Upi Elementary School: Home of the Totots
Upi Elementary School
Mid-Term Progress Report
1180 Chalan Padiron Lagu
Yigo, Guam 96929
Hagatna District
April 2014
Accrediting Commission for Schools
Western Association for Schools and Colleges
Mid-Term Report 2013-2014
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Upi Elementary School: Home of the Totots
TABLE OF CONTENTS
Section I:
Introduction and Basic Profile
A. Community and School Profile
B. Student Profile
C. Faculty and Staff Profile
D. Expected School-wide Learning Results
E. Student Achievement Summary
F. School Report Card
6
Section II:
Significant Developments
A. Description of Significant Developments
18
Section III: Ongoing School Improvement
A. School Procedures for the Implementation and Monitoring School Action Plan
B. Integration of Plans into one single school-wide action plan.
C. Preparation & Presentation of Annual Progress Reports and Mid-term Progress Report
D. School Action Plans
21
Section IV: Schoolwide Action Plan Progress
A. Accomplishment of SAP Sections
B. Evidence & Impact on student achievement
C. Progress of Critical Areas of Follow-up
D. Inclusion in SAP
23
Section V:
Schoolwide Action Plan Refinements
A. Refinements to SAP
B. Evidence of Progress
C. Identification of Issues
31
Appendices:
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
Appendix J
Appendix K
Appendix L
Description of Select Terms
2010 Guam Population Count
Description of Teacher Credential
Parent Survey Results 2012-2013
Parent Survey Results 2012-2013 Family Information
Rubrics for Expected School-wide Learning Results
SAT 10 Stanine Results 2012-2013
Aimsweb Graphs Grades K-5 for SY 2012-2013
DIBELS Graphs Grades K-5 for SY 2012-2013
DI Percentages for Grades K-5 At Benchmark Levels & At Grade Levels
List of Trainings
Parent Attendance of School Events SY 2011-2012 to 2013-2014
28
32
33
34
35
37
38
39
40
47
51
53
54
Bibliography
55
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Upi Elementary School: Home of the Totots
COMMUNITY AND SCHOOL LEADERS
Governor of Guam
Edward J. B. Calvo
Lieutenant Governor of Guam
Raymond Tenorio
Mayor of Yigo
Rudy Matanane
Vice Mayor of Yigo
Anthony Sanchez
Department of Education Board of Education
Dr. Jose Q. Cruz, Chairperson
Maria A. Gutierrez, Vice Chairperson
Ronald A. Ayuyu, Member
Lourdes M. Benavente, Member
May A. Camacho, Member
Peter Alecxis D. Ada, Member
Barry L. Mead, Member
Albert T. San Agustin, Member
Francis E. Santos, Member
Doris Terlaje, GFT Representative
Maria Moeng, IBOGS Representative
Monica Moeng, IBOGS Representative
Joshua Zamora, IBOGS Representative
Valerine Harper, IBOGS Representative
Praiselyn Mori, IBOGS Representative
Rudy M. Matanae, Mayor’s Council Liason
Superintendent of Education
Jon J. P. Fernandez
Deputy Superintendent, Educational Support and Community Learning
Erika Cruz
Deputy Superintendent, Curriculum and Instructional Improvement
Joseph Sanchez
Deputy Superintendent, Assessment and Accountability
Robert Malay
Deputy Superintendent, Finance and Administration
Taling Taitano
Principal, Upi Elementary School
Beverly San Agustin
Assistant Principal, Upi Elementary School
James T. Nichols
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Upi Elementary School: Home of the Totots
FACULTY
Kindergarten
First Grade
Second Grade
Melynda Santiago
Cristina Santos
Michelle De Guzman
Lory Danao
Michele Dela Cruz
Aileen Alfonso
Jamie Baza
Marilyn Balajadia
Elizabeth Villanueva
Bernadette Miles
Rachel Douglas
Jarryd Figueroa
Mary Jane Cruz
Marilyn Montallana
Evelyn Ridgeway
Cindy Galvez
Vacant
Rosemarie Castro
Kenneth Castro
Third Grade
Rachel Wesley
Lydia Mendiola
Ophelia Orak
Daniel Alig
Elizabeth Lim
Mylene Aparicio-Ouano
Fourth Grade
Ronald Doculan
Arlene Manejero
Raffy Manejero
Billy Navarette
James Ouano
Gayle Bove
Fifth Grade
Leslie Fajardo
Allen Mortera
Vacant
Marvin Monaghan
Celia Casem-Martinez
Lester Santiago
Chamorro
Victoria Mesa
Jacqueline Rodriguez-Charfauros
Bernita DePlata
Tara Cepeda
Maria Esteves
SPED
Erlinda Limtiaco
Kaiana Mendiola
ESL
Anne Cummings
Marife Fernandez
Femelyne Wesolowski
Speech
Merleen Daniel
IEP Coordinator
Ambrose Raymond
GATE
Marc LaPlante
Library
Sylvia Taylor
Counseling Services
Hortencia Borja
Health Services
Rita Taitano, R.N.
Curriculum Coordinators
Julie Salas
Karen Palaganas
HeadStart
Vacant
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Upi Elementary School: Home of the Totots
STAFF
Administrative Office
School Aides
Parent Family Community Outreach
Beverly San Agustin
James T. Nichols
Leilani Cruz
Fannie Leon Guerrero
Arthur Cabrera
Liza P.P. Cruz
Lisa Q. Cruz
Juan Martin
Margaret Manalisay
One-to-One Aides
Teacher Assistants
On-Call Substitutes
Brandon Ayuyu
Glenda Busa
John Cruz
Pamela Flores
Eugene Ignacio
Marie Toves
Diana Cruz
Jennielynn Cruz
Carolina Cura
Janeace Dilla
Monica Duenas
Monique Finona-Xu
Mae Laxamana
Venessa Mendiola
Rejericca Paguio
Raquel Pineda
Rochelle Reyes
Michael Rios
Jelene San Nicolas
Teliann San Nicolas
Jerrilyn Taimanglo
Tanya Beth Taitano
Joyce Torres
Marissa Torres
Stephanie Dennis
Tiffany Million
Juliana Rengiil
Library Technician
Marie Cruz
HeadStart Aide
Cecilia Tena
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Custodians
Reynaldo Basa
Damaso Lagman
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Upi Elementary School: Home of the Totots
Section I: Introduction and Basic Profile
A. Community and School Profile
Guam, also known as Guahan, is the largest of fifteen islands in the Marianas Islands archipelago, which is located in
the Western Pacific. It is an unincorporated territory of the United States of America. Guam has a land area of
approximately 212 square miles and is about 30 miles long and 4 to 8 miles wide.
The Lagu District, or northern area, of the Guam Department of Education has eight elementary schools in the villages
of Dededo and Yigo. Yigo, the northernmost village, is historically a rural community. Over the years, the private and
corporate development of homes has increased the village population. This increase is reflected in the large school
populations at Upi Elementary and the other village schools.
Upi Elementary is located along Route 15 north of Mount Santa Rosa. It is adjacent to the back gate of Andersen Air
Force Base. It was originally built in 1958 and named Andersen Elementary School. It is one of three Guam
Department of Education elementary schools in Yigo. In 1998, new school buildings replaced the original buildings.
For many years the majority of the students attending Upi Elementary were military dependents. Since DoDEA
Pacific opened its Guam schools in 1997, the majority of the students attending Upi Elementary are non-military
dependents.
As of 2010, the population of Guam is 159,358 with 20,539 or 13% living in Yigo. The distribution of ethnic origin is
59,381 or 37% are Chamorro; 41,944 or 26% are Filipino; 19,201 or 12% are Native Hawaiian or other Pacific
Islanders; 11,321 or 7% are White; 9437 or 6% are other Asian; and 18,074 or 12% are from other ethnic
backgrounds. (Appendix B)
The economy of Guam depends mainly on gross receipt taxes (GRT) and the industry of tourism. It was estimated in
2009 that 22% of the population on Guam was below the poverty line. The official languages on Guam are English
and Chamorro. Chamorro is the language of the First People of the island.
Upi Elementary currently has 49 classrooms. The table below shows the distribution of classroom.
Classroom Distribution
Grade / Program
Number of Classrooms
Kindergarten
First
Second
Third
Fourth
Fifth
Chamorro
Special Education
English as a Second Language
GATE
HeadStart
TOTAL
7
6
6
6
6
6
5
2
3
1
1
49
Upi Elementary has an administration building with rooms for the administrators, administrative assistant, office
clerk, school lunch clerk, speech therapist, computer operator, counseling office, faculty and staff lounge, a
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Upi Elementary School: Home of the Totots
conference room, and the Parent-Family-Community Outreach Program office. Next to the administration building is
the cafeteria and a building for the library, Curriculum Coordinators’ office, nurse’s office , and teachers’
work room. There are eight buildings for the classrooms and the school has two playgrounds.
B. Student Profile
A parent survey was distributed to the parents of Upi Elementary in April 2013. 41% of the surveys were returned.
The following results about Family Information show the diversity of our student population. (Appendix E)
Underlined items highlight information of interest.
Head of Household:
10% have single mothers; 3% have single fathers; 50% have two-parent households; and
5% have grandparents; 30% did not respond
Number of Children:
63% have 1-3 children; 20% have 4 or more children; 16% did not respond
Level of Education:
9% did not finish high school; 41% graduated from high school; 18% have attended 2-3
years of vocational-technical studies or finished with an associate’s degree; 18% have graduated with 4 or more years
of college; 14% did not respond
Employment:
58% are employed; 18% are not employed or looking for a job; 3% are retired or
indicated other; 21% did not respond
Income:
24% make less than $10,000 a year; 17% make up to $20,000; 22% make up to
$40,000; 16% make up to $80,000; 2% make more than $80,000; 20% did not respond
The following graphs show more information about Upi Elementary students.
