Focus Group B: Curriculum, Instruction and Assessment

SY2020-SY2021

B1. What Students Learn Criterion​: The school provides a challenging, coherent, and relevant
curriculum for each student that fulfills the school’s purpose and results in student achievement of the
schoolwide​ learner outcomes through successful completion of any course of study offered.

Append a list of each of the classes offered under such major headings as English, technology,
mathematics, science, social science, music, art, physical education, special career-oriented classes, etc.
If there are other areas, create appropriate headings or list them under “other classes.”
List the graduation requirements of the school, if applicable.

Although there are no graduation requirements for Harry S Truman Elementary School, one
hundred percent (100%) of K-5 grade students have been promoted to the next grade level for past
school years, in accordance with GDOEs State Strategic Plan (SSP), “Goal #2: All GDOE students will
successfully progress from grade to grade and from one level of schooling to another in order to maximize
the opportunities to successfully graduate from high school.”

The major components of GDOE’s State Strategic Plan include​:

1. Curriculum-Instruction-Assessment Interventions

2. Professional Learning Communities and Collaborative Teams

3. Guam Comprehensive Student Assessment Systems (CSAS)

4. Efforts to continuously improve services with limited funding by increasing efficiency, maximizing
the use of current resources, and improved planning

The Five Goals of the GDOE State Strategic Plan

include:

GOAL 1​. All GDOE students will graduate from High School prepared to pursue post-secondary
education on or off-island or to assume gainful employment within the public or private sector.

GOAL 2. ​All GDOE students will successfully progress from grade to grade and from one level of
schooling to another in order to maximize the opportunities to successfully graduate from High School.

GOAL 3​. All GDOE Instructional Personnel will meet high standards for qualifications and ongoing
professional development and will be held accountable for all assigned responsibilities.

GOAL 4​. All members of the GDOE community will establish and sustain a safe, positive and supportive
environment.
 GOAL 5​. All GDOE operations and activities will maximize the critical uses of limited resources and meet
high standards of accountability.

As a direct result of the adoption of the SSP by the Guam Education Board in September 2014,
our department has a clearer vision and overall direction of each student, school, and department, as
suitably stated in the title, “20/20: A Clear Vision for the Education on Guam,” as opposed to previous
years.

SY 2020-2021 : ​Due to the pandemic, GDOE ​adopted the newly updated Priority Standards, Skills, and
Topics (PSSTs) temporarily for SY20-21 only; GDOE PSSTs were prioritized in response to the pandemic
and the changes/challenges presented. In addition, GDOE has initiated full implementation of the Next
Generation Science Standards (NGSS) as part of the curriculum​. The main areas of focus for classes are
Reading, Language, Math, Science, Social Studies, and CHamoru studies.

● Standards/Curriculum:
○ The newly adopted PSSTs were refined to 1-2 standards per quarter, to allow the
curriculum to be achievable and accommodating to the new way of learning and the
needs of our students/families.
○ The 2 new platforms/models o ​ f learning for students are: (see B2 for an in depth
explanation)
■ Online Learners: ​Teachers prepare and conduct lessons and assessments for
students who opted for online learning. Teachers have created a class schedule
for online lessons. The primary platform used to support online learning for
SY20-21 is Google Classroom. Teachers are able to track students that are
Fully Online Learners for assignments and/or Google Meets. In addition to
Google Classroom, teachers and students utilize a variety of Google Suite
items/apps such as Google Meet, Drive, Jamboard, Slides and Mail to conduct
online learning. Zoom is an alternative to Google Meet that some teachers may
opt to use..
■ Hard Copy Packet: T ​ eachers and staff work together to prepare and distribute
lessons and assessments for students who opt for this distance learning model.
Hard copy packets are distributed every Friday. Parents/ Guardians pick up/drop
off student assignments and assessments on lessons provided by teachers for
grading/review every Friday.

● Social Emotional Learning (SEL): ​Faculty and staff were trained in preparation of the opening
of the school year to address the needs of the SEL needed to support the challenges presented
by the pandemic. Experts say teaching and learning during closures is unrealistic if SEL for
students and educators are left out of the conversation. Teachers incorporate SEL activities
within their lessons. The school counselor holds classes to address the different areas of social
and emotional health with the students and teachers.

