers to reduce the number of referrals and improve student behavior

Sept. 15, 2010

Faculty Learning Session #2 (SMART Goals – Academic)

58

1) Understand the curriculum, Instruction, and Assessment Process as it relates to SAT10

2) Examine SAT10 Data 3) Collaborate with content members to examine

ways to improve SAT10 scores

Oct. 20, 2010

Data Analysis #2 (SMART Goals - Discipline)

49

1) Examine the effect of SMART goals in relation to data

2) Collaborate with team teachers to reduce the number of referrals and improve student behavior

Nov. 17, 2010

Grade Level PLC 44 Teams examined SMART Goals

Dec. 15, 2010

Grade Level PLC 60 1) Understand Board Policy 409 and implications 2) Application of continuous cycle of improvement by

examining data and comparing it to SMART goals


SY 2010-2011


SMART Goals This school year, each interdisciplinary team created two SMART goals to address student behavior and academics. SMART goals were designed for teams to work interdependently toward a common goal. The goal was to be Strategic and Specific, Measurable, Attainable, Results-Oriented, and Time-Bound. A new concept for many teachers at BMS, the creation of SMART goals was initially met with some resistance. Notwithstanding, teachers collaborated on team goals that would hold them accountable and would facilitate dialogue about teaching and learning. The use of data – as mentioned in Recommendation #1 - was also used to establish SMART goals in each team. By looking at discipline data and SAT10 scores, teachers were able to determine students’ areas of growth. The SMART goals were created to target students’ needs as well as to address the district goals set forth by the Guam Department of Education and BMS’s school goals. The district goals are as follows:

1) There will be an increase of at least 5% of students in performance levels 3 and 4 in the SAT10 in the areas of Language Arts, Reading, and Math.

2) At least 85% of the students will have a passing rate (60% or better) in the areas of Language Arts, Reading, and Math.

3) Schools will have no more than 15% suspension rate for the SY. The school goals are aligned to the district goals:

1) The number of BMS students scoring in performance levels 3 and 4 will increase by 5% every year in Language Arts, Reading, and Math.

2) At least 85% of the students from BMS will have a passing rate of 60% or better in the areas of Language Arts, Reading, and Math.

3) BMS will have no more than 188 suspensions for SY2010-2011. Each team’s goals – both behavioral and academic were specific to their students and their needs. While the Principal has met with teachers on a monthly basis, teams apply the continuous cycle of improvement during their weekly interdisciplinary team meetings. They are in the beginning process of analyzing monthly data against their SMART goals to measure student achievement and to identify challenges. Where there are challenges, teachers are learning to work toward developing research-based interventions until goals are reached. Evidence of their progress and meetings are documented by the team leaders. Currently, there needs to be a better system of monitoring and accountability of the SMART goals. Each team has compiled a Team Binder that includes the SMART goals, data used to design the goal(s), and evidence of effectiveness. Beginning in February 2011, the Principal will collect the team binders every other Friday and will offer feedback.


SY 2010-2011


Additional Recommendation #3: Ensure that all role groups know and have a common understanding of the ESLRs, the ESLRs indicator, and assessments of the ESLRs

This recommendation is in progress as of August 2010. At the start of the school year, it was evident that the Expected School-wide Learning Results (ESLRs) was not clearly understood by BMS stakeholders. While students are able to recite the ESLRs and are aware of their existence, application of the ESLRs was not easily articulated. This showed that there was a lack of understanding as to what the ESLRs meant and what demonstration of the ESLR ‘looked like’. While it was important for students to know the ESLRs, it was also imperative to have the ESLRs begin to fuel teaching and learning and to guide school activities. The process at examining the school ESLRs and Indicators was an arduous one. The accreditation leadership team met consistently for a two-week period to discuss the ESLRs and their indicators. It was determined that the indicators needed to be revised so that it was broad, yet observable and measurable. At several accreditation meetings, student representatives were present and gave their ideas on what each ESLR looked like to them. Several parents gave input, as well. The team created and distributed an ESLR worksheet, seeking feedback and input from all faculty and staff. Teachers met in interdisciplinary teams to dialogue on possible indicators for each ESLR. The accreditation team compiled the suggestions of all stakeholders and narrowed it down to two indicators per ESLR that was achievable, observable, and measurable. A breakdown of the occasions in which the accreditation team collaborated can be seen below (Table 10). Table 10.

Professional Development / WASC Work Sessions Date Session Attendance Outcomes

Nov. 29, 2010

Accreditation Leadership Team 9 PLC on school ESLRs and Indicators

Nov. 30, 2010


Dec. 1, 2010 Accreditation Leadership Team 9 PLC on school ESLRs and Indicators

Dec. 2, 2010 Accreditation Leadership Team (with student representatives)

18 PLC on school ESLRs and Indicators

Dec. 3, 2010 Accreditation Leadership Team (with student representatives)

20 PLC on school ESLRs and Indicators

Dec. 6, 2010


Dec. 7, 2010 Accreditation Leadership Team 5 PLC on school ESLRs and Indicators


SY 2010-2011


Professional Development / WASC Work Sessions Date Session Attendance Outcomes

Dec. 9, 2010

Accreditation Leadership Team 8 PLC on school ESLRs and Indicators; Preparation for Work Session #2 Work on the RAPP

Dec. 10, 2010

Accreditation Leadership Team 8 PLC on school ESLRs and Indicators; Preparation for Work Session #2 Work on the RAPP

Dec. 14, 2011

WASC Work Session #2 77

1) Sharing of Finalized ESLRs and Indicators

2) PLC on activities/lessons to address ESLRs and Indicators

A draft of the chosen indicators was provided to faculty and staff to offer feedback prior to finalization of the ESLRs. Thereafter, a finalized version of the ESLRs and its respective indicators was made available to all. The new ESLR indicators can be seen on the right. To facilitate school-wide focus on the ESLRs and their indicators, the accreditation team assigned an ESLR for each month, beginning in 2011: January – Make Positive Choices; February – Be Respectful. Be Responsible. Be Safe; March – Value their Community; April – Succeed Academically; and May – Strive for a Better Tomorrow. At WASC Work Session #2, the finalized version of the ESLRs was shared with faculty and staff. A handout on the ESLR of the month, chosen by the accreditation team, was given during this work session. Teams worked on creating interdisciplinary activities that would support the ESLR of the month. Each team’s ideas and contributions were synthesized and made available to all teachers.