The total school population has increased over these three school years.
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There are eighteen (18) ethnic groups represented at Upi Elementary for SY 2013-2014. There is an equal distribution
of Chamorros and Filipinos at thirty-two percent (32%) each. There are thirty-three percent (33%) of Pacific Islanders
with ethnic backgrounds from Kosrae, Pohnpei, Chuuk, Yap, Marshalls, Palau, Samoa, and Fiji. The remaining five
percent (5%) of the student population is represented by Asians, White Non-Hispanics, African American, and Native
American, mixed and other.
In SY 2013-2014, thirty-nine percent (39%) are serviced under the English as a Second Language program, four
percent (4%) are serviced with the Gifted and Talented Education program, four percent (4%) are serviced by the
Special Education program, and four percent (4%) are serviced by the ASPIRE (formerly called DEED) program.
Tutoring services were provided after school for the past two years. The Guam Department of Education changed
DEED (Department of Education Extended Day) and the tutoring programs into ASPIRE – After School Program for
Instructional Remediation and Enrichment, which will link its instructional focus to the Common Core State
Standards.
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Seventy-eight percent (78%) of Upi Elementary students receive free meals. Seven percent (7%) of students are in the
reduced lunch program.
C. Faculty and Staff Profile
Upi Elementary’s faculty and staff consist of 93 employees. The table below shows the number of faculty per grade
level and certification status. A description of each certification may be found in Appendix C.
Number of Faculty and Certification Status
Number
Certification
Administrators
Title
2
Kindergarten Teachers
7
First Grade Teachers
6
Second Grade Teachers
6
Third Grade Teachers
6
Fourth Grade Teachers
6
Fifth Grade Teachers
6
Chamorro Teachers
5
ESL Teachers
3
Resource Teachers
2
Curriculum Coordinators
2
1 Professional II Administration and
Supervision/Master Educator, 1
Initial Administrator/Master
Educator
5 Professional Educator, 2 Master
Educator
3 Professional Educator, 3 Master
Educator
4 Professional Educator, 1 Master
Educator , 1 Substitute
1 Initial Educator, 4 Professional
Educator, 1 Master Educator
2 Initial Educator, 3 Professional
Educator, 1 Substitute
2 Temporary Elementary Educator,
2 Initial Educator, 2 Master Educator
2 Basic Educator Chamorro
Language and Culture, 1 Initial
Educator Elementary and Chamorro
Language and Culture, 1 Temporary
Educator Chamorro Language and
Culture, 1 Substitute
1 Professional Educator, 1
Master Educator, 1 Limited Term
1 Professional Educator, 1 Master
Educator
2 Master Educator
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GATE Teacher
Counselor
Nurse
1
1
1
Speech Therapist
Head Start Teacher
Librarian
IEP Coordinator
1
0
1
1
57
Master Educator
Master School Counselor
Professional 2 School Health
Counselor
Master Educator
Vacant
Professional 1 School Librarian
Master degree
Number of Staff and Education Level
Position Title
Number
Highest Completed Education Level
Administrative Assistant
Clerk Typist II
Computer Operator II
Library Technician
School Aides
Head Start Aide
Para Educators
1
1
1
1
2
1
6
Custodians
Social Worker
Community Program Aide
Teacher Assistants
2
1
1
17
On-Call Substitute
2
36
High School Diploma
High School
High School Diploma
High School Diploma
1 High School Diploma, 1 GED
Associates Degree
1 GED, 4 High School Diploma, 1 Bachelor
Degree
1 High School, 1 Master’s degree
Graduate degree
GED
14 High School Diploma, 2 Bachelors, 1
Master’s Degree
2 High School Diploma
The results of the 2013-2014 Teacher and Staff Survey indicate that school personnel work together to provide a safe,
nurturing student–centered environment which promotes academic and social progress.
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D. Expected School-wide Learning Results
Upi Elementary stakeholders focus school improvement on its mission and ESLRs. In 2010, faculty and staff worked
to improve its mission statement to reflect the need for technology literate students. In 2011, rubrics were developed
to guide the progress toward the achievement of the ESLRs. The rubrics are in Appendix F.
Upi Mission Statement
Adopted: 2010
Upi Elementary empowers all students to be academically, socially, and technologically prepared for a successful
future as productive and respectful citizens of our local and global communities.
Expected School wide Learning Results
Adopted: 1999
The lifelong learners of Upi Elementary School will:
Use Effective Oral and Written Communication
by:
 Considering the audience to communicate clearly
 Acquiring good listening skills to respond accordingly
 Writing effectively and staying on task
Participate As Productive Members of the Community
by:
 Contributing ideas and rendering services to improve the community
 Respecting and protecting the environment
 Understanding the importance of rules and laws and considering the consequences
Integrate Learning and Apply It to Real Life Situations
by:
 Understanding and applying learned skills in everyday situations
 Using various problem-solving skills to resolve real life problems and conflicts
Explore Concepts and Skills Needed for Future World Experiences
by:
 Becoming risk takers while maintaining high moral standards and values
 Developing an appreciation for the diversity of the school population and community
Set Personal Goals and Work toward Achieving Them
by:
 Developing skills to create realistic short and long term goals
 Developing positive self-esteem
 Realizing the importance of developing positive relationships and being good role models
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E. Student Achievement Summary
SAT 10 Scaled Scores
In comparison to the National scaled scores, most grade levels are below the national expectations. In
comparison to Guam Department of Education (DOE) scaled scores, most grade levels are below with some
exceptions. In SY 2010-2011, Grade 1and 2 scores for Reading and Math are above Guam DOE scores. In SY 20112012, Grade 3 and 4 scores for Environment and Science, respectively, are above Guam DOE scores.
In a cohort study of Upi Elementary students, a trend across grade levels shows a yearly increase. Third to fifth
grades reflect a growth in student achievement with an increase in the scaled scores in reading, language, math, and
environment for three school years SY 2010 to 2012.
Grade 1 is the only grade level which shows a slight dip in the scaled scores for reading, math, and language
from SY 2011-2012 to SY 2012-2013. This slight dip may have been due to changing the second reading block to a
content block. First grade scaled scores show an exchange of loss in reading for a gain in environment which reflects
the change in the instructional schedule.
Note: Grade 1 scores compare different classes because Kindergarten does not take the SAT10.
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AIMSweb
AIMSweb Math, an assessment system linked to program monitoring and Response to Intervention, was
implemented in SY 2012-2013. The data shows an overall improvement for each grade level. (Appendix H) The
factors leading to the growth are increased time on targeted skills and interventions. For continued improvement,
teachers will continue interventions, provide unified homework, and refer at-risk students for tutoring in the ASPIRE
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Upi Elementary School: Home of the Totots
program.
DIBELS
DIBELS, an assessment of early literacy skills, was implemented in SY 2012-2013. Each grade level shows an
increase of their DIBELS scores for SY 2012-2013. (Appendix I) A factor for this growth is increased instruction of
specific skills. In order for each grade level to continue achieving grade level expectations, the teachers will
implement common questions, assessments and homework. Students who need extra assistance will be provided
additional help in the classroom and referred to the ASPIRE program.
Direct Instruction
Based on the benchmark data from SY 2010-2011 to 2011-2012, there was an increase of 6% in reading and
Language and 9% in Math. In SY 2012-2013, there was a 12% decrease in reading. In that year, the second reading
block was changed to a content block. From SY 2011- 2012 to 2012-2013, there was a 1% increase in math. In SY
2012-2013, 15 minutes was added to the math instructional block. To continue with this growth, teachers will follow
the district curriculum map and integrate Direct Instruction resources with Common Core State Standards. Appendix J
shows information for each grade level.
Percentage of Students At DI Benchmark Level for Grades K-5 Overall
Note: 2013-2014 Reading, Math, and Language data are only for Kindergarten.
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Percentage of Students At DI Grade Level for Grades K-5 Overall
Note: 2013-2014 Reading data are only for Kindergarten and First Grade and 2013-2014 Math and Language levels
are only for Kindergarten.
Pre and Post Tests
Social Studies and Science pre and post tests are administered each quarter for all grade level. Each grade
level develops the tests based on SAT 10 prioritized skills. All test results are analyzed using Dr. Soe’s Score and
Analyze program. Teachers use the itemized results from the pretest to guide their instruction. At the end of each
quarter teachers compare pre and post test results and discuss instructional practices to increase student learning for
the content areas.
The teachers of the Chamorro Language Program has administered a Chamorro language test and has
established a data set for the pre and post test scores for SY 2013-2014. Teachers will continue the adminstration,
collection, and analysis of their student scores to guide instruction and improve student learning of the native
language.
F. School Report Card
The Guam Department of Education provides an annual School Performance Report Card for all public schools which
can be viewed at Upi ES’ report card.
Parents also shared their perceptions about Upi Elementary through the 2012-2013 Parent Survey. Most parents agree
that Upi Elementary provides a safe, nurturing environment and quality instruction for their children. See Appendix D
for Parent Survey tables.
