ACS WASC/GDOE FOL 2016 Edition

M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

CONTENTS

Preface 8
Chapter I: Student/Community Profile 13
Chapter II: Progress Report 52
Chapter III: Student /Community Profile — Overall Summary from Analysis of Profile Data
and Progress 58
Chapter IV: Self-Study Findings 60
Category A. Organization: Vision, Mission, Schoolwide Learner Outcomes,
Governance, Leadership and Staff, and Resources 60
Category B: Standards-based Student Learning: Curriculum 87
Category C: Standards-based Student Learning: Instruction 103
Category D: Standards-based Student Learning: Assessment and Accountability 114
Category E: School Culture (Environment) and Support for Student Personal and
Academic Growth 123
Chapter V: Schoolwide Action Plan 154
Appendix 158

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

GDOE Vision Statement

Our educational community prepares all students for life,
promotes excellence, and provides support.

M. U. Lujan Elementary School Mission Statement

To promote and provide academic opportunities in a
conducive and nurturing environment, for all students to
explore and build a life of learning as a productive citizen in
our community.

School-Wide Behavior
Expectations
1. Be Safe
2. Be Respectful
3. Be Responsible

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

School-Wide Learner Outcomes

F – Focused Learners: Actively engaged, goal driven and ready to learn

I – Independent Thinkers: Problem solvers who take ownership of their

learning by applying skills and knowledge of resources and strategies effectively
and independently.

R – Responsible Citizens: Positive role models that follow school and

classroom expectations, work hard, and help others.

E – Effective Communicators: Clearly, openly and honestly, expresses

thoughts, feelings and ideas using different modes of communication.

Focused Independent Responsible Effective

Learners Thinkers Citizens Communicators
I can model and
I can teach and I can synthesize different
teach others how I can explain and
encourage others to modes of communication
4.0 to be ready to teach others how
follow school-wide to express my thoughts,
learn and actively to solve problems.
expectations. feelings, and ideas.
engaged.
I can be a positive
I can show that I role model I can use different modes
I can apply skills
am ready to learn demonstrating of communication to
3.0 and knowledge to
and be actively expected behaviors express my thoughts,
solve problems.
engaged. and following school feelings, and ideas.
wide expectations.
I can participate in I can identify I can show different modes
discussions and strategies and I can recite school of communication to
2.0
activities when resources to solve wide expectations. express my thoughts,
called upon. problems. feelings, and ideas.
With help, I can With help, I can With help, I can show
participate in choose from a list With help, I can different modes of
1.0 discussions and of strategies and recite school-wide communication to express
activities when resources to help expectations. my thoughts, feelings, and
called upon. me solve problems. ideas.

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

OUR SCHOOL COMMUNITY

Guam Education Board

Chairman: Mark B. Mendiola

Vice Chairperson: Dr. Mary A.Y. Okada

Members: Peter Alecxis Ada, Felicitas B. Angel, Lourdes M. Benavente, Karlyn

R.C.G. Borja, Robert Crisostomo, Maria A. Gutierrez, Dr. Ron L. McNinch

Ex-Officio Members: Timothy Fedenko (GFT Representative), Mayor Melissa

Savares (MCOG Representative), Sophie Nochefranca (IBOGS Representative)

Yona Mayor: Bill Quenga

Guam Department of Education Administration

Superintendent of Education: Jon J.P. Fernandez

Deputy Superintendent, Education Support & Community Learning: Erika Cruz

Deputy Superintendent, Curriculum and Instruction: Joseph Sanchez

Deputy Superintendent, Finance & Administration:(Acting) Franklin Cooper-Nurse

Other Division Heads

CHamoru Studies: Jimmy Santos Teria

Facilities & Maintenance: Anthony Monforte (Acting)

Federal Programs: Ignacio Santos

Food & Nutrition: Anthony Monforte

FSAIS: Vincent Dela Cruz

Human Resources Division: Leilani Keone

Research, Planning & Evaluation: Dr. Zenaida Natividad

Special Education: Tom Babauta

Student Support Services: Christopher Anderson

Office of Supply Management & Procurement: Carmen Charfauros

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

M. U. LUJAN ELEMENTARY SCHOOL

ADMINISTRATION
Principal: Natasha A. Dela Cruz
Assistant Principal: Elias Taisipic

ACCREDITATION TEAM
Self-Study Coordinators: Kristy Gamboa and Annette Raguindin

A1-A3. Organization: Vision, Mission, Schoolwide Learner Outcomes, and

Governance
Chairperson: Michelle Santos

A4 – A6. Organization: Leadership and Staff and Resources

Chairperson: Loretta Cruz

B: Curriculum
Chairperson: Mie Rabago

C & D: Instruction and Assessment & Accountability

Chairperson: Zenia Duenas

E: School Culture & Support for Student Personal Academic Growth

Chairperson: Samuel Aguon

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

FACULTY AND STAFF

Kindergarten 1st Grade 2nd Grade

LeAnn Pangelinan Fusae Nobuo Dawn Perez
Dolores Cruz Courtney Rosario Dr. Margaret Surigao
Isabella Terlaje Ursula Umadhay Vanessa Peredo
Channay Versario Teresa Taitague Josephine Javellana
Arlene Cruz

3rd Grade 4th Grade 5th Grade

Zena Sablan Karla Fontbuena Bertha Cruz
Janet Meno Mariana Lujan Annette Raguindin
Melissa Terlaje Hannah Benavente Kristy Gamboa
Mariquita Fegurgur Catherine Lorio Samuel Aguon

CHamoru Special Programs

Loretta Cruz
Albert Fejeran Patricia Castro (SPED) Mie Rabago (GATE)
LeVonne Mantanona Bertha Torres (SPED) Michelle Santos (Pre-K
Jeremy Cepeda Cherise Charfauros GATE)
(SPED) Divina Salas (Head Start)
Anita Toves (ESL Delores Quinata
Coordinator) (Librarian)
Zenia Duenas (ESL) Emmercita Benavente
Debra Shimizu (IC) (Counselor)
Lily Concepcion (Nurse)

Administrative Assistant School Aides Teacher Assistants

Veronica Quinata Steve Duenas Andrea Quichocho
Computer Operator Franklin Castro Cristiann Meno
Alicia Fernandez Jason Mantanona Therese Bernardo
Clerks Lelani Taitague Bernie Fejeran
Sherry Duenas Cheryl Quintanilla Derek Cabrera
Joleen Pangelinan Jared Lujan
Alison Cariaga

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

1:1 Aides Custodial Staff Sodexo Staff

Vangeline Taitano Thelma Cruz Alana Meno
Francine Aguero
Jesse Taimanglo
Javen Taisipic
Meghan Barcinas
Cheyanne Aguero

STUDENT REPRESENTATIVES
Inatan Leon Guerrero Dunn Jisaiah Refugia Zane San Nicolas
Andrea Mesa Brielle Reyes Ella Quinata
Khoa Peredo

PARENT-TEACHER ORGANIZATION
President: Becky Babauta
Vice-President: Tabitha Garcia
Secretary: Doreen Bamba
Treasurer: Malia Castro
Sgt. At Arms: Zena Sablan
Public Information Officer: Valerie Pendon

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

Preface

Explain the school self-study process used to accomplish the expectations of the self-study. By
addressing the expectations of the self-study, the school will have addressed:
● The involvement and collaboration of all staff to support student achievement.
● The clarification and measurement of what all students should know, understand, and be
able to do through schoolwide learner outcomes and academic standards.
● The analysis of data about students and student achievement
● The assessment of the entire school program and its impact on student learning in
relation to the schoolwide learner outcomes, academic standards, and ACS WASC criteria.
● The alignment of a long-range action plan to the schools’ areas of need; the capacity to
implement and monitor the accomplishment of the plan.

M.U. Lujan Elementary School’s self study process was a concerted effort between school
leadership, faculty, support staff, parents, and other stakeholders within the community since the
initial visit in School Year 2017-2018. Vertical teams which consisted of a teacher from each
grade level, and a representative from special programs as well as support staff were responsible
for gathering pertinent information related to a particular focus group. Teams met during
professional development and monthly vertical meeting days to monitor progress and gather data
that would be shared with all faculty and staff, thus allowing for input on any areas of
improvement. The school leadership team also reviewed the School Improvement Plan and
collaborated with teachers to identify which activities needed to be prioritized in order to meet
our school’s SMART Goal and ensure success for all students. The collection and analysis of
student achievement data has been an integral part of this process in order to identify learner
needs, and plan deliberately to support student achievement and ensure that all students acquire
the necessary skills to meet their learning targets.

Our leadership, faculty, and staff have been able to adapt to meet the directives of the Guam
Department of Education’s State Strategic Plan. Our school has implemented the
Standards-Based Grading using the Common Core State Standards, to include the use of
proficiency scales and Common Formative Assessments. District-wide and school-based
assessments continue to be administered to determine students’ levels and help determine student
growth and achievement. Teachers meet regularly through Professional Learning Communities
(PLCs) to review data and determine next steps to ensure student achievement.

During School Year 2017-2018, faculty, staff, and students revisited our school’s student learner
outcomes (SLOs) to determine the level of proficiency based on a scale of one through four.
Within the same school year, teachers were more deliberate in the use of the Common Core State
Standards, proficiency scales, and Common Formative Assessments. Our students were able to
determine their level of understanding and set goals based on the proficiency levels. Through the
use of the Common Formative Assessments, that were based on proficiency scales, teachers were
able to revisit and refine the assessments to better determine student learner achievement.

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There were opportunities for our faculty and staff to attend Professional Development sessions
that encouraged the collaboration of the school community and its stakeholders to implement the
various activities. Through these sessions, teachers were able to receive training and guidance
on the development of our Plan, Do, Study, Act (PDSAs), explicit instruction, administration,
scoring and navigation of aimswebPlus, Raz Plus, and standards-based grading to name a few.
This knowledge helped teachers set goals and determine strategies needed to improve in our
greatest areas of need. MULES has also implemented the use of Aimsweb testing in the areas of
reading and math. Aimsweb is an assessment tool that is used for progress monitoring and data
management. The use of this assessment allows the teachers and students to set goals to
encourage student achievement. Through the setting of goals, the teachers are able to plan their
instruction and use strategies to encourage students’ success in reaching their goals. In addition,
teachers are able to review data to determine next steps, involving students in the process.

During School Year 2019-2020, Guam identified it’s first Covid-19 case. We were instructed to
shut down the operations of our school. This closure required that the faculty improve their
communication with parents and families to continue the learning process with the resources that
were made available to them. Faculty and staff were able to develop a strong bond with our
students and their families as we tried our hardest to keep the learning going.

During School Year 2020-2021, our school shifted to hybrid learning. This move allowed
teachers and students to explore the many uses of technology by using programs such as Google
Classroom, Google Meets, Zoom, Raz-Plus, and IXL. Students were given opportunities to learn
and use the online formats that were made available to them. Through the use of the online
platforms, teacher instruction and student learning were able to continue. In addition, students
were also able to be assessed to determine progress and growth. These assessments included
teachers’ formative and summative assessments as well as the aimswebPlus testing. As we
navigated through this adjustment in learning, our school’s faculty and staff continued to
maintain good communication with parents and their children. Parents and their families were
also afforded the opportunity to attend reading workshops through the use of Zoom. The same
online platform allowed our school’s Parent Teacher Organization members to continue to hold
monthly meetings.

Despite the many challenges and changes made to our ways of teaching as a result of the
pandemic, faculty, staff, and students have adjusted and persevered to continue to keep our
students learning and our families engaged. We continue to revisit and revise (if needed) the
many components that keep our school running and our students learning to ensure all students
are given opportunities to succeed.

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

ACRONYMS

IDEA: Individuals with Disabilities Education Act

ARP: American Rescue Plan

ASPIRE: After School Program for Instructional NAF: Non-Appropriated Funds

Remediation and Enrichment

BMP: Behavior Management Plan OTRF: Office Truancy Referral Form

CARES Act: Coronavirus Aid, Relief, and PATH: Providing Access to Homes
Economic Security Act

CCSS: Common Core State Standards PBIS: Positive Behavioral Interventions and
Supports

CEDDERS: Center for Excellence in PD/PDD: Professional Development/Professional

Developmental Disabilities Education Research Development Day
and Service

CFA: Common Formative Assessment PDSA: Plan, Do, Study, Act

CITW: Classroom Instruction that Works PLC: Professional Learning Community

CLC: Community Learning Center PSSTs: Priority Standards, Skills, and Topics

CLT: Collaborative Learning Team PTEP: Professional Teachers Education Program

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

DPW: Department of Public Works SBA: Standards-Based Assessment

DWA: District-Wide Assessment SCC: School Climate Cadre

ELL: English Language Learners SCPM: Student Conduct Procedural Manual

ESL: English as a Second Language SIP: School Improvement Plan

ESLRs: Expected Schoolwide Learning Outcomes SIOP: Sheltered Instruction Observation Protocol

ESF: Education Stabilization Fund SLOs: Student Learner Outcomes

Easy-CBM: Curriculum-Based Measurement SMART: Specific, Measurable, Achievable,

Relevant, Time bound

GATE: Gifted and Talented Education SOP: Standard Operating Procedure

GCC: Guam Community College SPAM: Student Procedural Assistance Manual

GCEC: Guam Commission for Educator SPARKs: Sport, Play, and Active Recreation for
Certification Kids

GDOE: Guam Department of Education SPED: Special Education

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

GEPB: Guam Education Policy Board SPRC: School Performance Report Card

GFD: Guam Fire Department SSIP: State Systemic Improvement Project

GPD: Guam Police Department SWIS: School Wide Information System

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

Chapter I: Student/Community Profile

Prepare a student/community profile. Include data and findings for the following:
● Demographic data, including the refined schoolwide learner outcomes
● Disaggregated and interpreted student outcome data
● Perception data summaries, if any.

BACKGROUND

Manuel Ulloa Lujan Elementary School (MULES), Home of the Dragons, is situated in the
southern part of Guam in the village of Yona. Yona is one of Guam’s largest municipalities in
area and is divided into 10 sections: Baza Gardens, Windward Hills, Ylig, Mannengon, Camp
Witek, Pulantat, Triangle, Central Yona, Tagachang, and As Namo. Our school is located in
central Yona in a residential area near the village community’s baseball field, gymnasium, and
church. The school was built in the early 1970s and was originally named Yona Elementary
School. It is located in the Haya (Southern) Region of the island. The school was eventually
renamed Manuel Ulloa Elementary School (M. U. Lujan) in recognition of Manuel Lujan who
was a longtime educator and public servant for the people of Guam. Our school is part of the
Guam Department of Education’s (GDOE) 41 schools. Our school provides an education to
students in grades Kindergarten through 5th grade. We also provide learning experiences to our 4
year olds through our Pre-GATE and Head Start programs.

STUDENT DEMOGRAPHIC DATA

Figure 1 presents information regarding our student enrollment by grade level for the last 4 years
and the current school year (data as of February 3, 2022). The data indicates that there was a
decrease in the number of students enrolled this school year compared to last school year in 1st
grade, 2nd grade, and 4th grade. However, there was a significant increase in Kindergarten,
which may have been a result of the return of face-to-face instruction this school year. Also,
based on the data, the current school year has the least number of students enrolled compared to
previous school years.

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

Figure 1: Student Enrollment by Grade Level

Figure 2: Student Enrollment by Gender

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

Figure 2 presents information regarding enrollment by gender for the last 4 years and the current
school year. Based on the data, there have been no significant increases or decreases. The data
also shows that there is no significant gap in the number of boys and girls enrolled for each
school year.

Figure 3: Enrollment by Ethnicity

Figure 3 presents information regarding the various ethnic groups at our school. Based on the
data, our highest numbers of students enrolled are Pacific Islanders. CHamorus represent the
greatest number of students, followed by Chuukese students. For our current SY, 73% of our
students are of CHamoru descent, while 12% of our students are of Chuukese descent.

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Figure 4: Special Programs Enrollment (ESL, SPED, and GATE)

English as a Second Language (ESL)

All students at our school who have a second language indicated on their home language survey
are assessed using the Language Assessment Scales (LAS). Depending on their score and needs,
they are placed in either of three program types: Pull-Out, Consultation, and Sheltered. Those
students who are in the Pull Out program receive instruction and lessons designed to meet their
needs. ESL teachers, with collaboration from the regular classroom teachers, ensure that the
students are learning the same skills as the other students, but with modifications and
accommodations as well as in a smaller group setting. Those students who are placed in the
program under Consultation remain in the general education classroom. The regular classroom
teacher and ESL teacher consult with each other on a regular basis to discuss students’ progress.
Documentation of the students’ progress and modifications/accommodations is documented.
Based on the data provided in figure 4, the number of students in our ESL program is at its
lowest this school year.

Special Education (SPED)

The Special Education Program is governed by the Individuals with Disabilities Education Act
(IDEA), which provides a free appropriate public education (FAPE) to students with disabilities.
It also ensures that these students receive services related to their disabilities. These students
have an educational team that consists of his/her parent or guardian, service providers and/or
evaluators, the special education teacher, the regular classroom teacher, and the school
administrator.

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

Based on the data provided in figure 4, there was an increase in the number of students receiving
Special Education services, from SY 17-18 through SY 19-20. However, during SY 20-21, there
was a decrease in the number of special education students enrolled in the program. This
decrease may have been caused by the changes in our school system due to the Covid-19
pandemic. Many students who registered for the Hard Copy model of learning were receiving
assistance from family members even as teachers tried to provide the instruction and assistance.
Many of the hard copy packets received could not be validated as students’ actual work since
Covid protocols were in place. It was difficult for teachers to determine if a student needed to be
referred for special education services since it was a challenge to determine the validity of the
student’s work. Also, based on the data in figure 4, the number has slightly increased this school
year and based on teacher discussions regarding the learning gap caused by the pandemic, we are
anticipating that the numbers will continue to increase or that the numbers of referrals to the
program will increase.

Gifted and Talented Education (GATE)

Our school’s Gifted And Talented Education (GATE) program provides services to students who
are identified as having the potential to participate in activities that require creativity and
higher-order thinking skills. Students can be recommended to the program by teachers and based
on test scores may be tested by the GATE Program evaluator to determine if they meet the
qualifications for the program. Once in the program, they are able to participate in enrichment
activities that encourage higher levels of learning and creativity. Based on the data in figure 4,
the numbers of students in the GATE program decreased after SY 20-21. One possible reason for
this decline can be attributed to the changes that the school had to undergo due to the Covid-19
pandemic. At the beginning of SY 19-20, students were placed into one of 2 models of learning,
online and hard copy. Face-to-face instruction was slowly phased in, but was not offered five
days a week. Teachers may not have referred students to the program as there was evidence of
learning loss due to the loss of daily face-to-face teacher instruction caused by the pandemic.

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Figure 5: ESL Program Student Enrollment

Figure 5 provides more specific information regarding our student enrollment in the ESL
Program. Based on the data in figure 5, our school has a significant number of students who are
receiving Consultation services. These students remain in the general education class where
modifications and accommodations are made, if needed. The general education classroom
teacher and the ESL teacher collaborate to determine each students’ needs and if more support is
required.

Student Participation in co-curricular activities and extracurricular activities

Prior to the pandemic, our school provided students with opportunities to participate in
co-curricular and extracurricular activities. To encourage physical activity, we participated in the
Guam Police Department’s Kickball Tournament. This tournament allowed our students to
challenge students from other schools in a friendly kickball game. In addition, to encourage our
special needs students to stay active, they participate in the Special Olympics.
To encourage students to practice the CHamoru culture, an after school dance program was
created among the 4th and 5th grade students. This dance group shared their talents by
performing at various locations during CHamoru month. These venues include hotels, shopping
centers, the Guam Legislature, and the Micronesia Island Fair. In addition to dance, students also
participated in a CHamoru Language Competition that was held during the University of Guam’s
Charter Day celebration.

Other activities include the GATE Visual and Arts Program, GATE Dance Program, GATE
Honor Choir, Science Fair, Math Olympiad, ISLA Art-a-thon, IRA Read-a-thon, the Healthy
Hearts Healthy Minds Fair, Red Ribbon Week, Math Olympiad, Junior Police Cadet Program,

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

5th grade Student Council, and the Cardboard Challenge (sponsored by the Guam Community
College).

EMPLOYEE DEMOGRAPHICS

There are 71 employees at MULES, 55% of whom are classroom teachers and 38% support staff
as indicated in Figure 1. Support staff include 5 office personnel, 5 school aides, 10 teacher
assistants, 1 substitute teacher, and 1 headstart aide. Figure 2 further indicates that of the 42
teachers at MULES, a total of 71% are at a Teacher III level or higher. Over 50% of our
classroom teachers have been teaching at MULES for more than 10 years, while over 50% of
support staff have been at the school for less than 10 years. See Figure 3. Gender demographics
at MULES, in Figure 4, show that the school community is predominantly female. CHamorus
make up the largest group in terms of ethnicity of employees, Figure 5.

Figure 1: Employee Positions

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

Figure 2: Teacher Levels SY21-22

Figure 3: Employee Years at MULES

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

Figure 4: MULES Employee Gender

Figure 5: Ethnicity

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

STUDENT PERFORMANCE DATA

M.U. Lujan conducts various assessments to determine student learning levels. These
assessments include aimswebPlus (kindergarten through 5th grade), as part of the State Systemic
Improvement Project (SSIP), and ACT Aspire (3rd through 5th grade).

As of school year 2019-2020, our school has administered the aimswebPlus, which is an online
assessment, data management, and reporting system that provides national and local performance
and growth norms for the screening and monitoring of math and reading skills. AimswebPlus is
a universal screener that assesses foundational skills and identifies students who may be at-risk
for learning difficulties. It also serves as the district’s interim assessment.

The assessment, aimswebPlus, uses two types of measures: curriculum-based measures (CBMs)
which are brief timed measures of fluency on essential basic skills and standards-based
assessments (SBAs), which are comprehensive measures aligned to current learning standards. It
defines seasonal cut scores that indicate who is likely to meet the Spring target. In each season,
two cut scores are defined that represent the break between points between the tiers. The lower
cut score is associated with a high probability of failing to meet the Spring target, while the other
is associated with a moderate probability of failing to meet the Spring target.

The data below shows the results from the school years 2019 - 2022 in three specific areas: high
risk, moderate risk, and low risk.

High risk: Students with scores below the lower cut score are considered at high risk because
they have a low probability of meeting the Spring performance target without intensive
intervention.

Moderate risk: Students with scores between the two cut scores are considered at moderate risk
and will likely need additional instruction to meet the target.

Low risk: Students with scores above the upper cut score are considered at low risk and will
likely remain on track with the core instructional program (i.e., without additional instruction).

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Figure 1

● The percentages show an increase of students at high risk for all three years
indicated, despite the decrease in the students at moderate risk. In SY 19 -20, 44.4
percent of students were at high risk, then increased by 19.2 percent in SY 20 -21.
However, there was a decline in the percentage of students at high risk by 11.7
percent by SY 21-22.
● Students at low risk continued to decline throughout the three years indicated. In
SY 19-20, 35.4 percent of students were at low risk. The percentage of students
decreased by 5.1 percent of students in SY 20-21, and then 3.7 percent in SY
21-22.
Figure 2

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

● In SY 20-21, there was a larger percentage of students at high risk compared to

SY 19-20 and 21-22 by 25.2 percent. However, there seems to be an
improvement in the number of students at high risk which declined by 23.1
percent from SY 20-21 to SY 21-22.
● The percentage of students at low risk was nearly 40 percent throughout the years
shown. In SY 19-20, 40.8 percent of students were at low risk and then it
decreased by 5.4 in SY 20-21. However, the percentage of students at low risk
showed an improvement of 3.3 percent for the following SY 21-22.
Figure 3

● In SY 20-21, and 21-22, there is a greater percentage of students at high risk. In

SY 19-20, the percentages were similar, ranging from 40.4 percent through 43.4
percent for students at low risk and at high risk. The data shows that within the
SY 20-21 and SY 21-22, more than 50 percent of students were at high risk.
● The percentage of students at moderate risk for all years was lower than 16.3
percent. It decreased by 10.9 percent from SY 19-20 through SY 20-21 and then
increased by only 2 percent by SY 21-22.

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

Figure 4

● In SY 19-20, there was at least 34 percent of students at high risk in comparison

to the significant increase of students in that same category for school years 20-21
and 21-22.
● For students in the low risk category, the percentage decreased significantly by
33.5 percent from SY 19-20 through SY 20 - 21. By SY 21 - 22, there was an
improvement of the percentage of low risk students by 17.3 percent.
Figure 5

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

● In school years 19-20 and 21-22, there was an average percentage of students at
low risk and high risk compared to the increase in high risk students in the school
year 20-21.
● For students at low risk, there was a decrease in percentage of 18.1 percent from
SY 19-20 through SY 20-21. Then in SY 21-22, there was an improvement of
students at low risk by 16.5 percent.

Figure 6

● All three consecutive school years indicate that there was a significant percentage
of students in the high risk category. From SY 19-20 through SY 20-21, the
percentage of students increased by 17.9 percent and decreased the following year
by 15.5 percent.
● Less than 25.6 percent of the students were at low risk for the three years shown.
An insignificant decrease of percentage of only 1.8 percent from SY 19-20
through SY 20-21 and a continuous decrease of 5.9 percent from SY 20-21
through SY 21-22 for the students at low risk.

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

Figure 7

● In school years 20-21, there was a slightly greater percentage of students at low
risk. However, in the three consecutive school years, almost 50 percent of
students fell into the high risk category.
● The students at moderate risk showed a decrease of 10.2 percent from SY 19-20
through SY 20-21. The percentage of students increased by 8.8 percent in SY
21-22.
Figure 8

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

● In school years 20-21, the percentage of high risk students increased by 17.9
percent from years 19-20. Then in SY 21-22, there was a decrease of high risk
students by 7.1 percent.
● Students at low risk and moderate risk were the same for SY 19-20 at 25.6
percent. The percentage in the low risk category decreased by 1.8 percent from
SY 19-20 through SY 20-21, and then decreased again by 2.5 percent in SY
21-22.
Figure 9

● In school years 20-21 and 21-22, there was a greater percentage of low risk
students compared to school years 19-20 of nearly 16.5 percent.
● The percentage of students at high risk continuously declined throughout the three
consecutive years. A decrease of 6.1 percent from SY 19-20 through SY 20-21
and an additional decrease of 2.1 percent.

