VISITING COMMITTEE REPORT
LUIS P. UNT ALAN MIDDLE SCHOOL
256 Vietnam Veterans Memorial Highway
Barrigada, Guam 96913
Original Visit: April 15-18, 2002 Revisit: April 25, 2005
Erma, Cobb, Ed. D William Christelman
Visiting Committee Co-Chair Retired High School Administrator
Educational Consultant Visiting Committee Chair
Introduction
Luis P. Untalan Middle School (LPUMS), built in 1958, is in the village of Barrigada. Originally, LPUMS was named Barrigada Junior High School serving grades 7-9. Later, the school was renamed Luis P. Untalan Middle School, in honor of a long-time administrator. The school serves students in grades 7-9 from the areas of Barrigada, Harmon, Latte Heights, Latte Plantation, and Liguan Terrace.
At 1,201 students, Unta1an's enrollment makes them the third largest of the island's seven middle schools. Their attendance rate for 2004-2005 is 95.4%, so far. The school reports that according to the 2000 census, student demographics are 52% Chamorro, 27% Filipino, 10% Pacific Islander, 6% Other, 4% Asian, and 1% White. Their Pacific Islanders are described as those from the Federated States of Micronesia, the Republic of the Marshall Islands, the Republic of Palau, and Fiji.
The school's mission is to develop a vision of success and to provide the student with all the resources to be successful. The school reports that student outcomes are the overall evaluation or measurement of our success as educators. The Parent Family Community Outreach Program (PFC), developed in 1994, assists Freely Associated States families with their basic need and educating parents about the laws, regulations, and policies of the Guam education system. At Untalan, teachers work with the aide for Parent Family Outreach.
Of the total number of students, 439 are in a special program at Untalan: 312 in Language Other Than English (LOTE), 90 in Special Education, and 37 in Gifted and Talented Education (GATE). A total of 412 students, or 34%, of the students participate in the Free and Reduced Lunch program.
Prevlously, only certain grade levels took the SAT9. FIom the latest scores, in a comparison of the past four years, the school reports that the student achievement data shows the 7th grade performance in five content areas. In Social Science, there has been a slight increase, but Math and Language Art show a slight decrease. Their complete battery of tests shows the result is below the national average, but Untalan students consistently score higher than the other district schools.
The UMS SAT9 Reading scores have gone up and down, but always remaining in the thirtieth percentiles. The math scores in that same period began 44 percentile but dropped to the 28 percentile. Test scores show that Language Arts has remained in the 40 percentiles, while Science scores have risen from the 48 percentile up to the 56 percentile. Likewise, the scores in Social Science rose from the 37 percentile to the 52 percentile. The complete VMS battery of scores shows that the total school scores remain below the National percentiles during these four years, but are higher than district scores for other school in the Guam Department of Education. All grade level students will take the SAT 10 test in the current school year.
The UMS shows the level of teacher preparedness is that 82 percent of the Untalan professional staff hold a bachelor's degree or higher while 18 percent hold alternate teaching certificates. Their average length of time at UMS is less than five years. The classified staff consists of 4 clerks, 15 cafeteria employees, 3 custodians, and 17 school aides and special one-to one aides. The majority of them have a high school degree.
Significant Changes Since the Last Visit
One of the most significant changes shows a change in the administrative team each year because of retirements, transfers, and resignations. On the positive side are significant improvements to the facility. Four classrooms were re-built with Federal Emergency Management Agency (FEMA) funding following damage from two typhoons. The Guam Housing and Urban Renewal Agency built one special education classroom with facilities for a Life Skills program. Other improvements include a rebuilt perimeter fence, the school's sewer line connected.