Parent Survey Results
Organization for Learning: Upi has …
o School Mission:
o ESLRs:
o Policies consistent with mission:
Mid-Term Report 2013-2014
63% agree
92% agree
64% agree
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Upi Elementary School: Home of the Totots
o Policies implemented consistently: 86% agree
o Qualified teachers:
91% agree
o Qualified staff:
89% agree
o Environment:
93% agree
Curriculum, Instruction, & Assessment: Upi has …
o Challenging Curriculum:
92% agree
o Emphasis on Student Achievement: 67% agree
o Variety of Learning Experience:
84% agree
o Access Individual Needs:
88% agree
o Use of technology:
81% agree
o Consistent evaluation:
92% agree
Support for Student Personal and Academic Growth: Upi has …
o Extracurricular Activities:
87% agree
o Referral Services:
84% agree
o Encouraged parent participation:
93% agree
o Home school connection:
68% agree
Resource Management & Development: Upi has …
o Functional learning environment:
88% agree
o Maintains adequate school & playground facilities: 83% agree
o Long-range plans:
67% agree
o Use available resources:
76% agree
Comments As Written by Parents about What Parents Like Best about Upi Elementary
Personnel
o Strong will to reach and teach children
o Staff, teachers, and aides are very involved and compassionate with children and parents
o Teachers are welcoming, focused, hardworking, family-oriented, fun
o The faculty knows the students like family
o The hardworking school staff in helping our kids' education
o Staff very friendly, helpful and directions are very clear
Curriculum
o Teachers active in keeping good standards
o I like the motivation the school is giving to the students
o Things I like about Upi is that some activities we could do it with our kids
o My kids learn many things from here
Environment
o Clean facility beauty of the school - well maintained and clean
o My kids are safe at the school
o I like about how they care about us
o Safety/healthy environment for the students
Home School Connection
o Parent teacher communication giving emphasis on children’s learning and achievement
o Encourages parent participation in all the school activities
o Administrators and teachers are receptive to my inquiries and needs
o Upi is such a good school: they take good care of the kids, manage well, and friendly staff & school
aides
o Staff & teachers & aides are very involved & compassionate with children and parents
Comments Written by Parents about What Improvements Parents Recommend
Personnel
o Better communication and better admin PR
o More school aides
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Upi Elementary School: Home of the Totots
o Should improve service in the office; not too friendly
Curriculum
o More opportunities for English learners
o For DI, if the teacher can give a copy of the reading material to practice at home
o More computer teaching
o More sports
Environment
o Maintenance in the bathroom, e.g. remove vandalism; toilets should work properly & fully stocked
o Improvement at playground
o Playground needs more helper
o Upgrade bullying programs
o Give more nutritious foods
o A clear set of guidelines on what type of snacks/drinks are allowed
Home School Connection
o Improve communicating between parents and teachers
o More parent volunteers
o Create a parent helping day
o More communication from teacher to parent, not just PTC
o Help more with the students to achieve their goal
o Carnivals should have more games
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Upi Elementary School: Home of the Totots
Section II: Significant Developments
Summary
The faculty and staff of Upi Elementary continue to work collaboratively in their accreditation focus groups,
Professional Learning Communities (PLCs) and during Common Planning Time (CPT) to reflect on past and new
developments. Teachers are focusing more on student data from AIMSweb, DIBELS, and pre and post tests. The
focus improves and guides teacher instruction. SMART (Specific, Measurable, Attainable, Realistic, Timely) goals
and curriculum maps reflect the alignment with CCSS. There are more opportunities for teachers to incorporate
technology inside the classrooms using electronic boards, mobile laptops and iPads.
Teachers and staff continue to focus on student achievement and ways to increase parent attendance during
school activities. Despite many efforts to promote parental involvement, parent attendance is still a concern. Parents
have expressed difficulty in obtaining transportation to attend school functions. The faculty and staff of Upi
Elementary are rising to these challenges and remain positive on all significant developments.
Description of How Significant Developments Were Addressed
Faculty and Staff worked collaboratively to reflect on events since SY 2011-2012. They used a worksheet
listing items from the School Action Plan to guide the discussion: Critical Areas of Follow-up, ESLRs, SMART
Goals, Curriculum Maps, Curriculum & Instruction, DIBELS and AIMSweb, Special Programs, Parent Involvement,
Student Enrollment, Staff Changes. The Critical Areas of Follow-up will be discussed in Section V.B. of this report.
The following summarizes the impact of significant developments identified in the discussion groups.
Common Core State Standards
The Department of Education has adopted the Common Core State Standards (CCSS) which will be fully
implemented district-wide by SY 2014-2015. CCSS are a nation-wide, uniform set of English Language Arts (ELA),
Math, Science and Social Studies standards. The district has provided CCSS trainings for teachers and administrators
since SY 2012-2013 to gain first-hand knowledge on how to implement these standards effectively. Training topics
focused on literacy and math strategies, development of the district curriculum map with sample lesson plans, and a
new development of a standards-based assessment. (Appendix L)Teacher representatives shared the information at
faculty meetings, PLCs, and professional development days.
ESLRs
The ESLRs Award Ceremony is an annual school event for Upi Elementary beginning in September and
conducted every two months. Students, faculty, staff, and parents who exhibit each ESLR are recognized at this event.
For the past two school years, the recipients were invited to the Parent Teacher Organization meetings and presented a
certificate of recognition before the participants. An underlying reason for this presentation at the PTO meeting is to
also encourage attendance. However, not all recipients attend the PTO meeting nor has PTO participation increased.
This school year, the ESLRs Awards Ceremony is conducted during school hours. Recipients can be presented
before the student body to promote the practice of each ESLR and to broaden the celebration with the entire school.
SMART Goals
The Department of Education has established five district-wide expectations, one of which is the
implementation of SMART goals for all faculty and staff. SMART (Specific, Measurable, Attainable, Realistic,
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Upi Elementary School: Home of the Totots
Timely) goals must be based on data such as the pre and post test results and aligned with curriculum maps. The data
focuses on student needs and in turn guides the instructional objectives and student learning activities. This focus
improves individual student performance as reflected in reading, language, and math assessments.
Curriculum Maps
Teachers have worked on revising their grade level curriculum maps for the content areas to reflect the
alignment with Common Core State Standards (CCSS). Maps are aligned with the pacing of skills established in SY
2012-2013 and with the district-created curriculum maps. Teachers are expected to post the maps and daily learning
targets to drive instruction.
Curriculum & Instruction
Upi Elementary has changed from Direction Instruction (DI) reform program to CCSS. DI materials are still
used as resources. Teachers have unpacked, which is to conduct a task analysis of each standard, and unwrapped,
which determines the level of thinking and appropriate activities for each standard, for ELA and Math. The support
programs have presented training for Professional Development. Teacher Cadres have attended workshops for
Literacy and Math strategies and shared them with faculty and staff.
Professional Learning Communities are held weekly since 2012 and Common Planning Time has been
established since January 2014. Teachers have gained knowledge and skill in working with at-risk students, English
language learners, and students with special needs. In addition teachers recognized the need and usefulness of
manipulatives and shared concern about funding for resources beyond the Direct Instruction materials. School
personnel continue to work in partnership to achieve the heightened expectations from the district.
DIBELS and AIMSweb
A team of teachers were trained in the administration and analysis of DIBELS and AIMSweb Math. The
district scheduled testing three times during the year: fall, winter and spring. The analysis of the data shows
correlation between DI reading levels and DIBELS results, offers better data collection for reading and math
placement and instruction, and improves prioritization of skills for each student.
Support Programs and Extra-curricular Activities
A significant challenge was filling the vacant ESL position during the second half for SY 2012-2013. In SY
2013-2014, a contract teacher was hired for the ESL position.
The GATE choir was re-established and has presented at school and community assemblies. In December
2013, they placed first in the First Annual Chamber of Commerce Christmas Song Fest. For the past two years fourth
and fifth grade students have participated in Student Council activities as elected officers and members.
Parent Involvement
Planners are used as a communication tool between teachers and parents. This promotes awareness of school
events, student achievement and behavior, and shows school support. Parental attendance is high for December
holiday programs, Chamorro programs, and Parent Teacher conferences. Parents are invited to participate in Saturday
clean up, Parent Teacher Organization meetings and other assemblies. Teachers recognize that parents play an
important role in academic achievement.
In SY 2010-2011 to SY 2012-2013, Parent Share at Ghura 506 was organized to provide an opportunity for
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Upi Elementary School: Home of the Totots
parents without transportation to meet their children’s teachers, to discuss lesson progress together, and to make
connections with other school personnel. Ghura 506 is a housing area where many Upi Elementary students live.
Parents were able to walk to the park where they met with the faculty and staff.
The Parent Family Community Outreach (PFCO) Program Social Worker and Community Aide do make
home visits to communicate with parents. Mr. Juan Martin, the PFCO Social Worker, has translated letters and memos
into Chuukese to accommodate the schools diverse population.
Math Night is an opportunity for parents to get a closer look at the skills and activities their children are
learning for math. Grade level representatives set up tables showcasing a particular skill or lesson which parents and
students can experience during the event.
Upi Elementary has attempted to record parent attendance for school events, but an improved system will have
to be explored.
Student Enrollment
The student population has increased over the last three years; by 72 more students from last school year.
Faculty and staff continue to work together to ensure instruction and maintain supervision despite the challenges
inherent to increased enrollment.
Personnel Changes
Over the last three years some personnel have retired or transferred. By first quarter of SY 2013-2014, teacher
vacancies have been filled and more Teacher Assistants have been hired. Supervision of students has been shared by
the faculty and staff.
Technology
In SY 2012-2013, electronic boards were installed in three classrooms and the library and ELMOs, teacher
laptops, and a mobile laptop unit were received. In SY 2013-2014, twenty-four iPads were received by teachers.
Teachers have submitted requests to purchase iPads, electronic boards and multi-media projectors.
Mid-Term Report 2013-2014
Page 20
Upi Elementary School: Home of the Totots
Section III: Ongoing School Improvement
School Procedures for the Implementation and Monitoring School Action Plan
The italicized paragraphs from the Second Full-Self Study Report indicate the implementation and monitoring
procedures for the School Action Plan (SAP).