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Figure 10

● In Figure 10, throughout the school years 19-20, 20-21, and 21-22, there was a
significant increase in the percentage of students in the high risk category, despite
the decrease of 9 percent within the school years 20-21 and 21-22.
● For students at the low risk category, the percentage of students increased
continuously throughout the years. There was a 1.6 percent improvement from SY
19-20 through SY 20-21 and a 4.2 percentage increase from SY 20-21 through SY
21-22.
Figure 11

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● In school years 21-22, there was a decrease by 11 percent from school years
19-20, with an increase of 8.8 percent for high risk students in school years 21-22.
However, there is a larger percentage in years 21-22 for low risk students.
● For students at moderate risk, there was a decline of 12.8 percent from SY 19-20
through SY 20-21 and an increase of 1.5 percent of students from SY 20-21
through SY 21-22
Figure 12

● The chart indicates that there was a continuous increase in percentage of high risk
students throughout the three consecutive years. From SY 19-20 through SY
20-21 there was an increase of 9.5 percent of students and a continuous increase
of 4.2 percent in SY 21-22.

● Students at the moderate risk declined for all three years. From SY 19-20 through
SY 20-21, there was a decrease of 12.8 percent, followed by a continuous
decrease in the percentage of students at 1.4 percent.

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Our school administers the aimswebPlus benchmarks which are designed to inform instruction to
improve achievement. These benchmarks are facilitated three times a year for all students during
the Fall, Winter, and Spring Benchmark. Teachers generate reports after each testing period to
determine the Greatest Area of Need (GAN). In the area of reading, our school data identified
Letter Word Sounds Fluency (Kindergarten) and Oral Reading Fluency (1st through 5th grade) as
our Greatest Area of Need (GAN) throughout the years. In Letter Word Sounds Fluency
(LWSF), the student says the names of visually presented letters and the number of correct items
are scored. With Oral Reading Fluency (ORF), the student reads two stories aloud, each for one
minute.

The assessment aimswebPlus provides norm-referenced information in the form of percentiles,

which represent the percentage of students in the nationally representative sample who scored at
or below a given score. For our school district, the target is at the 35th percentile (kindergarten
through 1st grade) and 45th percentile (2nd through 5th grade).

The performance levels are identified using the following scale:

● Well-Below Average: 1st - 10th percentiles

● Below Average: 11th - 25th percentiles
● Average: 26th - 74th percentiles
● Above Average: 75th - 89th percentiles
● Well-Above Average: 90th - 99th percentiles

Using this range, percentiles provide a common reference point for interpreting student
performance and for comparing groups. It also allows for teachers to evaluate instruction and
interventions in the classroom and as a school.

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aimswebPlus Letter Word Sounds Fluency and Oral Reading Fluency Data

Figure 1

● The percentage of students in the average category from Spring 2021 through Fall
2021 increased by 30.4 percent. However, in Winter 2022, there was a decrease
in percentage by 18.1 percent.
● Students at below average showed an increase of 19.7 percent from Spring 2021
through Fall 2021. In Winter 2022, the percentage of students who scored below
average decreased by 12 percent.

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Figure 2

● Students in the average category decreased by 2 percent from Spring 2021

through Fall 2021. During Winter 2022, there was an improvement in the
percentage of students by 8.4 percent.

● For students who scored in the below average category, there was a continuous
improvement in percentages. From Spring 2021 through Fall 2021, the
percentage of students decreased by 5.9 percent and continued to decrease by 3
percent by Winter 2022.

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Figure 3

● All three benchmarks show a continuous improvement in the percentage of

students who placed in the average category. There was an increase of 4.6 percent
from Spring 2021 through Fall 2021, then an additional increase of 3.1 percent in
Winter 2022.
● The percentage of students who scored below average decreased by 7.6 percent
from Spring 2021 through Fall 2021. However, the percentage increased 3.5
percent in Winter 2022.

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Figure 4

● There was a continuous improvement in the percentage of students who scored

average for the three consecutive benchmarks. From Spring 2021 through Fall
2021 there was an increase of 2.6 percent. Then in Winter 2022, another increase
of 2.7 percent.
● For students who scored below average, there was a decrease in the percentage of
students by 5.2 percent from Spring 2021 through Fall 2021. However, there was
a slight increase in Winter 2022 by 0.1 percent.

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Figure 5

● Students who scored average showed a continuous improvement for all three
consecutive benchmarks. There was an increase of 14.2 percent from Spring
2021 through Fall 2021. In Winter 2022, the percentage of students who scored
average continued to improve by 1.5 percent.
● In the below average category, the percentage of students increased by 1.4 percent
from Spring 2021 through Fall 2021. However, there was a decrease of 4.7
percent in Winter 2022.

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Figure 6

● The percentage of students who scored average from Spring 2021 through Fall
2021 increased by 2 percent. From Fall 2021 through Winter 2022, it decreased by
6.6. percent.

● The percentage of students who scored below average decreased by 5.7 percent
from Spring 2021 through Fall 2021. In Winter 2022, there was an increase of the
percentage of students by 3.6 percent.

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ACT Aspire Performance Levels

ACT Aspire is a standards-based system of summative assessments. Students in 3rd through 5th
grade are assessed in the areas of English, Reading, and Mathematics. It is aligned with college
and career readiness goals. ACT Aspire was completed throughout the school years 17-18,
18-19, and 20-21. However, due to the emergency shutdown of schools in response to the
COVID-19 pandemic, MULES was unable to administer the ACT Aspire for school years 19-20.
For the school years 20-21, the asterisk indicates the number of students who were able to
complete the assessment because of limited face-to-face enrollment.

The ACT Aspire has four areas of performance levels:

Exemplary: Students who performed above the ACT Readiness Benchmark

Ready: Students who met the ACT Readiness Benchmark and are on target for 50% or higher
likelihood of college course success by Grade 11.

Close: Students who scored below but near the ACT Readiness Benchmark

In Need of Support: Students who scored substantially below the ACT Readiness Benchmark.

Figure 1

● Throughout school years 17-18, 18-19, and 20-21, the data indicates that about 43
and 54 percent of the students are near readiness for the ACT Aspire benchmark.

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Figure 2

● For school years 17-18, 18-19, and 20-21, between 77 percent and 85 percent of
students tested substantially below the ACT Readiness benchmark.

Figure 3

● For school years 17-18 through 18-19, the number of students substantially below
the ACT Readiness benchmark increased by 7 percent. Then in school years
18-19 and 20-21, it increased by 11 percent.

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Figure 4

● The data indicates that the assessment was administered only in the school years
20-21. In addition, 85 percent of the students scored substantially below the ACT
Readiness benchmark.

Figure 5

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● In figure 5, all three years indicate that between 12 through 20 percent of the
students performed above the ACT Readiness benchmark. Eleven though 32
percent of the students met the ACT Readiness benchmark and were on target.
However, there was an increase of students in need during the school years 20-21.

Figure 6

● Despite the decrease of in need students, there was an increase of students who scored
within the exemplary and ready categories.

Figure 7

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● In figure 7, the data indicates that throughout the three consecutive school years,
the percentage of students who scored below but near the ACT Readiness
benchmark continued to decrease. However, in school years 20-21, the
percentage of students in need increased by 31 percent.

Figure 8

● In school years 17-18, 18-19, and 20-21, between 6 and 13 percent of students
scored above the ACT Readiness benchmark. In addition, 24 through 36 percent
of students met the ACT Readiness benchmark.

Figure 9

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● In school years 17-18, 18-19, and 20-21, the percentage of students who placed at
the in need category decreased within these years.

Figure 10

● Despite the low number of students assessed for school years 20-21, there was a
significant increase of 31 percent of students who scored substantially below the
ACT Readiness benchmark.

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Figure 1: Respondents

GDOE Year End School ‘YES’ Survey

During School Year 2019, parents, students, teachers, staff, and our administrators completed the
GDOE Year End School ‘YES’ Survey. This was a comprehensive survey that included
questions about various aspects of our school. The survey asked respondents to rate their
responses to various prompts about our school. Prompts that were included in the survey were
related to their knowledge of our school’s practices and policies, their perceptions of our job
duties, and their overall thoughts and feelings about our school and its personnel. The results of
the survey assisted us in improving our school culture and climate. Figure 6 shows the numbers
of respondents who participated in the survey. The subsequent graphs present information on
respondents’ responses to some of the prompts in the survey.

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Schoolwide Learner Outcomes

Our schoolwide learner outcomes are Focused Learners, Independent Thinkers, Responsible
Citizens, and Effective Communicators. Our students exhibit characteristics of a focused learner
as they are actively engaged, goal driven, and ready to learn. Through the use of our PDSA
cycles, our students are able to set goals based on their performance. To achieve their goals,
teachers use explicit instruction to teach skills and strategies for our students to use. Students are
then given opportunities to practice what they have learned independently as they progress to
being independent thinkers. Students have also shown that they are responsible citizens in our
school community by being positive role models who follow our school and classroom
expectations. They have familiarized themselves with our Covid-19 Safety Protocols and exhibit
them throughout the day and throughout the campus. In addition, they remind each other to
follow our safety protocols and our schoolwide expectations.

MULES Family Partnership Survey

The MULES Family Partnership Survey was available for our students’ parents and guardians to
complete, beginning February 28, 2022. The survey gave them the opportunity to tell us how our
school was doing with building a strong partnership between our families, our school, and our
community. Figure 1 provides information regarding the number of parents and guardians who
completed the survey. The graphs that follow show how parents and guardians responded to
some of the prompts in the survey. The numbers indicated on the graphs represent the percentage
of responses for each rating.

Figure 1: Number of Respondents by Grade Level

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For this graph, there were no respondents who disagreed or strongly disagreed with this prompt.

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For this prompt, none of the respondents strongly disagreed.

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Chapter II: Progress Report

Summarize progress on each section of the current schoolwide action plan that incorporated all
schoolwide critical areas for follow-up from the last full self-study and all intervening visits.

After our initial visit in March of 2018, the committee identified areas for follow-up listed in the
table below. Each area has been and continues to be addressed to ensure student achievement.
Our School Improvement Plan has been revised, further prioritizing areas of need. Though we
have accomplished a lot since our last visit, the pandemic has had a huge impact on everyone,
especially our students. Thus, we have reprioritized our focus and have identified our next steps
through deep and meaningful discussions and collaborations.

Area for Follow-up Findings

The development of the
indicators and rubrics Since the initial visit, faculty, staff, and student leaders
for the SLOs and their collaborated to develop indicators for our school’s SLOs. A rubric
use to ensure deeper was created using a 4 point scale, with indicators that described
understanding of the each expected outcome. Once completed, the information was
SLOs along with the shared with our school community, students, families, and other
mission by students, stakeholders. Our teachers worked collaboratively to embed these
faculty, staff, parents and SLOs, along with our school mission into the curriculum and
other stakeholders. align them with grade level PSSTs. Students demonstrate their
understanding of SLOs through a variety of lesson activities.

During weekly assemblies our school leadership reviews our SLOs

and encourages all students to apply the expected behaviors in their
daily lives. SLOs are also reinforced by school staff through a
variety of activities during supervision time outside of the
classroom. This allows students to demonstrate understanding of
our SLOs throughout the school day.

The further refinement of Our school has compiled three years of student achievement data
the student/community from the District-Wide assessments (ACT Aspire) and
profile that shows three aimswebPlus. Teachers analyzed the data from assessments and
years of collaborated in determining the two critical learner needs. The
data with noted findings data results indicated that Oral Reading Fluency and Math were the
(Task 1, Focus on greatest areas of need school-wide.
Learning) and a
summary that Our school has provided four school years of demographic data, to
highlights implications of include the first semester of our current school year. After
the data, 2-3 critical reviewing the student achievement and demographic data,
learner needs, and 3-4 important questions raised by our team include:
important

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questions raised by the 1. How can we effectively interpret data and determine
analysis of the student appropriate high-yield strategies that address specific learner needs
achievement and in these areas?
demographic data
(Task 3 Focus on 2. What can we do to refine our use of the RTI model in order to
Learning). identify and provide specific interventions for students in need of
Tier 2 and Tier 3 support?

3. How can we strengthen our core instruction so that we are

teaching to ALL students and allowing them to build on their level
of thinking through multiple practice?

4. What can we do to increase purposeful engagement between

home and school to support student progress and participation?

The regular review and Prior to the pandemic, our schoolwide action plan was reviewed
revising of the yearly by our faculty and staff to determine our progress with
schoolwide action plan meeting the goals and the activities included in our plan. This
based on progress and review of our progress enabled our faculty and staff to ensure the
impact on student consistent alignment of our practices to the plan and to encourage
learning. and maintain student growth. During the pandemic, we had to
prioritize specific activities in our plan considering the actual time
we had with students because of the 3 models of learning teachers
had to plan and prepare for as well as the actual time each week we
had with our students.
The many changes to our school system caused by the Covid-19
pandemic led to different approaches to try to meet the goals and
activities of our schoolwide action plan. The focus, during this
time, was to provide learning opportunities to our students through
distance learning.
With the return to 5 days of FTF instruction, and considering
where our students are at in terms of their progress and
achievement, our school leadership team revisited and revised our
school improvement plan so that it is better aligned with our
current resources and needs of our learners.
The school leadership Grade level representatives were able to meet with representatives
and faculty in from other schools to review the priority standards and determine
collaboration with each standard’s level of importance and placement within the
GDOE move forward in school year. PSSTs were developed and are implemented across
the the district. Proficiency scales were then created based on the
review and refinement of collaboration within the team to ensure further alignment across
the priority standards, the district. Unfortunately, due to the pandemic, work on the use
proficiency scales, of Standards-Based grading such as CFAs was interrupted. This
Common Formative became a challenge for the district team to begin the development
Assessments (CFAs), and of these assessments. Therefore, our teachers created CFAs
aligned assessments to aligned with priority standards within their respective grade levels.

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the identified standards Teachers continued to refine CFAs in order to track student
to ensure progress.
consistency, validity and
reliability in the delivery
and assessment of the
learning.
The school leadership Teachers were trained in CITW, SIOP, and other evidence-based
and faculty work instructional strategies in order to plan deliberately to provide
together to share and differentiated, high-quality explicit instruction.
implement instructional
approaches learned Professional Development Days are scheduled throughout the
through the various school year to focus on topics that are relevant to instruction that
GDOE training meet specific learning needs of all students.
programs such as SIOP
and CITW to support Teachers meet weekly during PLCs and CLTs to collaboratively
personalized learning for analyze data, monitor student progress, engage in deeper levels of
all students that is discussion about effective instructional strategies that address
consistent to the desired learner needs, and plan for next steps and interventions for growth.
learning outcomes. Special Program teachers are assigned to each grade level to
provide input on how to strengthen skills that students struggle
with during Tier 1 instruction, but still allow for rigorous thinking
at their level when working in small groups.

Monthly vertical team meetings allow teachers across grade levels

to share instructional approaches that address specific learning
targets and in an effort to provide additional support within the
team.

Instructional Rounds were a purposeful, non-judgemental way of

providing our teachers with opportunities to observe a specific area
of interest (e.g.,reinforcing effort) and how it was implemented by
their colleagues across grade levels. After participants visited the
classrooms, they reflected and debriefed on the evidence they
gathered. In addition, each participant wrote a personal note to one
of their colleagues who was observed. This note provided words of
encouragement and appreciation for their hard work. Instructional
rounds were very effective, however, due to safety protocols
because of the pandemic and the established capacity for each
classroom, we are currently pausing our use of this professional
learning opportunity until such time certain restrictions are lifted.

The school leadership Our school leadership and faculty use various formative and
and faculty strengthen summative assessments to measure student achievement and
the use of multiple types progress. These include, but are not limited to aimswebPlus,
of formative and Fountas & Pinnell, ACT Aspire, CFAs, and teacher-made
summative assessment assessments. Standards-based curriculum assessments demonstrate

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data to determine root student achievement of academic standards and schoolwide learner
causes of student outcomes.
learning needs that will
result in additional The data is used to determine tiered groups, guide planning and
actions and their instruction, and develop interventions that address specific learner
evaluations regarding [Link] data also helps teachers differentiate their instruction
the impact on student and provide modifications or accommodations where needed.
learning. There is continued collaboration amongst teachers to develop
standards-based assessments aligned with PSSTs. In addition, these
assessments are aligned with proficiency scales to allow students
to track their progress towards reaching proficiency of a standard.
Students are also provided with immediate feedback, which
employs them to improve their performance.

Based on the identified Professional Development days are deliberately planned to provide
student learning needs teachers with new knowledge and skills to address specific target
and teacher professional areas in Reading and Math based on assessment results.
growth goals, the school
leadership and faculty PDs enable our teachers to become aware of the current trends and
prioritize professional best practices in curriculum, instruction, assessment, and
development areas intervention. Information gained from these professional
supported by development sessions are implemented in our classrooms with
ongoing, regular follow-up observations and feedback given to teachers.
coaching and sharing
among staff for the
identified areas within CLTs support the continuous learning of our teachers to strengthen
reading and math; this our effectiveness in curriculum, instruction, and assessment. Data
includes the assessment is used to identify and address student learning needs, and monitor
of the impact of this and assess our teaching practices to increase student performance.
professional development
on student learning in
these areas.
The school leadership Every year, Literacy workshops are made available to parents
and faculty work during Parent-Teacher Organization meetings. Parents were
together with the parents provided with strategies to help their children increase their
and families to involve reading skills at home. When protocols were created for the safety
them more in workshops of everyone during the pandemic, reading workshops were held via
related to the learning Zoom. In addition, training sessions regarding the use of online
needs of their children. platforms such as the Google Classroom and Raz-Plus were
provided to parents through the Zoom as well.

Prior to the pandemic, the Healthy Hearts and Healthy Minds Fair
was held annually to encourage families and their children to
participate in activities that promoted a healthy and active lifestyle
as well as raise awareness to real-world opportunities.

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

Monthly newsletters outlined each grade level’s priority skills and

provided helpful tips and strategies that families could use at home
to reinforce these skills as well.

The school leadership The Guam Department of Education provided training to the
and teachers ensure that faculty and staff on the use of the Google Classroom, which
students are effective became an integral part of our new way of teaching especially
users of technology during the pandemic. Faculty and staff used the information from
through appropriate the training to provide assistance to parents and students as they
teacher-training and began using the online platform.
coaching.
Other online programs, to include Raz-Plus and IXL, were
integrated into our lessons. Faculty and staff received training on
the many ways the online programs could be used to extend
teacher lessons. Parents were also provided with a training session
on how to use Raz-Plus through a virtual presentation. Students
were taught how to navigate through the online platforms either
through a virtual presentation or face-to-face presentation. With the
continued use of the online platforms, students became more
efficient. Data from the aimsweb Plus assessment indicated that
students who spent a sufficient amount of time using Raz-Plus
increased their Reading scores by the next benchmark.

Prior to the pandemic, a computer lab was set up from which

students were able to visit once a week. Teachers during that time
introduced their students to numerous online games, to include
keyboarding and fun math sites. Students also used the computers
to conduct research for their classes, create presentations, or
complete assignments. As a result of the pandemic and due to
availability of additional funds under the CARES Act, laptops
were purchased for every student. Teachers now have laptop
cabinets installed in their classroom with laptops so all students are
able to use and access the equipment throughout the week.

As a school we recognize that our students are becoming more

proficient navigating their way on a computer especially on the
internet and reinforce digital citizenship as well as other safety
tips.

The school leadership Safety continues to be a priority in our school, especially in the
and staff regularly midst of this pandemic. Safety inspections of the entire campus are
conduct safety conducted twice each year by an assigned administrator from
inspections of the school another school with accompanying staff. These inspections mirror
facilities and campus, that of Public Health and are quite comprehensive. After each
including the inspection, demerits are totaled with a plan of action developed to

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playground, and take quickly address any issues found. The full inspection occurs each
appropriate action to summer with a follow up during Christmas break, if needed. In
ensure the well-being of addition to these inspections, teachers are provided with a
all students and maintenance log during teacher workday to list any issues found in
stakeholders. their classrooms and then are required to submit to the designated
office personnel immediately for action. Office personnel,
depending on the issue, will either enter into Munis a work order
request in order for a representative from the Facilities and
Maintenance division to come to the school and address, or will
assign a custodian or other school staff to address if it can be done
so at our school level.

School staff also conduct spot checks in their respective assigned

areas daily and submit any issues or concerns to any main office
personnel for action. School administrators oversee this process
and work with the Facilities and Maintenance Administrator to
ensure issues get addressed in a timely manner.

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Chapter III: Student /Community Profile — Overall Summary

from Analysis of Profile Data and Progress
Provide an overall summary from the analysis of the profile data:
● Based on past progress and current data, explain the implications of the data with respect
to student performance
● Select two to three student learning needs based on the data, noting the correlated
schoolwide learner outcomes
● List important questions that have been raised by the analysis of the student performance,
demographic, and perception data to be used by Home and Focus Groups in their study.

Our administrators, faculty, and staff work collaboratively to review and discuss student data
from both our District-Wide assessments and school assessments. Data is reviewed and discussed
in our vertical and horizontal teams. Based on discussions, areas of need are identified, next steps
are determined, and types of support needed are shared and decided upon.

READING
Based on the aimswebPlus assessment data, Oral Reading Fluency has been identified as a
schoolwide student-learner need in grades 1-5. There was an increase in the percentage of our
students who scored in the average percentile from Spring 2021 to Winter 2022 for grades
1st-4th. This increase may have been attributed to the use of the online reading program,
Raz-Plus as well as a return to 5 days of face to face instruction. Prior to the use of Raz-Plus,
many of our students were performing either below average or well below average on the Oral
Reading Fluency component of the test. In relation to our schoolwide learner outcomes, our
students have been resourceful by using the materials provided to them to practice their reading
fluency. Teachers have also used various resources to research strategies to increase reading
fluency and have given students opportunities to practice using these strategies. Our students
were also focused learners as they learned and practiced strategies to increase their oral reading
fluency .

In collaboration with our SSIP (State Systemic Improvement Project), our teachers received
training and participated in working sessions to review and interpret data after each testing
benchmark. This provided teachers the opportunities to create grade level and class goals. Our
goals helped drive our planning, instruction, assessment, and interventions.

In addition to the aimswebPlus, our students completed the ACT Aspire, which is a summative
assessment that measures student progress. The test was administered to our students in grades
3rd-5th. The percentage of students in the category of in need of support was the highest. The
percentage of 3rd grade students who scored in this category for SY 17-18, 18-19, and 20-21
were 85%, 84%, and 77%, respectively. The percentage of our 4th grade students who scored in
this category were 65%, 76%, and 36%, respectively. The percentage of our 5th grade students
who scored in this category were 79%, 66%, and 15%, respectively. The most recent score was

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based on a lower number of students who completed the assessment as only students attending
face to face instruction completed the assessment. This assessment made it clear to us that there
was a need to focus on reading skills and strategies to assist our struggling readers.

MATH
Based on our students’ results on the ACT Aspire test, another area that showed a high
percentage of our students who were in need of support was Math. The percentage of our 3rd
grade students who scored in this category were 45%, 52%, and 63%, for SY 17-18, SY 18-19
and SY 20-21, respectively. In comparison to our 3rd grade students, the highest percentage of
students scored in the close category. This category meant that our students were close to
reaching the benchmark, but were still below. The percentages were 60% and 50% for SY 17-18
and SY 18-19. However, when they completed the test in SY 20-21, the highest percentage of
students that were in the category of in need of support was 65%. The percentages of
5th grade students who placed in the in need of support category were the highest. Their scores
for the same school years were 43%, 29%, and 60%.
After many years of using the same adopted textbook, we received new math materials and
resources this school year. Although formal training has not been provided for the Go Math!
materials, teachers and students have begun using and exploring the new math program. Go
Math! has an online component that allows both the teachers and students to utilize. With this
new program, teachers can provide more deliberate instruction to promote student progress. Our
students will be able to be focused learners and independent thinkers as they learn and practice
their math skills using this new program.

Through the review and analysis of the students’ results from these assessments, the following
questions are asked by our stakeholders:

1. Are the PSSTs (Priority Standards, Skill, and Topics) aligned to the District-Wide
Assessments? If so, are we planning our instruction deliberately and providing enough
opportunities for our students to practice? If not, are teachers able to receive information
from the company regarding specific skills that are being tested?

2. Were teachers administering the Oral Reading Fluency correctly since there was a shift
from paper and pencil to online assessment? If not, would this lack of experience or
training have resulted in scores that are not valid or reliable?

3. Did the aimswebPlus and ACT Aspire consider our ESL and SPED students when
creating the assessment? If not, what types of accommodations can be made to address
these learners?

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Chapter IV: Self-Study Findings

For each criterion, respond to the indicators and related prompts for each criterion and note the
supporting evidence. Refer to the areas to analyze and examine in determining the degree to
which the criterion is being met.
For each category, provide the following: (1) the identification of strengths and (2) the
identification of prioritized growth areas.

🡺 Note: The five criteria categories are:

A. Organization: Vision, Mission, Schoolwide Learner Outcomes, Governance, Leadership and
Staff, and Resources`
B. Standards-based Student Learning: Curriculum
C. Standards-based Student Learning: Instruction
D. Standards-based Student Learning: Assessment and Accountability
E. School Culture (Environment) and Support for Student Personal and Academic Growth.

Category A. Organization: Vision, Mission, Schoolwide Learner

Outcomes, Governance, Leadership and Staff, and Resources
A1. Vision, Mission, and Schoolwide Learner Outcomes Criterion
The school has a clearly stated vision and mission (purpose) based on student needs, current
educational research, and the belief that all students can achieve at high academic levels. Guided
by the Guam Department of Education State Strategic Plan the school’s purpose is defined
further by academic standards, schoolwide learner outcomes, and the schoolwide plan.
Vision, Mission, Schoolwide Learner Outcomes, Profile, Schoolwide Action Plan
A1.1. Indicator:The school has established a clear, coherent vision and mission of what students
should know and be able to do; the school’s action plan is based upon high-quality standards and
is congruent with research, practices, the student/community profile data, and a belief that all
students can learn.
A.1.1. Prompt: Evaluate the degree to which the development of the school’s vision, mission, and
schoolwide action plan has been impacted by pertinent student/community profile data,
identified global competencies, and current educational research.
Findings Supporting Evidence

School Improvement Plan (SIP)

Guam Department of Education revisited and revised the
vision of the department in 2014. In SY 2017-18, we revised
our school mission and Student Learner Outcomes (SLOs) GDOE Vision
with input from all stakeholders to include our students. This
was done after deep discussions and professional learning
sessions on what our ideal school looked like while also MULES Mission
examining our core beliefs.