SY 2010-2011


The extent to which teachers carried out their plans with fidelity is not known as no data has been collected as of yet. In addition to the plans that teachers made within their teams, the school organized a grand-scale event in January. For Make Positive Choices in January, the school focused on a month of peace. BMS held its first annual Peace March that was centered on the theme, “Peace: It Begins with Me.” Throughout the month, participating homebase classes held discussions and activities based on the ESLR and the theme. BMS also held school-wide contests. Homebase teachers and the art teacher promoted participation in a poster contest. Students participated in a poetry contest through Reading classes and essay contest through Language Arts teachers. There was an outpouring of student participation in each category. Winners were announced at the Peace March, with each receiving a wealth of prizes from contributing local companies. There was an outpouring of support from the community at the January grade-level assembly and for the Peace March. The ESLR of the month permeated the school through activities, the assembly, classroom discussions and lessons, and the culminating activity of the peace march. Next steps include creating a rubric for the ESLRs so that understanding and application of the learner outcomes is measurable. The homebase committee is working towards designing surveys to measure student perceptions about the activities and ESLR of the

WASC Work Session #2 – December 14, 2010 Teachers participating in a gallery walk of teams’ ideas for interdisciplinary units/activities to focus on ESLR of the month


SY 2010-2011


month. Teachers will also work toward including the ESLRs within the framework of classroom instruction and lesson planning.

BMS’s Peace March featured in the Pacific Daily News, Jan. 28, 2011


SY 2010-2011


Additional Recommendation #4: Continue to develop a process that sets goals and accountability that will monitor students’ AYP

This recommendation is in progress as of August 2010. Prior to the midterm visit in 2010, BMS used the SAT10 results and several assessments, like the WRAT for Math and the Nelson Reading Test to measure student achievement. Results from the SY2009-2010 School Report Card show that BMS students continued to fall below the 50th percentile in all subject areas. To address Recommendation #4, this year’s administrative team introduced the PBIS triangle model to help in addressing those students who need additional assistance. The model was frequently revisited in faculty learning communities (refer to Table 9). Teachers also met in professional learning communities in their content areas as detailed below: Table 11.

PBIS Model and Response to Interventions Date Session Attendance Outcomes

Aug. 27 Induction Session 11 Understanding PBIS Triangle

Nov. 10, 2010

Core Content Area PLC 42 Looking at SMART goals

Jan. 12, 2011 Core Content Area PLC 40 Data Analysis; PBIS triangle model

Feb. 10, 2011



The SAT10 yearly assessment continues to be one of the primary means of assessing students’ progress and monitoring AYP. At the school level, teachers are in the process of creating common assessments in content areas, as described in the addressing of Recommendation #1. In addition, the BMS community has been PBIS Triangle Model


SY 2010-2011


able to identify with the Response to Interventions (RTI) and PBIS triangle model, which indicates different levels of interventions needed to assist students who either continue to misbehave, or who do not demonstrate a mastery of the academic skills as defined in the common assessments. PBIS Model Teachers have become familiar with the Positive Behavior Intervention Supports (PBIS) model and are beginning to identify those students who fall into the top two tiers. By examining data, teachers are beginning to identify students in the tertiary (red) and secondary (yellow) zones. Response to Interventions (RTI) Currently, BMS is working on its RTI plan to focus on those students who are in the red and yellow zones. Interventions will assist students academically and behaviorally while addressing the district and school goals. Several interventions will commence in February:

Study Hall to support Language Arts, Reading, and Math

Tutoring during non-instructional times: morning, during lunch, and after school in Language Arts, Reading, and Math

Saturday Scholars Program A classroom and adult monitor will be available for Study Hall periods. Teachers will identify students who are able – but choose not to – apply themselves academically. Student leaders in the National Junior Honor Society will be available to tutor those identified students during the Study Hall period. Strict criteria for selection of students will be given to each teacher so as to prevent the study hall from being a dumping ground for students who misbehave. The intent of the study hall is to assist those students who need more practice or one-to-one guidance in the subject of areas of Language Arts, Reading, and Math. Students from the National Junior Honor Society and the Future Educators Club and their advisors have offered their time and services to tutor students who need additional academic help. Tutors will be available in the morning, during lunch, and after school. The Saturday Scholars Program will also begin in February, where volunteer teachers and student tutors will be available to work with identified students in Language Arts, Reading, and/or Math.


SY 2010-2011


Additional Recommendation #5: Finalize and implement a Parent Involvement Plan

This recommendation is in progress as of August 2010. Steps have been taken to increase parental involvement at BMS. One of the most prominent changes is the revival of the Parent Teacher Organization. So far, there have been a significant number of parent attendees when compared to previous years. The high turnout rate can be attributed to the recognition of honor roll recipients at the meetings. This school year, A and B Honor Roll students were given a special invitation to the PTO meetings where received recognition. Teams have taken much initiative to connect with parents through the issuance of quarterly midterm progress reports, quarterly newsletters, and/or communication logs. The BMS administration also sends monthly letters home, detailing the activities and events slated for the month ahead. As part of the Response to Intervention Plan (as mentioned with Recommendation #4), parents will be able to work alongside the teachers to prevent poor behavior from reoccurring. To involve parents and hold them accountable in the education of their child, identified students will be required to attend tutoring sessions set forth by their team teachers and/or administration. As an alternative to suspension, parents are also encouraged to participate in conferences and/or shadow their child in situations where nonviolent offenses were committed. BMS has also received much community support including monetary and in-kind donations as with the Peace March and other school improvement efforts. The BMS administration, together with the PTO, continues to solicit local businesses and companies to assist with further school improvement efforts. BMS students have been very fortunate to sit in presentations with the U.S. Attorney General, members of the United States Military, and the Guam Police Department. Teachers continue to seek the support of local leaders and community members to enhance the educational experience at BMS. BMS is currently working on creating a school website that will allow parents to get information about expectations, policies, and activities. Having online accessibility will also provide another means of communication to bridge the home-school gap. When the district’s online database – PowerSchool is made available and accessible for parent access, BMS will encourage teachers to keep parents up-to-date and informed on their child’s academic progress through the parent portal.