Administrators and the Leadership Team will ensure that the SAP is continually visited, updated, and revised by the
3rd quarter prior to the next school year. Progress reports on the existing SAP and finalized plans will be reported to
all stakeholders as well. (Chapter 3: Progress Report)
The Upi Elementary Leadership Team and the school administration will oversee the implementation and monitoring
of the school action plan. A matrix of activities and/or meetings will be created for the school year. Meetings will be
held monthly or biweekly as needed. A binder will be kept for record keeping of agendas and minutes.
Focus Group chairpersons will provide updated reports during each Leadership meeting. Monthly matrices will be
provided by each focus group for the school year. Such matrices will be sent to administrators and respective focus
groups.
The Upi Elementary Leadership Team will report on the school’s progress through Parent Teacher Organization
meetings, faculty/staff monthly meetings, and parent/teacher orientations. The monthly Totot Newsletter is another
tool to disseminate progress information.
In School Years 2011-2012 and 2012-2013, the administration and the Leadership Team led the review of the
SAP with the faculty and staff during the May faculty meeting and work session. The faculty and staff were given a
section of the SAP on which they wrote comments indicating continuation and adjustments for each action step.
The Professional Development Team compiled the comments which were again reviewed by the faculty and
staff via email. The Leadership Team integrated the comments into a final draft. The final drafts was disseminated via
email to all faculty and staff at the beginning of School Years 2012-2013 and 2013-2014. Faculty members endorsed
the SAPs for both school years on a signature sheet.
Preparation & Presentation of Annual Progress Reports and Mid-term Progress Report
Integration of Plans into One Single School-Wide Action Plan
Upi Elementary does not have multiple plans; the action steps of the SAP are addressed by faculty and staff
through classroom instruction and work of various committees and organizations, such as the Common Core Cadre,
extracurricular committees, and Parent-Family-Community Outreach program. Curricular goals and home school
connection goals were addressed by the teachers of each grade level and support programs through their respective
SMART goals. School environment goals were the focus of the SMART goals for the staff.
Dissemination of School Improvement News
Information about school improvement progress is distributed to school stakeholders in various ways. The
administration and Curriculum Coordinators present information during grade level chairperson meetings, faculty and
staff meetings, Professional Learning Community sessions, and Parent-Teacher Organization meetings. Teachers and
staff provide information about grade level and support program progress at the aforementioned venues. The school
website is available for all school stakeholders to access the mission, ESLRs, school action plan, SMART goals, and
curriculum plans. Administrative news and other school events are found on the website as well as in the monthly
Mid-Term Report 2013-2014
Page 21
Upi Elementary School: Home of the Totots
school newsletter.
The procedure for recording and storage of paper-based meeting notes, school events, SAP progress reports
and evidence needs to be re-examined by the administration and implemented faithfully by the teachers, committee
and organization chairpersons. Procedures for a shared school-wide storage system, such as a dedicated computer
terminal or a digital storage site, must be considered as a more practical alternative.
Preparation of WASC Progress Report
The annual report for SY 2011-2012 was not completed because of a change in the accreditation leadership
roles. For SY 2012-2013, each focus group has worked on updating their respective chapters based on the Second Full
Self-Study Report. Information updates are based on School Years 2011-2012 and 2012-213. The focus group leaders
divided their chapters into sections, members chose sections to work on, and updates were submitted to the focus
group leaders for review and compilation. This work was addressed during the half-day work sessions scheduled by
the administration for SY 2012-2013 and throughout the school year.
The sections of the Mid-term Progress Report were also addressed during the half-day work sessions. Upi
Elementary Accreditation Leadership Team prepared small group activities to reflect on significant developments,
critical areas of follow-up, and review of the school action plan. Drafts of the updated focus group chapters were
submitted to the Leadership Chairpersons and the information was integrated into this Mid-term Progress Report.
The administration will submit this Mid-term Progress Report to the Superintendent of Education and the
Accreditation Committee of the Board of Education before submission to the WASC visiting committee.
School Action Plans: School Year 2011-2012, School Year 2012-2013, School Year 2013-2014
A separate document is available to view the listed School Action Plans because the format is different from
this report.
Mid-Term Report 2013-2014
Page 22
Upi Elementary School: Home of the Totots
Section IV: School-wide Action Plan Progress
Summary: Evidence & Impact on student achievement
The strategic planning and commitment to implement the School Action Plan (SAP) by stakeholders have
greatly impacted and enhanced student learning. Curriculum alignment maps and SMART goals address identified
learner needs and help Upi Elementary to provide a guaranteed and viable curriculum. Across grade levels,
administrators, Curriculum Coordinators (CCs), faculty, teacher assistants, and substitutes know what is taught in each
class at any given time. The curriculum is strengthened with the integration of ESLRs for all grade levels in daily
lesson plans. During weekly PLCs, administrators, CCs, and teachers look at pre and post test results and SAT 10
items analysis and revisit curriculum maps and SMART goals to explore the most appropriate instructional strategies,
technology, and resources utilized. The Professional Development Committee coordinates job-embedded trainings in
preparation for full implementation of CCSS. The SPED teacher and ESL coordinator have presented information
sessions about the Sheltered Instruction Observation Protocol (SIOP) model and IEP (Indivdualized Education Plan)
process to improve service of identified students.
Since 2011, every student has been provided a planner which includes school policies and procedures. The
planners are the most accessible type of communication for parents, teachers, and students about assignments,
behavior, and school announcements or events. The monthly Upi Totot Newsletter is published electronically on the
Upi Elementary website and is distributed in print form within the first week of the month. Another effort to improve
the home-school connection is networking with the administrators of the Northern Coalition through the FAST
(Families and Schools together) workshop.
Upi Elementary fosters a healthy, safe and positive context for learning. Students find ample extracurricular
opportunities in academic competitions, fine arts, photography, tourism, environmental and student council activities.
The Positive Behavior Intervention System (PBIS) encourages positive behavior through a system of incentives and
rewards. TOPS, Totots Zeroing in on Positive Students, monitor and report discipline referrals and offer consultation
and assistance for behavior intervention and modification. The school has steadily improved in the number and
quality of emergency drills since 2011. A new fire alarm system has been installed and a school lockdown plan has
been drawn with clearer and better defined procedures. An ongoing critical area of concern is the building of a ramp
to meet ADA compliance. Mr. Craig Guevera of GDOE Facilities & Maintenance has reported the status as “pending
identification of funding.”
Description of SAP Format
The School Action Plan has three tables: Curriculum, Home-School Connection and School Environment.
Each table presents the School Goal, the District Goal on which the School Goal is based, and the Measurable
Objectives toward which the school is working. Each of the three tables is divided into Action Steps, Persons
Responsible, Resources Needed, Evaluation, Time Line, and Progress.
The progress for SY 2012-2013 School Action Plan is described in the following tables. The Time Line
column has been excluded to accommodate the Progress narratives and to reflect adjustments for the SY2013-2014
School Action Plan.
Adjustments for the SY2013-2014 School Action Plan are added in the last column of the tables below. Other
changes seen in the SY 2013-2014 School Action Plan itself include (1) the use of personnel titles from Direct
Instruction Coordinators to Curriculum Coordinators and (2) use of Direct Instruction forms, e.g. Lesson Progress
Charts, Student Test Summary Forms, Lesson Progress Reports, and Group Summary Forms, refers only to
Mid-Term Report 2013-2014
Page 23
Upi Elementary School: Home of the Totots
Kindergarten and Grade 1.
A table for Future Planning presents ideas on how Upi Elementary stakeholders can improve upon the action
steps of the School Action Plan. These tables also show ideas from the Second Full Self-Study Report which have yet
to be addressed.
CURRICULUM 2012-2013
SCHOOL GOAL
DISTRICT GOAL
MEASURABLE OBJECTIVES
ACTION STEPS
Upi ES will improve the proficiency level of Math, Language, Science, and Social Studies across all grade
levels into at least the average range (Level 3 Proficiency).
GEPB Goal 2: All students in Guam Public School System will successfully progress from grade to grade and
from one level of schooling to another in order to maximize opportunities to successfully graduate from high
school.
Beginning SY2010-2011 until SY2014-2015, Upi ES will meet its AYP (Adequate Yearly Progress) of the
following by an increase of 5% for each grade level as measured by SAT-10 or the adopted norm-reference
test per year by cohort group.
PERSON(S)
RESOURCES
EVALUATION
PROGRESS
SY2013-2014
RESPONSIBLE
NEEDED
adjustment
1
Continue to implement, assess,
and monitor the Direct
Instruction Program to ensure
that students in Grades K to 5
reach and perform on grade level
in Math and Language by
providing supplemental
resources
Administrators
Teachers
DI Coordinators
Peer Coaches
Direct Instruction
materials
DI training
supplemental
resources
Lesson Progress
Charts
Lesson Progress
Reports
Student Test
Summary
Group Summary
Chart
Teachers submit
LPCs weekly and
provide progress
reports quarterly to
demonstrate
mastery of lessons.
2
Based on their Smart Goals, each
grade level will teach SAT-10
skills that are uniformly deficient
across all grade levels in Math,
Language, Social Studies, and
Science
Administrators
DI Coordinators
Teachers
SMART Goals
Common
Assessments
Pre / Post Tests
AIMS Web
DIBELS test
Pre-test and Posttest results are
charted quarterly to
measure mastery of
skills.
Critical Area #2: Using
curriculum maps, align and
integrate Direct Instruction,
ESLRs and content area
standards, including Common
Core State Standards for
meaningful curriculum,
instruction and assessment to
include research based
instructional strategies for
standards based learning.