MULES SLOs

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

We recognize that all our students come from different ethnic

backgrounds and are diverse in so many ways. Knowing who
our students are and understanding their unique needs
continues to be the focal point of our school improvement
plan, lessons, and activities. Our SLOs mirror what the 21st
century learner should look like, while embedding global
competencies, in order for all our students to be successful.
These expectations and outcomes are clearly articulated to all
students throughout the school day by the faculty, staff, and
administration.

Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes, and

Schoolwide Action Plan
The processes to ensure involvement of representatives from the entire school
A1.2. Indicator:
community in the development/refinement of the vision and mission are effective.
A1.2. Prompt: Evaluate the effectiveness of the processes that ensure involvement of the entire
school community.
Findings Supporting Evidence

All stakeholders, including our students, were involved in the Leadership Team Minutes
development of our vision and mission, which was created
with consideration of our student demographics and diverse
population in mind. We value the crucial input from all PLC Agenda & Minutes
stakeholders in our school community. This continued
collaboration ensures that the process is effective throughout
our school community and that all stakeholders are CLT Schedule
represented and have an opportunity to provide input.
Opportunity for collaboration and input occur in our
Leadership Team meeting, Professional Learning PTO Meeting Agenda
Communities meetings, Collaborative Team meetings (CLT),
Monthly Vertical Team meetings and during our Parent-
Teacher Organization (PTO) meetings.

Understanding of Vision, Mission, Schoolwide Learner Outcomes, and Schoolwide

Action Plan
A1.3. Indicator: Students, parents, and other members of the school community demonstrate
understanding of and commitment to the school’s vision and mission, schoolwide learner
outcomes, and action plan.
A1.3. Prompt: Evaluate the degree to which the school ensures that students, parents, and other
members of the school’s community understand and are committed to the school’s vision,
mission, , and the schoolwide action plan.

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Findings Supporting Evidence

Our school community knows and understands our school Lesson Plans
vision, mission, and action plan. Teachers incorporate both
Monthly Newsletters
the vision and mission throughout their daily classroom
routines and lessons. Students show their understanding by PTO meeting agenda
modeling the ideas found in the school mission, vision, and School website
SLO’s. Weekly assemblies are held on the first day of each
week. Our Principal and student representatives lead our GDOE website
school community in reciting them. In addition, they also
connect it to our focus and efforts. Families are provided
information about our school community through discussions
during PTO meetings. Monthly newsletters and our school
website also provides information about our school
community.

Regular Review and Revision

A1.4. Indicator: The school is implementing an effective process for regular review/revision of
the school vision, mission, schoolwide learner outcomes, and the schoolwide action plan based
on student needs in an evolving global society.
A1.4. Prompt: Evaluate the effectiveness of the process for regular review/revision of the school
vision, mission, schoolwide learner outcomes, and the schoolwide action plan.
Findings Supporting Evidence

Our faculty and staff conduct this review regularly by GDOE Vision Statement
revisiting our school vision, mission, and schoolwide
GDOE Mission Statement
expectations to ensure that goals are being met and we
continue to monitor our data and progress for greater student MULES Mission Statement
success. SLOs: FIRE
MULES SIP
We recently revisited our School Improvement Plan, bringing
to light how the pandemic has affected our plans, progress, PLC/CLT GL minutes
and focus. Our leadership team, with input from their grade
level team members, were able to re-examine once more what
our ideal school looks like, where we are at with reference to
our prior plan, and the direction we would like to go. This
information was eventually shared with our PTO.
We continue to discuss, collaborate, and monitor our progress
through our PLCs, CLTs, Professional Development Days,
and leadership meetings. This process has been effective as it
ensures all stakeholders play an active role in developing and
monitoring our progress.

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Schoolwide Learner Outcomes and Vision and Mission

A1.5. Indicator: Schoolwide learner outcomes and academic standards are reflected in the
school’s vision and mission.
A1.5. Prompt: Evaluate the ways in which schoolwide learner outcomes and academic standards
are reflected in the school’s vision and mission.
Findings Supporting Evidence

We are inclusive in our approach and practices as a school and MULES SLOs
create plans that include ALL our students, with the ultimate
goal that they are Responsible, Respectful, and Ready for Life.
We expect our students to leave M. U. Lujan as 5th graders PSSTs
being Focused Learners, Independent Thinkers, Responsible
Citizens and Effective Communicators. Through our
academic standards, which have been further prioritized, we
provided meaningful and relevant opportunities that allowed
all students a chance to learn and grow at his/her level. In
addition, with our increasing use of technology, students are
even more engaged in their learning and can connect their
effort with the ultimate goal that they are ready for life.

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A2. Governance Criterion

The school’s program and operations are in alignment with a) the Guam Board of Education’s
policies and b) the Guam Department of Education rules, regulations, and procedures. The
Board of Education delegates implementation and monitoring of these policies to the Guam
Department of Education.
Understanding the Role of the Governing Authority
A2.1. Indicator:The school community understands the governing authority's role, including how
stakeholders can be involved.
A2.1. Prompt: To what degree does the school community understand the governing authority’s
role, including how stakeholders can participate in the school's governance?
Findings Supporting Evidence

As the governing body of GDOE, the Guam Education Board GEB Website (Policies and
(GEB) is responsible for all the policies that govern the Agenda)
department. All stakeholders are invited to attend monthly
board meetings and scheduled work sessions to provide input GDOE SOPs
on policies or current issues. It is understood that as Personnel Rules & Regulations
employees of GDOE, we are expected to enforce board
policies, laws, and other standard operating procedures
(SOPs) to include Personnel Rules and Regulations. Our PTO
also takes an active role representing our school at board level
parent meetings, providing input when necessary.

Our school invites all stakeholders: parents, faculty, and staff

to participate and provide input during work sessions
regarding curriculum and budget. Our school’s mission
statement and SLOs are consistent with board policies.

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Relationship Between Governing Authority and School

A2.2. Indicator: The school’s stakeholders understand the relationship between the governing
authority’s decisions, expectations, and initiatives that guide the work of the school.
A2.2. Prompt: Provide examples of how stakeholders understand the relationship between the
governing authority’s decisions, expectations, and initiatives that guide the work of the school.
Findings Supporting Evidence

As a school, we understand the GEB’s decisions, as well as GEB Website (Policies, Agenda,
GDOE’s rules and regulations, expectations, and initiatives etc)
that are directly correlated to our school’s vision, mission, and
SLOs. We are aware of our responsibility to enforce all GDOE SOPs
policies and laws to ensure a safe and productive learning Personnel Rules & Regulations
environment. Annual training on these policies occurs at the
Mission Statement
beginning of each school year to ensure all stakeholders are
kept informed of responsibilities and expectations. SLOs

Our principal serves as the liaison between our school and the
district office or GEB. As new initiatives arise, her
responsibility is to bring the information back to the school
and provide necessary training and support to ensure
compliance.

Faculty, Staff, and Governing Authority

A2.3. Indicator: There is clear understanding about the relationship between the governing
authority and the responsibilities of the faculty and staff.
A2.3. Prompt:To what degree is there clear understanding about the relationship between the
governing board and the responsibilities of the faculty and staff?
Findings Supporting Evidence

The responsibilities of our faculty and staff are clearly defined Board Policies
in our Personnel Rules and Regulations, Board Contract, and
Personnel Rules and
policies created by the governing authority. Our administrator
guides, leads, and shares information with the faculty and staff Regulations
during professional development training, teacher orientation, Faculty SOP Guide
and grade level meetings. Our school implements decisions
Board Union Contract
with the collaboration of the school’s leadership team. The
members of the leadership then share the information with
their respective teams.

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A3. Leadership and Staff Criterion – Data-Informed Decision-Making

Based on multiple sources of data, the school leadership and staff make decisions and initiate
activities that focus on all students achieving the schoolwide learner outcomes and academic
standards. The school leadership and staff annually monitor and refine the schoolwide action
plan based on the analysis of data to ensure alignment with student needs.
Broad-Based and Collaborative Planning Process
A3.1. Indicator: The school’s planning process is broad-based, collaborative, and has the
commitment of the stakeholders, including the staff, students, and parents.
A3.1. Prompt: Comment on the effectiveness of the school planning process to ensure that it is
broad-based, collaborative, and fosters the commitment of the stakeholders, including the staff,
students, and parents.
Findings Supporting Evidence

Collaboration and commitment to stakeholders is a process MULES SIP

that has enhanced and improved within the school through
Parent Survey
continuous communication with teachers/staff and parents.
Our school participates in ongoing and continuous planning. Perception Surveys
Planning is done with fidelity. At our school, we conduct
monthly meetings with the staff, faculty, and PTO. Through
these meetings, there is time spent on reflecting on the
progress of our school and attaining goals that we have set for
ourselves and for our students. Our principal ensures that our
schools’ stakeholders stay focused on the school’s mission
and vision. She also takes this opportunity to map out the
strategies for school improvement, progress, and planning
with the leadership team. In addition, she is responsible for
overseeing the budget for MULES and purchasing materials
for the successful implementation of the school’s adopted
curriculum, and evaluating staff and teacher performance.
Input is received from school stakeholders in regards to the
planning process of the budget, providing data on student
achievement, hosting fundraisers to purchase supplemental
supplies, teacher resources, equipment, grants
(PTO/teachers/staff), and monitoring student behavior.
One source of input was through the use of a parent survey.
The data from this survey was used to identify areas parents
felt they needed support or training in as well as where they
felt our focus should be. Perception surveys were also used at
the end of the school year by teachers. The purpose of the
survey was to get input from students and parents relative to
their learning experience. This survey was also a part of the
PTEP process.

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Academic information is reviewed, analyzed, and shared with

all stakeholders in order to identify areas of focus and need.
This data is derived from a number of assessments and
observations to include aimswebPlus, Fountas and Pinnell,
CFAs, teacher-created assessments, and observations.

Correlation between Student Learning and the Schoolwide Action Plan

The analysis of multiple sources of data (e.g., demographic, student achievement,
A3.2. Indicator:
perceptual process) guides the school’s schoolwide action plan.
A3.2. Prompt: How does the school ensure that the analysis of multiple sources of data,
schoolwide learner outcomes, and academic standards are incorporated into the schoolwide
action plan and impact the development, implementation, and monitoring of the plan?
Findings Supporting Evidence

Our school utilizes multiple streams of data. The aimswebPlus aimswebPlus

testing is administered schoolwide. There are three
ACT Aspire
benchmarks: Fall, Winter, and Spring. District-wide,
standardized assessments (DWA) were also administered at SBA
the end of the school year (SBA and ACT Aspire). The Grade Level SMART Goals
aimswebPlus data was used to drive the development of our
school and class SMART goal, which was also used in PLC meeting minutes
developing lesson plans. Common Formative Assessments,
formative assessments, and summative assessments
determined whether students were proficient with our PSSTs.
Our teachers met weekly with their respective grade level
teams (PLCs) to analyze data, plan instruction, share
educational information, and create goals for our students.
Review and analysis of this data was shared schoolwide and
was used in developing our school’s SMART goal and the
activities within our SIP. A review of our SIP occurs annually
to monitor our progress and determine next steps.

Alignment of All Resources and the Schoolwide Action Plan

A3.3. Indicator:There is correlation between the allocation of time/fiscal/personnel/material
resources and the implementation, monitoring, and accomplishment of the schoolwide action
plan.

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

A3.3. Prompt: Evaluate the degree to which the allocation of all resources supports the
implementation, monitoring, and accomplishment of the schoolwide action plan.
Findings Supporting Evidence

Our school has access to numerous resources in order to School Improvement Plan
successfully plan, implement, and monitor our School
Budget Packet
Improvement Plan. Each year we submit our budget request
which includes input from all stakeholders. This request lists Stakeholder Survey
in detail what is needed for personnel, equipment, supplies, Fixed Assets Inventory
utilities, and contractual services. Our school principal
presents this request to the Superintendent and the Guam
Education Board, who is responsible for approving our budget
and presenting it to the legislature along with that of the entire
department. Though what we request is not usually what is
allocated each fiscal year, our school receives additional
support through the Consolidated Grant. This particular
support comes in the form of additional personnel, such as
teacher assistants and instructional coaches, supplemental
hard copy instructional supplies, and technology equipment.
In addition, we received much support through the CARES
Act - under the Education Stabilization Fund (ESF1 and
ESF2) as well as from the American Rescue Plan (ARP) as a
result of the pandemic in order to provide instruction to our
students in a safe environment. Some of the items purchased
through this and provided to our school included PPEs,
uniform vouchers, student chairs, tables, thermometer and
sanitizing stands, and a washer. Additional laptops were also
purchased and provided to our students while on distance
learning was implemented. Access and use of other intangible
resources within our department and school further supported
our focus relative to our school improvement plan.

Progress Monitoring of the Schoolwide Action Plan

A3.4. Indicator: The school’s Leadership Team has defined roles and responsibilities and monitors
the progress of the implementation of the schoolwide action plan.

A3.4. Prompt: Comment on the roles and responsibilities of the school’s Leadership Team.
Evaluate the degree to which this team monitors the progress of the implementation of the
schoolwide action plan.
Findings Supporting Evidence

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

Our school’s Leadership Team serves as the stewards of the Leadership meeting minutes
school with a shared leadership approach. This team includes
our principal, a representative from every grade level, a
representative from Special Programs, a representative from
our CHamoru team, our school counselor, and the
instructional coach.
The team meets regularly throughout the month,
disseminating information while bringing feedback from their
respective teams in a continuous conversation. The primary
focus of our Leadership Team is to monitor our progress of
following our School Improvement Plan. As a result of the
pandemic, the team felt the urgency to revisit and revise our
school’s plan to ensure that our focus is once again clear:
data- driven, inclusive, and is understood and owned by all.

School Community Council

A3.5. Indicator:The School Community Council (SCC) reviews and monitors the schoolwide
action plan, and provides opportunities for stakeholder input and feedback.
A3.5. Prompt: To what extent does the SCC review and monitor the schoolwide action plan and
provide opportunities for stakeholder input and feedback?
Findings Supporting Evidence

Our school leadership team acts as the School Community Leadership Team Minutes
Council (SCC). They analyze school performance data and
PTO Meeting Agenda
monitor our school improvement plan. Stakeholders, to
include parents and students, are given the opportunity to Parent Surveys
provide input at monthly PTO meetings in an effort to
increase not only their involvement with our school, but also
their understanding of how they can play a role in their child’s
learning at home.

Parent surveys are also used to develop the family

engagement section of our plan, which prioritizes the work
and focus of our PTO.

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A4. Leadership and Staff Criterion – Schoolwide Organization for Student

Achievement
A qualified staff facilitates the achievement of the schoolwide learner outcomes, academic
standards, and the successful implementation of the schoolwide action plan through a system of
preparation, induction, and ongoing professional development.
Qualifications of Staff
A4.1. Indicator: The school implements state personnel policies and procedures to ensure that
staff are qualified based on background, training, and preparation.
A4.1. Prompt: Evaluate the procedures to ensure all staff members in all programs are qualified
for their responsibilities within any type of instruction to ensure quality student learning and
teaching.
Findings Supporting Evidence

Guam Public Law 32-220 governs the Guam Commission for Certification Requirements
Educator Certification (GCEC). The GCEC works closely
with the GDOE Human Resources Division to ensure that all
certified Guam educators are competent to perform their
duties and all qualifications are met.

Guam Public Law 31-50 and Guam Public Law 32-220 guide
requires the Guam Commission for Educator Certification
(GCEC). The Guam Commission for Educator Certification
ensures that all certified Guam educators are responsible for
the education of our children and are competent to perform
their duties as teachers, school guidance counselors, school
librarians, and school administrators. The GCEC issues and
certifies Temporary, Initial, Basic, Professional, and Master
certificates. For SY 2020-2021, the PTEP was waived due to
the change in our school system caused by the COVID-19
pandemic. For SY 2021-2022, the PTEP process began;
however, it was once again waived as our school system
continued to deal with the pandemic.

Teachers are responsible for renewing their certificates prior

to its expiration and providing a copy to their assigned
school’s personnel.

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

Maximum Use of Expertise

A4.2. Indicator: The school has a process to assign staff members and provide appropriate
orientation for all assignments so that the expertise of the staff members is maximized in order to
promote quality student learning and teaching.
A4.2. Prompt: Evaluate the process to assign staff members and provide an appropriate
orientation process to ensure all staff are qualified and prepared for their responsibilities in
order to promote quality student learning and teaching.
Findings Supporting Evidence

Professional Development that is held at the beginning of the PD Agenda

school year provides our employees with refresher training on
Faculty & Staff SOP
our school initiatives. Updates on our school programs and
policies are provided to our faculty and staff in preparation for
the new school year. Student and Parent Handbook
Faculty Handbook
The principal assigns duties and responsibilities to our staff
based on their job title, strengths, skills, and the needs of our
school. Cross training is used to provide staff with multiple
skills to be able to perform required duties to carry out the
operations of the school.

The Teacher Mentor Project helps beginning teachers

successfully enter the profession of teaching. The project
matches first through third year teachers (Mentee) with
experienced teachers (School-Based Mentors) who guide their
induction and support their professional development.
School-Based Mentors share their knowledge and skills, offer
Mentees school-based collegial support and advice.
School-Based Mentors also provide guidance with classroom
management, lesson planning, standards-based instruction,
subject-specific instructional practices and district and school
culture, practices, and norms.

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

The Instructional Coach is an experienced educator assigned

by the Guam Department of Education District Office of
Curriculum and Instruction. The role of the Instructional
Coach is to help improve student achievement by building the
capacity of the classroom teachers specific to the
implementation of curriculum and instructional
evidence-based strategies and assessment practices. The
Instructional Coach collaborates with the school administrator
to identify and coordinate direct coaching support for teachers
individually, in Professional Learning Communities, in
Collaborative Learning Teams, with Professional
Development as well as with the Leadership Team. The
Instructional Coach also elicits coaching teachers as a result
of classroom observations. The Instructional Coach and the
school administrator structures a reasonable schedule to
ensure the implementation of teacher support.

Defining and Understanding Policies and Procedures

A4.3. Indicator: The school has clear written policies and procedures that define responsibilities
and expectations, operational practices, and decision-making processes for administrators and
staff.
A4.3. Prompt: Evaluate the written policies and procedures that define responsibilities,
operational practices, decision-making processes for administrators and faculty. Determine the
degree of clarity and understanding of these by administration and staff.
Findings Supporting Evidence

Faculty and Staff are provided with personnel rules and GDOE Personnel Rules &
regulations and GDOE’s SOPs ensuring all stakeholders are Regulations Handbook
informed and follow protocol. SOPs and other documents
include: faculty written policies and the student handbook. Student handbook/planner
The Department of Education’s website is accessible to all Faculty Handbook
faculty and staff, from which they can access GEPB policies
GEPB Policies
and SOP’s. All policies and standard procedures clearly
explain responsibilities, operational practices, NAF SOP
decision-making processes, and expectation duties. Supply & Maintenance Request
MULES Re-Entry Plan
All stakeholders were provided with a MULES Re-entry Plan
in regards to COVID Guidelines and Protocols. It has been
updated regularly to reflect the Government of Guam
Department of Public Health’s Guidelines.

Internal Communication and Planning

A4.4. Indicator: The school has effective structures for internal communication, planning, and
resolving differences.

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

A4.4. Prompt: How effective are the existing structures for internal communication, planning, and
resolving differences?
Findings Supporting Evidence

The Leadership Team provides an avenue of shared leadership PLC norms for Teachers & Staff
that is open to all faculty and staff to provide input before (Code of Conduct)
decisions are made. The team is the decision-making body
that leads school improvement initiatives, professional Leadership Team
development, and addresses school issues and concerns. The Vertical Teams
team oversees the school committee activities and provides
Faculty meetings
dissemination of information. This process allows for greater
transparency and ownership. School administrators continue GDOE Email
to implement an open door policy, allowing for anyone to see
them as well. Other methods for communication include the
use of our GDOE email, whatsapp messaging for various
groups (grade level, staff, leadership team, and other
committees), through our vertical team members and faculty
meetings.

Staff Actions/Accountability to Support Learning

A4.5. Indicator: The school evaluates the effectiveness of the processes and procedures for
involving staff in shared responsibility, actions, and accountability to support student learning
throughout all programs. This includes an evaluation of the collegial strategies used to
implement innovations and encourage improvement, such as shadowing, coaching, observation,
mentoring, group presentations.
A4.5. Prompt: How effective are the processes and procedures for involving staff in shared
responsibility, actions, and accountability to support student learning throughout all programs?
Provide representative examples and data regarding impact on student learning.
Findings Supporting Evidence

All teachers have shared responsibility and are held Faculty Meeting Agendas
accountable for PLC meetings.
Leadership Meeting Agenda
PLC Profile
All employees are held accountable through the use of
annual performance evaluations. Staff meetings are used to PLC Minutes
discuss responsibilities, actions, and accountability to support
student learning. Employees are required to develop and
submit goals and professional plans to improve student
learning.

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

A5. Leadership and Staff Criterion – Research and Professional Development

Leadership and staff are involved in ongoing research and professional development that focuses
on identified student and teacher learning needs.
Support of Professional Development
A5.1. Indicator:The school effectively supports professional development/learning with time,
personnel, material, and fiscal resources to facilitate all students achieving the schoolwide
learner outcomes and academic standards.
A5.1. Prompt: How effective is the support of professional development/learning? Provide
evidence and examples.
Findings Supporting Evidence

Our school provides staff and teachers with best practices and
evaluates assessments that support various professional PDSA Board
development opportunities that help equip each individual
with base knowledge and experiences. Using the information PD Agenda & Presentation
provided, teachers are better prepared to teach their students
with new materials and resources. Follow-up PDs help other Class Profile Template
staff and teachers understand numerous areas discussed in
previous PDs. Not only do staff and teachers gain knowledge Raz-Plus Summary Report
from what is presented during our PDs, they also learn from
one another’s input and share their experiences and MULES Shared Drive,
knowledge on the subject matter.
PLC Profile

The training provided during our professional development New Teacher Mentorship
helps them better implement resources and strategies shared
and use of the materials. Through the implementation of the Raz-Plus
strategies, students have shown growth in their learning
progress. Though the learning loss gap is wide, students have aimswebPlus
maintained a steady growth.

Due to the pandemic, teachers, staff, and students were

introduced to new ways of learning. Our students were given
more opportunities to use specialized materials and resources
through the use of laptops, the Google Classroom, Raz-Plus,
IXL, and BrainPop. Through the use of these online
platforms, our faculty, staff, and students have expanded their
resources to the ways we teach and learn.

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

In summer of 2020, teachers were required to complete an

online training with the World Health Organization (WHO) in
order to become knowledgeable of COVID-19. Teachers also
received training on Google Classroom and Google Suite
applications to continue online education for the rest of the
school year 2020-2021. Teachers were given training on the
online material they acquired to be able to successfully
implement in their lessons As a result many resources given
through technology (i.e. Raz-Plus, ixl, Brain Pop, etc) were
provided to help students continue learning during the
pandemic. Social/Emotional Wellness training was provided
for staff and teachers to provide coping skills for M. U. Lujan
Elementary students.

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

Supervision and Evaluation

The school implements effective supervision and evaluation procedures in order
A5.2. Indicator:
to promote professional growth of staff.
A5.2. Prompt: How effective are the school’s supervision and evaluation procedures?
Findings Supporting
Evidence

Teachers and staff are evaluated both by the principal and by themselves. PTEP
Faculty and staff continuously self-reflect on best practices and ways to
Instructional
improve student success. Administrators meet with each individual to
discuss their challenges, their progress and growth, and ways to further their Rounds
success in the school community. Teacher Self
Reflection
Prior to the pandemic, our principal had given teachers opportunities to Staff
observe teachers in various classrooms to gain knowledge and inspiration self-evaluation
through the use of instructional rounds. Through these instructional rounds, form
teachers are able to learn new teaching practices and strategies.
District
Performance
Teachers are evaluated by the principal through the PTEP. For SY
evaluation form
2020-2021 and SY 2021-2022, the PTEP was waived due to COVID-19
pandemic. Principal
Perception Survey
MULES Principal Perception Survey
In an effort to continue to grow and improve her leadership practices, our
principal created a survey to help determine her strengths and weaknesses,
based on the perceptions of our faculty and staff. The prompts were grouped
into seven categories: Visionary Leadership, Instructional Leadership,
Student Learning and Expectations, Balanced (Shared) Leadership, School
Community, Professional Growth, and School Culture.

Our faculty and staff were encouraged to complete the survey with honesty.
The survey was completed by 28 faculty and staff in May 2021. The graphs
below indicate how respondents felt about some of the prompts in the
survey. Respondents were able to base their rating on the following scale:
Strongly agree, Agree, Disagree, Strongly disagree, and Not Sure.

Based on the survey, 82% of respondents strongly agreed that our principal
communicated a clear and coherent Vision and Mission and 78% felt that
she demonstrated knowledge and understanding in student achievement and
growth. In addition, 92% of respondents strongly agreed that our principal
considered the well-being of all students and set the expectation that all
students could learn.

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Seventy-eight percent of respondents also strongly agreed that our principal

shared decision-making powers with our teachers and asked for input when
making decisions related to policies and district level issues. Lastly, 64% of
respondents strongly agreed that there was an atmosphere of trust and
mutual respect between our teachers and our principal.

Measurable Effect of Professional Development

A5.3. Indicator:There are effective operating processes that determine the measurable effect of
professional development, coaching, and mentoring on student performance.
A5.3. Prompt: Comment on the effectiveness of the processes in determining the measurable effect
of professional development, coaching, and mentoring on student performance. Provide evidence
how professional development/learning has had a positive impact on student learning.
Findings Supporting Evidence

Through our PDs, teachers are more knowledgeable of the PLC Minutes
content and resources they implement in their teaching. Our
Benchmark Tracker (used to
professional development sessions also help teachers gain
more confidence and creativity in their teaching practices. assist teachers in addressing
Through vertical team meetings, class profiles, and areas of need for Language
assessment data, teachers are able to review and reflect on the Arts, Reading, and Math)
information shared. This helps teachers improve their
instruction and assessment. A lot of the training and
discussion occur during grade level PLCS. Staff are also
better equipped and prepared for various situations that may
arise in the school setting. These factors benefit our students
as the faculty and staff learn and grow from these PDs to
ensure students are given quality instruction and feel safe
while at our school.