SY 2010-2011


Additional Recommendation #6: Develop and implement a professional development plan to support teachers in the transition from DI to a standards-based curriculum, instruction, and assessment system

This recommendation is in progress as of August 2010. Prior to the 2010 midterm visit, teachers had been working in isolation trying to transition from Direct Instruction to a curriculum that is standards-based. Teachers have shared that little to no support was given in the transition. This school year, the administrative team has taken strides to unify the teachers and their curricula at the content area level. The Principal met with the content representatives, who in turn met with their respective content area teachers. Table 12.

PLCs with Content Representatives


Sept. 13, 2010


5 4) Relay of administrative information to team leaders 5) Examine mission, vision, and goals for BMS 6) Organization framework for success needed at BMS

Nov. 3, 2010


6 3) Next steps after curriculum maps 4) Four essential questions of learning

Nov. 15, 2010


4 3) Curriculum Map next steps 4) Four essential questions of learning

Jan. 10, 2011


3) Plan for differentiated instruction with content areas 4) Interdisciplinary planning with peace march

Jan. 24, 2011

Leadership PLC (Content Reps and JFK Teachers)

12 Meeting with John F. Kennedy High School Teachers – vertical alignment

Feb. 10, 2011



Beginning this 2010-2011 school year, teachers have started to dialogue about essential skills to be taught and have worked to align those skills in a cohesive curriculum map. Currently, teachers are working towards creating and utilizing common assessments (as described in Recommendation #1). To accomplish this, the PD Leadership Team has agreed to utilize NSDC/Learning Forward’s Standards of Professional Development, which is job-embedded and occurs at least biweekly.


SY 2010-2011


As of February 2011, teachers have started dialoguing about differentiated instruction (Table 13). Specifically, the Principal has met with content representatives about implementing differentiated instruction as a means to reach all students regardless of ability level. Most recently, all content areas participated in professional learning community focused on differentiated instruction. Table 13.

Response to Interventions Date Session Attendance Outcomes

Feb. 10, 2011



Feb. 16, 2011

Core Content Area PLC 64 Steps toward Differentiated Instruction

Several teachers have agreed to try differentiating instruction in their classrooms before the end of the school year. The cohort of teachers will be given time for planning and collaboration. The leadership team plans to do action research to compare the results of differentiated instruction against that of traditional instruction. Teachers who have been identified as exemplary classroom managers will be placed on professional growth for their evaluation and will work collaboratively with other teachers to study and implement differentiated instruction. In place of faculty meetings, teachers look at snapshots of teaching and learning occurring through the use of McRel’s Power Walkthrough. They focus on the instructional strategies as described by Robert Marzano’s Classroom Instruction that Works and the degree of thinking in Bloom’s new taxonomy. The teachers compare their traditional instructional strategies against the findings of research. In their content areas, teachers dialogue on what they learned, and what they need to do next. Finally, because new teachers at BMS need additional support, all 1st and 2nd year teachers at BMS have agreed to an induction program led primarily by the principal. New teachers learn not only new operations and expectations, but focus on critical instructional issues needed to succeed. Some of the topics include a book study on Harry Wong’s First Days of School, Classroom Management, PBIS, Lesson Plans, anticipatory sets, Evaluation, etc. The teachers agree to meet for one hour twice a month (every non-pay day Friday). Table 14 details the topics that were discussed per induction meeting. Table 14.

Induction Session


Aug. 6 Induction Session 12 Session, Vision, and First Days of School

Aug. 27 Induction Session 11 Understanding PBIS Triangle

Sept. 10, 2010

Induction Session 9 Lesson Planning using EEIC (Essential Elements of Instruction Checklist)


SY 2010-2011


Induction Session


Sept. 24, 2010

Induction Session 11 Using consequences for discipline

Nov. 5, 2010

Induction Session 9 Classroom Management

Nov. 19, 2010

Induction Session 10 Develop action plan for classroom management

Jan. 7, 2011 Induction Session 8 Planning for Peace March

Jan. 21, 2011 Induction Session 9 Using anticipatory sets in instruction PTEP (Professional Teacher Evaluation Program)


SY 2010-2011


Section IV Action Plan / RAPP

(Roadrunner Academic Progress Plan)


SY 2010-2011


ROADRUNNER ACADEMIC PROGRESS PLAN (RAPP) Any School Improvement Plan must be clear and concise on its purpose. The

Benavente Middle School Improvement Plan was created to focus on increasing student

achievement. While standardized tests are used to measure student achievement, other

data include student satisfaction surveys, teacher grades, and other measures of student

achievement. Hence, the Roadrunner Academic Progress Plan (RAPP) was created by the

Curriculum and Instruction focus group members to address a comprehensive action plan

that will increase student achievement. It is important to note that although this action plan

encompasses the needs from both the deficiencies in the school report card as per public

law 26-26 and the critical areas from the accreditation report, it is not limited to such needs.

The RAPP is grounded on several theories of effective schools. Specifically, we

follow the three core focus areas of Breaking Ranks in the Middle: 1) Collaborative

Leadership and Professional Learning Communities; 2) Rigorous Curriculum, Instruction, and

Assessment; and 3) Personalization. When these three focus areas institutionalized at BMS

with fidelity, then it is our belief that student achievement will improve dramatically.

Although Benavente Middle School follows the Breaking Ranks Model, our daily

actions have elements of framework from Richard Dufour’s model of a professional learning

community, Marzano’s “Classroom Instruction that Works,” and Robert Horner and George

Sugai’s model of Positive Behavior Intervention Supports. Finally, the interaction between

and amongst the faculty and staff follows the Standards of Professional Development as

described by the National Staff Development Council (NSDC), now known as Learning

Forward. We believe that using these models will allow the faculty and staff to direct their

resources, energy, and time towards an effective school improvement plan that will lead to

student learning.

The format of our school improvement plan will be guided by the District Action Plan,

our deficiencies identified in our Annual Yearly Progress, the Western Association of schools

and Colleges (WASC) critical areas of recommendation, and the curriculum audit reports

from Evergreen Solutions.