● Maintaining/Building Relationship with Students through Distance Learning:

​ motional support to our

❏ Online: Technological Relationships for Online students provide e
students while on distance learning. Students are provided opportunities to socialize
amongst each other to make up for the absence of traditional face to face socialization
 due to the pandemic. It provides an alternate incentive to maintain and reward students
for good behavior while learning online.
❏ Hard Copy: Hard Copy Correspondence-teachers are creating and designing innovative
ways to motivate and encourage students to do well while learning from home. Teachers
provide opportunities for hard copy students through activities included in the packets,
however, they are optional to complete due to unknown lack of supplies. Teachers
provide feedback for areas of improvement or how the student is performing from
previous packeted lessons submitted and include it in the new packets to be distributed
for the following week.

​Briefly describe the post-graduation plans of the school’s graduating class, if applicable.
Upon completion at the elementary level, the students of HSTES are expected to successfully
transition to the middle school level in areas such as academics, social, emotional and physical
development of the whole child. In the secondary level, more specifically, middle school, courses such as
Pre-Advanced Placement (Pre-AP) in LARM as well as the other main content areas, are offered for
those seeking a challenging and fulfilling academic experience. Every year, it is our goal to ensure that
students promoted from HSTES to any middle school on our island or abroad are able to successfully
participate in such programs that prepare them academically to be performing at or above grade level. In
addition to the Pre-AP course program, students who opt not to participate are put into grade level
classes for all subjects. It is also our goal for students in grade level classes to successfully complete
such courses at a level 3.0.

List the​ courses for which there is a written comprehensive and sequential documented curriculum.

HSTES provides an organized, extensive, and comprehensive curriculum in line with the district’s
goal to sustain a Guaranteed and Viable Curriculum. Guided by the Common Core State Standards, the
teachers utilize the Guam Department of Education’s Curriculum map as the foundation in the
development of lesson plans for Language Arts, Reading and Math. Additionally, teachers utilize the
Guam Department of Education Content Standards and Performance indicators for the development of
Social Studies lessons, and the NGSS for Science, while incorporating a variety of instructional strategies
in the classroom. The lessons are designed to meet the needs of the individual lessons while including a
variety of formative and summative assessments to gauge student learning. The use of rubrics and
proficiency scales are utilized for teacher tracking of student progress and academic achievement.
In SY 2019-2020 HSTES offered 11 courses but, due to the circumstances of the pandemic for
SY 2020-2021, the district prioritized the curriculum and the courses to meet the island's needs for
education. Main Courses include: Math, Reading, Science, Social Studies, Language Arts, Chamorro

Comment on the status of a well-developed, coherent written curriculum and the degree to which this is
reflected in the taught curriculum and how it is articulated within and across grade levels.
 HSTES teachers use Common Core State standards and Guam Department of Education
content standards as our written curriculum. Districtwide curriculum maps of priority standards were
developed by the district. Since teachers may have different views of what the district created, the
school created a School Consensus Map. This map is directly aligned to the district map but the school’s
map includes meeting the needs of HSTES students, which is outlined in our instructional snapshots. A
weekly/monthly calendar is also prepared by teachers for student pacing and teacher tracking.
The school’s Curriculum Leadership Team meets as needed and makes recommendations for
curricular programming and interventions according to data collected for non-proficient students in ELA
and Math. Professional Development (PD) is offered monthly in order to support teachers transitioning.

PSST were selected and were designed to show a progression across the grade levels.
For example, Math:
- Kindergarten: Number recognition
- 1st grade: counting 1-120 / Adding and subtracting within 100
- 2nd grade: Three digits / Adding and subtracting within 1,000
- 3rd grade: Multiply and divide within 100
- 4th grade: Multiplying and dividing using up to four digits
- 5th grade: Continuation of multiplication and division, addition and subtraction of fractions.

Comment on the degree to which the written and taught curriculum results in student achievement of the
academic standards and the schoolwide learner outcomes.
HSTES began the accreditation process in SY 2019-2020. In addition to the accreditation
process, our school created and implemented Student Learner Outcomes, SLOs . The faculty, staff and
community partners revisited the ESLRs at the beginning of the school year and determined that new
SLOs were needed to reflect the New State Strategic Plan (Sept. 2014) as well as the new changes that
came with the adoption of CCSS (Feb. 2012).
The students of HSTES are provided comprehensive academic programming in which they are
able to achieve the SLOs through academic standards, and on-going professional development for faculty
and staff to improve curriculum, instruction and assessment practices at the classroom level. The SLOs
are skills and character traits identified as school-wide learning outcomes by all students and
stakeholders. Students are expected to be:

​E​xcellent Citizens
​Ac​ tive and Engaged Learners
​G​reat Leaders
​L​iteracy Skilled
​Ex​ plain Academic Progress
​Sk​ illed in Technology

The academic programming of HSTES includes structures in place that enable teachers to design
and implement intentional teaching and learning targets during periods throughout the school year. The
targets/I can statements are then addressed through lesson planning, teaching and evaluation practices.
The observations and data collected are shared in grade level professional learning communities. Best
practices and improvements shared highlight the stepping stones to determine the continued action steps
towards meeting our SLOs and purpose.​The written and taught curriculum results in the district's goal of
proficiency level 3.0.

SY 2020 - 2021, HSTES SLOs have been affected due to the pandemic. For example, citizenship
is not being assessed however, teachers are still implementing it to the best of their abilities. Teachers
cannot fully identify or observe students for excellent citizenship because of the models of learning as per
the GDOE board of education. Students who are online gain more skills in technology through online
learning and/or activities than students on the hardcopy model. This year, students have met the learner
outcomes based on pick-up and submission of work, attending online classes, quick checks, feedback
from parents/guardians, and Parent Teacher Conferences (PTC).

Comment on the collaborative strategies used by administrators and teachers to examine curriculum
design and student work in order to refine lessons, units, and/or courses or programs.

In SY 2019-2020, HSTES has effective existing processes for communication, cooperation, and
collaboration in order to monitor progress of curriculum, instruction, assessment, and intervention
practices as a result of our school’s data. These processes include Collaborative Learning Teams,
grade-level Professional Learning Communities, and Professional Development days. In fact, HSTES
scheduled these types of meetings to occur every Wednesday of the week from 1:00 pm to 2:43 pm. As
teachers meet to collaborate, instructional time for students is spent with the staff. The staff engages all
students in instruction by offering mini courses, program rehearsals, PBIS activities and SPARK activities.
The staff continues to plan for these weekly types of instructional engagement which allows the faculty to
engage in an almost 2 hour process weekly. The staff also identifies representatives to also take part in
the collaborative processes and later builds capacity with all of its members through staff meetings.

CHamoru Language, Culture and Traditional Arts (CLCTA) has developed an inclusive curriculum
for all grade levels emphasizing listening and speaking. Standards of CLCTA include interpersonal,
interpretive and presentational communication. Learner engagement is evidenced by observation of
academic assignments, classroom participation, oral and visual presentations, and formative and
summative assessments. Assemblies recognizing student achievement, character development, and
cultural characteristics are highlighted throughout CHamoru Month.

For SY 2020-2021, monthly faculty, leadership, and focus group meetings are conducted virtually
due to the pandemic. Calendars, progress reports, and feedback from parents/guardians are created and
distributed for all students and administrators. Administrators examine and disseminate district approved
decisions regarding important curriculum matters and other educational needs. Students of HSTES may
not be able to achieve all SLOs due to the new models of learning - online and hard copy models.

Comment on the current and/or planned processes for curricular review and evaluation processes,
including graduation requirement, credits, grading policies, and homework policy.
HSTES currently has no graduation requirements, but the school complies with Board Policy 345:
Elementary Education Program and Board Policy 346: Instructional Subjects and Time on Task for
Elementary Schools.
The school also complies with Board Policy 350: Uniform Grading and Credit System in which
academic grades are based on attainment of grade level skills as set forth by the Guam Education Board.
The grading of students is the teacher’s responsibility. Teachers are considered the best qualified
persons to evaluate students’ work and their integrity shall be respected. The grade given by a teacher is
the teacher’s evaluation of student achievement based on the level of progress using proficiency scales.
Students enrolled in special programs are graded according to their program’s goals. The special
programs teachers work in conjunction with classroom teachers to ensure enriched or modified curriculum
coincide with the skills taught in the regular classroom.
 HSTES’ Homework Policy is at the discretion of the classroom teacher. It is understood that
homework should encourage students to develop the confidence and self-discipline to work on their own,
an essential skill for adult life. It should reinforce skills and understanding, extend school learning (I.e.
additional/extended reading at home), and support the home-school relationship.