Administrators
Grade Level
Representatives
DI Coordinators
Teachers
Teacher
Assistants
SAT-10 Item
analysis for SY
09-10 and SY1011 Pearson
Inform
Curriculum
director
Common Core
State Standards
Curriculum
Alignment for
2010-2011 and
2011-2012 with
DI Program and
lesson plans
Common Core
State Standards
Lesson Progress
Charts
Lesson Progress
Reports
Student Test
Summary
Group Summary
Chart
Pre / Post Tests
AIMS web
DIBELs test
Curriculum maps
Critical Area#3: Provide
continuous staff development on
data analysis and use of data to
effectively determine and modify
curriculum and instruction by
implementing teaching strategies
to increase student achievement.
Administrators
Professional
Development
Committee
Teachers
DI data
behavior data
Pre / Post Test
results
SAT 10 results
Evaluation
Summary Report
by Professional
Development
Committee
Weekly &
Monthly PLCs
Curriculum maps
include ESLRs and
content areas
standards. Common
Core State
Standards are not
included in SY20122013 maps.
Teachers worked on
unpacking of CCSS
during the school
year. Pacing of
select CCSS
completed for SY
2013-2014 1st
quarter by each
grade level.
Professional
Learning
Communities
examine results for
pre- and post-tests
quarterly, DIBELS
and Aimsweb
results three times a
year.
3
4
Mid-Term Report 2013-2014
DI Reading,
Language and
Math Programs
for Grade K, DI
Reading Program
for Grade 1 and
Implement
Common Core
State Standards
Grades K-5
Common Planning
Time for each grade
level and support
programs will be
implemented
January 2014.
Page 24
Upi Elementary School: Home of the Totots
5
Critical Area #4: Re-examine
current processes and
procedures in identifying and
addressing the individual needs
of ESL and SPED students;
provide personal academic plans
e.g. IEP in consultation with ESL
and SPED teachers
Future Planning
Mid-Term Report 2013-2014
Administrators
Teachers
ESL Procedural
Manual
ESL Quarterly
Summary Report
ESL Semester
Modification
Accommodation
Reports
Content Area TEs
w/ Modifications
SIOP
Presentations
ESL Semester
Modification
Accommodation
Reports
IEPS
ESL Consultation
Reports
Professional
Development Days
and or faculty staff
meetings included
presentations from
ESL and SPED.
Counselor provides
list of students
serviced by SPED.
ESL Coordinator
provides list of
English language
learners.
Curriculum

Explain Common Core Curriculum to parents

Add Classroom Observation under Evaluation column

The DI night held by Kindergarten can further be explored for Grades 1-2. Orientation PTO

More opportunities for field trips, fundraisers, sponsors

Better procurement of supplies, ex. textbooks, paper, etc.
Page 25
Upi Elementary School: Home of the Totots
HOME SCHOOL CONNECTION 2012-2013
SCHOOL GOAL
DISTRICT GOAL
MEASURABLE OBJECTIVES
ACTION STEPS
Beginning SY2011-2012, Upi ES will increase parent involvement every year.
GEPB Goal 2: All students in Guam Public School System will successfully progress from grade to grade and
from one level of schooling to another in order to maximize opportunities to successfully graduate from high
school.
Beginning SY2011-2012, Upi ES will increase parent involvement every year by at least 2% (DAP 2.2) using
school year 2010-11 baseline data.
PERSON(S)
RESPONSIBLE
RESOURCES
NEEDED
EVALUATION
1
Provide Student Planners for
Grades K-5 and/or teachers'
syllabi for Grades K-5 to all
stakeholders to communicate
daily information about school
policies and procedures and
student progress
Administrators
Teachers
Handbooks or
teachers' syllabi
Funding for
planners
Monthly reports on
student discipline
and action taken
Quarterly MidProgress Reports
Quarterly Report
Cards
ESLRs Awards
2
Publish Totot Flyers monthly to
share school events and other
school related information
Administrators
Totot Flyers
Committee
Faculty
Staff
Printing materials
and supplies
Publication
Plan and implement Family And
Schools Together (FAST)
Workshop to provide training on
Math, Language, Science and
Social Studies
Administrators of
Northern Coalition
Teachers
PFC Outreach
Supplies,
materials, DYA,
Guam Police
Department,
Mental Health
and other
agencies
Sign-in sheets and
surveys
Conduct Upi Community
Outreach Clinic - informational
meetings at different attendance
areas
Administrators
PFC Outreach
Program
Parent Evaluation
forms
Sign-in sheets
Handouts
PowerSchool
information
Sign in sheets
Parent Evaluation
Summary Report
3
4
Future Planning
Italicized items from 2nd full self-study
report
Planners used
daily to provide
information about
homework,
behavior, and
school events. All
grade levels have
planners for this
school year.
Newsletter
committee rotated
formatting work
every month.
Electronic copy
included on school
website.
Administrators
and ParentFamilyCommunity
Outreach Program
participated in
FAST preparation.
Parent attendance
per school limited
by FAST
organizers.
In SY2012-2103,
one Community
Clinic organized
for Open House
for Upi, DL Perez
ES, FBLG Middle
School, and Simon
Sanchez High
School and one
Parent Share held
at Upi ES
Cafeteria
November 7, 2012
after PTC.
SY2013-2014
Adjustment
The use of Power
Teacher’s
Gradebook also
includes a Parent
Portal through
which parent
communication can
be expanded.
Reword use of Totot
Flyers to newsletters
Home-School Connection






Mid-Term Report 2013-2014
PROGRESS
Survey parents on what ESLRs mean and to measure the effectiveness of tools used to strengthen
awareness of ESLRs by all stakeholders
Analyze parent survey results to assess current involvement strategies
Research number of visits to Upi ES website and Parent Portal
Establish more communication and stronger working relationship with parents
PTO ideas to improve parent involvement, e.g. food or clothing drive; Parent Fair; purchase van; host
student performances during PTO meetings; explore incentives for participation
Increase parent volunteers
Page 26
Upi Elementary School: Home of the Totots
SCHOOL ENVIRONMENT 2012-2013
SCHOOL GOAL(S)
Beginning school year 2011-2012, UES will meet standards for health and safety and provide optimal
conditions for learning objectives.
DISTRICT GOAL
GEPB Goal 4: All Guam Public School System’s school facilities will meet high standards for health and safety
and provide optimal conditions for learning objectives.
MEASURABLE OBJECTIVES
Beginning school year 2011-2012, UES will meet standards for health and safety and provide optimal
conditions for learning objectives by meeting “Satisfactory” student and employee attendance rate at 90% and
student discipline rate at 15%.
ACTION STEPS
PERSON(S)
RESPONSIBLE
RESOURCES
NEEDED
EVALUATION
PROGRESS
SY2013-2014
Adjustment
1
Critical Area #1: School should
ensure that fire safety, lock down
procedures, and other emergency
plans are in place, updated,
monitored and deficiencies
addressed immediately.
GDOE
Administrators
Teachers
Staff
Safety Standard
Operating
Procedures in SY
2011-2012
Toolkit
Guam Fire
Department
Safety School
Committee
Monthly Safety
Drills
Most teachers
attended lockdown training
during December
holidays. Classes
practiced lockdown drills. School
held only one
lockdown drill in
SY 2012-2103.
Emergency
Procedure
handbook
distributed in
faculty CD toolkits
and on school
website. Fire alarm
system installed in
SY 2012-2013.
2
Critical Area #4: Address the
ADA compliance policies for Upi
including the ramp by initiating
written plans, e.g. specifications
and quotes
GDOE
Administrators
GDOE funding
Pending
completion of
ramps
Specification
drafts and quotes
Not yet addressed
since SY2010-2011.
Roof-coating
completed.
3
Implement extracurricular
activities and align with content
area, e.g. health
Geography Bee
Photography Club
Upi Choir
GO GREEN
WAVE Club
Spelling Bee
Student Council
Teachers
Staff
Calendar of events
Membership lists
Celebrations
5th grade Student
Council installed;
Events scheduled
throughout the
school year are
integrated into
lessons, e.g. United
Nations Day or
Geography Bee as
part of Social
Studies, science
fair as part of
research process.
Add Drama Club,
Yearbook, Science
Fair, IRA, Sports
Club, 5th grade
School Gardens;
and delete
Photography Club
under Persons
Responsible
column; add
Parents or
Volunteers under
Resources Needed
4
Continue school -wide
implementation of TOPS / PBIS
Administrators
Teachers
Staff
TOPS and
TRUST
committees
ODR
SWISS
Training &
support by PBIS
trainers TOPS
and TRUST
forms
Office Discipline
Referrals
SWISS Data
Monthly reports on
student discipline
TOPS committee
provides monthly
discipline reports.
TOPS committee
responsible for
monthly prizes for
Totot slips
submitted by
students.
Add Parents in
Persons Responsible
column
Mid-Term Report 2013-2014
Add Guam
Homeland Security
to Resources
Needed
Page 27
Upi Elementary School: Home of the Totots
Future Planning
School Environment


















Critically examine function of Safety School Committee
Add Guam Homeland Security to Resources Needed column
Explore use of Schoolwide text messaging system
Survey focus groups on effectiveness of shared decision making process
Distribute email and paper copies of faculty staff surveys
Have school aides and parent volunteers to host lunch activities, e.g. organized sports per quarter,
board games
Expand Student Council activities, e.g. Talent show
Cafeteria management: appropriate music, table manners
More participation in community-sponsored contests but need timely dissemination of information in
addition to e-mail and consider school-based prizes or acknowledgement
Increase other forms of communication, e.g. teacher web pages, links to educational sites
Upgrade the current internet capabilities available to each classroom.