SY 2010-2011


We believe that Action Plans are important, but please note that our action plan is

not static, but rather dynamic. Our Action Plan has specific targets and learning goals.

However, since we will embed them in our daily routines and formatively assess our

progress, it is written loosely for teachers and administrators to follow the data and make

changes to ensure we are inching closer towards achieving our goal. This process entails we

use the continuous cycle of improvement, which will be evident in the RAPP. We plan to

use this framework for at least 3-5 years. Below is graphical framework for our school

improvement plan.

Professional Learning Community

Curriculum, Instruction, and Assessment

Personalizing BMS School Environment

Shared Vision , MissionAnd ESLRs (2010)

Learning School Alliance (2010)

Team and Content PreparationSet up for collaboration (2010)

WASC Review (2011)

IMPROVEDSTUDENT

PERFORMANCE

Differentiated Instruction (2010)

PyramidResponse

toIntervention

(2011)

InterdisciplinaryLessons (2010)

Essential SkillsCurriculum map (2010)

Common Assessments (2010)

Error Analysis (2010)Flexible Scheduling(2010)

Marzano’s InstructionalStrategies (2010)

Walkthrough Analysis (2010)

Literacy Program (2011)

Peer Observations (2011)PBIS (2010)

Examining Student Work (2011)

Leadership TeamsSchool Improvement

Team LeadersContent Reps

Homebase orAdvisor/Advisee

(2010)

Goal Setting (2011)

Parental &Community

Involvement Plan(2010)

Student Led Conferences (2011)

InterdisciplinaryTeams (2010)

Induction Program (2010)

The illustration above depicts the BMS 3-5 year action plan that we will utilize to increase student achievement. It is critical that all steps be

monitored and examined for fidelity to ensure proper implementation of the RAPP.

It is the belief of the Leadership team that three core areas are addressed in order to

improve student achievement. First and foremost, every student needs to feel that they are

cared for and known by an adult. This will fall under the category of Personalization, where


SY 2010-2011


the goal is that at the very least, every student will be well known by at least one adult. Goal

settings, the use of interdisciplinary teams, an effective homebase and advisory system, and

data collection are objectives needed to be accomplished in order for this core area to

flourish.

Personalization, however, is not the only area that must be tackled. Of equal

importance is meeting the needs of student academics. A rigorous curriculum, instruction,

and assessment program at BMS will assist the school in ensuring high level learning is

occurring at BMS. Differentiated instruction, core essential skills in curriculum mapping, and

common assessments are key objectives the school must address to ensure alignment takes

place between the curriculum, instruction, and assessment process (CIA). Moreover, each

grade level per content must come to a consensus on both the essential skills as outlined in

their curriculum maps and the assessment for each skill. When the implementation of both

the CIA process and personalization, Differentiated Instruction, Response to Intervention

(RTI), and Interdisciplinary lessons will naturally follow, thus increasing the likelihood that all

students learn at high levels at Benavente Middle School.

Lastly, it is the belief of the leadership team, and supported by research, that the

classroom teacher, first and foremost, is the single biggest factor in influencing student

achievement. The second factor is the school leader who supports the classroom teacher.

Therefore, the third core area deals with improving the school culture. BMS will be highly

engaging in professional learning communities to ensure that ADULT learning is also

occurring at high levels in BMS. As mentioned above, BMS staff will routinely engage in the

continuous cycle of improvement by following the standards of the National Staff

Development Council. A membership into the Learning School Alliance (LSA) will ensure

that BMS has the opportunity to share and learn from other high performing schools across

the nation. We will then share and apply that knowledge with our leadership team and they

in turn will share it with their interdisciplinary and content area colleagues.

The administrative team, in collaboration with the teacher leaders, will develop a

schedule and structure that ensures common planning time is built in for both

interdisciplinary and content teams. Moreover, we will also create a structure that allows


SY 2010-2011


teacher leaders to meet more often. Lastly, the school leadership team will examine and

practice the effective processes necessary for collaboration, such as embracing conflict,

knowing the stages of a team, and building trust.

The BMS leadership team believes that when the three core areas are implemented

with fidelity, then when they all meet, student improvement will increase.


SY 2010-2011


SWOT ANALYSIS FOR BMS SY2010-2011

Objective: BMS will increase student achievement as evidenced by at least a 5% increase in students reaching performance levels 3 and 4 in the areas of Language Arts, Reading, and Math. This will be accomplished through the deep implementation of the three core areas in Breaking Ranks by the faculty of BMS and supported by the staff.

Strengths of the Organization: Attributes that are helpful to achieving the objective

Change in instructional leadership

Administrative team and teacher leaders share a common vision in raising student achievement.

Decisions made by Leadership Team are grounded in theory and best practices.

School has many effective teachers with engaging instruction and lessons.

Many structures are in place for a potentially effective school-i.e. time for collaboration, homebase committees, PBIS, leadership teams, etc…

A strong connection with the community exists and are already institutionalized: Big Brother/Big Sister, Island Girl Power, Pacific Island Bible College, Saturday Scholars, Military Partnerships, etc…

Intensive Background in Curriculum and Instructional Leadership by leadership team members

Teachers are very caring and team pride is very strong

NJHS, FEC, Intramurals, SBA and other organizations very active

Pockets of best practices and strategies in place with certain teams

Weaknesses of the Organization: Attributes that are harmful to achieving the objective

Lack of Shared Vision by the ENTIRE faculty and staff.

Decisions of faculty not necessarily grounded in data.

Curriculum is fragmented and isolated (no agreed upon essential skills and curriculum)

Curriculum, Instruction, and Assessment not aligned

Lack of resources in terms of personnel-3 school aides and 3 clerks for 1300 students.

CIA discussion is very surface level and lacks true dialogue

High turnover rate: 10-12 new teachers in place.

Some teachers are ineffective classroom managers, hampering student learning

Operation of the school is currently confusing without written and documented SOPs

Faculty and Staff maybe resistant to change- what high effective schools look like are not clear and so high expectations are not the norm.

Opportunities : External conditions that are helpful to achieving the objective

WASC visiting committee revisit guarantees BMS stakeholders need to focus their priority and follow through critical areas of growth

Management team (GDOE) supports PLC in the work site

Applied and accepted for membership with Learning School Alliance

Board Union Contract renegotiating the evaluation of teachers, to include PLC’s.