For SY 2020 - 2021, GDOE has approved New Grading and Attendance Policy for 1st Semester.
The change of policy on grading is attached and named CGPWG Policy Proposals that was updated
10-16-2020 (see attachment on New Grading and Attendance Policy).
- 1st Quarter: Progress reporting term
- 2nd Quarter: Implement new grading policy; to be averaged as 1st semester overall
grade.
- Parents/Guardians letters have also been provided by HSTES administrator and GDOE.
Letters were distributed to notify parents/guardians and students for the new grading and
attendance policy.

Supporting Evidence and Documentation:

● Professional Development Management Plan, Agendas, PowerPoint Presentations, and
Attendance
● Professional Learning Community Agendas, PowerPoint Presentations, and Attendance
● Curriculum Guides and Maps
● Daily Lesson Plans
● PowerSchool Grades
● Guam Public Laws
● GEB Board Policies
● GDOE SSP
● Priority Standards, Skills and Topics : SY2020 - SY2021 attachment
● HSTES/GDOE Parent Letter : 1st Quarter attachment
● Curriculum and Grading Policy Working Group Grading Policy Proposals :SY2020 - SY2021
attachment
● Attendance Policy : SY2020 - SY2021 attachment
● Pen Pal : SY2020 - SY2021 attachment

Achievements:
● Development of SMART Goals based on student performance data and aligned with GDOE SSP
and HSTES SAP
● Level Curriculum Maps
● HSTES teachers utilizes Best Practices Strategies, Classroom Instruction That Works
● Successful implementation of Online Platform for Teachers, Students and Families
● Virtual Parent-Teacher Conference
● Parent communication is increasing

Areas for Improvement:​

● School-Wide Development of Common Formative Assessment
● Hard Copy Learners-establishing and maintaining contact and consistent completion of work.
○ Increase interaction/instruction with hard copy students in upcoming quarters.
● More strategies for hardcopy students to make learning fun and achievable.
B2. How Students Learn Criterion​: The professional staff (a) uses research-based knowledge about
teaching and learning; and (b) designs and implements a variety of learning experiences that actively
engage students at a high level of learning consistent with the school’s purpose and SLOs.

Indicate the various types of instructional strategies that are used by teachers to effectively engage
students in challenging learning experiences, including critical and creative thinking, problem solving,
knowledge attainment and application skills.

Teachers use research-based strategies and provide a variety of learning opportunities that are
consistent with GDOEs vision and mission and the SLOs that promote higher order thinking skills and
positive behavior expectations. Teachers are transitioning to a Standards Based Grading system that
engages and challenges students to be proficient at grade level priority standards. Curriculum Instruction
that Works (CITW), Foss and Singapore Math, Cooperative Learning, and Direct Instruction are used by
teachers at HSTES to ensure differentiation and engagement among all learners.

Standards Based Grading

Teachers at HSTES utilize proficiency scales and rubrics to guide students in evaluating their
academic progress in learning the Common Core priority standards, based on a four-point scale:

Proficiency scales are written for the priority standards within grade levels and are used during
instruction and independent work to allow teachers and students to measure their level of understanding
and mastery of the priority standards. The students are aware of what each score represents and work
towards a common goal in obtaining a level 3 (proficient) or above. Students are provided many
opportunities and methods to demonstrate the depth of their understanding. Teachers and students can
target areas that need development and plan learning accordingly.
Rubrics are used to grade and interpret students’ work in the criteria against meeting the
standards at the different levels. The students use rubrics as a tool to evaluate their quality of work
and/or assessments before submitting them.

HSTES is transitioning into using SBG in the PowerTeacher Gradebook. Teachers at the end of
each grading period average performance of proficiency scales and convert it into a percentage/letter
grade. Parent training sessions are held to help parents understand why we are making this shift and to
help them understand how standards based grading allows for a clearer picture of students’ academic
performance on the priority standards.

The following GDOE proposals are being disseminated to all stakeholders (students, parents,
school personnel, and community partners). Teachers are transitioning to work within the proposed
policies.
STANDARDS-BASED GRADING POLICY PROPOSALS

The following items in this update identify the main policy proposals being prepared by the
department for consideration by the Guam Education Board. These are the policy proposals that the
planning committee, which is composed of teachers, administrators and central office personnel, have
identified as the most critical for full-implementation of Standards-Based Grading throughout the district.
Beginning this month and over the next few months, these policy proposals are being shared with
administrators, teachers, students and parents for their consideration and input. They include:

Identification of Priority Standards, Skills and Topics (PSSTs):

Teacher representatives from each school and content area will convene every three to
five years to collaboratively identify the Priority Standards, Skills and Topics (PSSTs) for each
course taught in the GDOE. These PSSTs will be the focus of all assignments, projects, quizzes,
tests and other coursework which will be collectively called Artifacts & Evidence (A/E). These
Artifacts and Evidence (A/E) will be the basis of determining a student’s Proficiency Level of each
PSST.