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A6. Resources Criterion

The human, material, physical, and financial resources are sufficient and utilized effectively and
appropriately in accordance with the legal intent of the program(s) to support students in
accomplishing the schoolwide learner outcomes and academic standards.
Allocation Decisions
A6.1. Indicator:Decisions about resource allocations are aligned with the school’s vision,
mission, schoolwide learner outcomes, the academic standards, and the schoolwide action plan.
A6.1. Prompt: To what extent are resources allocated to meet the school’s vision, mission,
schoolwide learner outcomes, the academic standards, and the schoolwide action plan?
Findings Supporting Evidence

Each fiscal year, a memorandum is released for budget Budget Guidelines GDOE
preparation. The fiscal year runs from October 1st to
IXL
September 30th. Budget guidelines are in place and are
student-centered. These guidelines are based on achieving the Raz-Plus
five goals the Superintendent's office has established (DOE's
State Strategic Plan-Vision 20/20). Our principal develops the
school's budget, aligning it to the district's vision and our
school’s mission. The principal is required to hold budget
presentations and gather input from stakeholders. As a result,
the principal can differentiate instruction, meet the school's
action plan, improve student achievement, improve the
school’s facility, increase technology use, and implement
COVID-19 safety precautions. Resources are allocated for
programs that increase student learner outcomes and
achievement of our schoolwide action plan.

Additionally, the school receives roughly $46 million in

federal funds under the Consolidated Grant Title V. to help
supplement our budget.

ARP ($287 Million), ESF1 ($41.5 Million), ESFII ($110

Million) Cares Act. Funds support our school through EETT,
College and Career Pathways, GATE, Isla Ayudante - there
are updated project names On resources received through
SSIP.

Based on MULES population, an average of 3.8 is allocated

over the last five years; the bulk of the allocated funds goes to
salary and benefits. The remaining covers utilities, supplies,
and equipment and contracted vendors.

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Despite the struggles endured due to the pandemic, we have

found ways to be creative to meet the daily operations of the
school and our student learner needs.

There is a separate budget for our library. The budget is

provided annually and is used to support the library programs.
Included in this budget are resources teachers may use for
student academic achievement.

Allocation Involvement
A6.2. Indicator: The
school leadership and staff are involved in the resource allocation decisions.
A6.2. Prompt: Comment on the extent to which leadership and staff are involved in the resource
allocation decisions. What impact has the process for the allocation of resources made on
student learning?
Findings Supporting Evidence

Each year, our school is required to prepare a comprehensive MULES Fiscal Year Budget
budget with input from all stakeholders establishing school
Budget Perception Surveys
priorities such as reclassifying, staffing, maintenance,
equipment, and supplies. GDOE Grant Application
Three year Library Plan
Teachers individually and as a grade level identify
instructional needs, such as equipment and supplies.
Depending on the allocated amount, the principal prioritizes
what needs to be purchased based on this input. In addition,
all stakeholders have the opportunity to provide input.
GDOE had allocated $1,000 for teachers to purchase supplies
materials to support instruction through ESF funding.
Teachers were able to identify instructional and teacher
materials they wanted purchased. Requisitions were submitted
for review and approval prior to the release of the purchase
orders. Each student was also allocated $100.00. Teachers
were able to identify and provide our principal with the list of
supplies they needed in preparation for the school year. This
school year, the amount allocated for each student was
increased to $150.00.

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The library committee of teachers and the librarian collaborate

annually to input resources needed for our library. They also
discuss types of program activities that will help improve the
library services for the students at our school. In addition, the
committee provides input for the Three-year Library Plan.

Practices
A6.3. Indicator: Processes and procedures are in place for developing an annual budget,
conducting internal and external audits, and utilizing sound quality business and accounting
practices, including internal controls within the school to ensure protection against mishandling
of institutional funds.
A6.3. Prompt: Evaluate the effectiveness of the processes and procedures for developing an
annual budget, conducting audits, and utilizing sound quality business and accounting practices,
including internal controls within the school to ensure protection against mishandling of
institutional funds.
Findings Supporting Evidence

NAF SOPs are in place to ensure accountability and GDOE Budget Guidelines
protection against mishandling of funds. GDOE has increased
its practices and transparency towards accountability in the
last ten years. Our school’s NAF Standard Operating GDOE SOP 200-019: Fixed
Procedure is updated annually. Assets Management Fixed
A Budget committee is established at the district level and is Assets Inventory
composed of school administrators and central office
personnel. The committee establishes guidelines and timelines
to submit their budget. Our principal develops the school Fixed Assets Inventory Report
budget based on enrollment and per-pupil cost, including
input from all stakeholders. Our principal presents the budget
to the Superintendent and Guam Education Board. The budget Guam Public Law 26-26
will then make its way to the Legislature for final approval.
GEB Policy 715: Non-
The purpose of the SOP for the fixed assets is to provide an Appropriated Funds
accurate and complete inventory for local and federal
regulations, procedures for fixed assets management for
schools and divisions for yearly equipment. MULES NAF SOP

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The Non-Appropriated Funds’ standard operating procedures GDOE SOP 400-001: The
that were developed at each school level were provided to Textbook and Instruction
district auditors for review and monitoring. Monthly reports Materials Management and
are submitted to the auditor to ensure proper accounting of all Accountability Standard
funds received and disbursed. School clubs and organizations Operating Procedures
review NAF SOPs and sign assurances prior to any
fundraising. The process allows all stakeholders to provide
input and ensure transparency and ownership. Funds
generated by the PTO are accounted for under non-profit
regulations established by Guam Revenue and Taxation.

Facilities Conducive to Learning

A6.4. Indicator: The
school’s facilities are adequate to support high-quality learning.
A6.4. Prompt: To what extent do the facilities support high quality learning?
Findings Supporting Evidence
Our school’s facilities can be deemed as fair to support quality Fixed Assets Inventory
learning. Our classrooms are equipped with air conditioning
Maintenance Work Requests
units and adequate furniture for students and teachers. The
technology equipment in our school allows for integrating
lessons with more access to online information and increasing
technological skills for students to support their academic
growth and achievement. Routers throughout the campus area
support the internet and WiFi access.
Our school currently has four mounted Promethean interactive
boards in the classroom, and through special funding, we
acquired seven portable Promethean interactive boards. In
addition, all third, fourth, fifth-grade classrooms are equipped
with multimedia projectors.

Document cameras, smart boards, mobile carts, laptops,

tablets, and portable speakers are available for teachers to use
with their students. Technology devices must be signed out for
accountability purposes.

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Our school has a renovated outdoor stage that was completed

in the SY 2018 - 2019. It is available for student assemblies,
recognition for our Student of the Month ceremonies, our
Kindergarten and 5th Grade Promotional Ceremonies, and
student performances. Furthermore, the canopy awning
walkway located by our fast track area was re-constructed and
completed in 2021. In addition, our school has complied with
safety and health requirements from Guam Public Health and
Social Services and the Guam Fire department. Our school’s
facilities greatly support quality learning by providing
students with a safe learning environment.

Instructional Materials and Equipment

The policies and procedures for acquiring and maintaining adequate instructional
A6.5. Indicator:
materials and equipment, such as textbooks, other printed materials, audio-visual, support
technology, manipulatives, and laboratory materials are effective.
A6.5. Prompt: Evaluate the effectiveness of the policies procedures for acquiring and maintaining
adequate instructional materials and equipment, such as technology tools and software, the
support systems for technology, software, textbooks, other printed materials, manipulatives, and
laboratory materials.
Findings Supporting Evidence

Each year, the school gets an annual budget. Part of the FSAIS Help Ticket request for
budget is allocated for instructional materials and equipment. technology equipment
The school has its School Improvement Plan, which helps
guide the priorities in determining the needs. The principal Quarterly Lost/Damage
holds a stakeholder meeting annually and meets with the Textbook Report
school leadership team for input and prioritizing the school's
needs.
The Department of Education established a Textbook
Adoption Policy that outlined the procedures of adopting
student textbooks and established a schedule of when books
for the content areas would be adopted. The textbook adoption
committee is composed of teachers, who specialize in the
content area of the book that is to be adopted. However, due
to financial constraints, the textbooks do not get purchased at
the time of adoption.

Teachers are responsible to complete a textbook inventory

yearly. Textbooks that are damaged, lost, or stolen must be
indicated on the report.

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Teachers are granted an allotment for photocopying and

printing resources (from their laptop). Technology equipment
is provided for teachers to check out for teaching lessons and
for student use. We also received Math and Science kits along
with manipulatives for student and teacher use. These were
able to be purchased through supplemental programs from
Grants.

The Department notifies the principal of Grant Programs

acquired and is asked to provide a list of resources needed for
the school to be aligned to the grant program.

The Library also has a separate budget to support the library

school program and teachers in the classroom requiring
special equipment.

Qualified Personnel
A6.6. Indicator: Resources
are available to hire, retain qualified personnel for all programs.
A6.6. Prompt: Determine if resources are available to hire and retain qualified personnel for all
programs.
Findings Supporting Evidence

Our school follows the district’s procedures for hiring and Staffing Pattern
maintaining qualified personnel. The bulk of the annual
GDOE Personnel Rules &
budget is for personnel costs ensuring all teaching positions
are filled with certified teachers and the staff meets their Regulations
qualification requirements. In addition, the principal ensures Certification Office
the annual budget is sufficient enough to ensure our personnel Requirement
who have salary increments due are included in our budget.
Teachers also inform our principal if they plan to reclassify so
they are included in the budget as they will be receiving an
adjustment in pay. their pay. The school has a high teacher
retention rate, with 28 of 41 teachers working at our school
over 6 years. In recent years, many teachers have retired,
resulting in new hires.

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Our school currently has thirty-nine classroom teachers

inclusive of Head start and Pre-Gate teachers - three auxiliary
teachers - a counselor, a librarian, a School Health Counselor,
two ESL teachers, four School Aides, five one-to-one aides,
nine teacher assistants, a Pre Gate aide, a community outreach
aide, two clerk typists, a computer operator, and an
Administrative Assistant. All support staff hold either a high
school diploma or GED.

Our school personnel are involved in numerous training

programs and development sessions throughout the year to
increase their capacity to advance the school’s mission and
promote schoolwide learner outcomes.

The Assistant Principal has a Master’s Degree in Language

and Literature and is fully certified in Administration and
Supervision. Our Principal holds a Master’s Degree in
Administration and Supervision and is fully certified in Math
and Secondary Education.

Resources for hiring qualified teachers and staff depend on

GDOE’s budget and the availability of funds from the
Government of Guam.

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ACS WASC/GDOE Category A. Organization:

Summary, Strengths, and Growth Needs
Review all the findings and supporting evidence and summarize the degree to which the criteria in
Category A are being met.
Include comments about the degree to which these criteria impact the school’s ability to address
one or more of the identified student learning needs (Chapter III).

Summary (including comments about the student learning needs):

Our school’s Vision, Mission, Schoolwide Learner Outcomes, and School Improvement Plan
(SIP) were developed with input from all stakeholders and are aligned to GDOE’s State Strategic
Plan with the driving force being continuous improvement and academic success for all our
diverse students. A great sense of ownership in knowing and understanding all of these has been
embedded throughout our school community. A process of regular review and revision of our
SIP has been established to ensure we are actively monitoring our progression towards our
established goals and objectives, and continue to use data to meet the needs of our learners.

There is a clear understanding of the role of our Guam Education Board and the support it
provides to our school. Policies and procedures provide a road map of our day-to-day operations
to ensure faculty, staff, and students are in compliance at all times.

Continuous communication and collaboration have enhanced our partnerships with parents and
the community. We value and welcome input from all stakeholders and use this in planning
more activities in support of student learning.

Our teachers and staff meet the qualifications of GDOE and hold certification in different areas
to ensure that they are competent to perform their duties as teachers, school guidance counselors,
school librarians, and school administrators. In addition, our staff are continuously training to
meet certification requirements.

PDs set the foundation of best practices in uncovering areas of improvement by conducting a
needs assessment, collaborating horizontally and vertically in grade levels, identifying gaps and
other driving factors, and developing a culture of continuous improvement. Professional
Learning is ongoing through PLCs, CLTs, training, mentorship for new teachers, and coaching
support from our instructional coach. The Leadership Team provides an avenue for shared
leadership and transparency in our focus and approach, with the primary responsibility of
monitoring progress and implementation of our SIP that directly impacts student achievement.

Our school maximizes the use of both tangible and intangible resources. Through the budget
process, input from all stakeholders is taken into consideration to ensure our school meets its
Vision, Mission, and SLOs by supporting teachers with necessary instructional materials,
technology, and supplies.

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Prioritize the strengths and areas of growth for Category A.

Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and

Resources: Areas of Strength

● Our Vision, Mission, SLOs, and SIP are aligned with the GDOE State Strategic plan and
mirror what the 21st century learner looks like, while embedding global competencies for
greater student success.
● Shared leadership and open communication are in place setting the foundation for a
positive culture. Our principal is our guiding backbone. She ensures that stakeholders
stay focused on the mission through the support of our Leadership Team.
● Standard operating procedures are in place at the school level. These clearly define our
roles and responsibilities, while ensuring compliance of district policies and local and
federal laws.
● The practice of self-reflection allows teachers and staff to grow further in their
educational career, taking greater ownership of their instructional practices, while holding
themselves accountable for student learning.

Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and

Resources: Areas of Growth

● The pandemic has had a profound impact on teaching and learning, additional training
and professional development is needed in the areas of social emotional learning, as well
as on strategies to address the learning gap while focusing on accelerated learning.
● Continuously seek creative ways to further engage parents and families in light of the
pandemic.
Copy and paste the Areas of Strength and prioritized Areas of Growth/Challenges into the matrix
in Chapter V.

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Category B: Standards-based Student Learning: Curriculum

B1. Curriculum Criterion – Student Participation in a Standards-based
Curriculum
All students participate in a rigorous, relevant, and coherent standards-based curriculum that
supports the achievement of the schoolwide learner outcomes, academic standards, and priorities
identified in the schoolwide action plan.
Current Educational Research and Thinking
B1.1. Indicator: The school provides examples that document the effective use of current
educational research related to the curricular areas in order to maintain a viable, meaningful
instructional program for students.
B1.1. Prompt: Comment on the effective use of current educational research related to the
curricular areas to maintain a viable, meaningful instructional program for students. Examine
the effectiveness of how the school staff stay current and revise the curriculum as needed.
Findings Supporting Evidence

Our school utilizes a variety of research based strategies in SMART Goals

providing relevant and rigorous lessons and activities.
PDSAs
SMART goals are developed in every grade level during
PLCs and communicated to students. The cycle of continuous Reader’s Workshop
improvement, or PDSAs (Plan, Do, Study, Act), is also used PSSTs
in every grade level and posted in classrooms. This process
allows all teachers and students the opportunity to establish a PD Agenda
goal based on academic data, identify strategies to meet that PLC Minutes
goal, monitor progress and determine next steps. Teachers
implement the Readers Workshop model structuring their Lesson Plans
reading block to ensure not only lessons are taught and
modeled, but time is provided for guided and independent
practice. Teachers were trained prior to the pandemic on
Explicit Instruction to ensure lessons are clear and focused.
In addition to this, CITW and the SIOP model were also
implemented.

The Common Core State Standards (CCSS) were adopted and

implemented several years ago. Soon after, these standards
were reviewed and prioritized at the district level with teacher
input. Prior to this work at the district level, our school had
already begun prioritizing standards after deep discussion and
collaboration in horizontal and vertical teams. These priority
standards are referred to as PSSTs and continue to be
reviewed and refined.

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Due to the COVID-19 Pandemic and government executive

order, PSSTs were modified even further in order to maintain
a viable and meaningful instructional program for students in
all models of learning. Teachers continuously made
adjustments based on student needs and continue to do so as a
result of the pandemic and the learning gap that exists because
of it.

Professional development is ongoing at our school to ensure

teachers are kept informed of GDOE’s existing curriculum
standards, best practices, and latest educational research is
aligned to the Guam State Strategic Plan and our SIP.
Opportunities for training and professional learning are
offered throughout the school year. Though not all teachers
attend every training/workshop, those teachers who do attend
bring that information back to our school and share their
learning and resources with others in order to continue to
build capacity at our school to meet the needs of our students.
This sharing occurs in PLCs and CLTs with the support of our
administrator to ensure resources, both tangible and
intangible, are used to refine and sustain such programs.

We further measure the effectiveness of our curriculum,

program/initiatives and best practices through various data
sources such as in-school and district formative, summative
assessments, and CFAs. Such data is reviewed, analyzed and
shared vertically and horizontally during PLCs, CLTs, and
vertical team meetings. Teachers become intentional as the
dialogue is not only within a grade level but from grade level
to another. This process further supports GDOE’s State
strategic plan to ensure students successfully progress from
one grade to another. Resources and strategies/practices
become standard and help to validate our data and assist our
teachers in amending pacing calendars, lesson plans, and
teacher strategies and practices. This collaboration makes our
efforts inclusive as we continue to seek ways to provide
additional support to all our students.

Academic Standards for Each Subject Area

B1.2. Indicator: The school consistently implements, within and across grade levels or
departments, schoolwide learner outcomes and academic standards for each subject area, course,
and/or program that ensure the same high expectations for all students.

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

B1.2. Prompt: Evaluate to what extent clearly articulated schoolwide learning outcomes and
academic standards for each subject area, course, and/or program are consistently implemented
within and across grade levels or departments that ensure the same high expectations for all
students.
Findings Supporting Evidence

Our SLOs are clearly articulated and implemented throughout SLOs

the day. To ensure clear visibility and stress its importance in
Newsletters
everything we do, a mural of it was painted on our campus
wall located at the front of our main office. It is also posted in School Website
every classroom, reviewed at the beginning of every meeting, PSSTs
and shared in reports as well as in monthly newsletters that go
home. Weekly morning assemblies are held to consistently PLC Minutes
review the schoolwide learner outcomes with the school SMART Goals
community. Teachers reinforce the learner outcomes within
their classrooms. There is also reinforcement by school staff PDSA
while students are under their supervision during
non-instructional time. The SLOs are embedded into our
lessons and activities.

PSSTs are taught consistently in every grade level to ensure a

guaranteed and viable curriculum. These PSSTs, along with
instructional strategies and student data are continuously
discussed during grade level PLCs. PSSTs are also posted in
classrooms and referred to during instruction to ensure
students know what the focus is on. PDSAs created and
posted in classrooms support these PSSTs. These standards
are also posted in our monthly newsletters to support learning
at home.

The aimswebPlus data is reviewed and shared in CLTs and

PLCs after each benchmark period. Teachers in each grade
level, along with representatives from our special programs
team collaborate using this data to identify student needs and
adjust their lessons and activities to increase student learner
outcomes. SMART goals are created using aimswebPlus Data
to further drive instruction and PDSA cycles are developed,
posted, and implemented. In addition to this, ESL and SPED
teachers incorporate the skills in their lessons for students
they provide services to. All students are expected to show
growth and progress. This expectation is clearly articulated to
students during assemblies, in the classroom and during
non-instructional time. Students take part in monitoring their
progress through data walls and student portfolios.

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Congruence
B1.3. Indicator: The school has mapped/paced written curricula in all content areas that are
congruent to the academic standards and the schoolwide learner outcomes.
B1.3. Prompt: Evaluate the extent to which there is congruence between written curriculum and
the actual concepts and skills taught, the academic standards and the schoolwide learner
outcomes.
Findings Supporting Evidence

There is clear and precise congruence between our written PSSTs

curriculum and the actual concepts and skills taught in every
SLOs
classroom. Through explicit and focused planning,
instruction is based on the prioritized PSSTs, and our SLOs. Assessments
Since the adoption of the CCSS, PSSTs have been identified PLC Minutes
and implemented. Teacher representatives from each grade
level provided input at the district level. Teachers from all Vertical Team Agenda
grade levels across the district implement their respective Lesson Plans
PSSTs. A process for regular review and revision occurs
annually and is facilitated by Curriculum and Instruction
personnel along with teachers. Proficiency scales were also
developed and are posted and referred to during instruction.

Student performance is reviewed, analyzed and shared

vertically and horizontally during PLCs, CLTs, and vertical
team meetings. Teachers become intentional as the dialogue
is not only within a grade level but from grade level to grade
level. Resources, strategies and practices. become standard
and help to validate our data and assist our teachers in
amending pacing calendar, lesson plans, and teaching
strategies and practices. This collaboration is inclusive of
CHamoru and Special Programs teachers which provides
support and consistencies throughout the school.

Student Work — Classroom Learning Targets

B1.4. Indicator:The examination of student work samples and the observation of student
engagement demonstrate the implementation of a standards-based curriculum and the schoolwide
learner outcomes.

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B1.4. Prompt: Evaluate to what extent the examination of student work samples and observed
student engagement demonstrate the implementation of a standards-based curriculum and the
schoolwide learner outcomes.
Findings Supporting Evidence

Teachers utilize the PSSTs and Proficiency Scales to evaluate PSSTS

artifacts to be completed by students. These artifacts include
Proficiency Scales
assignments, projects, and portfolios. These items help in
determining the students’ levels of proficiency and further
Student Portfolios
guide the teacher in planning and delivery of instruction.
Teachers monitor and analyze the level of student engagement
PTEP
within their classrooms to determine the effectiveness of a
lesson or activity. Though the Professional Teacher Evaluation
Lesson plans
Program (PTEP) has been waived for SY20-21 and SY21-22
because of the pandemic, this process has always been used to
ACT Aspire
monitor and document student engagement as it relates to our
SLOs and overall mission. Regardless, our administrator
Brigance
continues to conduct walkthroughs and provide feedback to
teachers as needed.
aimswebPlus

In planning and implementation, teachers constantly refer to CFAs

their pacing calendar. A variety of instructional strategies are
also used such as SIOP, Classroom Instruction that Works
(CITW) and Explicit Instruction and can be seen highlighted
in lesson plans. More specific and commonly used strategies
include graphic organizers, summarizing, and note taking.
Cooperative learning was widely used prior to the pandemic,
but because of safety protocols, teachers had to be creative
with the manner they engage students. More partner type
strategies such as “Turn and Talk” or “Think-Pair-Share” are
currently being used. Student achievement on different
assessments are also reviewed and analyzed regularly as
evidence of student progress and learning. Some of these
assessments include: ACT Aspire, SBA, Brigance, Aimsweb
Plus, and Teacher- Made Inventory which includes CFAs and
Summative Assessments.

Accessibility of All Students to Curriculum

B1.5. Indicator: A rigorous, relevant, and coherent curriculum is accessible to all students through
all courses/programs offered. The school examines the demographics and needs of students
throughout the class offerings. The school’s instructional practices and activities facilitate access
and success for all students.

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

B1.5. Prompt: Evaluate students’ access to a rigorous, relevant, and coherent curriculum across
all programs. To what extent do the instructional practices of teachers and other activities
facilitate access and success for all students?
Findings Supporting Evidence

Our school provides access to rigorous, relevant, and coherent Lesson Plans
curriculum across all programs through our lesson plans that
include modifications and accommodations to best meet the ESL Consultation
needs of our students. As a school, we are very intentional
and inclusive in our practices. Representatives from our GATE Student Portfolios
special programs team are assigned to a specific grade level to
provide support to teachers in their lesson planning and SMART Goals
implementation. In addition, our special education and ESL
teachers conduct consultations in every grade level to ensure
students that fall under their program receive the necessary
resources to succeed. The special education and ESL teachers
also reinforce what is being covered in the general education
classrooms within their own classrooms as well.

The following programs are available and provided

specifically to those students who meet the criteria for
participation:

GATE Program: Provides further enrichment and rigorous

activities to develop the unique abilities of students identified.

ESL: provide students identified as English Language

Learners with adequate, appropriate, and equitable
educational opportunities so that they are able to increase
English proficiency

SPED: Individualized support provided to identified students

with an IEP based on student’s needs.

Another embedded practice is the creation of SMART goals in

every grade level. These goals are created with all students
progressing and showing growth. Teachers also utilize class
profiles to document student achievement throughout the
school year. Conversations surrounding this data occur in
PLCs, CLTs, and during professional development.

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Integration Among Disciplines

B1.6. Indicator: There
is curriculum integration among disciplines at the school.
B1.6. Prompt: Evaluate to what extent there is curriculum integration among disciplines.
Findings Supporting Evidence

In our school, teachers plan lessons and activities, integrating Lesson Plans
other content areas as they find appropriate. Through grade
level PLCs, teachers determine what approach to take when PLCs Minutes
introducing new skills or reinforcing older ones. Reading for
example, is embedded in all content areas as it continues to be PS3 Matrix
our greatest area of need.

Many teachers incorporate the use of technology, music, art

and other physical activities within the 5 core subjects in order
to maximize learning experiences.
PBIS is also taught and reinforced by all throughout the
school day, setting clear expectations for behavior and
academics that support our SLOs and overall mission.
Our Positive Student Support System (PS3)-Attendance,
Behavior, Family, Intervention and Stakeholders teams
composed of teachers and staff utilize data in their respective
areas to provide additional support to students and teachers
and take steps to recognize student growth and achievement.

Curricular Development, Evaluation, and Revisions

B1.7. Indicator: The school assesses its curriculum review and evaluation processes for each
program area to ensure student learning needs are met through a challenging, coherent, and
relevant curriculum. The assessment includes the degree to which there is involvement of key
stakeholders.
B1.7. Prompt: Comment on the effectiveness of the school’s curriculum review and evaluation
processes to ensure student learning needs are being met. Include comments regarding the extent
to which there is involvement of key stakeholders.
Findings Supporting Evidence

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The process of continuous improvement is embedded in our PDSAs

practices as educators. Teachers and students complete
learning cycles using the Plan, Do, Study, Act (PDSA) quality Class mission
improvement method. This process allows us to quickly
adjust teaching and learning strategies to ensure students are PLC Minutes
actively engaged in their learning. This method allows for a
more personalized approach as students, from the beginning SPRC
of the school year establish their class promise/mission and
are taught how their efforts affect their progress. PTEP

The initial discussions of these cycles begin in PLCs and are

shared out in CLTs, Vertical team meetings, and Leadership
Team meetings. In addition, discussions are also focused on
other student achievement data from district wide
assessments, Aimsweb Plus, and CFAs. Looking at various
assessments helps determine next steps in addressing student
achievement.