Significant changes that have affected the school since the last visit include:
• There has been a change in the school principal each year since the last full accreditation visit
• There has been several assistant principal changes since the last full visit in 2002
• Significant improvements to the facility since the 2002 accreditation visit have occurred. These include the re-building of four classrooms, the addition of a special education classroom, the connection of a sewer system to the public sewer system, the re-building of a perimeter fence, and new bleachers have been added
• Funding was provided for school network wiring installation in the classrooms, 20 office workstations, the computer lab, and the library
• SeveI1ty-eight computer systems have been added to core content classrooms
• During the 2004-05 school year, 52 additional computers have been added, with 5 more expected before the end of the school year
• The implementation of the Corrective Reading Program during the 2004-05 school year
• A Reading Coordinator has been hired to monitor the Corrective Reading Program
• District has provided instructional resources (supplies and equipment) as part of the reading program
• During the 2004-05 school year, the Math Department created math labs for each grade level
• Implementation of the Positive Behavioral Intervention and Support Program. This program consists of a web-based information system for using discipline referral information and a curriculum that is designed to help children change the attitudes and behaviors that contribute to violence. This program has significantly reduced
student discipline referrals
• L.P. Untalan Middle School participation in ongoing cultural arts competition
• The continual success of the Academic Challenge Bowl Team
• A new superintendent
Description of Follow-Up Process
Untalan Middle School revised their earlier School wide Action Plan and created a task force of members ofthe focus groups for three of the four parts of the school's Action Plan: Student Achievement, School Climate, Resource Management, and Parental Involvement. Each part has a group headed by a chairperson and co-chairperson of teachers. An administrator serves on each task force. Student Achievement section, Goal 1, has 22 members and five co-chairs. For the School Climate section, Goal 2, there is the chairperson, co-chairperson, and administrator, with 28 other members. The Parental Involvement section, Goal 3, is the only part with parents serving. This group has three parents and 26 members in addition to the leaders. The Resource Management section, Goal 4, has 26 members and the leaders. The report shows that each task force group worked together to develop and implement and monitor that particular section. All taken together, there is evidence that the stakeholder have prepared the Schoolwide Action Plan and that they monitor and implement the sections of it.
II. Follow-up Process
Follow-up Process: Progress on Schoolwide Action Plan
The school developed a Schoolwide Action Plan. However, the Visiting Committee is unable to locate a listing or narrative of the School wide Areas for Follow-up from the 2002 visiting committee on which the action plan is based.
Luis P. Untalan Middle School has developed/revised four action plans. Following is a description of each action plan and the goals of the school in addressing them.
Action Plan/Goal 1
Untalan Middle School will create and institute the systematic use of assessments to improve student achievement through:
• The development of pre and post-tests
• The Incorporation of technology
• The thorough integration of the ESLRs and DOE content standards in the learning process
The following tasks/steps have been incorporated to successfully address this area:
l. The school will form a Student Achievement Committee (SA) composed of the Assistant Principal of Curriculum, and former members of the Curriculum and Instruction Focus Group in order to review current school practices in the development of tests and to work directly with DOE's Research Planning and Evaluation Division.
The Assessment Committee created a binder for each teacher that includes all school level policies and procedures related to curriculum, pre and post-tests, answer keys, instructional objectives, skills assessment and checklists, and curriculum alignment. Lessons were prepared using Understanding By Design and training was provided for the teachers to prepare for the implementation process.
2@3. Purchase the curriculum Director SAT 9 software to create standardized pre and posttests which are aligned with ESLRs and DOE content standards for all core subject areas. Conduct school-wide assessments to determine the student competency levels through created pre and post-tests.
All content areas created and implemented annual pre and post-tests for each grade level using the Curriculum Director Software Program. At any time, a student's reading level and math proficiency can be measured using the Stanford Diagnostic Reading and Math Test, or the Reading For Understanding tests and the Wide Range Achievement Test in Math. Students can then be re-assigned to groups, based on ongoing achievement results.
4. Compile and report results of pre and post-tests to faculty, parents, and students.
A subcommittee compiled and reported results in the area of student achievement to staff, students, and parents. This has been an ongoing process for the past two school years.
5. Create a system to support student use of technology by providing workshops for students, devise a means of assessment to ensure that teachers create lessons and/or activities that ensure student use of technology, compile and present samples of student work that incorporate technology, to parents and students.
In October, 2003, the Technology Sub-Committee was created. This group has received technology training from the district. In October, 2004, the committee developed the School Technology Action Plan. During the past couple of years, the school has received over one hundred computers. The School Technology Action Plan governs the use of these computers by students, faculty and staff. A school website has also been created by the school. Lesson plans have begun to be developed with a step-by step handout that students can use to do assignments on the classroom computer.
6. Create an assessment to ensure that teachers are integrating the ESLRs and DOE content standards.
The lesson plan format used by Untalan teachers require that the ESLRs and DOE content standards used in the lesson are identified. The lesson plan format also requires that assessment and evaluation of lesson objectives, inclusive of ESLRs and Standards be identified. The Untalan Middle School lesson plan format has been adopted by the Guam Education Policy Board as the model to be used in all district classrooms.