Support from Dr. Nieves Flores to help move the school forward.

As an adjunct instructor, Principal may be able to teach a class for credits in our PLC.

ARRA funding for structural support and technological assistance

Threats: External conditions which could do damage to the objective

WASC follow up visit, if not carefully done, could be detrimental to the school community

Lack of financial resources from Lawmakers and Governor’s office

Mismanagement of funds from DOE hinders the resources needed to achieve goal

Time is an issue for Administrators and team leaders to meet and collaborates

Stability of Management Team from Superintendent to Deputy Superintendents’


SY 2010-2011


GOAL 1 Every child at BMS will be well known by at least one adult as measured by student satisfaction surveys, a decrease in

discipline referrals, and an increase in student pride and ownership.

RATIONALE

EVIDENCED BASED STRATEGIES:

Addresses core area of personalization from Breaking Ranks (NASSP)

Addresses one of the core components of the middle school concept-advisor/advisee or advisory programs. (NMSA)

A prerequisite for differentiated instructed. (ASCD)

Prerequisite for the tertiary and secondary interventions for PBIS and Response to Intervention (RTI)

ESLRs ADDRESSED:

Value their community; Be respectful, Be Responsible, and Be Safe; Make Positive Choices; Adapt to Changing times; and

Strive for a better tomorrow.

SCHOOL IMPROVEMENT PLAN:

The number discipline rate for students for SY09-10 was at 28% and needs to be decreased to at least 15%.

WASC ADDITIONAL RECOMMENDATIONS:

1) Finalize and implement a parental involvement plan

2) Develop and implement a student monitoring system to revise and revisit the SIP and RAPP using student data

3) Systematically analyze and use student data to inform instructional and school level decisions

4) Continue to develop a process that sets goals and monitors a students' AYP

GEPB GOALs 2 and 5:

All students in Guam Public School System will successfully progress from grade to grade and from one level of

schooling to another in order to maximize opportunities to successfully graduate from high school.

All Guam Public School System’s operations activities will maximize the critical uses of limited resources and meet high

standards of accountability.

Objective 1.1 The school community will understand and be actively engaged in the process of Positive Behavior Intervention Supports

(PBIS).

Impact on Student

Learning

All students will understand the right way and wrong way of behaving at BMS because the expectations will be explicitly taught

and reinforced.

Activities Responsibility Timeline Evidence of Effectiveness

1.1.1 Ensure the critical components of PBIS are met

(Data based decision making, behavior matrix, time

to teach the behavior, leadership team to address

behavior)

Administrators August 2010

(COMPLETED)

All teachers will be teaching the

students the expected behaviors in

the behavioral matrix and it should

be reinforced by all employees


SY 2010-2011


1.1.2 Provide training to teachers on the essence of PBIS

and its benefit.

Administrators and School

Climate Cadre.

August

(COMPLETED)

Teachers will understand the PBIS

triangle and will model good

behavior.

1.1.3 Set up schedule and structure to ensure teachers and

students have a time to examine and collect data.

Team Leaders and

Administrators

Monthly Students and teachers will need to

examine the data to see if they meet

the goal.

OBJECTIVE 1.2 The suspension rate for BMS will be at or below 20% for the school year 2010-2011 by applying the continuous cycle of

improvement model.

Impact on Student

Learning

The school will have a safe and conducive learning environment allowing students to feel safe and be ready to learn at high

levels.


1.2.1 Work with team teachers to set an ambitious goal of

less than ten suspensions per month.

Administrator and Team

Leaders

August Teachers will be able to examine

their discipline data.

1.2.2 Provide a workshop on SMART Goals to all

teachers during their team preparation periods.

Administrator August

(COMPLETED)

Teachers will know how to write a

goal that is strategic, measurable,

attainable, results oriented, and time

bound.

1.2.3 Collect data on a monthly basis from the discipline

office

Administrator Monthly Teachers will examine the data and

compare it to the smart goals.

1.2.4 Teams will analyze discipline data against SMART

goals and develop interventions until goal is

reached.

Team Leaders Monthly Teams will individualize their goals

to reflect their student needs.

OBJECTIVE 1.3 Develop a homebase program that addresses personalization for the whole child, including academics, social, psychological, and

emotional growth.

Impact on Student

Learning

The homebase program is the medium that will be used primarily to assist personalization on a non-academic basis. Social

skills, changes due to adolescence, goal setting, and study skills are several topics that will occur on a regular basis.


1.3.1 Develop a schedule that allows for enough time to

properly teach and personalize with all students in the

homebase.

Administrators April 2011 With homeroom and housekeeping

duties, sometimes 20 minutes is not

sufficient time to personalize the

environment. A schedule at least 30

minutes is more feasible

1.3.2 Every team will keep a personalization log and collect

data on progress of students as indicated on team

Team Leader

Classroom Teachers

August 2011 and monthly A personalization log to assist with

the data to identify at-risk students


SY 2010-2011


SMART goal and provide both preventive and

appropriate interventions to connect

with the student. Learning styles,

student goals, and other pertinent

information will be collected.

1.3.3 Homebase cadre, in collaboration with team leaders

and administrators, will create lessons to be used in all

homebase classes

Homebase Committee August 2010 and monthly Some teachers have not been trained

to personalize, because they have

been learned to teach content.

Therefore, a committee will provide

lesson plans every month based on

themes and issues occurring at

BMS.

1.3.4 Revisit and Develop weekly schedule/structure for

homebase activities

Homebase Committee May 2011 With so many issues and very little

time, the activities we chose must be

strategic and effective. Therefore, a

schedule that ensures goals settings,

study skills, and PBIS are all

necessary and should be included.

1.3.5 Meet regularly with team leaders and administrators to

ensure most critical issues are addressed with BMS

students

Homebase Committee and

Team Leaders

Monthly To avoid a disconnect between what

occurs in the teams and the

homebase committee,

communication is critical to ensure

that the lessons are relevant and not

fragmented.

1.3.6 Collect resources for homebase activities and provide

necessary resources to assist teachers with the

activities

Homebase Committee May 2011 There is a plethora of lessons to

personalize with the students. A

resource book should be made

available for teachers who wish to

deviate from the lesson plan

provided for homebase committee.