Upgrade and provide a safe environment with sports or playground equipment for the students.
Adhere to teacher-student ratios
Intercom needs to be repaired
Classroom computers or computer lab and computer teacher needed
Need nurse’s assistant
American with Disabilities Act (ADA) Compliance ramp from 1st Grade to the playground needed
Explore possibility of Parent Teacher Organization (PTO) and Red Horse Squadron, Andersen Air
Force Base (AAFB) willingness to assist. Clearance needed from Central Office.
Progress of Critical Areas of Follow-up
Inclusion in SAP
The four Critical Areas of Follow-Up were included in the School Action Plan. Upi Elementary stakeholders
have addressed each area.
Critical Area #1: School should ensure that fire safety and other emergency plans are in place, updated and
monitored and deficiencies addressed immediately.
Faculty and staff have participated in district training for lockdown procedures. Faculty, staff, and students have
practiced the emergency procedures.
The students are able to concentrate knowing that they are safe in school. The discipline referrals have decreased as the
TOPS committee provides school-wide data and with the use of TOPS tickets which students raffle for prizes.
Critical Area#2: Align and integrate Direct Instruction, ESLRs and content area standards for meaningful
curriculum, instruction and assessment to include research based instructional strategies for standards based
learning.
Teachers work together as the school transitions from the Direct Instruction program to Common Core State
Standards. Teacher cadres share knowledge from workshops during Professional Learning Communities, Common
Planning Time, and faculty and staff meetings.
Critical Area#3: Provide continuous staff development on data analysis and use of data to effectively determine
and modify curriculum and instruction including teaching strategies to increase student achievement.
Assessment results are collected, shared, and reviewed by each grade level. Teachers are learning how to
analyze the data to identify at-risk students and the skills of most concern.
Critical Area#4: Re-examine current processes and procedures in identifying and addressing the individual
needs of ESL and SPED students including ADA compliance ramp.
Mid-Term Report 2013-2014
Page 28
Upi Elementary School: Home of the Totots
The academic support programs have presented information about servicing ESL and SPED students. The
ramp continues to be a concern with district funding yet to be identified.
Description of Critical Areas Format
In SY 2011-2012, the Leadership Team created a table outlining action steps for each critical area. The table
below shows each action step and the persons responsible for each. The last column shows the progress made over the
last three years for each critical area. A table on Future Planning describes more recommendations.
School-wide Critical Areas for Follow-up
Recommended by WASC Visiting Team SY 2010-2011
#1: School should ensure that fire safety and other emergency plans are in place, updated and monitored
and deficiencies addressed immediately.
ACTION STEP
1
Revise SIP and incorporate
recommendation #1 for SY 11-12
PERSONS
RESPONSIBLE
Resource
Management and
Development Focus
Group
PROGRESS
2
Consistently implement a fire watch
committee
Faculty, Staff and
Admin
Fire Watch Committee set with regular use of a Fire
Safety log. Emergency Procedures distributed to faculty
and staff via CD toolkit and email. Fire alarm system
installed in SY2012-2013. Intercom and bell system not
addressed.
3
Implement a school climate committee
TOPS committee
PBIS / TOPS committee implemented use of TOTOT
slips and monthly raffles, and presentations about
discipline data at monthly faculty meetings.
4
Continue to address ADA compliance
ramp deficiency
Admin
No progress at this time. District focus has been to
address roof cleaning and coating-complete, air
conditioning systems-ongoing, fire alarm systems-testing
in progress, phone installations-complete, e-rate
systems-pending, computer technology upgradecomplete for SY2012-2013, and construction and or
repair of secondary schools-ongoing
5
Create a health committee to promote
health education (BMI data provided
by nurse)
Health Committee
(grade level reps and
nurse)
Health Committee established; SPARK workshop for
primary grade teachers; PE and Health classes
incorporate Zumba, dance, and music activities; 5th
grade began No Junk Day
FUTURE PLANNING
Check leaks in H-quad as caused by installation of fire alarm system
Conduct fire alarm system test
Order sports equipment
Provide for more school aides (para-professionals)
All four Critical Areas for Follow-up have been
incorporated into the School Action Plan. #1, #4 (ramp)
under School Environment, #2, #3, #4 (ESL & SPED)
under Curriculum.
#2: Align and integrate Direct Instruction, ESLRs and content area standards for meaningful curriculum,
instruction and assessment to include research based instructional strategies for standards based learning.
1
Align DI instructional objectives, with
DOE content standard, ESLRS and
SAT-10
Mid-Term Report 2013-2014
Curriculum,
Instruction, and
Assessment Focus
Group; Grade levels
Since SY2011-2012, DI alignment of DOE content
standards and ESLRs and SAT10 prioritized skills on
Social Studies and Science. In SY2012-2013, districtwide unpacking of Common Core State Standards and
pacing of skills prepared for SY2013-2014 1st quarter.
In SY2013-2014, all subject areas will be aligned with
Common Core State Standards ELA and Math. DI
Reading, Language, and Math Programs in place for
Page 29
Upi Elementary School: Home of the Totots
FUTURE PLANNING
Kindergarten and Grade 1. Chamoru standards
implemented. DI books and available content area books
are primary resources for lessons. Some teachers
incorporate technology into lesson delivery. Common
Planning Time to be implemented in January 2014.
School aides, Teacher Assistants, one-to-one aides
incorporate ESLRs into daily supervision
Order more technology, e.g. multimedia projections, SMART boards, ELMOs,
iPads for classroom use
More training on use of technology in the classroom
Teachers will be introduced to STEM (Science, Technology, Engineering, and
Math) framework at the February 2014 Professional Development
Prepare uniform homework plans within grade levels
Need enough grade-level resources for all classrooms, e.g. textbooks, to ensure
uniformity in lessons
#3: Provide continuous staff development on data analysis and use of data to effectively determine and
modify curriculum and instruction including teaching strategies to increase student achievement
1
Continuous submission of lesson plans
and pre and post tests
2
Utilize Dr. Soe’s item analysis
FUTURE PLANNING
Organization for
Student Learning
Focus Group
Teachers compile results of pre- and post-tests within
Professional Learning Communities. DIBELs and
AIMSweb testing and results help with student
placement and lesson planning, especially for Tier 3
students. Extra time allotted for prioritized skills.
Brigance testing implemented in Kindergarten.
Chamoru teachers planning pre-and post-tests.
Admin and Teachers PLCs under guidance of Ms. Ceria and Curriculum
Coordinators compute test results; teachers more
knowledgeable with use of Dr. Soe’s item analysis;
PowerTeacher grade book implemented in SY2013-2014
Teaching training on how to analyze assessments used in the classroom
Teacher training on use of test results for lesson planning, re-grouping,
accommodations, modifications
Continuous training on use of Dr. Soe’s item analysis for all teachers and staff
#4: Re-examine current processes and procedures in identifying and addressing the individual needs of ESL
and SPED students including ADA compliance ramp.
1
Provide teaching strategies to modify
lesson plans to accommodate ESL and
SPED students
FUTURE PLANNING
Mid-Term Report 2013-2014
Support for Student
Personal and
Academic Focus
Group
SPED teachers schedule includes consultation and
support for students in the regular classroom, support
for teachers and parents by providing materials for use
in class and at home; SIOP training during Teacher
Orientation and Professional Development Days;
district-wide training on CITW, Marzano’s framework,
teaching strategies; SPED presentations on SPED
documents and modification and accommodation
strategies; use of Behavior Management Plan as needed;
on-going modification/accommodation in lesson
planning and instruction including peer tutoring, display
of vocabulary words, ready-made notes; implement
Migrant [sic] Learner study with focus on learning
strategies of students from FSM, Palau and Marshall
Islands; grade level teachers working collaboratively in
lesson planning, delivery, and assessment
Provide para-professionals for students
Continue training for new teachers and refresh incumbent teachers
Implement teaching strategies to include the use of more manipulatives, e.g. flash
cards, picture cards
Provide more connection with home environment
More training for one-to-one aides and teacher assistants on student management
Pursue compliance and funding for ramp
Page 30
Upi Elementary School: Home of the Totots
Section V: Schoolwide Action Plan Refinements
Procedure to Establish Refinements to SAP
In May 2013, the focus groups reviewed the School Action Plan (SAP). Each focus group was divided into
small groups to review and recommend adjustments to a section of the SAP. Each section was then rotated among the
small groups. The suggestions from each groups’ review of the SAP were incorporated into a draft copy and
distributed to all faculty and staff via email in June 2013 and in August 2013. Comments on the draft were reviewed
and integrated as needed. The Leadership committee edited a final copy which was distributed to all faculty and staff
at the beginning of SY 2013-2014. Comments on the final copy were addressed by the Leadership committee. Faculty
endorsement of the School Action Plan was conducted in September. It is recommended that staff endorsement of the
School Action Plan be conducted by Curriculum Coordinators.
Comments Written by Faculty and Staff on the Review of School Action Plan
A great way to come together and discuss, share ideas, input opinions within faculty, staff, and administrators
We hear all opinions from stakeholders
We see in writing other’s thoughts and ideas about our direction
We practice collaboration
A great way to get everyone’s input
Recommendations
Continue to do this annually
Review by grade level first then by focus group
List down recommendations from each focus group and see how it relates to other focus groups and their objectives
Communicate through email and start a thread to follow
Focus on positive solutions to benefit all
Compile all suggestions and vote on the suggestions
Evidence of Progress
Each action step of the School Action Plan includes an Evaluation column listing items from which progress
may be determined. This has been a particular challenge because information is transmitted electronically. A central
holding place has to be established either electronically or faithfully implemented for the evidence binders stored in
the office conference room. A dedicated computer located in the office or library or a secure digital storage system
can also be explored. Either system can be used by assigned teachers or staff who may upload all assessment results or
other information. The data can be later retrieved for reports.