Action Plan/Goal 2
Untalan Middle School will create a learning environment which respect and responsibility among all members is fostered through: 1) The implementation of a character Based Education Program; and 2) the establishment and assessment of staff development training.
This action plan has been addressed, or is in the process of being address, through the following Tasks/Steps:
1. The school will form a School Climate Committee (SC) composed of the Assistant Principal of Student Personnel and former members of the Organization for Student Learning and The Support for Student Personal and Academic Growth Focus Groups in order to conduct a comprehensive assessment on the school Climate, review effective practices that promote positive school climate, review existing data on student infractions and interventions, seek advice from schools that have implemented the Second Step Program, and to review existing school maintenance issues.
A school climate committee has been created, although a comprehensive assessment on school climate instrument has not been identified. The GDOE Divisions of Pupil Personnel and Research, Planning and Evaluation have agreed to work with the school in establishing an assessment tool.
Software for the School-wide Implementation System II (SWIS) has been purchased.
Student discipline forms were changed to streamline the input of infractions and consequences. Incident forms were also modified to include identification of the antecedents for student information. Other programs in place to improve student behavior include peer mediation, parent shadowing, Big Brothers/Big Sisters and awards programs such as "Excellent World Class Citizen" and "Most Improved Wildcat."
The "Eskalente na Maestra/o" (Excellent Teacher) award program has been established to honor teachers who have received Above Average, with at least one Outstanding rating, for three concurrent years.
2. Implement the Second Step Program and provide training: complete training on PBIS conducted by Northwest Regional Education, off-island training on the Second Step Program, Second Step training for faculty members, implementation of the Second Step program b faculty members, and compile data on student infractions and interventions using the SWIS II.
The Positive Behavioral Intervention and Support (PBIS) program has been implemented. This program enriches school experiences by empowering school, families, and communities to develop learning environments that are conducive to good teaching and learning. Stafr development is ongoing for the implementation of this program. The Second Step program has been implemented to reduce impulsive and aggressive behavior in students and increase social competencies through several stages of training. The school staff has undergone training to facilitate this program.
3. Form a student organization to monitor, model, and promote appropriate student conduct to foster a positive school environment.
The Clubs and Organizations Committee is responsible for monitoring and promoting appropriate student conduct to foster positive school environment. The 4-H Club gave a workshop on Parliamentary Procedure to all clubs and organizations to provide guidance in organizational procedures. There are currently twenty-one clubs and organizations on the campus. Students involved acquire skills that are the foundation for social and academic adequacy. These activities help students develop positive attitudes and behavior, as well as learn responsibilities.
In addition to clubs and other organizations, there exist several awards programs that help promote academic success and positive behavior. It is believed by the school staff that the available activities and award programs have helped reduce the number of discipline referrals and has provided students the opportunity to divert energies to more positive activities.
4. As a result of a comprehensive assessment of our school climate, the SC Committee will organize and provide purposeful staff training.
Many professional training opportunities have been provided the staff to enhance teaching skills, deal with alternative forms of student discipline and to develop team building skills.
Action Plan/Goal 3
Untalan Middle School will promote the positive interaction of parents and the school staff as well as help students succeed in school socially and academically.
The school is addressing this Action Plan through the implementation of the following:
1. The school will create a Parent/Community (PC) Committee which will research and document statistics on student attendance, counselor referrals, the number of students failing, and parental involvement.
A number of parental involvement activities are listed.
2. This school will activate the Communicating and Connecting with Parents (CCP) Program created and funded by SLIP.
This program was suspended, but the funds for it were channeled to support the creation of the school website, stipends for additional teachers responsible for Homework Help and Homework Hotline, and monies to provide end of the year student awards.
3. Create a website to keep parents informed about school programs and activities.
As noted above, a school website has been created.
4. Recognize parents in the school.
Parents are now recognized at the Wildcat Family Fun Day, where Outstanding Parents are presented with school T-shirts and certificates.
5. Install and designate two telephone lines for parents to call during evening hours to receive assistance from a faculty member on helping students with homework.
A Homework Hotline telephone line and a Homework Help telephone line have been established to help improve the academic achievement of students.
6. Organize a school picnic for staff, students, and families.