At the end of each school year, our School Performance

Report Card (SPRC) is created and shared with all
stakeholders. Information contained in this includes student
academic data, exemplary programs, accomplishments and
awards.

The PTEP process is also used, as mentioned earlier, to

monitor student learning, determine whether SMART goals
were met, review evidence/data, and collect student and
parent perceptions in order to provide feedback to teachers
with the intent to adjust instruction as needed. Though PTEP
was waived for SY 2020-2021 and 2021-2022 our Principal
still conducts exit meetings having teachers reflect and share
what worked and what did not work.

Articulation and Follow-up Studies

B1.8. Indicator: The school articulates regularly with other schools within the district and/or local
colleges and universities. The school uses follow-up studies of graduates and others to learn
about the effectiveness of the curricular program.
B1.8. Prompt: Share examples of articulation with other schools within the district and/or local
colleges and universities, including comments on the regularity and effectiveness of these efforts.
What has been learned from the follow-up studies of graduates and others regarding the
effectiveness of the curricular program?

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Findings Supporting Evidence

Opportunities for collaboration at the district level has District Trainings

allowed teachers to participate in discussions relative to
priority standards, best practices, and continuous SSIP PD Agendas
improvement. To ensure a guaranteed and viable curriculum,
for example, representatives from every elementary school District Input Sessions
and in each grade level come together to review and revise the
PSSTs. This opportunity allows teachers to network with one
another in support of student learning.

As one of four SSIP schools, our teachers have engaged in

professional learning along with their grade level counterparts
during professional development days. Teachers review their
lessons and approach relative to the use of PDSAs, explicit
instruction, and our aimswebPlus screener. The intent of
these PDs was to build upon our teaching practices through
the use of evidence based strategies and to improve our data
literacy.

Our district leaders continue to acknowledge the need for

teachers to collaborate and set up numerous input sessions to
ensure transparency and participation.

B2. Curriculum Criterion – Planning and Monitoring Student Learning Plans

All students have equal access to the school’s entire program and assistance with a personal
learning plan to prepare them for the pursuit of their academic, personal, and school-to-career
goals.
Variety of Programs — Full Range of Choices
B2.1. Indicator:All students are able to make appropriate choices and pursue a full range of
college/career and/or other educational options. The school provides career awareness,
exploration, and preparation to promote college and career readiness.
B2.1. Prompt: How effective are the processes to allow all students to make appropriate choices
and pursue a full range of college/career and/or other educational options? Discuss how the
school ensures effective opportunities for career awareness, exploration, and preparation to
promote college and career readiness.
Findings Supporting Evidence

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Through the development of SMART goals and through Guest speakers

lessons and activities, teachers connect student effort to
college and career opportunities. Teachers, prior to the Healthy Hearts & Minds
pandemic, invited guest speakers in various career fields and Schedule
other community partners to expose students to career
options. Healthy Hearts and Healthy Minds fair was also held Paws in Jobland Report
annually to allow for further exploration of career
opportunities. Last SY, students also had access to PAWS in
jobland, an online career awareness program that allows
students to identify personal interests and explore career
options.

Student-Parent-Staff Collaboration
B2.2. Indicator:Parents, students, and staff collaborate in developing and monitoring a student’s
personal learning plan, college/career, and/or other educational options.
B2.2. Prompt: Evaluate to what extent parents, students, and staff collaborate in developing and
monitoring a student’s personal learning plan, college/career and/or other educational options.
Findings Supporting Evidence

Teachers collaborate with parents, students and staff for

meaningful discussion as stakeholders to be informed PTC Sign-In sheets
regarding student progress and to address student needs. This
collaboration is part of several processes - Child Study Team Healthy Hearts & Mind
meetings, IEP meetings, developing a students Behavior Schedule
Management Plan (BMP). In addition to this, during parent
teacher conferences, teacher discuss each student’s progress as
well as a plan for continued growth and achievement
We also provide various college/career and other educational
options within the school as well as in the community through
class field trips, school events such as the Healthy Hearts &
Mind Fair, spirit weeks, and extracurricular
activities/competitions.

Monitoring/Changing Student Plans

B2.3. Indicator: The school implements processes for monitoring and making appropriate changes
in students’ personal learning plans (e.g., classes and programs) and regularly evaluates them.
B2.3. Prompt: Evaluate the effectiveness of how the ways the school ensures that processes are
utilized for monitoring and making appropriate changes in students' personal learning plans
(e.g., classes and programs).

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Findings Supporting Evidence

Annual meetings are held for students with an Individualized

Education Plan (IEP). This team may include parents, IEP Meeting Agenda
teachers, special educators, counselors, administrators, or
district specialists, who work together to plan goals to meet a Outreach Referral
student's specific needs. The team may also be called any time
during the year per request of any team member to address ESL modification form
any changes to the student’s IEP.
GATE schedule

Support Service and Outreach teamwork in conjunction with

teachers, administrators, and social workers to communicate
and consult with parents and/or guardians regarding matters
that consider the child’s well-being and education.
Progress reports are given mid-quarter/mid-semester, and
report cards are given quarterly/semesterly to parents and/or
guardians. Parent-teacher conferences are also held twice
during the school year. These reports and conferences keep
parents informed of their child’s academic progress and give
teachers the opportunity to communicate and collaborate with
parents to provide suggestions for improvement. Parents also
have access to their child’s academic progress by logging into
PowerSchool.

Students who receive services under the English as a Second

Language (ESL) program are monitored by regular classroom
teachers and ESL teachers. Teachers use a quarterly ESL
modifications report to determine modifications and/or
accommodations the student received in the regular
classroom. Depending on student evaluations, students are
placed in sheltered, pullout, or monitored under consultation
by the ESL teacher. Students are also tested (include rate of
testing) to monitor and reevaluate their progress.

The Gifted And Talented Education (GATE) program services

students who were identified through various means of
assessments. They are serviced every week for a total of 180
minutes for each grade level.

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Grade level and Vertical Teams meet to discuss and monitor

student progress, using data provided in PowerSchool,
parent-teacher conferences, common formative assessments,
and aimswebPlus assessments. This collaboration helps drive
instruction at all levels and addresses student goals and needs.

Transitions
B2.4. Indicator: The school implements strategies and programs to facilitate transition to the
student’s next educational level or post-high school options, and regularly evaluates the
effectiveness of the strategies and programs.
B2.4. Prompt: Evaluate the effectiveness of the strategies and programs to facilitate transition to
the student’s next educational level or post-high school options and to regularly evaluate the
effectiveness of the strategies and programs.
Findings Supporting Evidence

In lieu of monthly faculty meetings, our school has dedicated Vertical Team Notes
this time to meet within our respective vertical teams to
review student data, share strategies and approaches that are
effective, and discuss additional support that can be provided
within the vertical teams.

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B3. Curriculum Criterion – Meeting All Curricular Requirements

Upon completion of elementary, middle, or high school program, students have met the standards
with proficiency for that grade span or all the requirements of graduation.
Real World Applications — Curriculum
B3.1. Indicator: All students have access to real world applications of their educational interests
in relationship to a rigorous, standards-based curriculum.
B3.1. Prompt: Evaluate the opportunities that all students have to access real world applications
of their educational interests in relationship to a rigorous, standards-based curriculum.
Findings Supporting Evidence

Our school provides opportunities for all students to explore Field trip Request
their educational interests through exposure and experiences
within the school as well as in the community. Through class CHamoru language
unit activities, field trips, school events such as the Healthy competition winners
Hearts and Minds Fair, spirit week activities, extracurricular
activities, and competitions such as Math Olympiad and the
CHamoru language competition students are able to
participate in something they truly enjoy. Other activities
include Read-a-Thon, Art-a-Thon, GATE Honor Choir, GATE
Dance, Math Olympiad, Kick Ball Tournament and Special
Olympics.

Although the pandemic restrictions have put a hold on

offering a variety of field trips, teachers can access other
creative options and take students on virtual field trips or
invite guest speakers.

Meeting Graduation Requirements (or end of grade span requirements)

B3.2. Indicator: The school implements academic support programs to ensure students are
meeting all requirements.
B3.2. Prompt: Comment on the effectiveness of the academic support programs to ensure students
are meeting all requirements.
Findings Supporting Evidence

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Our school strongly values collaboration. This occurs through PLC Minutes
PLCs, CLTs, Vertical team meetings, IEP meetings, Child
Study Team meetings, and consultations to ensure student CST Packet
needs are put at the forefront and that all requirements are
being met. These meetings are focused on identifying student IEP Agenda
needs based on both formative and summative data from the
classroom as well as district wide assessments. Each grade PS3 Matrix
level is provided with a representative from Special programs.
This collaboration makes our efforts inclusive as insight from ASPIRE Guidelines
all domains are shared, and is key in our mission to provide
support for all our students. Summer School
Guidelines
Academic support programs include GATE, ESL, SPED,
Raz-Plus Website
ASPIRE (after school enrichment), and Summer School. Our
PS3 teams also provide support and positive reinforcements
IXL Website
for all students. Online programs such as Raz Plus and IXL
are additional resources for student access in reading,
language arts and math. In SY 2020-2021 and SY 2021-2022
when students were on distance learning, our school opened
up a Community Learning Center in order to provide
additional assistance to students and families in need of help
with online learning and accessing Google Classroom.
Affective supports used include recognition, rewards and
incentives through programs such as PBIS (positive behavior),
Positive Attendance and Student of the Month assemblies.

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ACS WASC/GDOE Category B. Standards-based Student

Learning: Curriculum:
Summary, Strengths, and Growth Needs
Review all the findings and supporting evidence and summarize the degree to which the criteria in
Category B are being met.
Include comments about the degree to which these criteria impact the school’s ability to address
one or more of the identified student learning needs (Chapter III).

Summary (including comments about the student learning needs):

Student participation in a standards-based curriculum is being met through:

● Implementation of research based strategies to provide and maintain an effective

instructional program. Strategies include, focus on PSSTs, alignment of SLOs, and
development of grade level SMART goals, implementation of Reader’s Workshop,
PDSAs, CFAs, and utilization of strategies in CITW and SIOP models. In order to ensure
these strategies are effective, weekly CLTs, PLCs, and monthly Vertical Team meetings
are in place. Teachers collaborate to evaluate data and plan adjustments accordingly.
● Through planning and monitoring student learning plans. Student progress is monitored
and communicated to all stakeholders through PowerSchool, PTC, report cards, and
collaboration through CLTs, PLCs, PS3s, Vertical Team meetings, consultations, and
IEPs to address student needs. School and community resources and programs such as
school counseling, outreach, positive student support systems, GATE, ESL and SPED,
are available to address the individual needs of students. Teachers explicitly plan lessons
and experiences to bring awareness to a range of student interests. College and career
options and interests are presented through events in our school community such as the
Healthy Hearts and Mind Fair, spirit week activities, and access to competitions within
the department and community.
● Through meeting all curricular requirements to ensure students have met the standards
with proficiency. Collaboration allows us to review our data and adjust our practices to
meet the needs of our students. Experiences in the classroom, schoolwide events and
engagement in the community provides opportunities for our students to explore their
interests. Engagement with our middle school partners provides opportunity for our
outgoing students to make a smooth transition into the next level
Prioritize the strengths and areas of growth for Category B.

Category B: Standards-based Student Learning: Curriculum: Areas of Strength

● Through collaboration during CLT, PLC, and Vertical Team meetings, we are able to be
cohesive in planning instruction to focus on student needs and maximize student learning.
● Development of grade level pacing calendar ensures focus on PSSTs; lesson plans ensure
objectives are being identified; and activities are being explicitly planned to meet the
objectives; and proficiency scales are created for measurable consistency in evaluation
results.
● The data we collect through formative and summative assessments, CFAs, and
aimswebPlus testing are critically evaluated to identify areas of growth. This review of
data is used to guide our planning and instruction.

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● Implementation of evidence-based strategies such as the PDSA cycles, the Reader’s

Workshop, CITW, and SIOP.

Category B: Standards-based Student Learning: Curriculum: Areas of Growth

● Improve consistency on implementation and comprehensive training of programs for
systematic improvement. Programs include: Raz Plus, IXL, Journeys, and GO Math.
● Continue to utilize vertical teams to identify gaps in learning,which were impacted even
more due to the pandemic. Make adjustments to our practices as needed to ensure student
growth.
● Extend vertical collaboration to the middle school.

Copy and paste the Areas of Strength and prioritized Areas of Growth/Challenges into the matrix
in Chapter V.

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ACS WASC/GDOE Category C. Standards-based Student

Learning: Instruction:
Summary, Strengths, and Growth Needs
Review all the findings and supporting evidence and summarize the degree to which the criteria in
Category C are being met.
Include comments about the degree to which these criteria impact the school’s ability to address
one or more of the identified student learning needs (Chapter III).

Category C: Standards-based Student Learning: Instruction

C1. Instruction Criterion – Student Access to Learning
Differentiated, high-quality instruction provides access, challenge, and support for all students to
achieve the academic standards and the schoolwide learner outcomes.
Differentiation of Instruction
C1.1. Indicator: The school’s instructional staff members differentiate instruction by varying
content, processes, products, and/or learning environment to ensure that all students achieve the
academic standards and the schoolwide learner outcomes.
C1.1. Prompt: How effectively do instructional staff members differentiate instruction to ensure
that all students achieve academic standards and schoolwide learner outcomes?
Findings Supporting Evidence
To ensure that all students achieve since the adoption of CCSS Common Formative
standards teachers were trained in CITW, SIOP, and other Assessments (CFAs), PDSA,
evidence-based high yield instructional strategies to provide Data Walls
differentiated, high-quality explicit instruction. Despite the
current pandemic, the use of PDSAs, PSSTs, and SMART Curriculum Maps
goals are utilized to further develop and adjust lessons based Teacher Created Lessons
on student needs. SMART goals are created based on student
assessment data and used to drive instruction. General Pre- & Post- Assessments
education teachers collaborate with ESL, SPED, and GATE Class Profiles
teachers to provide interventions and support where needed.
aimswebPlus
Teachers attend weekly CLT and PLC meetings to review data
and work collaboratively at the school level to improve Fountas & Pinnell Assessment
student outcomes. Since data is what drives our instruction, Quarterly Assessments
PSSTs are constantly reviewed so that instruction can be
tailored to meet the needs of all learners. Instructional staff DWA
ensure that positive behavior is modeled and learning is Teacher created assessments
reinforced in a safe and nurturing environment during their
interaction with students throughout the school day. Proficiency Scales
Student Work

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Student Understanding of Performance Levels

C1.2. Indicator: Instruction is organized to support clearly articulated and communicated learning
targets so that all students know beforehand the standards/expected performance levels for each
area of study.
C1.2. Prompt: Comment on the extent to which students are expected to learn and know where
they are in meeting the learning targets, and what they need to do to meet the learning targets.
Findings Supporting Evidence
In support of our school mission, students are provided PDSA model
academic opportunities that allow them to take ownership of
Proficiency Scale model
their learning. Using tracking tools such as proficiency scales
and PDSAs provides students with a clear understanding of Student portfolio sample
the expected learning targets. Student goal tracking records
Newsletter
Proficiency scales were created for teachers and students to
determine a student’s progress toward meeting a standard.
These scales help students gauge their level of understanding
of the content and skill related to each learning target.

PDSA is a continuous improvement cycle that is used by

teachers and students to establish goals, monitor progress, and
make changes when results are not achieved.

Through consultations with teachers, students reflect on their

learning and what next steps need to be taken to meet their
goals.

A monthly newsletter containing our school mission, ESLRs,

school-wide expectations, and each grade levels’ learning
targets is provided to each family to build a positive
school-to-home connection.

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Students’ Feedback
C1.3. Indicator:The school takes into account students’ feedback in order to adjust instruction
and learning experiences.
C1.3. Prompt: Provide examples of the school using student feedback to adjust instruction.
Findings Supporting Evidence
Student feedback is an effective teaching and learning strategy PDSA Samples
that teachers use to track student progress and make
instructional adjustments where needed. PDSAs is a tool that Student Survey Results
all teachers and students use to determine student growth. It Progress Monitoring Charts
provides students with important feedback for progress
monitoring. Teacher and student conferences are held to
discuss individual student needs in attaining their academic
goals.

Through the use of quick checks, such as exit tickets and

student responses, teachers are able to adjust their instruction
to meet the needs of the students.

A survey for parents and students is given to gather feedback

that will assist teachers in planning meaningful, effective
instruction to meet the needs of all learners.

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C2. Instruction Criterion – Rigorous and Relevant Instruction

All teachers provide students with a variety of activities and assignments that are engaging
(e.g., technology-enhanced and experiences beyond the textbook) and call for higher order
thinking.
Current Knowledge
C2.1. Indicator: Teachers are current in the instructional content taught and research-based
instructional methodology, including the integrated use of multimedia and technology.
C2.1. Prompt: Evaluate the extent to which teachers are current in the instructional content and
effectively use multimedia and other technology in the delivery of the curriculum.
Findings Supporting Evidence
Teachers have been provided with training for high-yield SMART Goals
instructional strategies that support LARM such as CITW,
High-Yield, Instructional
SIOP, Raz Plus, SSIP, Big Five Literacy Strategies, Singapore
Math, Mathematical Practice Strategies, BrainPop and IXL. Strategies (CITW, SIOP)
Google Classroom Links
Professional development days are scheduled throughout the PD Agendas
school year to allow teachers time to improve their teaching Lesson Plans
practices, discover new teaching strategies, and keep up to
date with current research about the curriculum, technology,
and other resources.

Various multimedia tools to include mobile Promethean

Boards, Elmos, projectors, iPads, and laptops are used to
enhance and differentiate instruction. Technology gives
students access to a variety of online platforms and sources of
information that may not be readily available in the
classroom. It is not only used as a vehicle to expand
knowledge, but also as a resource to help with remediation for
struggling learners.

High-yield evidence based strategies and activities are

deliberately planned within lessons to support the learning
needs of each student. Students engage in technology
enhanced activities that support the standards-based
curriculum. Implementation can be seen throughout the
various grade levels. These approaches support SMART
goals in the classroom.

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Student Engagement
C2.2. Indicator: Students
who are intellectually engaged are involved with challenging content,
through well-designed tasks and activities requiring complex thinking.
C2.2. Prompt: Evaluate the extent to which students are intellectually engaged. Provide examples.
Findings Supporting Evidence
It is important for all students to understand and demonstrate Lesson Plans
our school-wide learner outcomes of being focused learners,
Project-based assignment
independent thinkers, responsible citizens, and effective
communicators. Teachers plan deliberately to engage students samples
in a variety of activities to reinforce these ESLRs and spark
interest, thus keeping them motivated. Students help in
creating classroom rules that set expectations and help
minimize distractions to enhance learning. Teachers use
active learning opportunities that encourage students to work
with their classmates, discuss concepts, and solve problems.
Skills are scaffolded to increase rigor and encourage higher
level and critical thinking skills. Teachers also use technology
to help build on necessary skills while making lessons visual,
interactive, and engaging.

Teachers as Facilitators of Learning

C2.3. Indicator: Teachersare facilitators in a student-centered classroom.
C2.3. Prompt: Evaluate and comment on the extent to which teachers are facilitators in a
student-centered classroom. Provide examples.
Findings Supporting Evidence
Teachers consistently review data to determine the needs of PLC Minutes
their individual students. Activities that encourage active Lesson Plans
involvement and student ownership are carefully planned
during weekly PLCs and CLTs. Data is used to drive effective Class Mission
planning and explicit instruction. Teachers and students are in PDSA
the process of becoming partners in the development and Smart Goals samples
facilitation of learning. Keeping students’ experiential
backgrounds and interests in mind, they are given
opportunities to decide about what and how they learn, and
what they feel they need to succeed. Our school-wide learner
outcomes aid us in increasing our practice in student-centered
learning.

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Variety of Strategies
Teachers use a variety of strategies to support students’ access and application of
C2.4. Indicator:
knowledge acquired and communicate understanding.
C2.4. Prompt: Evaluate and comment on the extent to which teachers use a variety of strategies
to support students’ access and application of knowledge acquired and communicate
understanding.
Findings Supporting Evidence
Learning targets and objectives are posted and discussed daily
to provide students with a clear understanding of what they
are expected to learn.

When planning lessons, teachers incorporate a variety of high Lesson Plans

yield strategies that will address the different learning styles PLC agenda
of their students. To ensure that SPED and ELL learners have
the same access to learning, Special Programs teachers Student work samples
consult with general classroom teachers on a regular basis and CFAs
PLCs to provide support with differentiated instruction
strategies. Deliberate and explicit instruction is maximized
throughout the day so that students acquire the necessary
skills to meet their learning targets. Assessments such as
quick checks, CFAs, and teacher made assessments help
evaluate the extent of knowledge and understanding students
have achieved.

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C2.5. Indicator: Student work demonstrates the utilization of tools and resources
(e.g., technology, online resources, etc.) to research, discover, and build knowledge about the
world.
C2.5. Prompt: Evaluate and comment on the extent to which student work demonstrates the
utilization of tools and resources to research, discover, and build knowledge about the world.
Findings Supporting Evidence
Teachers use a variety of tools and resources to enhance Lesson plans
student learning. Students use laptops and ipads to access
Student work
information and explore beyond the classroom. Online
platforms such as Raz Plus and IXL provide practice and offer IXL, Raz-Plus data
differentiated activities that address the diversity of learning Zoom, Google
styles. Promethean Boards support multi-sensory learning,
Meets/Classroom samples
and allows the whole class to interact with the images shown,
therefore keeping students actively engaged. Teachers use this Classroom Laptops/iPads,
in a variety of ways such as virtual field trips, multimedia Promethean Board lesson
lessons and presentations, and showcasing projects and
samples
presentations.
Laptop checkout logs
During the pandemic, Zoom, Google Classroom, and Google
Meet were essential tools utilized to provide synchronous
instruction when the district switched to online learning.
Although the district has returned to face-to-face learning,
teachers continue to utilize Google Classroom as a tool for
students to access materials and resources from home.
Raz-Plus is also used at home to reinforce reading fluency and
comprehension. Teachers are able to monitor time spent on
Raz Plus and provide incentives to encourage students to read
a minimum of 30 minutes each day. Incorporating these tools
effectively also teaches our students to be responsible in the
digital world.

C2.6. Indicator: Teachers involve students in opportunities that demonstrate thinking, reasoning,
and problem solving in group and individual activities, projects, discussions, and inquiries.
C2.6. Prompt: Evaluate and comment on the extent to which teachers involve students in
opportunities that demonstrate thinking, reasoning, and problem solving in group and individual
activities, projects, discussions, and inquiries.
Findings Supporting Evidence
We want all our students to learn beyond memorization and Lesson plans
recalling information, and believe that our students must learn
Proficiency scales
how to think critically in order to achieve.
CFAs
Project samples

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Teachers employ different methods to create a classroom that

allows students to demonstrate thinking, reasoning, and
problem solving individually or in a group setting. They
interact with students to model thinking and use questioning
strategies to encourage discussions that promote deeper
meaning.

Students engage in activities such as cooperative learning,

individual, group, and family projects, field trips, and
hands-on tasks that support higher order thinking skills.

Through the use of proficiency scales, students can track their

progress toward meeting a standard. The scale ranges from 1,
simpler processes toward the standard, to 4, where a student
can demonstrate applications that go beyond the standard.
Teachers utilize a variety of assessments to evaluate student
progress.

Real World Experiences

C2.7. Indicator: Age-appropriate opportunities for real world experiences such as shadowing,
apprenticeship, community projects, and other real world experiences and applications are
available to all students.
C2.7. Prompt: Evaluate the degree to which age-opportunities opportunities for real world
experiences such as shadowing, apprenticeship, community projects, and other real world
experiences and applications are available to all students.

Findings Supporting Evidence

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Our mission at M.U. Lujan is to promote and provide Lesson Plans

students with academic opportunities for all students to
Photographs
explore and build a life of learning as productive
citizens in our community. Students are given
opportunities to participate and broaden their
perspectives of real-life, relevant learning experiences in
order to apply what they’ve learned so that they have
the ability to adapt these skills and apply them
successfully in their lives beyond school.

Our students have participated in many real world

experiences through partnerships we have built with
various stakeholders. These include field trips, family
nights, family workshops, Red Ribbon week, GPD and
GFD Presentations, Healthy Hearts Fair, author visits,
Junior Police Cadet Program, Special Olympics, Bank
of Hawaii and Bank of Guam Marketing, GCC College
student visits, GATE Productions, Student Council, and
Science Fair.

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ACS WASC/GDOE Category C. Standards-based Student Learning:

Instruction:
Summary, Strengths, and Growth Needs
Review all the findings and supporting evidence and summarize the degree to which the criteria in
Category C are being met.
Include comments about the degree to which these criteria impact the school’s ability to address
one or more of the identified student learning needs (Chapter III).
Summary (including comments about the student learning needs):
Our mission is to promote and provide academic opportunities for all learners to succeed and
prepare them for a life of learning. Teachers use a standard-based approach for learning and
employ multiple instructional strategies to meet the needs of all types of learners. PLCs allow
teachers to collaborate to align PSSTs with our SLOs. During this time, teachers review data,
share best practices, and adjust lessons to improve learner outcomes. Each grade level has a
teacher representative from Special Programs. They are actively involved in PLCs and provide
support with accommodations, modifications, interventions, and differentiated instruction.
Proficiency scales are utilized in the classroom by both teachers and students to monitor their
learning progression for the priority standard.
The continuous review of data within and across grade levels is used to understand students’
learning abilities and challenges. Data from DWA, aimswebPlus, CFAs, and other informal
assessments are analyzed and used to drive effective planning and explicit instruction.
Teachers use a variety of technological tools to enhance student learning. This use of technology
provides students with practice opportunities that are engaging, helps students gain access to
information, and connect students to the world around them while practicing being a digitally
responsible citizen.
Prioritize the strengths and areas of growth for Category C.