Identification of Issues
Upi Elementary stakeholders must consider two recommendations upon review of the progress made for each
action step of the SAP and the Critical Areas of Follow Up and the district’s implementation of the Common Core
State Standards.
[1] Critical analysis of current SAP to remove action steps which have been accomplished, to develop future
expectations for action steps which are related to the district goals, and to project for continued excellence in the three
areas of the SAP – Curriculum, Home School Connection, and School Environment
[2] Planning for an organized collection and storage of school improvement evidence into a secure area which
includes technological resources for digital data
Mid-Term Report 2013-2014
Page 31
Upi Elementary School: Home of the Totots
Appendix A
Description of Select Terms
AIMSweb
AIMSweb is a Web-based assessment and instruction management system for Grades K to 12 with links to
Response to Intervention. (Retrieved February 2014 from www.aimsweb.com) For School Years 2012-2013 and
2013-2014, the Math component has been used by Guam DOE.
DIBELS
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) tests the acquisition of early literacy and
reading skills for Grades K to 6. DIBELS has indicators for phonemic awareness, alphabetic principle, accuracy and
fluency with connected text, reading comprehension, and vocabulary. It helps identify at-risk students “in order to
provide support early and prevent the occurrence of later reading difficulties.” (Retrieved February 2014 from
www.dibels.org)
DIBELS Benchmark Goal Levels
Green: At or Above Benchmark
This score level would likely to need core support.
Yellow: Below Benchmark
This score level would likely to need strategic support.
Red: Well-Below Benchmark
This score level would likely to need intensive support.
Marzano’s Components
Guam DOE training to provide educators the opportunity to gain first-hand knowledge on how to implement
the CCSS standards effectively include Marzano’s Nine Instructional Strategies for Effective Teaching and Learning.
The strategies are as follows: Identifying Similarities and Differences, Summarizing and Note Taking, Reinforcing
Effort and Providing Recognition, Homework and Practice, Nonlinguistic Representations, Cooperative Learning,
Setting Objectives and Providing Feedback, Generating and Testing Hypotheses and Cues, Questions, and Advance
Organizers. (Retrieved March 2014 from www.learningunlimitedllc.com/2014/01/infographic-marzanos-9-effectiveinstructional-strategies/)
Classroom Instruction That Works
Guam DOE training to improve student achievement include professional development with Classroom
Instruction That Works (CITW). Developed by McREL, CITW identifies nine instructional strategies that are most
likely to improve student achievement in all content areas and across all grade levels. (Retrieved February 2014 from
http://www.mcrel.org/products-and-services/featured-products-and-services/classroom-instruction-that-works)
Mid-Term Report 2013-2014
Page 32
Upi Elementary School: Home of the Totots
Appendix B
2010 Guam Population Count
Mid-Term Report 2013-2014
Page 33
Upi Elementary School: Home of the Totots
Appendix C
Description of Teacher Credential
Initial Educator
First Time Fully Certified for 3 years
Professional Educator
Fully Certified for 5 years
Master Educator
Fully Certified for 10 years
Standard Elementary
At least 30 semester hours of college credits but at less than the requirements for
the Professional Certificate
Provisional: P-IA/B
B.A. Degree with all the requirements for P-I Certificate but lacking no more
than two of the specific education courses
Professional I: P-I
B.A. Degree or equivalency for (1053-54 incumbents only) including further
required courses
Professional II: P-II
Met all the educational requirements for the P-I Certificate and have an earned
M.A. Degree or equivalent
A non-renewable Emergency Conditional Teaching Certificate is issued to an applicant who has Passed at least two
(2) of the (4) subtests of the Praxis. An applicant must have a Bachelor’s degree and meet all course requirements for
Professional I certification.
Mid-Term Report 2013-2014
Page 34
Upi Elementary School: Home of the Totots
Appendix D
Parent Survey Results 2012-2013
Mid-Term Report 2013-2014
Page 35
Upi Elementary School: Home of the Totots
Mid-Term Report 2013-2014
Page 36
Upi Elementary School: Home of the Totots
Appendix E
Parent Survey Results 2012-2013 - Family Information
Mid-Term Report 2013-2014
Page 37
Upi Elementary School: Home of the Totots
Appendix F
Rubrics for Expected School-Wide Learning Results Assessment
The life-long learners of Upi Elementary School will . . .
PARTICIPATE AS
PRODUCTIVE
MEMBERS OF THE
COMMUNITY
INTEGRATE
LEARNING AND
APPLY THEM TO
REAL-LIFE
SITUATIONS
EXPLORE CONCEPTS
AND SKILLS
NEEDED FOR
FUTURE WORLD
EXPERIENCES
SET PERSONAL
GOALS AND WORK
TOWARDS
ACHIEVING THEM
- consider the
audience and
communicate
clearly.
- contribute ideas
and render
services to improve
the community.
- understand and
apply skills learned
in everyday
activities.
- become risk-taker
while maintaining
high moral
standards and
values.
- develop skills to
create realistic short
and long-term
goals.
- acquire good
listening skills to
respond
accordingly.
- respect and
protect the
environment.
- use various
problem-solving
skills to resolve
real-life problems
and conflicts.
USE EFFECTIVE
ORAL AND
WRITTEN
COMMUNICATION
- write effectively
and stay on task.
- understand the
importance of rules
and laws and
consider the
consequences.
- develop an
appreciation for the
diversity of the
school population
and community.
- develop positive
self-esteem
- realize the
importance of
continuing their
education.
- understand the
importance of
developing positive
relationships and
being good role
models.
RUBRICS:
RUBRICS:
RUBRICS:
RUBRICS:
RUBRICS:
4 - Exemplary =
Always
4 - Exemplary =
Always
4 - Exemplary =
Always
4 - Exemplary =
Always
4 - Exemplary =
Always
3 - Competent =
Usually
3 - Competent =
Usually
3 - Competent =
Usually
3 - Competent =
Usually
3 - Competent =
Usually
2 - Developing =
Sometimes
2 - Developing =
Sometimes
2 - Developing =
Sometimes
2 - Developing =
Sometimes
2 - Developing =
Sometimes
1 - Emerging =
Seldom
1 - Emerging =
Seldom
1 - Emerging =
Seldom
1 - Emerging =
Seldom
1 - Emerging =
Seldom
Mid-Term Report 2013-2014
Page 38
Upi Elementary School: Home of the Totots
Appendix G
SAT 10 Stanine Results 2012-2013
Mid-Term Report 2013-2014
Page 39
Upi Elementary School: Home of the Totots
Appendix H
Aimsweb Graphs Grades K-5 for SY 2012-2013
Kinder
Oral
Counting
Fall
Oral
Counting
Winter
Oral
Counting
Spring
Number
Identifica
tion
Fall
Number
Identifica
tion
Winter
Number
Identifica
tion
Spring
Missing
Number
Fall
Missing
Number
Winter
Missing
Number
Spring
Quantity
Discrimin
ation
Fall
Quantity
Discrimin
ation
Winter
Quantity
Discrimin
ation
Spring
Tier 3
Red
Tier 2
Yellow
Tier 1
Green
39.2%
18.4%
11.2%
38.4%
14.0%
12.7%
46.0%
14.0%
15.0%
27.8%
20.6%
22.6%
19.6%
24.4%
16.2%
9.0%
21.4%
13.4%
5.0%
16.0%
10.0%
15.5%
25.8%
14.8%
41.0%
57.0%
72.2%
52.4%
64.3%
73.7%
49.0%
70.0%
75.0%
56.5%
53.2%
62.3%
1st
Grade
Oral
Counting
Fall
Oral
Counting
Winter
Oral
Counting
Spring
Number
Identifica
tion
Fall
Number
Identifica
tion
Winter
Number
Identifica
tion
Spring
Missing
Number
Fall
Missing
Number
Winter
Missing
Number
Spring
Quantity
Discrimin
ation
Fall
Quantity
Discrimin
ation
Winter
Quantity
Discrimin
ation
Spring
Tier 3
Red
Tier 2
Yellow
Tier 1
Green
7.3%
12.2%
10.5%
15.0%