1.3.7 Team members will be empowered to transfer students

within their team teachers to adjust for the best match

of student teacher.

Team Leader

Classroom Teachers

August 2011 and revisit

every quarter

Students and teachers will be able to

personalize.

1.3.8 Monitor, assess, and celebrate successes in

personalization.

Homebase Committee Monthly Celebration is critical for sustaining

change. In addition, this exerts

positive pressure for other teachers.

OBJECTIVE 1.4 BMS stakeholders will mobilize the parents and community to assist in the school improvement efforts.


SY 2010-2011


Impact on Student

Learning

Due to limited resources and a change in values, parental and community involvement is even more crucial. Hence, BMS

community will increase the numbers of parental and community involvement to support the goals of the school.


1.4.1 Resurrect an official Parent Teacher Organization

(PTO) to work collaboratively with the leadership

team.

Administrators September 2011

(COMPLETE)

Get input from PTO in developing a

common vision so it can be

supported by parents thus

strengthening the home school

connection.

1.4.2 Through PTO, send solicitation letters to support

school improvement efforts

PTO President and

Committee Chairpersons

Monthly

(On-going)

With the limited resources, develop

a partnership with our community

thus allowing students to value their

community.

1.4.3. Develop a class that creates and updates a school web

site to ensure to make information about BMS

transparent.

BMS Webmaster August 2011 Parents and other stakeholders will

be able to access activities and other

critical information through the

website.

1.4.4. Develop a classroom that creates and develops a

monthly newsletter that focuses on the monthly

ESLRs theme and the PBIS data.

Classroom Teacher August 2011 By developing a monthly newsletter

for the entire school, BMS

stakeholders who are unable to

access the internet still have an

opportunity to see monthly school

happenings.

1.4.5. All teachers to use PowerSchool and PowerTeacher

for attendance.

Administrator February 2011 The use of PowerSchool and

PowerTeacher will allow parents to

access their student’s grades so they

may be able to monitor student

progress.

1.4.6. Continue to work with Military and other agencies to

provide tutoring on the essential skills.

Administrator February 2011 Ensure that all resources to assist

students are streamlined. This

intervention will be a part of the

interventions in our RTI.

1.4.7. Schedule at least a quarterly session with the

community to be guest speakers on topics agreed upon

by the leadership team of BMS.

Team Leaders August 2010

(On-going)

AG’s office, military, and GPD are

some agencies that have spoken

during the monthly assemblies.

OBJECTIVE 1.5 BMS Interdisciplinary Teams will develop a database of their team students to ensure decisions made are in the best interest of

the students.


SY 2010-2011


Impact on Student

Learning

A database of student learning styles and readiness levels is critical for making responsible data driven decisions to improve the

level of personalization. This is crucial with the other core area-professional learning communities.


1.5.1. BMS teams will assist students in developing one

long term goals and at least three short term goals.

Team Teachers August 2011 It is critical teacher knows

aspirations and goals of their

students to improve the degree of

personalization.

1.5.2. Teams will take assess different learning styles of

their students and place in a database.

Homebase Teachers August 2011 Teachers will be able to utilize

different teaching strategies to reach

the learning styles of the students.

1.5.3. Teams will develop a database that has Reading,

Math, Language Arts, and SAT10 scores as well as

discipline referrals so they have an idea of student

readiness levels.

Team Teacher August 2011 In order to personalize better,

teaches need to know student

abilities and skills so they may

move them assist with their

progression to the next level.

1.5.4. Teams will be able to identify the students who fall in

the green zone, yellow zone, and red zone.

Team Leaders September 2011

(On-Going)

Accurate identification of which

zone the team students belong is

critical for the right interventions.


SY 2010-2011

78

GOAL 2 BMS will increase the number of students in proficient or advanced in the SAT10 scores by at least 5% every year.

RATIONALE


Addresses core area rigorous curriculum, instruction, and assessment in Breaking Ranks (NASSP)

Addresses one of the core components of the middle school concept in terms of integrative curriculum that is challenging,

and relevant (NMSA)

Educators use multiple learning and teaching approaches (NMSA)

Students and teachers are engaged in purposeful learning (NMSA)

Varied and ongoing assessments advance learning as well as measure it (NMSA)

Differentiated Instruction (ASCD)

A solid curriculum is necessary for Response to Intervention process (ASCD)

ESLRs ADDRESSED:

Succeed Academically, Strive for a Better Tomorrow

SCHOOL IMPROVEMENT PLAN:

The math scores for 6th

grade, 7th

grade, and 8th

grade are all unacceptable with a proficiency or advanced score of 4%, 2%,

and 4% in SAT10 for SY 09-10.

The Language Arts score for 6th

grade is unacceptable with 7% scoring at proficient or advanced.


1) Develop and implement a professional development plan to support the teachers in the transition from DI to a standards

based curriculum, instruction, and assessment system


3) Continue to develop a process that sets goals and accountability that will monitor student’s AYP

GEPB GOAL 1:

All Guam Public School System students will graduate from High School prepared to pursue post-secondary education on-or off-

island or to assume gainful employment within the public or private sector.

Objective 2.1 Each content area will create a curriculum map that strategically eliminates non-essential skills and will come to a consensus on the

most essential skills

Impact on Student

Learning

Students will be able to learn a few essential skills that are higher order thinking and will be taught across all grade levels. With

fewer skills, teachers may be able to delve deeper and teach at higher levels


2.1.1 Content area Teachers will examine the DOE content standards

and performance indicators per grade level.

Content

Representatives

November 2010

(COMPLETE) Curriculum map will be guided by

Content Standards and will be


SY 2010-2011

79

2.1.2 Content area teachers will use the item analysis to determine the

skills students are proficient in as well as areas of improvement.

Content Teachers November 2010

(COMPLETE)

aligned with SAT10.

2.1.3 Content area teachers will compare and align the DOE content

standards and performance indicators with the SAT 10 item

analysis.

Content Teachers November 2010

(COMPLETE)

2.1.4 Content area teachers will collaborate and come to a consensus

using a priority checklist that ensure each skill has a) degree of

endurance; b) degree of leverage; c) degree of necessity; d)

degree of alignment; and e) level in Bloom’s taxonomy.