Category C: Standards-based Student Learning: Instruction: Areas of Strength

● Teachers collaborate frequently within their grade level PLCs to collect data and plan
effective lessons to meet the needs of all learner types.
● Teachers meet vertically across grade-levels to engage in intentional conversations about
student data and provide strategies and techniques that target specific skills.
● Professional Development Days that are scheduled throughout the school year that focus
on topics that are relevant to data and how it drives our instructional practices.
● Proficiency scales aid in Standards-based Grading and are aligned with our PSSTs, thus
encouraging students to work toward reaching the expected target.
● SLOs are demonstrated through student artifacts such as student work, projects,
presentations, and discussions.
● Technology is embedded in our daily curriculum to enhance student learner outcomes.
Category C: Standards-based Student Learning: Instruction: Areas of Growth
● Teachers still need some guidance/refreshers in effectively interpreting data and
determining appropriate high yield strategies that address specific learner needs in order
to close the learning gap.

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● Teachers and students are in the process of becoming partners in the development and
facilitation of student centered learning, directly driven by data.
● Refine our use and implementation of various strategies through refresher training in
order to ensure we are implementing with fidelity.

Copy and paste the Areas of Strength and prioritized Areas of Growth/Challenges into the matrix
in Chapter V.

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Category D: Standards-based Student Learning: Assessment and

Accountability
D1. Assessment and Accountability Criterion – Reporting and Accountability
Processes
The school leadership and instructional staff use effective assessment processes to collect,
disaggregate, analyze, and report state/district/school performance data to all stakeholders. The
analysis of data guides the school’s programs and processes, the allocation and usage of
resources, and forms the basis for the development of the schoolwide action plan.
Professionally Acceptable Assessment Process
D1.1. Indicator:The school leadership and instructional staff use effective assessment processes
to collect, disaggregate, analyze, and report state/district/school performance data to all
stakeholders.
D1.1. Prompt: Evaluate the effectiveness of the assessment processes.
Findings Supporting Evidence
Teachers were able to utilize a variety of assessment tools to Assessment Data
evaluate, measure, and document the academic readiness,
ACT Aspire
learning progress, skill acquisition and educational needs of
all students. The data collected assists teachers in creating SBA
SMART Goals for the improvement in Reading, Language aimswebPlus
Arts, and Math.
Grade Level CFAs

District-Wide assessments such as ACT Aspire and Standard Grade Level SMART goals
Based Assessment were administered at the end of each PLC agenda
school year. The assessment aimswebPlus is administered
Vertical Meeting agenda
during the fall, winter, and spring benchmark.

Teachers meet weekly during PLCs and CLTs to analyze data

gathered from these assessments. This helps teachers monitor
student progress and plan for next steps and interventions for
growth. Monthly vertical team meetings also allow teachers
from each grade level to collaboratively assess data and
determine the types of support they can provide to their team.

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Other assessment tools are utilized schoolwide to determine

student placement and monitor progress. Kindergarten uses
Brigance and first through fifth grade use Fountas and Pinnell.
ESL administers the Language Assessment Scale to determine
oral language, reading, and writing proficiency levels for
students identified as having a language other than English
based on responses on their home language survey. The scale
aids in identifying the level of support an ELL student will
need. SPED uses Brigance and EasyCBM (curriculum based
measurements). The results identify the Present Level of
Academic Achievement and Functional Performance
(PLAAFP) of the student, and monitor the growth of student
goals in reading, language, and math. Schoolwide assessments
also include CFAs and teacher created assessments.

Basis for Determination of Performance Levels

D1.2. Indicator:The school leadership and instructional staff determine the basis for students’
grades, growth, and performance levels to ensure consistency across and within grade levels and
content areas.
D1.2. Prompt: Evaluate the impact and effectiveness of the basis for which standards-based
grades, growth, and performance levels are determined.
Findings Supporting Evidence

Standards-based grading is used to give an understanding of Curriculum maps

student mastery and proficiency levels. With the adoption of
Proficiency scales
Common Core Standards, it is important for our teachers to
align grading with what students are learning and how much PLC agenda
they have achieved. It does not rely heavily on percentages,
but rather on how much a student has mastered a skill.
Proficiency scales aid in standard based grading because it
helps students better understand how they performed on a
standard, thus motivating them to work toward reaching the
expected target.

During weekly PLCs, teachers were given the opportunity to

create proficiency scales that were aligned with ELA and
Math standards. They also developed conversion scales and
rubrics that were aligned with ELA and Math standards.

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Modifications Based on Assessment Results

D1.3. Indicator: The school leadership team uses assessment results to modify the school’s
programs and processes, professional development, and resource allocations to demonstrate a
results-driven continuous process.
D1.3. Prompt: Comment on the overall effectiveness of how assessment results have prompted
modifications in the school’s programs and processes, professional development, and resource
allocations to demonstrate a results-driven continuous process.
Findings Supporting Evidence
Our school’s leadership team uses assessment results to Leadership meeting agenda
modify the school’s programs and processes, professional aimswebPlus data
development, and resource allocations to demonstrate a
results-driven continuous process. ACT Aspire data
CFAs
Our leadership team continuously reviews data throughout the MULES SIP
school year to identify learners' needs in reading, language,
and math. This data is an integral part of our School
Improvement Plan as it helps us determine what we can do as
a school community to promote student achievement.

Professional development days and training in modules such

as CITW and SIOP are afforded to teachers in an effort to
enhance teaching practices which can help to increase student
data and performance.

Monitoring of Student Growth

D1.4. Indicator:The school has an effective system to monitor all students’ progress toward
meeting the academic standards and schoolwide learner outcomes and provides appropriate
interventions.
D1.4. Prompt: Evaluate the effectiveness of the system used to monitor the progress of all students
toward meeting the academic standards and schoolwide learner outcomes.
Findings Supporting Evidence
At our school, schoolwide learner outcomes are embedded Lesson plans
into daily lessons and aligned with priority standards. Report Cards
Teachers use observations, quick checks, discussions,
projects, formative, and summative assessments to monitor Summative and Formative
student progress toward meeting the academic standards and assessments
SLOs. Monitoring progress helps teachers adjust instruction aimswebPlus data
where needed, and tailor lessons to meet the needs of students. SLO Rubric

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During PLCs, teachers discuss student progress and share

practices that have helped with student growth within their
grade level. General Education and Special Program teachers
consult regularly to provide support in differentiated
instruction and other strategies that can be helpful for ELL,
SPED, or GATE students.

Throughout the school year, data from aimswebPlus, CFAs,

and other informal assessments are reviewed and used as tools
to drive instruction.

D2. Assessment and Accountability Criterion – Classroom Assessment Strategies

Teachers employ a variety of appropriate assessment strategies to evaluate student learning.
Students and teachers use these findings to modify the learning/teaching process and support the
educational progress of every student.
Appropriate Assessment Strategies
D2.1. Indicator:Teachers use appropriate assessment strategies to measure student progress
toward acquiring academic standards and the schoolwide learner outcomes.
D2.1. Prompt: Evaluate the appropriateness of formative assessment strategies used by teachers
to measure student progress and modify instructional practices.
Findings Supporting Evidence
Teachers use a range of formative assessment strategies such Lesson Plans
as exit slips, reflections, short answer prompts, and picture
Formative Assessments
representations to name a few to assess student progress
toward acquiring academic standards and schoolwide learner PLC agenda
outcomes. Using a variety of formative assessments gives our Proficiency Scales
teachers multiple information about what our students have
learned. This helps teachers effectively plan the next steps in
their instruction.

Proficiency scales are useful for students to track and monitor

their progress and consult with their teachers to determine
next steps.

Weekly PLCs are held for teachers to review and discuss data,
plan for deliberate instruction, create CFAs, and share
practices and strategies that will help improve learner
outcomes.

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Using Assessment Data

D2.2. Indicator: Assessmentdata are used to make decisions and modify instructional practices.
D2.2. Prompt: Evaluate the effectiveness of modified instructional practices based on assessment
data.
Findings Supporting Evidence
Our teachers use assessment data to make decisions and Formative and Summative
modify instructional practices. This collection of data enables assessments
teachers to identify academic strengths and weaknesses of Lesson Plans
students and strategically plan intensive interventions that will
improve learning outcomes. When instruction is modified for PLC agenda
a student based on assessment data, the planning, instruction
and activities are deliberately focused on the specific skills
needed for the student.

Teachers meet weekly in PLCs to have serious discussions

about how to effectively use assessment data in order to
impact learning in the best possible way. SPED and ESL
teachers provide curriculum accommodations and
modifications support for students identified in these
programs.

Professional Development is centered around providing

current research and methodologies that will help teachers
refine their teaching practices.

Demonstration of Student Achievement

D2.3. Indicator:A variety of standards-based curriculum-embedded assessments (e.g., student
work, pre- and post- assessments, performance tasks, etc.) demonstrate student achievement of
the academic standards and the schoolwide learner outcomes.
D2.3. Prompt: Evaluate how a variety of standards-based curriculum-embedded assessments
demonstrate student achievement of the academic standards and the schoolwide learner
outcomes.
Findings Supporting Evidence

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Teachers use a variety of standards-based curriculum Lesson Plans

-embedded assessments to demonstrate student achievement CFAs
of the academic standards and the schoolwide learner Proficiency Scales
outcomes. The variety of standards-based assessments used
PLC agenda
by teachers helps set certain criteria for how their students
demonstrate their understanding of skills being taught. Report Cards
Learning targets are explicit and clear so that students are Progress Report
aware of what is to be learned. Goal Tracking Logs

Proficiency scales clearly define the level of progress toward

meeting a standard. These scales help students monitor their
strengths and weaknesses on that target and encourages them
to work toward proficiency or beyond. Teachers give students
feedback so that they can improve performance.

Teachers meet during their grade level PLCs to develop CFAs

as one means of monitoring student progress. CFAs also give
teachers insight on their teaching practices, and assists them in
determining strategies that encourage critical thinking. In
addition, data collected from CFAs can be used to provide
feedback to students so that they take ownership of their
learning.

Teacher Feedback to Students

D2.4. Indicator: Teachersprovide timely, specific, and descriptive feedback in order to support
students in achieving learning targets, academic standards, and schoolwide learner outcomes.
D2.4. Prompt: How effective is teacher feedback in supporting students in achieving learning
targets, academic standards, and schoolwide learner outcomes?
Findings Supporting Evidence

Standard-Based Grading is used to give students a clear Lesson plans

understanding of how well they are working toward mastering Report cards
a learning target. Teachers provide meaningful dialogue Proficiency Scales
within the classroom by providing students with timely
Parent Surveys
feedback that greatly enhances their learning progress.
Feedback is also frequently communicated to families via Student Surveys
student planners, report cards, or email so that they are aware Goal Tracking Logs
of their child’s academic progress in specific targeted areas.
This has shown to have an immediate impact on student
learning and achievement, thus motivating students to produce
higher quality of work. Students take ownership of their
learning while demonstrating schoolwide learner outcomes
that are aligned with priority standards.

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Parent and student surveys help teachers and our school

community reflect on our practices.

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ACS WASC/GDOE Category D. Standards-based Student

Learning: Assessment and Accountability: Summary,
Strengths, and Growth Areas
Review all the findings and supporting evidence and summarize the degree to which the criteria in
Category D are being met.
Include comments about the degree to which these criteria impact the school’s ability to address
one or more of the identified student learning needs (Chapter III).

Summary (including comments about the student learning needs):

Data is used to drive our school’s school’s improvement plan and SMART Goals in the areas of
reading, language arts, and math. MULES teachers continue to improve in ways to collect and
analyze data to monitor student performance and adjust instruction to meet the needs of all
learners. PLC meetings are an integral part of our collaboration efforts to develop standard based
assessments that are aligned with PSSTs.

Formative assessments are created to check for understanding of a target, and guide teachers in
planning differentiated instruction. These assessments are aligned with proficiency scales that
provide feedback to students so that they can track their progress toward proficiency of a
standard. Other forms of formal and informal assessment tools are used to measure skills
acquisition and learning progress of students.

CLTs and vertical team meetings focus on assessment data and how we can use this data to
address students’ levels of performance and tailor instruction to improve learner outcomes. This
data also drives teachers to frequently review PSSTs and determine next steps in their
instructional pacing.

The analysis of this data is shared with teachers, students, parents/families, and other
stakeholders.

Prioritize the strengths and areas of growth for Category D.

Category D: Assessment and Accountability: Areas of Strength

● Teachers use multiple forms of assessments to monitor student progress and design
instruction that addresses the needs of all learners.
● Teachers continue to analyze data in PLCs,CLTs, and vertical team meetings and engage
in dialogue to address student progress.
● Data is shared with teachers, students, staff, and parents/families in an effort to build
partnerships and provide support for the achievement of all students.
● Monthly vertical team meetings allow teachers across grade levels to collaboratively
assess data and provide support within the team.

Category D: Assessment and Accountability: Areas of Growth

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● Teachers need guidance/refreshers in effectively interpreting data and determining

appropriate high yield strategies that address specific learner needs in order to close the
learning gap.
● Refine our use of the RTI model in order to identify and provide specific interventions for
students in need of Tier 2 and Tier 3 support.

Copy and paste the Areas of Strength and prioritized Areas of Growth/Challenges into the matrix
in Chapter V.

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Category E: School Culture (Environment) and Support for Student

Personal and Academic Growth
E1. Parent and Community Engagement Criterion
The school leadership employs a wide range of strategies to encourage parental and community
engagement, especially with the teaching/learning process.
Parent Engagement
E1.1. Indicator: The school implements strategies and processes for the regular engagement of
parents and community stakeholders, including but not limited to participation in the School
Community Council. Parents and community stakeholders are active partners in the
teaching/learning process for all students.
E1.1. Prompt: Evaluate the strategies and processes for the regular engagement of parents and
the community, including being active partners in the teaching/learning process.
Findings Supporting Evidence

One of the goals of our school is to foster a relationship Orientation Presentation

between the school and the home built on transparency,
Grade level presentation
communication, and collaboration.
PTO Agenda
We welcome our parents and guardians at the beginning of Mid-progress reports
each school year. During our orientation and open house,
school administrators introduce the district and school Report cards
expectations and host PTO officer nominations and voting. Parent- Teacher Conference
Grade levels host orientations where the bell schedule and sign-in sheets
expectations for attendance, behavior, and academics are
shared. GATE referrals
CST Packet
PTO meetings are held once a month to seek opportunities to
support the school. PTO actively collaborates in school events Newsletters
and raises money to support common goals of the school. Parent Portal
School website
Mid-progress reports are distributed to inform parents and
guardians of their child’s progress. Parents and guardians are CLC Flier
highly encouraged to communicate with their child’s teacher
any questions and concerns.
Friday Intervention Logs
Outreach Request

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During Parent-Teacher Conferences, report cards are

distributed. Parents and guardians are able to see their child’s
work and are given status of their child’s achievement towards
grade level standards. Partnerships are established when the
teacher provides parents and guardians strategies and
resources on how to support their child’s unique needs such as
enrichment through GATE to the Child Study Team (CST), a
process used to address at-risk factors that may be impeding
on learning, progress, and achievement. Outcomes for CSTs
include, but are not limited to further evaluation with Special
Educations, 504, school-level interventions, district, and
community referrals.

Throughout the year, our school keeps parents and guardians

abreast of programs, activities, events, curriculum,
department, and school updates via the school planners,
memos, newsletters, and the school website. Online platforms
and programs are used to engage parents and guardians with
access to their child’s status. PowerSchool announcements are
used to send out notifications and attendance to parents and
guardians via email, text messages, and automated telephone
calls. Parents and guardians have access to the Parent Portal to
view and monitor their child’s assignments, assessments,
attendance, and grades.

Since the COVID-19 pandemic, parents and guardians also

have access to what their child is learning, class information
and updates via Google Classroom. Our school’s Community
Learning Center (CLC) provides our community with
equipment, internet access, and training to support the learning
needs of our school community. Teachers use Fridays as
intervention days to communicate with parents and guardians
and service students who experience academic deficits due to
distance learning.

Our school utilizes the Outreach Program to conduct home

visits and outreach services to obtain and disseminate
information to and from our families who have not updated or
have no contact information.

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As evident, our school provides a number of opportunities for

our families to become acclimated with the school climate and
culture. We evaluate the effectiveness of our initiatives by the
participation of our parents and guardians in school and
district-wide activities to include the progress and
achievement of our students’ academics, attendance, and
behavior.

MULES PTO Input Survey

Parents and guardians were given an opportunity to provide

input on what areas our school should focus on. This survey
was provided to parents and guardians in September 2021.
This survey focused on three areas: Educational Enrichment
Activities, Family Fun Activities, and Fundraisers to Finance
School Improvement Projects. There were 135 parents and
guardians who responded to the survey.

Listed below are the areas of educational enrichment that

parents and guardians were presented with. They were to
choose 3-5 areas they felt was a priority. Based on the data,
the following were the top 5 priorities:

1. Workshop/Training on Literary Strategies at Home: 69.6%

2. Workshop/Training on Math Strategies at Home: 67.4%

3. Workshop/Training on using Technology and other online

educational

programs: 60%

4. Workshop/Training on Continuous Improvement and How

We Can Support at

Home: 51.1%

5. Student Awards and Recognition: 37.8%

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Included in the survey were various activities that could bring

our school community and our families closer together. From
the options provided, parents and guardians were able to
choose three activities they felt were a priority. Based on the
data, the three activities that were considered the highest
priority were the following:

1. School Carnival: 90.4%

2. Holiday Dances: 68.1%
3. Movie Nights: 58.5%

Lastly, there were possible ideas the PTO may like to coordinate, with
help from our school community, to help raise funds for school
improvement projects. Parents and guardians chose two ideas they
felt were a priority. Based on the data, the two ideas that were
considered a priority were the following:
1. Purchase Playground Equipment: 81.5%
2. Replace and purchase benches used in the school: 66.7%

Community Resources
E1.2. Indicator: The school uses community resources to support students, such as professional
services, business partnerships, non-profits, organizations, military, etc.
E1.2. Prompt: Evaluate the effectiveness of the school’s use of community resources to support
students.
Findings Supporting Evidence

Our school invites a variety of community resources in both Presenter participation

the government and private sector to provide services, support
students' success, provide in-kind donations, and extend the
learning beyond the classroom by providing relevance to what
students are learning to the real-world.

Our school counselor coordinates a number of presentations

with the following resources in support of the month’s theme
and are specific to each grade level in consideration of content
and developmental appropriateness.

● Guam Army National Guard’s Drug Task Force

● Guam Homeland Security
● Guam Police Department Crime Stoppers Division

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● Guam Behavioral Health and Wellness Center

Healing Hearts Division
● Guam Fire Department
● Department of Public Works Office of Highway Safety
● Bank of Guam
● Career Day highlights our parents and guardians.
Parents and guardians are invited to present to their
child’s class and grade level.

In partnership with the American Heart Association, the

school health counselor and the school counselor coordinate Participant sign-in sheet
our annual Healthy Hearts Healthy Minds Fair. Students are
encouraged to participate in Jump Rope for Hearts.
Government and private resources are invited to host a booth
and provide educational information and activities that
support our mental, emotional health, physical health, and
wellness.

Our school counselor and school health counselor consults

and collaborates with administrators, teachers, parents,
guardians, district, and community resources on referrals for
Referrals
services that may assist the student and their families health
and wellness, and assist with factors that may be impeding on
a child’s learning. Although referrals are for our students, if a
parent or guardian inquires, information will be provided on
an as needed basis. Such referrals include:

- GDOE District Psychologist

- GDOE School Attendance Officer

- GDOE Outreach

- GDOE Special Education

- GDOE 504

- GBHWC I Famagu-onta

- DPHSS Child Protective Services (CPS)

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The effectiveness of such activities can be seen in the

continuous partnership between our school and these
governments and private resources as well as the networking
they provide to further our access to resources. Participation
and engagement of our school community and collection of
data (process, perception, and outcome) assists us to be
deliberate in our resources and our coordinating efforts.

Parent/Community and Student Achievement

E1.3. Indicator: The school ensures that the parents and school community understand student
achievement of the academic standards and schoolwide learner outcomes through the
curricular/co-curricular program.
E1.3. Prompt: Determine the adequacy and effectiveness of the school’s strategies to ensure that
parents and school community understand student achievement of the academic standards and
schoolwide learner outcomes through the curricular/co-curricular program.
Findings Supporting Evidence

During our Open House, school administrators introduce the Open House
expectations of the district and the school. Each grade level
Grade level brochures
hosts their own orientation in which the bell schedule and
expectations for attendance, behavior, and academics are PTC Sign in sheets
shared.
Newsletters
Mid-progress reports are distributed for all four quarters School website
GDOE has included two Parent-Teacher Conferences within
the school year to inform parents and guardians of their Google classroom
child’s achievement toward grade level standards. Through
this partnership, parents and guardians are able to consult and
collaborate with their child’s teachers to meet the unique SMART Goals
needs of their child.
PDSA boards
Throughout the school year, parents and guardians are kept
abreast of programs, activities, events, curriculum, PS3 Activities
department and school updates via the school planners,
memos, newsletters, and the school’s website. Online
platforms and programs are used to engage parents and
guardians with access to student status. Parents and
guardians have access to Parent Portal and Google Classroom
to view and monitor student assignments, assessments,
attendance, and grades.

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Our teachers provide opportunities to their students to

monitor progress and achievement towards grade level
standards through SMART Goals, PDSA Cycles, and
assessments. Formative assessments such as Common
Formative Assessments (CFAs), Fountes & Pinnell,
aimswebPlus, adopted text assessments, and teacher made
tests assists both teachers and students evaluate outcomes and
refine teaching and learning strategies and practices.
Summative assessments such as Standard Based Assessments
and ACT Aspire measure student achievement at the end of
the school year and inform parents and guardians how their
children have progressed through the school year.

Our school has initiatives to promote and recognize students

who demonstrate understanding of school-wide expectations
through our Student of the Month (SOM) assemblies. Criteria
for our Student of the Month include exemplary behavior in
and out of the classroom, attendance, and academic
performance. In addition, students who place in Proficient or
Advance in the district-wide assessments: Standard Based
Assessments, ACT Aspire, and aimswebPlus are recognized
for their success.

Our Positive Student Support System, consisting of Family,

Attendance, Behavior, Interventions, and Stakeholders
committees host activities, events, and workshops to promote,
foster, and sustain positive practices and expectations towards
at-risk factors of student learning and achievement.

We welcome and provide our families adequate opportunities

to collaborate in all our efforts to build and sustain a positive,
safe, and nurturing school climate and culture that fosters a
life-long love of learning. Effectiveness of our initiatives
require a partnership between the school, the home, and
community resources. Only through this partnership, can we
support the needs of our children and make strides in their
progress and achievement.

E2. School Culture Criterion

The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is
characterized by trust, professionalism, high expectations for all students, and c) maintains focus
on continuous school improvement.
Safe, Clean, and Orderly Environment
E2.1. Indicator: The school has existing policies, regulations and uses its resources to ensure a

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safe, clean, and orderly environment that nurtures learning (e.g., internet safety, drills, etc.).
E2.1. Prompt: Comment on the effectiveness of a) the existing policies, regulations and
procedures; and use of resources to ensure a safe, clean, and orderly environment that nurtures
learning, b) all aspects of the school with respect to safety regulations including effective
operating procedures for internet safety, and c) initiatives and responses to address bullying and
harassment.
Findings Supporting Evidence
Our school prides itself in its ability to provide a safe, clean, State Strategic Action Plan:
and orderly environment that nurtures learning, has a culture CIAI, CSAS, District Training
that instills trust, professionalism and high expectations for all and Professional Development
its students, and continuously looks for opportunities to Standard Operating Procedures
provide a positive school culture and safe establishment for its
students, stakeholders, as well as its faculty and staff. Board Policies

Directed by the State Strategic Action Plan (SSAP), Standard PLC Profile
Operating Procedures (SOP), and Board Policies, faculty and
staff are provided with explicit guidelines, evaluations and School Improvement Plan (SIP)
assessments, professional development, and other trainings
pertinent to these documents that ensure employees are
equipped with the proper knowledge, skills, and abilities
necessary to create a positive and progressive school culture,
environment, and learning experience.

Through the SIP, our school works collaboratively with the

department to address several components including:
1) Curriculum-Instruction-Assessment-Interventions (CIAI);
2) Professional Learning Committees (PLC) and
Collaborative Learning Teams (CLT); Guam Comprehensive
Student Assessment System (CSAS); and
3) a constant evaluation that looks to maximize opportunities,
increase efficiency, and improve planning despite limited
funding.

For the first component, CIAI, our school looks at its

operations in order to determine its efficiencies and overall
quality and improvement relative to the educational
experience. Through CIAI, teachers and administrators review
instructional practices and support ongoing efforts to improve
Curriculum Mapping that is rigorous, yet relevant to Guam’s
region, culture, and technological advancements and 21st
century skills. In addition, our faculty and staff are provided
with opportunities to attend training and receive support to
help improve student learning and meet district expectations.

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For the PLC component, instructional and support staff meet

weekly to discuss best practices and effective instructional
strategies, analyze student data, and review curriculum
content and priority standards that are crucial to the
enhancement of school culture and academics. Teams work
collaboratively to create practical and meaningful goals
accompanied by a strategic plan to achieve its intent. Our
school also works in tandem with its stakeholders and obtains
feedback from parents and students regarding academics,
safety, health, and the learning experience as a whole. We
seek community input in order to improve services to our
students that creates a connection and value that deepens the
school culture.

Through CSAS, our school uses various assessment tools that

identify student strengths and weaknesses compared to the
national average. We conduct district-wide assessments,
aimswebPlus testing, as well as the Professional Teacher
Evaluation Plan (PTEP) conducted by teachers and
administrators that are used as a tool to improve teaching
practices. The aforementioned are pivotal in the instructional
and management processes in order for teachers and
administrators to be provided with information about student
achievement and the interventions required to improve student
learning. In SY 2020-2021, interventions were imperative as a
result of the COVID-19 pandemic, and teachers used Fridays
as intervention days in order to make up for academic deficits
that occurred through distance learning.

The continuous effort to improve services, maximize

resources, and improve planning is carried out through
multiple avenues. Through monthly faculty and staff
meetings, teachers and support staff unite to discuss
school-wide functions and goals and the resources available to
meet those goals. Further, program designs and procurement
would be addressed to determine how to meet state strategic
goals and how to increase efforts utilizing current resources.
Additionally, leadership teams are devised with grade-level
representatives who meet frequently to communicate
challenges and successes each team is experiencing.