Shifting to the 5-Point Proficiency Scale:

The most visible or noticeable characteristic of Standards-Based Grading will be shifting
from a Percentage Grade to a Proficiency Level on a 5-Point Scale (Proficiency Scale). The
5-point Proficiency Scale represents the following levels of proficiency or achievement of the

Priority Standards, Skill or Topic (PSST)

4 - Advanced Proficiency of the Priority Standards, Skill or Topic (PSST),
3 - Meets Proficiency of the PSST,
2 - Achieving the Prerequisites for the PSST,
1 - Foundational, Basic Knowledge of the PSST,
0 - No Understanding or Demonstration of the PSST.

At the end of the reporting period or semester, a comprehensive or composite score for
all PSSTs taught in the course will be averaged and then converted to the more familiar letter
grade of A+, A, A-, B+, B, B- etc.… using a common conversion scale adopted for the district.

QUALITY OF WORK OVER QUANTITY

Having all class assignments, projects, quizzes, tests and other coursework aligned to
and rated on a Proficiency Scale means that a student’s grade will not only be based on work
submission, but on the quality and type of work submitted along with the level of the material
covered. Student work and evidence must demonstrate mastery of the PSSTs. Final grades for
the course will ultimately be based on students’ demonstrated level of proficiency of the course’s
PSSTs. This may be a huge shift in thinking for many who view grades as a reflection of simply
how much work a student does rather than actual, demonstrated proficiency. Our focus will
essentially be the quality and type of work rather than just the quantity.

RAISING EXPECTATIONS FOR STUDENT ACHIEVEMENT

 With the use of Proficiency Scales aligned to course standards as the primary determiner
of student grades, we believe that student grades themselves will be a more accurate reflection of
student achievement at all levels and in all content areas. With that understanding, the natural
question is: what level of achievement should be considered ENOUGH to pass a class? The
proposal we have for this policy change is that it be at a minimum, level 2.0. Based on our
proposed conversion scale, this would be a C-. That means, we are proposing that for the GDOE,
“passing” will no longer be a D- as it is now. But rather, a student will need to achieve at least a
C- in a course to be considered passing. Of course, although a C- is not yet meeting the
standard, the logic is that the student will at least have a fighting chance to succeed in the next
course, a chance that they would most likely not have with a lower grade.

ADDRESSING CHARACTER, BEHAVIOR, AND CAREER READINESS SKILLS

Because Academic Grades will now focus on students’ achievement of the prescribed
standards of the course, there needs to be a consistent way for us to teach, assess and
eventually grade character, behavior or skills identified as important for job/career readiness.
These include, but are not limited to, skills and attributes such as: attendance and punctuality,
compliance with rules and policies, ability to meet deadlines, neatness, and ability to work well
with others.

OPTION 1
Right now, these areas are all addressed by each teacher in different ways. Some include them
as part of their grade, some don’t. With Standards-Based Grading, we need to be able to clearly
distinguish between a student’s Academic Grade and these other important characteristics. So, to
address this, we are discussing two options at this time. The first option is to include character,
behavior and career readiness skills as part of a student’s overall grade, essentially combining it
with a student’s academic grade. This is similar to what is done now, except that the parameters
and guidelines on how this will be done will be consistent throughout the district. If this option is
selected, we will need to determine what percent of the total grade will the character, behavior
and career readiness grade be? 10%? 15%? Or 20% of the total grade?

OPTION 2
The second option would be to have a separate grade for character, behavior and job/career
readiness. With this option, a student would have two separate grades for a class: one for
Academics and one for Character/Behavior/Work Readiness. This is similar to how we now have
both a course grade and a citizenship grade. The difference here is that we will clearly define
what goes into that second, citizenship grade, making it consistent throughout the district.