16.0%
14.0%
22.0%
10.0%
6.3%
22.0%
20.0%
14.0%
12.4%
9.3%
5.6%
21.0%
18.0%
11.0%
19.0%
7.1%
6.3%
17.0%
14.0%
8.0%
80.0%
78.2%
83.6%
64.0%
66.0%
75.0%
58.7%
82.5%
87.1%
61.0%
66.0%
78.0%
Mid-Term Report 2013-2014
Page 40
Upi Elementary School: Home of the Totots
2nd Grade
Concepts &
Applications Fall
Concepts &
Applications
Winter
Concepts &
Applications
Spring
Computation
Fall
Computation
Winter
Computation
Spring
Tier 3 Red
Tier 2 Yellow
Tier 1 Green
31.3%
9.8%
58.6%
16.1%
22.2%
61.4%
7.4%
15.6%
76.8%
14.8%
14.0%
71.0%
8.4%
13.0%
78.4%
14.3%
19.7%
65.7%
3rd Grade
Concepts &
Applications Fall
Concepts &
Applications
Winter
Concepts &
Applications
Spring
Computation
Fall
Computation
Winter
Computation
Spring
Tier 3 Red
Tier 2 Yellow
Tier 1 Green
37.2%
25.3%
37.2%
36.4%
30.3%
33.0%
28.8%
20.3%
50.6%
16.0%
22.0%
62.0%
21.0%
21.0%
58.0%
23.0%
25.0%
52.0%
Mid-Term Report 2013-2014
Page 41
Upi Elementary School: Home of the Totots
4thGrade
Concepts &
Applications
Fall
Concepts &
Applications
Winter
Concepts &
Applications
Spring
Computation
Fall
Computation
Winter
Computation
Spring
Tier 3 Red
Tier 2 Yellow
Tier 1 Green
54.5%
25.5%
19.8%
37.3%
42.0%
20.4%
16.5%
34.8%
48.4%
26.0%
16.0%
58.0%
23.0%
21.0%
56.0%
18.0%
24.0%
58.0%
5th Grade
Concepts &
Applications
Fall
Concepts &
Applications
Winter
Concepts &
Applications
Spring
Computation
Fall
Computation
Winter
Computation
Spring
Tier 3 Red
Tier 2 Yellow
Tier 1 Green
61.0%
22.0%
17.0%
62.0%
18.0%
20.0%
48.0%
29.0%
23.0%
24.7%
34.3%
40.7%
29.5%
24.3%
45.8%
28.0%
24.3%
47.3%
Mid-Term Report 2013-2014
Page 42
Upi Elementary School: Home of the Totots
Kindergarten
Mid-Term Report 2013-2014
Page 43
Upi Elementary School: Home of the Totots
Grade 1 AIMSweb
Mid-Term Report 2013-2014
Page 44
Upi Elementary School: Home of the Totots
Mid-Term Report 2013-2014
Page 45
Upi Elementary School: Home of the Totots
Mid-Term Report 2013-2014
Page 46
Upi Elementary School: Home of the Totots
Appendix I
DIBELS Graphs Grades K-5 for SY 2012-2013
DIBELS SY 12-13
80%
70%
60%
50%
40%
30%
20%
10%
0%
K-F K-W K-S
1-F 1-W 1-S
2-F 2-W 2-S
Green
DIBELS
Green
Yellow
Red
DIBELS
Green
Yellow
Red
3-F 3-W 3-S
Yellow
4-F 4-W 4-S
5-F 5-W 5-S
Red
Grade K
Fall
6%
19%
75%
Grade K
Winter
20%
20%
60%
Grade K
Spring
37%
22%
41%
Grade 1
Fall
16%
9%
76%
Grade 1
Winter
34%
14%
52%
Grade 1
Spring
53%
16%
31%
Grade 2
Fall
22%
17%
61%
Grade 2
Winter
54%
7%
38%
Grade 2
Spring
57%
10%
35%
Grade 3
Fall
40%
14%
46%
Grade 3
Winter
30%
23%
47%
Grade 3
Spring
41%
19%
40%
Grade 4
Fall
27%
16%
56%
Grade 4
Winder
36%
14%
50%
Grade 4
Spring
40%
16%
44%
Grade 5
Fall
30%
40%
30%
Grade 5
Winter
44%
43%
13%
Grade 5
Spring
47%
31%
22%
Mid-Term Report 2013-2014
Page 47
Upi Elementary School: Home of the Totots
Grade K Fall 2012
Green
6%
Yellow
19%
Red
75%
Winter 2013
20%
20%
60%
Grade 1 Fall 2012
Winter 2013
Spring 2013
37%
22%
41%
Spring 2013
Green
16%
34%
53%
Yellow
9%
14%
16%
76%
52%
31%
Red
Mid-Term Report 2013-2014
Page 48
Upi Elementary School: Home of the Totots
Fall 2012
Grade 2
Green
Yellow
Red
Grade 3
22%
17%
61%
Fall 2012
Winter 2013
54%
7%
38%
Winter 2013
Spring 2013
57%
10%
35%
Spring 2013
Green
40%
30%
41%
Yellow
14%
23%
19%
Red
46%
47%
40%
Mid-Term Report 2013-2014
Page 49
Upi Elementary School: Home of the Totots
Grade 4
Fall 2012
Green
Yellow
Red
Grade 5
27%
16%
56%
Fall 2012
Winter 2013
36%
14%
50%
Winter 2013
Spring 2013
40%
16%
44%
Spring 2013
Green
30%
44%
47%
Yellow
40%
43%
31%
Red
30%
13%
22%
Mid-Term Report 2013-2014
Page 50
Upi Elementary School: Home of the Totots
Appendix J
Direct Instruction Percentages for Grades K-5 At Benchmark Levels & At Grade Levels
Direct
Instruction
Kindergarten
# Students
@
Benchmark
%
Benchmark
@ Gr. Level
% Gr. Level
Direct
Instruction
Grade 1
# Students
@
Benchmark
%
Benchmark
@ Gr. Level
% Gr. Level
Direct
Instruction
Grade 2
# Students
@
Benchmark
%
Benchmark
@ Gr. Level
% Gr. Level
20102011
128
Reading
20112012
139
20122013
135
20102011
128
Math
20112012
139
20122013
135
20102011
128
81
101
66
121
139
135
127
139
135
63%
73%
49%
95%
100%
100%
99%
100%
100%
128
100%
139
100%
135
100%
128
100%
139
100%
135
100%
128
100%
139
100%
135
100%
20102011
149
Reading
20112012
129
20122013
138
20102011
149
Math
20112012
129
20122013
138
20102011
149
Language
20112012
129
20122013
138
55
78
68
24
67
62
129
99
47
37%
60%
49%
16%
52%
45%
87%
77%
34%
137
92%
128
99%
121
88%
149
100%
129
99%
133
96%
149
100%
129
100%
121
88%
20102011
153
Reading
20112012
155
20122013
136
20102011
153
Math
20112012
155
20122013
136
20102011
153
Language
20112012
155
20122013
136
47
62
65
0
20
62
46
62
42
31%
40%
48%
0%
13%
45%
30%
40%
31%
114
75%
144
93%
104
76%
148
97%
144
93%
133
98%
149
100%
109
70%
104
76%
Mid-Term Report 2013-2014
Language
20112012
139
20122013
135
Page 51
Upi Elementary School: Home of the Totots
Direct
Instruction
Grade 3
# Students
@
Benchmark
% Benchmark
@ Gr. Level
% Gr. Level
Direct
Instruction
Grade 4
# Students
@
Benchmark
% Benchmark
Direct
Instruction
@ Gr. Level
% Gr. Level
Grade 5
# Students
@
Benchmark
% Benchmark
@ Gr. Level
% Gr. Level
20102011
121
Reading
20112012
154
20122013
155
20102011
121
Math
20112012
154
20122013
155
20102011
121
57
47%
90
58%
59
38%
0
0%
0
0%
0
0%
0
0%
49
32%
0
0%
103
85%
116
75%
102
66%
98
81%
117
76%
82
53%
100
83%
115
75%
102
66%
20102011
167
Reading
20112012
125
20122013
166
20102011
167
Math
20112012
125
20122013
166
92
55%
57
46%
63
38%
0
0%
0
0%
0
0%
154
92%
Reading
108
86%
105
63%
100
63%
Math
26
21%
43
26%
148
89%
20102011
159
20112012
168
20122013
134
20102011
159
20112012
168
20122013
134
20102011
159
20112012
168
20122013
134
100
63%
87
52%
53
40%
0
0%
0
0%
0
0%
0
0%
67
36%
26
19%
136
86%
137
82%
72
54%
60
38%
40
24%
22
16%
135
85%
86
51%
72
54%
Mid-Term Report 2013-2014
Language
20112012
154
Language
201020112011
2012
167
125
66
40%
9
7%
Language
78
62%
20122013
155
20122013
166
21
13%
105
63%
Page 52
Upi Elementary School: Home of the Totots
Appendix K
List of Trainings
CCSS Introduction and Crosswalk
CCSS ELA Cadre
CCSS Science Cadre
CCSS Social Studies Cadre
AIMSweb Math
DIBELS Next
CITW (Classroom Instruction That Works) Cadre
STEM (Science Technology Environment Math) Cadre
Document Alignment Workshop
SBA Development Training
Lagu Summer Math Institutes
Autism Training
Sheltered Instruction Observation Protocol (SIOP) Training
Mid-Term Report 2013-2014
Page 53
Upi Elementary School: Home of the Totots
Appendix L
Parent Attendance of School Events SY 2011-2012 to 2013-2014
Event
Parent Orientation
Open House
Back to School Community
Outreach
United Nations’ Assembly
Harvest Carnival
1st Parent Teacher Conference
Christmas Program
Chamorro Festival Opening
Ceremony
Chamorro Festival Closing
Ceremony
2nd Parent Teacher Conference
Spring Carnival
Kindergarten Promotion
5th Grade Promotion
*Information not available
Mid-Term Report 2013-2014
Month
Number of Participants
SY 2012-2013
SY 2013- 2014
231
*
92
*
22
Not Applicable
August
August
September
SY 2011-2012
*
*
Not Applicable
October
October
November
December
March
*
*
*
*
*
*
*
420 of 884
379
*
*
*
438 of 906
*
*
March
*
116
*
362 of 856
*
*
*
439 of 902
*
*
*
March / April
April
May
May
Page 54
Upi Elementary School: Home of the Totots
Bibliography
Bureau of Statistics and Plans. (2011). Guam statistical yearbook 2010. Office of the Governor, p. 449.
Retrieved from http://bsp.guam.gov/GU%20Statistical%20Yearbook_2010.pdf
Bureau of Statistics and Plans. (2012). Guam demographic profile summary file. Retrieved from
http://www.bsp.guam.gov/images/stories/census/2010guamprofile.pdf
Mid-Term Report 2013-2014
Page 55