Content Teams November 2010

(COMPLETE)

2.1.5 Curriculum maps will be posted and distributed to all teachers for

further review and revision.

Teachers November 2010

2.1.6. Curriculum maps will be shared with feeder schools and high

schools and revisited yearly to ensure vertical alignment takes

place.

Content

Representatives

May 2011

OBJECTIVE 2.2 Teachers will collaborate and come to a consensus on at least five common assessments for each skill.

Impact on Student

Learning

Common formative assessments will be used to identify students who need additional support; identify the most effective teaching

strategies in helping students acquire the skill; areas in which students are generally having difficulty mastering the skill;

improvement goals for teachers and teams.


2.2.1 Each team will decide upon specific minimum number of

common assessments to be used in the course or subject during

the semester

Content Teachers Beginning SY Teachers will focus on depth over

breadth and will assess a few

assessments frequently to measure

the progress of student learning. 2.2.2. Team teachers will demonstrate how each item on the assessment

is aligned to an essential learning in the skill

Content Teachers Every Quarter

2.2.3. Teams will specify the proficiency standards for each essential

skill being assessed


2.2.4. Teams will clarify the conditions for administering and scoring the

test consistently in each classroom.


2.2.5 Teams will assess a few essential skills frequently rather than

assess many skills infrequently.

Content Teachers Bi-Weekly

OBJECTIVE 2.3 At least 20 Walkthroughs will be conducted weekly and results will be shared monthly using Marzano’s Classroom Instruction that

Works and Differentiated Instruction.


SY 2010-2011

80

Impact on Student

Learning

A snapshot of teaching and instructional strategies is critical for teachers to identify what occurs most at BMS. A comparison

between teacher understanding and research based strategies is critical to bridge research with classroom practices.


2.3.1. Administrators provide workshop on Marzano’s Instructional

Strategies and Differentiated Instruction.

Administrators Once a month

Teachers will begin using the

Instructional strategies with fidelity

2.3.2 Administrators frequently conduct walkthroughs (at least 20

walkthroughs a week)

Administrators Weekly

2.3.3 Results for walkthroughs will immediately be given to teacher and

data will be compiled to provide a snapshot of instruction at BMS

Administrators Monthly

2.3.4 Teachers will dialogue on their definition of the strategies and will

later compare it to the findings according to research (Marzano

and Differentiated Instruction)

Content

Representatives

Monthly

OBJECTIVE 2.4 BMS Faculty will examine their instructional strategies and differentiate instruction for maximum results.

Impact on Student

Learning

With the varied student learning styles and readiness levels, it is critical that educators meet the needs of each students by teaching to

their strengths. Hence, differentiated instruction must be utilized for maximum student involvement.


2.4.1. Team teachers will compile a database assessing every student

learning style

Team Leader Aug 2011 80-85% of students should meet

mastery of common assessments in

their classrooms. 2.4.2 Team teachers will assess student readiness level and compile it in

a team database

Team Leader Aug 2011

2.4.3 Teachers will be trained on different formative assessments to use

at least three times a week for constant monitoring of student

learning

Administrator Aug 2011

2.4.4. Teachers will examine several strategies from Marzano’s

Classroom Instruction that works, including Non Linguistic

Representations, Practice, Comparing and Contrasting,

Cooperative Learning….

Team teachers February 2011

2.4.5. Teacher will fit best instructional strategy for the different learners

in the classroom.

Team teachers Sept 2011

2.4.6. Lesson plans will offer several modalities (Instructional activities)

to ensure most students area


2.4.7. Teacher will ensure classroom management is safe, nurturing, and

conducive to risk taking and learning



SY 2010-2011

81

OBJECTIVE 2.5 BMS Faculty will develop a literacy program led by Language Arts and Reading teachers.

Impact on Student

Learning

All students write and use vocabulary. Therefore, the BMS faculty will be consistent in the way vocabulary is taught (led by Reading

teachers) and the writing expectations for each content (lead by Language Arts teacher).


2.5.1 Reading teachers to promote effective vocabulary building by

collaborating with their respective interdisciplinary content team

teachers.

Reading teachers The use of Vocabulary and writing

will be standardized across all

content areas, thus making

vocabulary building and writing

consistent. 2.5.2 Reading Content Representative to share strategies with Content

Representatives across all content areas.

Reading teachers

2.5.3. Language Arts teachers to promote four square method strategy

writing by collaborating with their respective interdisciplinary

content team teachers.

LA teachers

2.5.4. Language Arts Content Representative to share strategies with

Content Representatives across all content areas.

LA teachers

2.5.5. Content Representatives share the Vocabulary Strategy and Four

Square Writing Strategy with their respective colleagues during

Error Analysis Protocol

Reading CR and LA

CR

OBJECTIVE 2.6 BMS will implement a response to intervention model for students who will are not meeting mastery in the common assessments.

Impact on Student

Learning

All students write and use vocabulary. Therefore, the BMS faculty will be consistent in the way vocabulary is taught (led by Reading

teachers) and the writing expectations for each content (lead by Language Arts teacher).


2.6.1 Ensure all teachers have common assessments (universal

screening) in the area of reading, language arts, and math.

Content Reps In Progress If differentiated instruction were to

positively affect 80-85% of

students, then the remaining 15-20%

of at-risk students will be given

interventions in order to succeed.

2.6.2. Collaborate and implement several interventions-Saturday

Scholars, Summer School, Peer Tutoring, Study Hall, and

Remedial programs.

Leadership team January2011

(Completed)

2.6.3. Students who are not meeting mastery, yet the teacher

differentiates instruction, be sent to an intervention.

Content Reps Bi-Weekly

2.6.4 Collaborate with faculty on developing a schedule for the

interventions to occur.