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Through SOPs, faculty and staff are guided and committed to

approved protocols that ensure students are cared for
equitably, attend a clean and safe school, and partake in a
learning experience that is nurturing. SOPs provide faculty
and staff with standardized processes to address several
instances including student support services, emergency
response procedures, health management at the school site, as
well as documentation for accountability. In addition, Board
Policies help govern everyday operations that help protect the
equal treatment of students, English as a Second Language
(ESL), Gifted and Talented Education (Pre-K to 5th), Special
Education, instructional philosophies, student health services,
CHamoru studies, as well as lesson plan policies.

The effectiveness and care our school puts into safety is

demonstrated by its safe infrastructure and well-kept facilities.
This is especially evident in SY 20-21, when the school was
not shut down as it was in accordance with Department of
Public Health and Social Services’ COVID-19
recommendations and safety guidelines.

To exhibit professionalism and continued growth, our school

and our stakeholders, reflective of these efforts, conduct
continuous parent and school surveys including stakeholder
input, feedback, satisfaction, and suggestions. The categories
of concern help improve the processes, procedures, and efforts
of the school holistically.

Discipline and Behavior Management System

E2.2. Indicator: The school has an effective discipline and behavior management system that
supports learning, growth, and development.
E2.2. Prompt: Evaluate the effectiveness of the discipline and behavior management system to
support student learning, growth, and development.
Findings Supporting Evidence

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Our school has a discipline, behavior, and attendance Board Policy

management system that supports learning, growth, and
development directed by board policies, standard operating SWIS
procedures, and the use of several management systems. The OTRF
forms and systems that are utilized to document and record
disciplinary or behavior issues include the Office Discipline Elementary ODR
Referral (ODR) forms, Office Truancy Referral (OTRF) Student Procedural Assistance
forms, Student Procedural Assistance Manual (SPAM) forms , Manual (SPAM)
PULSE reports for at-risk student populations, Schoolwide
Information System (SWIS). Student Conduct Procedural
Manual (SCPM)
The Department’s Student Procedural Assistance Manual CST Outcomes: Further
(SPAM) and the Student Conduct Procedural Manual (SCPM) Evaluation w/SpEd, 504,
outlines procedures and interventions for behavior and School-wide interventions,
attendance. For attendance, Office Truancy Referral Forms FBA/BMP
(OTRFs) are utilized by teachers for students who have
become truant through excessive unexcused or patterns of PBIS
absences or tardies. In conjunction with the Department’s SWIS Report
Student Support Services Division, teachers complete OTRF
SLOs
forms for students who have accumulated unexcused absences
for 3, 6, 9, 12 and beyond 12 days. The submission of the
OTRFs activates the support of school attendance officers
who assist in visiting the homes of students who are truant
and assess situations students and their families may be
experiencing. The administrative staff of the school
communicate frequently with teachers whose students are
deemed truant in order for documents to be processed
accordingly and in a timely manner to avoid prolonging a
student’s ability to receive an adequate education. This is
tracked through PowerSchool in which teachers input
absences when a student does not attend class. The school
works closely with outreach programs through active
monitoring and engagement to ensure students are offered the
best educational opportunities, no matter their learner needs or
abilities.

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Further, our school uses SPAM, SCPM forms, and policies

to address students who may need additional support that
require the consent of parents or guardians. Examples of
such are child abuse and neglect referrals, assault or
harassment reports, Child Study Teams (CST),
Individualized Eudcation Plan (IEP) registration,
withdrawal, transfer forms, Functional Behavior
Assessment (FBA), Behavior Management Plan (BMP) and
critical incidents forms. The above are guided by various
board policies and safety plans adhered to by faculty and
staff of our school in order to offer multiple tiered level
supports and outlets that increase learner growth and
development.

Based on PBIS data from SY 17-18 and SY 18-19, our

school had 70 referrals in 2017, an increase to 90 in 2018,
and a decrease to 62 in 2019. The highest referrals came
from incidents in the classroom, playground, cafeteria, and
hallway, with most referrals resulting from defiance,
insubordination, and non-compliance. Data shows that
physical aggression ranked highest among problem
behaviors, but significantly dropped from SY 16-17 (68
reports) to 40 in SY 19-20.

To enhance learner growth and development, our school

also encourages meaningful and achievable Student
Learning Outcomes (SLOs) that promote Focused Learners,
Independent Thinkings, Responsible Citizens, and Effective
Communicators (FIRE). These expectations work alongside
the school’s mission to promote and provide academic
opportunities to students in a conducive and nurturing
learning environment.

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High Expectations for Students

E2.3. Indicator: The school has high expectations for students in an environment that honors
individual differences and is conducive to learning.
E2.3. Prompt: Evaluate the school’s effort and success to ensure high expectations for all
stakeholders and in building an environment that honors individual differences and is conducive
to learning.
Findings Supporting Evidence

Our school provides a rigorous curriculum in the classroom

that holds students accountable for their learning efforts with
high expectations. The faculty and staff of the school SLOs
understand the varying degrees of individual learners and Student Handbook
create a learning experience that caters to a conducive
PBIS
learning environment.
Newsletters
In order to meet this goal, our school emphasizes its SLOs to Bulletin Boards
students with artwork at the entrance of the school site as well Artwork/Murals
as in the classrooms that demonstrates student learning
outcomes and expectations. Students are continually exposed Student of the Month
as to what is expected of them, instilling a sense of Accolades/awards (Evidence:
responsibility within them to meet these goals and become SPRC)
productive citizens in the school, as well as the community.
Participation in community
events/activities
Additionally, students encounter several bulletin boards across
the campus that display images of safety protocols, words of PS3 groups
encouragement and success, as well as visual arts and murals
created by former Gifted and Talented Education students that
demonstrate a great appreciation for faculty, staff, and peers.
These efforts of the school are demonstrated in promoting .
high expectations for students through these avenues of daily
affirmations.

To further develop the relationship between school and

learner, our school acknowledges student achievement
through award ceremonies, Student of the Month accolades,
and through other avenues created by Positive Student
Support System (PS3) groups who create, plan, and execute
exciting opportunities, events, and activities for community
stakeholders to participate in.

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Students and parents are also held accountable for their

learning experience through the student handbook that
contains information about student and parent responsibilities
and expectations. Within the handbook, parental involvement
is also mentioned to promote a learning experience that is not
only academically-driven, but also addresses social-emotional
well-being.

In alignment with state strategic plans, our school also

implements Positive Behavior Interventions Support (PBIS)
based on a framework that focuses on providing clear
behavioral expectations, a defined structure of rewards, and
intervention opportunities. These are effective in several
aspects that motivate students to constantly strive to better
themselves academically and with social-emotional
considerations. PBIS has equipped staff and faculty with
practices and systems that help deter unwanted behaviors
within the school and also provides universal support on a
tiered system that helps determine student needs.

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Culture of Trust, Respect, and Professionalism

E2.4. Indicator: The school has a culture of trust, respect, and professionalism among all
members of the school community.
E2.4. Prompt: To what degree is a culture of trust, respect, and professionalism demonstrated by
all members of the school community?
Findings Supporting Evidence

Our faculty and staff work cooperatively and professionally Vision and Mission
across grade levels and positions in order to meet the Code of Conduct form
school’s vision and mission. The school’s mission seeks to
promote and provide academic opportunities, in a PLC
conducive and nurturing environment, for all students to CLT
explore and build a life of learning as a productive citizen in
our community. Coupled with the school’s SLOs, teachers Professional Development
work together to create a positive culture of trust, respect, Faculty/Vertical Team meetings
and professionalism that allows students, faculty, and staff
Evaluations
to collectively meet these goals. Further, the school’s vision
follows the state strategic plan to nurture students toward
becoming responsible, respectful, and ready for life.

Teachers begin the school year with a teacher orientation.

They receive packets of school and district level SOPs and
are required to take customer service training, code of
conduct, positive working environment training. Through
CLTs and PLCs, data is the foundation for GL and vertical
teams to analyze, evaluate, and refine teaching and learning
approaches and best practices. Professional development
and growth is constant throughout the school year as
teachers attend workshops, trainings, and professional
development.

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At the start of each school year, faculty and staff are tasked
with signing a Code of Conduct form which explains the
expectations and professional conduct that is required in our
school. Additionally, teachers meet in their respective PLC
and Collaborative Learning Teams (CLT) groups and
discuss their individual expectations as well as their
horizontal grade level expectations. Within these meetings,
teachers agree to work as professionals with the best interest
of students in mind and work toward common goals and
best practices. This extends to vertical teams across grade
levels who work together to develop a curriculum that is
aligned and realistic as students progress through grade
levels.

Evaluations play an important role in creating an effective

culture of professionalism, trust, and respect among all
community members as it holds faculty and staff of our
school accountable. Evaluations give members of the school
opportunities to identify strengths and weaknesses within
their respective positions through observations conducted
by the administrator and members of the Center for
Excellence in Developmental Disabilities, Education,
Research, and Services (CEDDERS). End-of-the-Year Self
Reflections allow teachers to review the school year and
identify best practices and areas that can be better refined.

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E3. Student Support Criterion – Personalization

All students receive appropriate support along with a personal learning plan (as appropriate to
the needs of the child) to help ensure academic success.
Adequate Personalized Support
E3.1. Indicator: The school ensures that every student receives appropriate support services in
such areas as academic assistance, health, career, and personal counseling.
E3.1. Prompt: Evaluate the availability and the adequacy of services to support students in such
areas as academic assistance, health, career, and personal counseling.
Findings Supporting Evidence

Our school receives appropriate support services in the areas Community Learning Center
of academic assistance, health, career, and personal
Lesson Plans and Activities
counseling. The school has teachers to provide personalized
academic assistance during school hours, such as our Assessment criteria
school-site Community Learning Center, Guam Center for Teacher assistant tutoring
Excellence in Developmental Disabilities, Education,
Research, and Service (CEDDERS), the Gifted and Talented Summer School
Education, English as a Second Language, and Special Laptop distribution
Education Program, and Teacher’s Assistants. The school
also has teachers to provide personalized academic assistance Mifi distribution
after school hours, such as the After School Program for Raz-Plus
Instructional Remediation and Enrichment (ASPIRE) and
After School Program for
Summer School. Additionally, students receive and are
ensured of mental, physical, and social-emotional health and Instructional Remediation and
wellness support by the school nurse, school counselor, Enrichment
librarian and social workers. Healthy Hearts Healthy Minds
Fair
The Community Learning Center provides students with Paws in Jobland
opportunities to access free internet using the school
equipment (laptops and printers). Staff with the CLC also Counselor Referrals
provide training and support to meet the learning needs of our
students. The CLC was created to meet the needs of our District/Community Referrals
learners during the pandemic. Laptops were distributed to
students who did not have a device to participate in their SOP1200-021
online learning.

Guam CEDDERS provides students access to a literacy-based

website on Raz-Plus. Students log-in to their Raz-Plus
accounts to access literacy electronic books, listen to reading
level stories, record themselves reading, and complete a
comprehension quiz.

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The Gifted and Talented Education provides students with

opportunities for enrichment in academics, visual, and
performing arts. Through pull-out services, the GATE teacher
provides 180 minutes per week in the GATE classroom.

The English as a Second Language program provides students

with an English language assessment and lessons specific to
students developmental communication skills and needs.

The Special Education Program provides intellectual,

physical, communication, and social-emotional
developmental needs through unified efforts of the school,
family, and community, supported and nurtured by training,
accountability, teamwork and advocacy. The program
ensures that teachers and parents are involved and provided
with necessary resources and training. They also ensure that
the rights of the students and their parents are protected.
Based on the unique needs of students, the regular classroom
and resource room teacher provide academic support for
subjects such as Reading, Language Arts, and Math, as well
as other related goals and objectives in need of related
services. Students work in small group settings and are
provided appropriate learning paces. The Individualized
Education Plan Coordinator manages necessary meetings for
referrals, evaluations, and special education meeting
documents. Coordinators also serve as the liaison between
our school and the Division of Special Education.

The After School Program for Instructional Remediation and

Enrichment (ASPIRE) and Summer School supports student
learning to both remediation and enrichment instruction in the
areas of Language Arts, Reading, and Math relative to our
school’s greatest area of need. Based on eligibility
requirements, students are identified using Tier 2 and 3
assessment data. Additionally, those Tier 1 student data are
also allowed for participation as enrichment.

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The School Health Counselor promotes and encourages

healthy lifestyle habits to students and assists students who
need medical attention at the school level. Screening for
hearing, vision and body-mass-index are conducted and
letters sent home for parents to review. The School Health
Counselor is available to students daily. Using the
information gathered, the school nurse may send home
appropriate medical referrals. Students are encouraged to
participate in the American Heart Association’s Jump Rope
for Healthy Hearts event.

The School Counselor’s program is guided by SOP1200-021,

which adopted the American School Counselor Association’s
National Model framework to support all students in the
academic, college, career, and social-emotional domains.
Students can be referred by parents, teachers, staff,
counselor, or administrator. The school counselor does
observations and collaborates with the Child’s Study Team.
Additionally, the counselor coordinates and facilitates
school-wide activities, such as Paws in Jobland and Career
Day.

The librarian provides monthly newsletters and library lessons

for all models of learning, as well as student appropriate
reading materials and technology equipment. Additionally,
the librarian posts educational website links on the schools
website.

Teachers are able to provide academic support through their

participation in the various committees. The Positive Student
Support Systems Family Involvement committee promotes
and provides academic strategies for families.

Direct Connections
E3.2. Indicator: The school demonstrates direct links between student learning needs and the
allocation of resources to student support services, such as counseling/advisory services,
psychological and health services, or referral services.
E3.2. Prompt: Evaluate the direct links between student learning needs and the allocation of
resources to student support services, such as counseling/advisory services, psychological and
health services, or referral services, including supports and services for students who are at-risk.
Findings Supporting Evidence

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Our school provides a variety of resources for student support Friday Intervention Logs
in areas of counseling and psychological and health services,
or referral services.
Child Study Team Packet
Teachers provide interventions and support to students
needing academic assistance on Fridays and ensure Outreach Referral Form
communication logs are documented. Friday intervention
days were provided during SY20-21 when teachers were
responsible for providing instruction using three models -
FTF, online and hardcopy.

All interventions done for a student are documented in a Child

Study Team Packet or Functional Behavior Assessment. If a
student is in need of more services, referrals can be made to
the Division of Special Education, the District Psychologist,
or for 504.

The school health counselor (nurse) conducts Body Mass

Index (BMI) screening, schedules yearly hearing and vision
tests, evaluates student physical and medical needs, and
provides referrals to doctors or services in the community.
Our school directly connects with students who need help
with medications, extra school uniforms, or other health
materials. Additionally, the nurse works directly with
teachers to complete as needed Child Protective Services
referrals.

The school counselor collaborates with teachers, parents

and other school staff to deliver direct services to all our
students. The school counselor uses data (academic,
attendance, and discipline data) and conducts students’
needs assessments to drive decisions about implementation,
delivery, and evaluation of a comprehensive school
counseling program. Additionally, the counselor
coordinates the Child Study Teams’ process, referrals to
district or community resources, and coordinates a number of
presenters and themed activities.

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The School Climate Culture and Engagement Project Support

Service and Outreach Team (SPCE) composed of a Social
worker and Community Program Aide (CPA), are contacted
and utilized by the school for the following types of requests:
locate parents for students with attendance, discipline issues,
interpreter or translator requests, school Parent-Teacher
Conferences, and home visits. They continue to provide
support to families of at-risk students, facilitate meetings to
further strengthen communication between families, school
and community, as well as offering assistance with the social
transition of immigrant families and ensure that students meet
school entry requirements.

Teachers can make referrals to address student needs. The

Positive Student Support Systems Intervention committee
addresses academic concerns, the Behavior committee assists
with student behavior, and the Attendance committee assists
with student attendance. These committees plan activities and
incentives to foster positive behavior, attendance, and
academic expectations.

Strategies Used for Student Growth/Development

E3.3. Indicator: Strategies are used by the school leadership and staff to develop personalized
approaches to learning and alternative instructional options which allow access to and progress
in the rigorous standards-based curriculum. Examples of strategies include: level of teacher
involvement with all students, a curriculum and instruction that promotes inclusion, processes for
regular review of student and schoolwide profiles, and processes and procedures for intervention
(e.g., ELL and other alternative learning programs).
E3.3. Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership
and staff to develop personalized approaches to learning and alternative instructional options
which allow access to and progress in the rigorous standards-based curriculum.
Findings Supporting Evidence

Our school collects student data which is made available to School Performance Report
the school community stakeholders via our School Card
Performance Report Card.

Online Platforms such as:

School leadership and staff develop personalized approaches
to learning and alternative instructional options which allow Raz-Plus, IXL, and
access to and progress in the rigorous standards-based SplashLearn)
curriculum.

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Students at our school are provided with alternative ASPIRE

instructional options. Teachers use different teaching
Plan-Do-Study-Act (PDSA)
strategies and activities in the classroom to meet the needs of
students. These include Classroom Instruction That Works Lesson Plans
(CITW) Framework, lesson modifications and Proficiency Scales
accommodations, small group instruction, teacher driven
instruction, student centered instruction with teachers as
facilitators, hands-on demonstration or practice, collaboration,
peer tutoring, cooperative learning and assistance from the
Teacher Assistants (TAs) in the classroom. Evidence-based
online Platforms such as Raz-Plus, IXL, SplashLearn, and
other sites are used for reinforcement of learned skills.
The ASPIRE program also extends students the learning
opportunity to practice other effective strategies in a smaller
group and individual setting.

In addition, Professional Learning Communities (PLCs) are

times designated for teachers within the grade level and their
assigned special programs teachers to review data and
determine next steps. In addition, teachers share lesson ideas,
strategies, and intervention ideas. The information provided
during these meetings help teachers plan deliberately and
improve instruction. Class profiles are used to drive initial
lesson planning and to determine next steps. Results from
assessments are also used to plan instruction and determine
next steps.

The Special Education program consists of students identified

as needing specialized support. Periodic meetings take place
to review the progress of students in the program and
determine the support needed.

The English as a Second Language program (ESL), also

incorporates various strategies for each student according to
the test results the program does to meet student needs.
Several assessments are being utilized to obtain student
learning needs. In SPED, program reports are conducted using
Form 16-B quarterly. In ESL, (LAS) Links Assessment and
Placement/proficiency levels assessment is conducted. ESL
uses Sheltered Instruction Observation Protocol (SIOP) in
planning and delivering lessons that allow English learners to
acquire academic knowledge as they develop English
language proficiency.

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The GATE teacher provides pull-out services to identified

students in grades K-5th. With the GATE program, students
are given the opportunity to enrich thinking skills, creative
and divergent thinking skills, communication, critical
thinking, and creative problem solving and task commitment.
Students participate in various GATE sponsored special
events such as Math Olympiad and Publication of GATE
Artwork.

Teachers continue to encourage students to participate in

school activities and to compete in island-wide competitions
such as the Science Fair, Spelling Bee, Cultural Club,
CHamoru Language Competition, CHamoru Slingstone
demonstration, Math Olympiad, Math Kangaroo, Kids
Kickball Athletics, and Robotics.

To provide positive outcomes, teachers conduct practices

during their lunch period or after school hours with the
students. PBIS Assessment which includes School Safety
Survey (SSS), Self-Assessment Survey (SAS) and School
Wide Intervention System (SWIS) is provided to faculty and
staff to help our school community be aware of our students’
needs.

Our schools’ teachers address the needs of students and their

individualized learning plans through the use of goal setting
and tracking. The district has moved toward the Standards
Based Grading (SBG) system which allows students and
teachers to track progress and mastery of a set of skills or
standards taught throughout the school year. This is an
effective way for students to understand why they receive the
grades and evaluations and for teachers to communicate steps
to take for students to be learning at grade level or to address
the kinds of modifications that need to be given during
Instruction. In collaboration with Guam CEDDERS, M.U.
Lujan’s State Systemic Improvement Plan implements the
Plan-Do-Study-Act approach to planning, learning and
evaluation.

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E4. Student Support Criterion – Accessibility

Students have access to a system of personalized supports, activities, and opportunities at the
school and within the community.

Equal Access to Curriculum and Support

E4.1. Indicator: All students have access to a challenging, relevant, and coherent curriculum.
Schools regularly examine the demographics and distribution of students throughout the class
offerings (e.g., master class schedule and class enrollments) and the types of alternative
schedules available (e.g., summer, class periods beyond the traditional school day).
E4.1. Prompt: To what extent do all students have accessibility to a challenging, relevant, and
coherent curriculum? (Examine the demographics and distribution of students throughout the
class offerings and the types of alternative schedules available.)

Findings Supporting Evidence

Students have access to challenging, relevant, and coherent PLC Profile (Vertical Teams)
curriculum at our school. Teachers work collaboratively ESL Consultation Forms
within their vertical team of teachers from grades kindergarten
through 5th grade. Each vertical group meets and collaborates GATE Referral
every month to collaborate on various issues such as
alignment of standards, students’ progress, and lesson
planning. Vertical alignment of teachers allows for students to
be equitably organized into classrooms. Students are provided
access to personalized curriculum and support according to
their unique needs.
In addition to our general education curriculum, students are
able to partake in personalized curriculum during school
hours. Our Special Education (SPED) program caters to our
students with special needs. Collaboration between regular
classroom teachers, resource room teachers, and other service
providers throughout the school and district ensures that
students are identified and supported with Individualized
Education Plans that promote student success in a relevant
and coherent curriculum.
Representative of our diverse cultures and backgrounds, the
English as a Second Language (ESL) program is provided to
students whose home language may be different from English.
The ESL program ensures that English Language Learners
(ELL) are afforded appropriate and equitable opportunities to
be successful in the same standards and goals as their peers.

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The Gifted and Talented Education (GATE) program provides

students with opportunities for skill enrichment through the
use of a challenging and rigorous curriculum which include
project-based learning, problem solving, critical thinking
activities and strategies. Our school also provides
opportunities for students younger than kindergarten to
avail of appropriate learning curriculum with the Head Start
and Pre-K GATE programs. These programs are designated
for students from select demographic groups. Students in
each of the programs listed above are equally distributed
within their respective grade levels. Tutoring is also provided
for those students identified as Tier 2 academically. Each
program is ongoing throughout the regular school day.

Outside of the regular school day, our school provides

opportunities for students to succeed. The After School
Program for Instructional Remediation and Enrichment
(ASPIRE) is catered to students identified as Tier 2 and
Tier 3 and runs during the regular school year. Summer
school is also provided for students that are Tier 2 and
Tier 3 who may need additional support to reach academic
standards and goals. The Extended School Year (ESY)
program is for students with special needs, which allow
them to continue and reinforce their learning goals.
Summer school and ESY run through the summer time.

In addition, our school has various programs and activities to

ensure students have access to supports and curriculum that
promote student learning and achievement specifically
designed for students of varying abilities, backgrounds, and
demographics.

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Curricular/Co-Curricular Activities
E4.2. Indicator: School leadership and staff link curricular/co-curricular activities to the
academic standards and schoolwide learner outcomes for students who require access to a system
of personalized supports.
E4.2. Prompt: Comment on the relationship between curricular/co-curricular activities and the
academic standards and schoolwide learner outcomes for students who require access to a
system of personalized supports.
Findings Supporting Evidence

The use of our PSSTs and Schoolwide Learner Outcomes PSSTs

have guided implementation and development of our
curricular and co-curricular activities provided to our students.
GATE Honor Choir
The curricular and co-curricular activities provided at our
school, align with our PSSTs) and our Schoolwide Learner GATE Art Program
Outcomes for students. Collaboration between teachers and
school staff is vital to ensure that all students who participate
in curricular and co-curricular activities are successful in Cultural Club
reaching their goals and meeting the needs of the students.
Collaboration allows the staff to reinforce the lessons being
learned in the classroom. Learning is happening throughout ISLA Art-A-Thon
the day and throughout the campus.

Curricular and co-curricular activities are provided throughout

the school year for the students to support their learning and
understanding. Students are offered this opportunity to apply
academic skills in the real world context. Our school
provides a variety of co-curricular and extracurricular
activities that help to support our academic standards and
our schoolwide learner outcomes (SLOs). Co-curricular
activities are provided to students to help promote focused
learners. Examples of these activities include: GATE Honor
Choir, GATE Art, GATE Dance, Cultural Club, Math
Olympiad, GPD Kickball, Health Hearts Fair, Student
Council, Read-A-Thon, ISLA Art-A-Thon, and other
community events involving donations to elderly in our
village and Coastal Cleanup.

Meeting Student Needs Through Curricular/Co-Curricular Activities

E4.3. Indicator: The school has a process for regularly evaluating the degree to which

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curricular/co-curricular activities are meeting the needs of students who require access to a
system of personalized supports.
E4.3. Prompt: Evaluate the school process for regularly evaluating the degree to which
curricular/co-curricular activities are meeting the needs of students who require access to a
system of personalized supports.
Findings Supporting Evidence

Our school performs a variety of processes for evaluating Progress report sample
students' needs throughout the school year. Progress reports
Report cards
are sent home mid-quarterly and report cards are sent out
quarterly to keep parents informed of students’ progress. PDSA (Progress Monitoring)
Along with report cards, after each quarter, class profiles are Class profiles
updated to represent the most current data for each student.
Collaboration between the special programs teacher and PLC Notes
regular classroom teacher occurs every quarter to discuss the Perception Surveys
progress that students are making.
Friday Intervention

Specifically to the grade-levels, each group meets weekly to

plan, discuss, and collaborate on students’ progress and next
steps. Through this collaboration, teachers are able to identify
and improve the personalized support for students.
Collaboration also occurs monthly at the school’s faculty
meetings that help to target specific needs of students from
each grade level.

The variety of processes between faculty and staff promotes

regularly scheduled collaboration which is focused and
explicit on meeting all students’ needs. Students are given
awards for their academic and behavioral achievements.

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Student Perceptions
E4.4. Indicator: The school is aware of the student perspective of support services through such
approaches as interviewing and dialoguing with student representatives of the school population.
E4.4. Prompt: Comment on the student perspective about the effectiveness of support services
after interviewing and dialoguing with student representatives of the school population. (Ensure
that students represent the broad and diverse array of the school population.)
Findings Supporting Evidence

Feedback from students is vital to evaluate the effectiveness Perception Surveys

of support services. Ongoing reflections by students
PTEP
throughout the year are conducted through many different
avenues which promote students to be fully involved in their School assembly
learning and teaching. Perception surveys are a part of our
PTEP process and results of these surveys are discussed
during individual EOY post conference meetings between
admin and teachers.

