Wettengel Elementary School 479 West Santa Monica Avenue
The school needs to continue to implement, assess and monitor student progress in achieving the ESLRs
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- The school should develop a multi-year professional development plan that is focused on the school’s prioritized needs.
- The school should develop a long-range technology plan that is aligned with the district’s Technology Plan, to address both administrative and student needs.
- The school needs to continue efforts to develop effective and meaningful partnerships with parents and community in order to support student achievement.
- Chapter III: STUDENT/COMMUNITY PROFILE-OVERALL SUMMARY FROM ANALYSIS OF PROFILE DATA IMPLICATIONS OF DATA
- QUESTIONS RAISED BY THE ANALYSIS OF THE STUDENT PERFORMANCE, DEMOGRAPHICS, AND DATA
- Chapter IV: Self-Study Findings
- Organization For Student Learning
- Department Area Organization For Student Learning Kindergarten
- First Grade Sonya Dahill Second Grade
- Third Grade Lourdes Hiura Fourth Grade
- Fifth Grade Teresita Servillon Chamorro Language and Culture
- Instructional Support
- Instructional Support Assistants
- Indicators with Prompts Beliefs and Philosophy
- Purpose, School-wide Learner Outcomes, and Profile Data
- Consistency of Purpose, School-wide Learner Outcomes, and Program
- Communication about Vision, Mission, and School-wide Learner Outcomes
- A2. Governance Criterion
- Clear Policies and Procedures
- Pre-training of Potential Board Members
- Relationship of Policies
The school needs to continue to implement, assess and monitor student progress in achieving the ESLRs. Developing common assessment tools to assess and monitor student progress in achieving the ESLRs continues to be a challenge. However, the ESLRs were taught directly or indirectly. With the new lesson plan template, teachers can now identify, monitor, and assess the ESLRs in their daily lessons. During school assemblies, the entire school to encourage and learn the language of the ESLRs recites a chant of the ESLRs. Additionally, thermometer charts are a way teachers monitor and track progress and learning goals in the classrooms that are aligned with the ESLRs. A more deliberate and collaborative effort is taking place within and across the grade levels to develop common assessments to measure and assess the standards as well as the ESLRs to increase student achievement. As WES transitions to the CCSS and look at test data, conversations are taking place about focusing on the two ESLRs: Effective Problem Solving and Effective Communicator as the main focal points of assessments. Our SAT10 indicates that Language Arts and Mathematic Problem solving are weak areas and henceforth, those two ESLRs mentioned are aligned with those areas. The school should develop a multi-year professional development plan that is focused on the school’s prioritized needs. . Since SY2011-2012, the designated PDDs were organized by the Lagu District Principals. Principals have taken ownership in providing training and awareness with the districts adoption of CCSS. The Curriculum and Instructional Improvement Division (C&II) continues to provide quarterly training to the CCSS school cadre on implementing the Common Core. The school cadre then shares the information provided from the trainings through Professional Learning Community (PLC)/Collaborative Teams and monthly PDs. A compilation of individual professional development courses is available Online and is frequently updated as courses are offered and completed by teachers. Some of these courses include, but are not limited to, CCSS/Curriculum mapping, PBIS, Special Education (Alternate Assessment, Autism, Disability Awareness, Age-Appropriate Assessments, Accommodations/Modifications, Deaf and Hard of Hearing). The school should develop a long-range technology plan that is aligned with the district’s Technology Plan, to address both administrative and student needs. WES is fulfilling the District’s Technology Plan endorsed by the GEB in 2011. WES has since received the following devices: laptops for teachers, four Interactive white boards (IWB), six multimedia projectors, three document cameras, and two(2) mobile labs (60 student laptops) to carry out the goals and objectives of the plan and the technology standards in the Guam’s District CSPIs. Since SY 2010-2011, the Technology cadre provided leadership at the school in preparation for the technology upgrade, receipt of hardware and training. Majority of the school’s faculty completed the GATEWAY to Technology training as a requirement to receive teacher laptops. Recently, WES received additional peripherals to use with the IWB; the interactive wands and Acti-Vote (remote responders). Internet service has thus been fully restored to all the classrooms with improved bandwidth. In addition, the department is moving towards wireless connectivity and thus, wireless routers have been placed in the cafeteria, library, and Room 2 for the first phase of wireless access. The school needs to continue efforts to develop effective and meaningful partnerships with parents and community in order to support student achievement. Parent-Teacher Organization (PTO) was reestablished in October 2012. Three subcommittees were formed to address the following: 1. Fundraising efforts-to assist the school throughout the year in providing materials/equipment that are not provided through the school budget 2. School Beautification 3. Special Projects which included the idea of purchasing school benches to be placed throughout the school campus. A more concerted effort will be made so that PTO will also function as a parent advisory council that will bring forth issues and concerns to the administration and faculty/staff representatives. In SY2013-2014 has shown progress in improving parent involvement. WES currently has an active PTO that is registered with Revenue and Taxation. PTO is underway with creating goals to raise funds, increase parent attendance, and school awareness. The current officers had finally received their tax exempt status and can now fundraise in the island community. The school should complete an Action Plan (AP) that addresses each growth need and identifies measurable short and long term action steps that will have the greatest positive impact on student achievement/student health and welfare. The Action Plan requires a deliberate effort between the Administration and Faculty to look at our school’s data to determine short and long term goals. WES has identified two key areas of concern. For the first goal, WES has decided to focus on improving academic skills in ELA and math skills. In order to improve Mathematic Problem Solving, there is also a need to improve comprehension skills, as processed through ELA. As for the second goal, WES is hoping that an increased parental involvement will see positive results in student achievement and school climate and culture. Chapter III: STUDENT/COMMUNITY PROFILE-OVERALL SUMMARY FROM ANALYSIS OF PROFILE DATA IMPLICATIONS OF DATA WES continues to strive to improve student achievement during this transition from DI to the newly adopted CCSS. By closely examining the student /community profile and progress report, WES has arrived at the following implications:
CRITICAL LEARNER NEEDS
QUESTIONS RAISED BY THE ANALYSIS OF THE STUDENT PERFORMANCE, DEMOGRAPHICS, AND DATA
Chapter IV: Self-Study Findings
A1. School Purpose Criterion The school has established a clear vision and mission (purpose) that reflects the beliefs and philosophy of the institution. The purpose is defined further by adopted school wide learner outcomes that form the basis of the educational program for every student. (Note: school purpose is a general term for terminology used by schools such as core beliefs, vision, mission, or philosophy and objectives.) Examples include: every student will demonstrate knowledge and understanding of diverse cultures that fosters tolerance for individual differences; every student will be a collaborative worker; and every student will demonstrate higher order thinking skills of application, analysis, synthesis and evaluation. Indicators with Prompts Beliefs and Philosophy Indicator: The written mission and vision (purpose) reflects the beliefs and philosophy of the school and its constituency. Prompt: Evaluate the written purpose in relationship to the beliefs and philosophy of the school and its constituency served.
Purpose, School-wide Learner Outcomes, and Profile Data Indicator: The student/community profile data has impacted the development of the school’s vision and mission and school-wide learning outcomes. Prompt: Evaluate the degree to which the development of the school’s vision, mission, and school-wide learner outcomes have been impacted by pertinent student/community profile data and identified future global competencies, and current educational research.
Involvement of All Indicator: The school has a process for involving representatives of the entire school community in the development/refinement of the mission, vision, and school-wide learner outcomes. Prompt: Evaluate the processes 1) to ensure the involvement of representatives from the entire school community in the development/refinement of the vision, mission, and school-wide learner outcomes and 2) to determine their effectiveness.
Consistency of Purpose, School-wide Learner Outcomes, and Program Indicator: There is a strong degree of consistency between the school purpose, the school-wide learner outcomes, and the school program. Prompt: Provide a range of examples that the school vision, mission, school-wide learner outcomes, and program are consistent.
Communication about Vision, Mission, and School-wide Learner Outcomes Indicator: The school has means to publicize the purpose, ESLRs, and school-wide learner outcomes to the students, parents, and other members of the school community. Prompt: Examine the effectiveness of the means to publicize the purpose and the school-wide learner outcomes to the students, parents, and other members of the school community.
Regular Review/Revision Indicator: The school has a process for regular review/revision of the school purpose and the school-wide learner outcomes based on current and future learner needs and other local/global trends/conditions. Prompt: Evaluate the effectiveness of the regular process for review/revision of the core beliefs, school vision, mission, and the school-wide learner outcomes. Include the degree to which the review/revision process addresses current and future learner needs and other local/global trends/conditions.
Conclusions Prompt: Comment on the degree to which this criterion is being addressed. Wettengel has had open discussions pertaining to the ESLRs. Originally, the ESLRs was comprised of nine indicators. It was then modified and brought down to six indicators. As a school, it was decided that the focus would be on two of the indicators: Effective Communicators and Effective Problem Solvers. Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs. The criterion has a large impact on our critical learner needs. Additional time needs to be allocated towards reviewing and evaluating the current mission, vision and ESLRs. There are discussions that are taking place in evaluating the ESLRs. The teachers and administrators have discussed about creating a uniform rubric to evaluate students. A2. Governance Criterion The governing authority (a) adopts policies which are consistent with the school’s mission and vision (purpose) and support the achievement of the school-wide learner outcomes, (b) delegates implementation of these policies to the professional staff and (c) monitors results. Indicators with Prompts Clear Policies and Procedures Indicator: There are clear policies and procedures with regard to the selection, composition and specific duties of the governing authority. Prompt: Evaluate the clarity of the policies and procedures regarding the selection, composition and specific duties of the governing authority.
Pre-training of Potential Board Members Indicator: Individuals who seek board membership or are being considered as appointees by the board will have some form of training in the principles and skills essential to the effectiveness of the school board. Prompt: Evaluate the effectiveness of the training that is offered to prospective or new school board members.
Relationship of Policies Indicator: The governing authority’s policies are directly connected to the school’s vision, mission, and school-wide learner outcomes. Prompt: Evaluate the adequacy of the policies to support the school’s vision, mission, and school-wide learner outcomes through its programs and operations.
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