All teachers March 2011


SY 2010-2011

82

GOAL3 BMS faculty will improve the school culture by actively engaging in professional learning communities with their

interdisciplinary teams and content teams

RATIONALE


Addresses core area of Professional Learning Communities and Collaborative Leadership (NASSP)

A Shared Vision developed by all stakeholders guide decisions. (NMSA)

Uses the Innovation Configuration and Standards Assessment Inventory (SAI) to measure degree of professional learning

(NSDC/Learning Forward)

ESLRs ADDRESSED:

Succeed Academically

SCHOOL IMPROVEMENT PLAN:n/a


4) Develop and implement a professional development plan to support the teachers in the transition from DI to a standards

based curriculum, instruction, and assessment system


6) Continue to develop a process that sets goals and accountability that will monitor student’s AYP

7) Ensure that all role groups know and have a common understanding of the ESLRs, the ESLRs indicators, and the

assessments of the ESLRs

GEPB GOAL 3:

All Guam Public School System Personnel will meet high standards for qualifications and on-going professional development and

will be held accountable for all assigned responsibilities

Objective 3.1 The structure and schedule will be set up to promote and foster collaboration and professional learning communities.

Impact on Student

Learning

The structure and schedule will be the first step towards having a collaborative school where adult learning occurs so student learning

flourishes.


3.1.1 Develop Leadership Organizational Chart that addresses

Curriculum (Content Representatives) Safety (School Climate

Cadre), Personalization (Interdisciplinary Team Leaders), and

Resource Support (Resource Team).

Administrator Aug 2010 Teachers will have time to

collaborate during the work day.

3.1.2 Identify effective teacher leaders, through data (SAT10, Power

Walkthroughs, Marks Analysis, and Student Interviews) who

are influential in having their peers move towards the attainment

of Goal 1.

Administrator Aug 2010


SY 2010-2011

83

3.1.3 Ensure common planning time is available for content and

interdisciplinary teams.

Administrator and

Leadership Team

Aug 2010

3.1.4 Find additional time for collaboration through the use of student

assemblies, transforming faculty meetings into learning time,

and using flexible schedules of the advisory/homebase program.

Administrator Aug 2010 and

monthly

Objective 3.2 Teach the process of collaboration and professional learning communities to the teachers in order for them to make proper use of their

time spent together.

Impact on Student

Learning

Teachers need to be taught the process of collaboration, as the natural tendency of schools and classroom is isolation. Most teachers

collaborate on issues such as field trips, class councils, fundraising, but fall short in collaborating about the Curriculum, Instruction,

and Assessment portions. This is evident by the a lack of common assessments that is a prerequisite to high levels of collaboration.


3.2.1 All teachers take Schools Assessment Inventory (SAI) Survey from

NSDC to measure the degree of Professional Development occurs

as measured by NSDC standards

PD Committee October 2010 and

Annually

Adult learning in terms of CIA will

increase, thus providing a greater

repertoire of teaching strategies.

3.2.2 Use results to determine area of strength and growth and design

monthly sessions accordingly.

PD Committee November 2010

3.2.3 Schedule, at least once a month, content meetings and

interdisciplinary meetings to focus on the process—Developing

SMART Goals, setting norms, assessing PD, team reporting and

planning, etc…—of effective collaborative professional learning

communities.

Administrator Twice Monthly with

Administrator

3.2.4 Simultaneously infuse theoretical framework of PBS and the

Advisory program for team meetings and relevant data (such as

office discipline referrals, student safety surveys) to the process of

PLC to give substance to their meetings (Continuous cycle of

improvement).

Administrator Twice Monthly

3.2.5 Assess effectiveness of program quarterly and make changes as

needed.

PD Committee Quarterly

Objective 3.3 Implement Richard Dufour’s model of Professional Learning Communities in all Academic content areas

Impact on Student

Learning

Richard Dufour’s model will ensure all teachers identify essential skills, have common assessments, differentiate instruction, and

develop interventions. All are critical components of ensuring all students learn at high levels.



SY 2010-2011

84

3.3.1 Explain Dufour’s model at the beginning of the year and set the

expectation of how content meetings will occur. Administrator

Aug 2010

(COMPLETE)

Students who are not reaching

mastery will be re-taught, and those

who need additional interventions

will be identified.

3.3.2 All content teachers must come to a consensus for five essential

standards/skills to be taught per quarter per content per grade level

that is aligned with the SAT10 skills.

Content teachers Nov 2010

(COMPLETE)

3.3.3 Content teachers must now agree to common assessments for each

standard (between 5-10) to ensure assessment measures higher

order thinking skills.

Content teachers Feb 2010

3.3.4 At the end of every common assessment, every content teacher to

meet and conduct error analysis, (at least biweekly) facilitated first

by the Content Representative.

Content

representative

March 2010 and

monthly

3.3.5 Teacher’s share their successes and struggles during monthly

faculty meetings for celebration and reflection.**

Content and team

teachers

Monthly

3.3.6 Teachers to share strategies of differentiated instruction with each

other in their respective content based on the results of common

assessments.

Content teachers Monthly

3.3.7 Teachers to identify students who are not learning the skills Content and Team

teachers

Monthly

3.3.8 Teacher to place those students in respective interventions,

provided classroom management is not the issue AND instruction

is differentiated.

Classroom teacher Feb 2010

Objective 3.4 BMS stakeholders will develop a shared vision.

Impact on Student

Learning The shared vision will be the glue for BMS faculty and staff in times of conflict.


3.4.1 During the first PD, all faculty and staff identify their ideal school. Principal

November 2010

(Complete)

The vision will be shared and lived

by all faculty and staff.

3.4.2 Once the ideal school has been built, have faculty and staff see

the reality of the school through the use of multipledata. Principal February2011

3.4.3 Provide literature on effective schools and have teachers compare

the attributes between effective schools and BMS. Principal February2011

3.4.4 Faculty and Staff to come to a consensus on the purpose, core

values, and goals of BMS. All faculty and staff


SY 2010-2011

85

3.4.5 Teacher leaders synthesize purpose, core values, and goals of BMS

community to write a vision. Leadership team May 2011

Objective 3.5 Apply to participate in the Learning School Alliance

Impact on

Student Learning

The learning school alliance allows BMS leadership team to collaborate with high performing schools across the continental US and

Canada.


3..5.1 Apply to NSDC/Learning Forward’s Learning School Alliance. Principal

August 2010

(Complete)

The SAI scores should be higher in

the end of the SY.

3.5.2 Attend monthly webinars with the leadership team. PD Team Monthly

3.5.3. Apply the lessons from the webinar during the monthly PLC’s PD Team Monthly

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