Teachers use this feedback to further guide their lessons.

School administrators connect with students almost daily,
going around each grade level holding area, making
themselves available for students to talk to, making it a point
to build a positive relationship with all students. Our
principal guides student representatives in leading weekly
assemblies encouraging students to take a more active role in
leading.

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

ACS WASC/GDOE Category E. School Culture (Environment)

and Support for Student Personal and Academic Growth:
Summary, Strengths, and Growth Areas
Review all the findings and supporting evidence and summarize the degree to which the criteria in
Category E are being met.
Include comments about the degree to which these criteria impact the school’s ability to address
one or more of the identified student learning needs (Chapter III).

Summary (including comments about the student learning needs):

Our school strives to foster a relationship between the school, the home, and the community built
on transparency, communication, and collaboration through various activities. Partnership with
the home is evident through our annual Open House, monthly Parent-Teacher Organization
(PTO) meetings, Parent-Teacher Conferences (PTC), parent workshops (hosted by our Positive
Student Support System Family Committee), and parent outreach. MULES invites and has
programs in collaboration with a variety of community resources in both the government and
private sector to provide information and services for our school community, support students'
success, provide in-kind donations, and extend the learning beyond the classroom by providing
relevance to what students are learning to the real world. Links and information connecting the
school, the home, and the community can be seen in our school website and monthly newsletters.
Participation and engagement of our school community and collection of data (process,
perception, and outcome) assists us to be deliberate in our resources, best practices, and
professional development.

Our school prides itself in its ability, (through in-school and GDOE Standard Operating
Procedures (SOPs), Board Policies (BPs) and management systems) to provide a safe, clean, and
orderly environment that nurtures learning, has a culture that instills trust, professionalism and
high expectations for all its students, and continuously looks for opportunities to provide a
positive school culture and safe establishment for its students, faculty and staff. Said SOPs, and
BPs provide the processes and guidance to address student support services (to include internet
safety and responsibility, the PBIS framework, and school SLOs F-I-R-E), emergency response
procedures (to include monthly drills), and health management at the school site (COVID
guidelines). Management systems allow the school to collect and analyze data and update and
standardize processes on an as needed basis.

Our school establishes practices, participates in district initiatives and seeks district and
community services and resources to meet individual needs and ensure students are provided
equitable access to the general curriculum with academic success. Practices, programs and
initiatives include, our Community Learning Center, partnership with Guam Center for
Excellence in Developmental Disabilities, Education, Research, and Service (CEDDERS),
participation in the Gifted and Talented Education, English as a Second Language, Special
Education Program, school-based mentors, Instructional Coaches, and Teacher’s Assistants. The
school also has teachers to provide personalized academic assistance after school hours, through
the After School Program for Instructional Remediation and Enrichment (ASPIRE) and Summer
School. Additionally, students receive and are ensured of mental, physical, and social-emotional
health and wellness support by the School Nurse, School Counselor, Librarian and the

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departments Student Attendance Officers and Social Workers. Our school’s Positive Student
Support System (PS3) addresses the at-risk factors of student learning and plans for activities to
promote and sustain a positive culture of attendance, behavior, family engagement, and
community partnerships and developed a standard school-wide intervention plan to address the
individual needs of students.

Prioritize the strengths and areas of growth for Category E.

Category E: School Culture (Environment) and Support for Student Personal and
Academic Growth: Areas of Strength
Our school established a number of practices (assessments, the PBIS framework, the Positive
Student Support System (PS3), CLTs, PLCs, monthly Vertical Team meetings, the CST process,
and referrals) and have identified a number of data sources (the class profiles, assessment results,
discipline and attendance data) to regularly collect, analyze, and monitor student attendance,
discipline, and academic [Link] these practices and data sources, support and
interventions are provided to students.

Category E: School Culture (Environment) and Support for Student Personal and
Academic Growth: Areas of Growth
Our school needs to:
● Increase the level of parent engagement to continue to support learning in the home
● Develop Co-curricular activities driven by student interests

Copy and paste the Areas of Strength and prioritized Areas of Growth/Challenges into the matrix
in Chapter V.

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Prioritized Areas of Growth Needs from

Categories A through E
Prioritize the growth areas from the five categories.

● The pandemic has had a profound impact on teaching and learning, additional training
and professional development is needed in the areas of social emotional learning, as well
as on strategies to address the learning gap while focusing on accelerated learning.

● Continuously seek creative ways to further engage parents and families in light of the
pandemic.

● Improve consistency on implementation and comprehensive training of programs for

systematic improvement. Programs include: Raz Plus, IXL, Journeys, and GO Math

● Continue to utilize vertical teams to identify gaps, impacted even more due to the
pandemic, and make adjustments to our practices as needed to ensure student growth.

● Extend vertical collaboration to the middle school.

● Teachers still need some guidance/refreshers in effectively interpreting data and

determining appropriate high yield strategies that address specific learner needs in order
to close the learning gap.

● Teachers and students are in the process of becoming partners in the development and
facilitation of student centered learning, directly driven by data.

● Refine our use and implementation of various strategies through refresher training in
order to ensure we are implementing with fidelity.

● Teachers need guidance/refreshers in effectively interpreting data and determining

appropriate high yield strategies that address specific learner needs in order to close the
learning gap.

● Refine our use of the RTI model in order to identify and provide specific interventions for
students in need of Tier 2 and Tier 3 support.

● Increase the level of parent engagement to continue to support learning in the home

● Develop Co-curricular activities driven by student interests

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Chapter V: Schoolwide Action Plan

A. Utilize the schoolwide strengths and growth areas to revise the schoolwide action plan.
a. Insert the table that lists all strengths from Categories A–E.
b. Insert the table that prioritizes all areas of growth from Categories A–E.
c. Comment briefly on implications for revising the schoolwide action plan.
B. State any additional specific strategies to be used by staff within each subject area/program
to support sections of the schoolwide action plan.
C. Describe the school’s follow-up process, ensuring an ongoing improvement process.

The table below indicates areas of strength and growth for each category at MULES.

Category Areas of Strength Areas of Growth

A. Organization for MULES vision, mission SLOs and SIP are The pandemic has had a
Student Learning aligned with GDOE State Strategic plan and profound impact on
mirror what the 21st century learner looks teaching and learning,
like while embedding global competencies additional training and
for greater student success. professional development
is needed in the areas of
Shared leadership and open communication social emotional
are in place setting the foundation for a learning, as well as on
positive culture. Our Principal is our guiding strategies to address the
backbone ensuring that stakeholders stay learning gap while
focused on our mission, through the support focusing on accelerated
of our Leadership Team. learning.
Standard operating procedures are in place at Continuously seek
the school level, clearly defining our roles creative ways to further
and responsibilities, while ensuring engage parents and
compliance of district policies and local and families in light of the
federal laws. pandemic.
The practice of self-reflection allows
teachers and staff to grow further in their
educational career, taking greater ownership
of their instructional practices, while holding
themselves accountable for student learning.

B. Curriculum Through collaboration during CLT, PLC and Improve consistency on

Vertical Team meetings, we are able to be implementation and
cohesive in planning instruction to focus on comprehensive training
of programs for

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

student needs and maximize student systematic improvement.

learning. Programs include: Raz
Plus, IXL, Journeys, and
GO Math!
Development of grade level pacing calendar
ensures focus on PSSTs, lesson plans ensure
objectives are being identified and activities Continue to utilize
are being explicitly planned to meet those vertical teams to identify
objectives, and proficiency scales are created gaps, impacted even
for measurable consistency in evaluation more due to the
results. pandemic, and make
adjustments to our
practices as needed to
The data we collect through common ensure student growth.
formative and summative assessments, and
aimsweb testing are critically evaluated to
identify areas of growth and need to guide Extend vertical
our planning for classroom instruction. collaboration to the
middle school.

Implementation of evidence based strategies

such as PDSA cycles, Reader Workshop,
CITW and SIOP.

C. Instruction Teachers collaborate frequently within their Teachers still need some
grade-level PLCs to collect data and plan guidance/refreshers in
effective lessons to meet the needs of all effectively interpreting
learner types. data and determining
appropriate high yield
strategies that address
Teachers meet vertically across grade-levels specific learner needs in
to engage in intentional conversations about order to close the
student data and provide strategies and learning gap.
techniques that target specific skills.

Teachers and students are

Professional Development Days that are in the process of
scheduled throughout the school year becoming partners in the
focused on topics that are relevant to data development and
and how it drives our instructional practices. facilitation of student
centered learning,
Proficiency scales aid in SBG and are directly driven by data.
aligned with our PSSTs, thus encouraging
students to work toward reaching the Refine our use and
expected target. implementation of

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

various strategies
SLOs are demonstrated through student through refresher training
artifacts such as projects, presentations, in order to ensure we are
discussions, etc. implementing with
fidelity.
Technology is embedded in our daily
curriculum to enhance student learner
outcomes.

D. Assessment and Teachers use multiple forms of assessments Teachers need

Accountability to monitor student progress and design guidance/refreshers in
instruction that addresses the needs of all effectively interpreting
learners. data and determining
appropriate high yield
strategies that address
Teachers continue to analyze data in specific learner needs in
PLCs,CLTs, and vertical team meetings and order to close the
engage in dialogue to address student learning gap.
progress.

Refine our use of the RTI

Data is shared with teachers, students, staff, model in order to identify
and parents/families in an effort to build and provide specific
partnerships and provide support for the interventions for students
achievement of all students. in need of Tier 2 and Tier
3 support.
Monthly vertical team meetings allow
teachers across grade levels to
collaboratively assess data and provide
support within the team.

E: School Culture Our school has established a number of Increase the level of
and Support for practices (assessing, the PBIS framework, parent engagement to
Student Personal the Positive Student Support System (PS3), continue to support
and Academic CLTs, PLCs, monthly vertical team learning in the home.
Growth meetings, the CST process, and referrals)and
have identified a number of data sources (the
class profiles, assessment results, discipline Develop co-curricular
and attendance data) to regularly collect, activities driven by
analyze, and monitor student attendance, student interests.
discipline, and academic data. Through
these practices and data sources, support and
interventions are provided to students.

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Comment briefly on implications for revising the schoolwide action plan.

Our schoolwide action was revisited and revised this school year. Based on much collaboration
and discussion amongst our Leadership Team, there were new additions and changes made.
Listed below are important additions and changes to our SIP:

● Use of aimswebPlus, specifically, to determine our students’ academic growth in Reading

and Math rather than using the District-Wide Assessments
● Inclusion of new teacher and student resources, Journeys and GO Math!, which can also
be accessed digitally
● Use of more technology within lesson plans and with students to continue the use of
online learning
● Inclusion of physical activities to keep students engaged and active
● Deliberate planning and instruction to address the learning gap caused by the lack of
instructional days (due to the Covid-19 pandemic)

State any additional specific strategies to be used by staff within each subject area/program
to support sections of the schoolwide action plan.
Specific strategies to be used by staff to support our schoolwide action plan include:
● Special Programs teachers to provide more specific services to general education teachers
related to the services they provide to assist with Tier 2 and Tier 3 students.
● Faculty and staff to increase collaboration between home and school to support student
progress and growth.
● Faculty and staff to promote physical and academic activities throughout the school year.
● PS3 Intervention Committee to provide tutoring before, during, and after school.

Describe the school’s follow-up process, ensuring an ongoing improvement process.

To ensure an ongoing improvement process, our Leadership Team will monitor our progress on
the activities stated in the schoolwide improvement plan biannually, once mid-year and at the
end of the school year. Input will be obtained from all stakeholders and all data collected will be
reviewed and shared to determine next steps as we continue to strive for student growth and
success.

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Appendix

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MULES Professional Learning Community Profile SY21-22

A professional learning community, or PLC, is a group of educators that meet regularly, share
expertise, and work collaboratively to improve teaching skills and the academic performance of
students.

Grade Level Teams

Kinder 1st 2nd 3rd 4th 5th Cham.

LeAnn Pangelinan Fusae Nobuo Dawn Perez Zena Sablan Karla Fontbuena Samuel Aguon Loretta Cruz
Dolores Cruz Courtney Rosario Margaret Surigao Mariquita Fegurgur Mariana Lujan Bertha Cruz Albert Fejeran
Arlene Cruz Ursula Umadhay Vanessa Castro Janet Meno Hannah Benavente Annette Raguindin LeVonne Mantanona
Isabella Terlaje Teresa Taitague Josephine Melissa Terlaje Catherine Lorio Kristy Gamboa Jeremy Cepeda
Frank Candaso Javellana

Michelle Santos Emmercita Bertha Torres Mie Rabago Anita Toves Zenia Duenas *Lily (rover)
Benavente Delores Quinata Cherise Charfauros
Patty Castro

*Bold are Grade Level Reps on the Leadership Team

PLC Meeting Schedule -When students are FTF

Educators Day Time Frequency Location

Kindergarten Mondays 11:15-12:00 Weekly 104

st
1 Grade Wednesdays 1:00-1:30pm Weekly 113

2nd Grade Mondays 10:45-11:15am Weekly 121

3rd Grade Wednesdays 9:25-9:55am Weekly 122

th
4 Grade Wednesdays 10:00 am Weekly 210

5th Grade Wednesdays 8:40-9:15am Weekly 214

Special Programs Fridays 2:00pm Weekly 107

CHamoru Thursdays 2:15pm Weekly 130

PLC Meeting Schedule CLT

Schedule
Educators Day Time Frequency Location Tuesdays ONLY

Kindergarten Mondays 2:00-2:45 Weekly Virtually 11:30-12:00

1st Grade Wednesdays 1:00-1:30pm Weekly 113 1:00-1:30

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

2nd Grade Mondays 10:00-10:20am Weekly 121 10:45-11:15

3rd Grade Wednesdays 9:30-10:00am Weekly 122/Virtually 9:25-9:55

4th Grade Tuesdays 9:00-9:30am Weekly 210 10:00-10:30

th
5 Grade Wednesdays 8:40-9:15am Weekly 214/Virtually 8:40-9:10

Special Programs Fridays 2:00pm Weekly 107/Virtually Joins with grade Level
assigned to

CHamoru Thursdays 12:00pm Weekly Virtually 2:15-2:45

Vertical Teams
Team1 Team 2 Team 3 Team 4 Team 5

Dolores Cruz (K) Frank Candaso (K) LeAnn Pangelinan (K) ***Arlene Cruz (K) Isabella Terlaje (K)
Fusae Nobuo (1st) **Courtney Rosario (1st) Ursula Umadhay (1st) Teresa Taitague (1st) Erika Arceo (Online)
Dawn Perez (2nd) Margaret Surigao (2nd) Vanessa Castro (2nd) Josephine Javellana (2nd)
Zena Sablan (3rd) Kit Fegurgur (3rd) ***Janet Meno (3rd) Melissa Terlaje (3rd)
**Karla Fontbuena (4th) Mariana Lujan (4th) Hannah Benavente (4th) **Catherine Lorio (4th) ***Anita Toves (SP)
Samuel Aguon (5 th) Bertha Cruz (5th) Annette Kristy Bertha Torres (SP)
LeVonne Albert Fejeran (CH) Raguindin (5th) Gamboa(5th) ** Emmercita Benavente(SP)
Mantanona (CH) Patricia Castro *Loretta Cruz (CH) *Jeremy Cepeda (CH)
*Michelle Santos (SP) *Zenia Duenas (SP) Cherise Charfauros Mie Rabago/
**Delores Quinata Lily Concepcion (SP)
Andrea Quichcho (TA) Stephanie Garrido (TA)
Derek Cabrera Jared Lujan Bernie Fejeran (TA) Cristiann Meno (TA) Theresa Bernardo (TA)
Thelma Cruz

*Chair, **Recorder, *** Reporter (Pending updates for this SY)

Positive Student Support System (PS3)

Attendance Behavior Family Interventions Stakeholders

Mtg
Date

Grd Position Name Position Name Position Name Position Name Position Name

LeAnn Isabella Channay

K Treasurer Member Dolores Cruz Co-Chair Arlene Cruz
Pangelinan Terlaje Versario

Sgt. at Teresa (pending) Courtney Ursula

1st Fusae Nobuo
Arms Taitague treasurer Rosario Umadhay

Minute Vanessa
Josephine Dr. Margaret
2nd Taker Reporter Dawn Perez Peredo- Chair
Javellana Surigao
Alternate Castro

Time
3rd Janet Meno Time Keeper Kit Fegurgur Zena Sablan ----- Treasurer Melissa Terlaje
Keeper

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

Secretary
Minute Hannah Catherine Karla
4th Chair Chair ----- (Minute Mariana Lujan
Taker Benavente Lorio Fontbuena
Taker)

Annette Kristy Samuel

5th Co-Treasurer Minute Taker Bertha Cruz -----
Raguindin Gamboa Aguon

Jeremy LeVonne
CH. ----- sgt. at arms Albert Fejeran Loretta Cruz SAA
Cepeda Mantanona

Zenia Duenas
Michelle Bertha Torres
Sp. Co-Chair
Santos Cherise Lily
& Co-chair Patty Castro Reporter
Prg Chair
Charfauros Delores Concepcion
Mie Rabago Quinata
Anita Toves

Sherry Joleen
Alison Alicia
Duenas Pangelinan Veronica
Staff Carriaga Member Fernandez
Franklin Cheryl Quinata
Lani Taitague Steve Duenas
Castro Quintanilla

Andrea
Bernie
Theresa Cristiann Quichocho
TAs Derek Cabrera Member Fejeran
Bernardo Meno
Jared Lujan
Thelma Cruz

Position/Roles: Chair, CO-Chair, Minute Taker, Treasurer, Time keeper, Sgt. At Arms, Member

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M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

MULES School Improvement Plan SY2021-2022

MULES MISSION STATEMENT School-wide Student Learner Outcomes

M. U. Lujan Elementary School To promote and provide academic opportunities in a Students will be....
Focused Learners
School Improvement Plan conducive and nurturing environment for all Independent Thinkers
students to explore and build a life of learning Responsible Citizens
SY 2021 - 2022 as a productive citizen in our community. Effective Communicators

SMART Using SY21-22 aimswebPlus Winter benchmark data, all students will show growth in their composite Reading & Math scores leading to the increase
Goal: of the total amount of students performing at the Tier 1 level by at least 20% in Reading and 25% in Math each school year until SY24-25.
Leadership members will review progress of the activities mid year and at the end of every school year.
Progress Review process will encompass input from teachers and staff through a survey to collect data on the progress Timeline: School Year 2021-2022 through School Year 2024-2025
Monitoring and feedback of activities.
Status on the progress of activities and student performance data will be shared with all faculty and staff.
Plan:

Guam APPROAC
Balanced ACTIVITY EFFORT
Department H
Leadership
of Education OUTPUT OUT
Responsib ASSESSMEN INTERVENTI
State Strategic STRATEGY CURRICULUM INSTRUCTION INPUT (Evidence of Effective Indicators or CO
ility T ONS
Action Plan measurers) ME

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

Goal 2: All Guam Strengthening the Activity 1 & 2 Activity 1 & 2:

Department of Core: -Arrange for training on the overview, contents and online -Training Attendance, Agenda, slide
Education students Activity 5: Activity 7: Activity 9: resources for the Journey's and Go Math! programs. presentation.
will graduate from Activity 1: Journey's: Technology: Smarter Response -Plan and utilize the Journey's and Go Math! Programs in - Inclusion of Journey and Go Math! Big Ideas
High School Comprehensive Student utilization Balance: to Intervention: instruction. in Pacing Calendar.
prepared to engage training on the of technology Comprehen- Various types of -Implement classroom observations and give feedback to -Documented PLC minutes on the
in life-long learning overview, contents and equipment in sive training on differentiated teachers collaboration of the implementation and data
and enter the online resources and lesson activities. the interventions on the utilization of the Journey's program. results on Journey's and Go Math! activities.
economy with the the use of the resource overview and its for tier 2 and tier - CLT worksheets and slide presentations
work ready skills in lesson planning and Activity 6: Online contents. 3 supports. Activity 3: focused on the implementation and
necessary to delivery. learning - Arrange for training on researched based strategies that focus improvement of delivery of the Journeys and
succeed. resources such on the Big 5 Literacy Components of reading. Go Math! program.
Activity 2: GoMath!: as, but not limited -Plan and utilize the research based strategies in instruction. -Observation forms with feedback to teachers.
Comprehensive to IXL, Raz Plus: -Implement classroom observations and give feedback to
training Strategic use of teachers on the utilization of the strategies. Activity 3:
on the overview, these in lesson Activity 8 : Utilize -Training attendance, Agenda and slide
contents and plan activities. student data to Activity 4: presentation.
online resources and track and -Special program teachers will orientate the general education -"Do" in PDSA to include Big 5 Literacy
the use of the resource monitor student teachers on information on their program. Component(s).
in lesson planning and progress. - Special program teachers will create a resource binder -Observation forms with feedback to teachers.
delivery. compiled with all the information about their program and create
a flow chart to help guide teachers with the process needed to Activity 4:
Activity 3: Big 5 obtain services and include any required documentation with the - Attendance log/sheet on orientation
Literacy Components:
Training on researched
based strategies that
information.
-Special programs teachers will schedule documented
consultations with the general education teachers as needed for
attendance.
- Resource binder with compiled program
information, process or flowchart.
G
u
support the students. - Special Programs Consultation Form
components and the
use of strategies in Activity 5 & 6: Activity 5 & 6:
lesson planning and -Arrange for training or sharing of ideas on integrating student -Student artifacts.
Knowledge of
CIA,
S.T.R.I.V.E.:
delivery. use of technology and online resources in lesson activities.
-Teachers will include in their lesson plans activities that allow
-Student data or progress reports from IXL
and Raz Plus a
Strengthen Activity 4: Utilization of student use of technology and online resources (IXL and Raz -Observation forms with feedback to teachers.

r
Involvement
Thru Special Plus).
of CIA,
Relevant Programs Support: -Implement classroom observations and give feedback to Activity 7:
Intellectual
Instruction Focused and teachers on student use of technology and online resources in -Training Attendance, Agenda, slide
Stimulation,
Optimize,
Resources
that Values
Engagement
documented
consultations to
support learning at the
learning.

Activity 7:
presentation.
-CLT, PLC and Vertical Meeting Agenda &
assessment reports.
a
tier 1 or tier 2 -Arrange for comprehensive training on the overview, contents -Professional Development Agenda,
instructional supports. and use of assessment results for Smarter Balance.
-Follow up on implementation of the use of data results to help
worksheets, slides, etc.
n
drive planning. Activity 8:

Activity 8:
-Teachers and administrators will ensure collaboration during
-PLC Minutes, CLT Agenda or slides, Vertical
team meeting Agenda or slides, Professional
Development Agendas, slides, worksheets,
t
PLCs, CLTs, Vertical Team meetings and Professional
Development Days are derived from and is the center of
collaboration.
etc.

Activity 9:
e
e
-Training Attendance, Agenda, slide
Activity 9: presentation.
-Arrange for training on differentiated instruction for tier 2 & 3 -Lesson Plan activities
students. -Observation forms with feedback to teachers.
-Implement classroom observations and give feedback to
teachers on the utilization of differentiated instruction in lesson d
implementation.

a
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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

Activity 11: Activity 10 & 11: Activity 10 & 11:

Goal 3: All Guam
Department of
Deliberate
collaboration at
- Plan to maximize vertical team meeting times for deliberate
vertical collaboration between grade levels.
-Attendance, Agenda, worksheets, reflections,
share outs, slide presentation
l
e
Education students mid - Plan for vertical data review and collaboration on grade level
will successfully semester and data results at mid and end of semesters. Activity 12:
progress from grade end of -Next level of schooling Alignment Plan
to grade and
from one level of
schooling to
semesters on
school
data to help
Activity 12:
-Create an introductory plan to initiate discussions.
C
another in order to
maximize the
address
the "gap" with u
opportunities to student progress
successfully
graduate from high
Communicati VERTICAL
Activity 10: Deliberate
collaboration on
from grade level
to grade level r
school. topics/strategies to and make

ri
on, Monitor & TEAM
help "close the gap" on adjustments.
Evaluate ALIGNMENT
student performance
between grade levels.
Activity 12:
Extend
c
alignment of
planning to help
address the
u
l
"gap" with
student progress
into the next

u
level of schooling
by developing an
initial plan to

Activity 13:
collaborate.
Activity 13: Activity 13: m
Goal 3: All Guam Positive Student -Plan for the organization of tutoring support based on class -Consultation documentation
Department of Support System data. -Tutoring Plans: Reading & Math
Education students (PS3): -Identify personnel to administer tutoring services to students. -Tutoring Schedule
will successfully Interventions -Create tutoring schedule. -Student Progress Data
progress from grade Committee:Tutori -Identify students in need of tutoring.
to grade and ng support -Create tutoring plans for Reading and Math.
from one level of SCHOOL system before, in
Monitor &
schooling to WIDE and after school.
Evaluate
another in order to SUPPORT
maximize the
opportunities to
successfully
graduate from high
school.

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 M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

Goal 4: The Guam Activity 14: Activity 14: Activity 14:

Department of will Faculty and staff -Identify various strategies and resources that will help support -Strategies and resource list.
establish a culture of will increase student learning at home. -Documented academic student participation
strong family and FAMILY & purposeful -Document the use of various strategies and resources. progress
community SCHOOL collaboration - Disseminate evaluation and follow up survey (digital). - Evaluation and follow up survey
engagement to Outreach between home
ENGAGEME
support the success NT and school to
of all students. support student
progress and
participation.

Goal #5: The Guam Activity 15: Activity 16: Activity 15 & 16: Activity 15 & 16:
Department of Faculty and staff Document and -Identify the various academic and physical activities students -List of academic and physical activities.
Education will will encourage measure student can participate in. -Documentation on the effect on student
maintain a safe and student participation rate -Document the number of student participation for each activity behavior.
positive school participation in at and its effect on and the effect it has on the student's academic and social -Documentation on the effect of student
SCHOOL
culture and learning Culture, least two physical student behavior. emotional growth and behavior. academic and social emotional growth.
DISCIPLINE
environment to Optimize, and academic
AND
support the Resources activities
SAFETY
academic and throughout the
social-emotional school year.
growth of all
students.

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M.U. Lujan Elementary School ACS WASC/GDOE Self-Study Report

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