STAKEHOLDER INPUT
These policy proposals will be the focus of the department over the next few months. During this
time, the planning committees will be engaging stakeholders such as students, parents, teachers,
administrators and anyone interested in student grading in discussions to provide more
information, answer questions, and solicit input, prior to submitting proposals to the Guam
Education Board for their review and consideration.

Schools will continue to have parent informational sessions on a quarterly basis and the Division
of Curriculum and Instruction will be sponsoring a series of regional sessions over the next few
 months. Parents and students are encouraged to ask questions and provide input into these
policy proposals through their child’s school or during the regional sessions.

Classroom Instruction That Works​: According to McCrel 2019, CITW gives educators a clear
consistent approach to instruction, providing recommendations and tools for developing stronger lesson
plans, effective classroom delivery, and a common vocabulary for teaching and sharing of best practices
across schools and districts. HSTES teachers utilize CITW strategies to create an environment for
learning, help students develop understanding, and extend and apply knowledge.

The nine categories of instructional strategies to improve student achievement:

1. Identifying Similarities and Differences
2. Summarizing and Note Taking
3. Reinforcing Effort and Providing Recognition
4. Homework and Practice
5. Non-linguistic Representation
6. Cooperative Learning
7. Setting Objectives and Providing Feedback
8. Generating and Testing Hypotheses
9. Cues, Questions, and Advance Organizers

● Cooperative Learning: Cooperative learning strategies are incorporated to support the

whole-language approach and are used in the classroom. This is highly beneficial to a variety of
learning styles, providing the opportunity for students to engage in collaborative efforts with their
peers. This strategy also empowers students to take on specific roles and responsibilities while
the teacher acts as a facilitator. Examples include interactive games and project-based group
work. Students engage in developing listening and speaking skills which improve problem solving
skills.
● HSTES reinforces effort and provides recognition of student achievements in relation to the SLOs
and SBG. Students earn Golden Eagle tickets when they exhibit behaviors that reflect the SLOs.
The Golden Eagle tickets can be saved and used in the school GOTCHA store. The store
provides desirable prizes for a variety of interests. HSTES also reinforces effort and provides
recognition with the End-of-the-Year (EOY) Awards. EOY Awards criteria has been recently
updated to reflect SBG scores.

Differentiated Instruction​: Teachers at HSTES modify their instruction to meet the needs of their
students using tiered activities which provide students multiple modes of processing information, learning
the curriculum and demonstrating an understanding of what they have learned. The use of proficiency
scales allows students multiple options for explaining their level of academic progress toward mastery of
the GDOE PSSTs.

Teachers use CITW strategies such as cooperative learning, setting objectives, providing feedback, and
the use of nonlinguistic representation. Classroom set up and design maximize cooperative learning
opportunities to promote high levels of active engagement. Students actively use proficiency scales to
explain academic progress. Teachers use proficiency scales to provide feedback to students indicating
their progress toward mastery of grade level standards. Teachers use CITW strategies in
English/Language Arts such as the use of graphic organizers and nonlinguistic representation to ensure
learning is accessible to all students. The implementation of Singapore Math also uses a variety of CITW
strategies mentioned above. Students collaborate to find various strategies to solve math problems using
tools to assist them, such as place value disks and bar models.
Class Council: ​Class council provides students and teachers the opportunity to reflect on student
learning outcomes. The students engage in discussions about academic and behavioral achievements
throughout the week and areas of improvement. Students make collaborative decisions to reach goals
pertaining to the SLOs and next steps. Teachers and students monitor and report their efforts at the
following class council meeting. The principal expects that all teachers will conduct class council daily
during the last few minutes of instruction and engages to be a part of this council and she visits different
classrooms throughout the month.

Technology: The use of technology provides students opportunities to explore areas of interest and
strengthen areas of need to become skilled in technology. Students are able to expand learning of
concepts and standards through visual and auditory modes of technology. Computer carts allow students
to have access to various resources outside of the textbook in the classrooms. Teachers use technology
as a tool to present content and instruction that engages students in ways that are interesting and
relevant to them.

FOSS: ​Teachers at HSTES are implementing Full Option Science System (FOSS). Within FOSS,
students learn important scientific and engineering knowledge and concepts. Students develop the ability
to actively engage in research based scientific practices through investigations, observations and
analyzing information.

FOSS inherently provides opportunities for active and engaged learning for all students. Participation
includes independent work, partner activities and teamwork. Literacy skill development is also directly
embedded in all activities and investigations. Students have multiple opportunities to read, write, speak
and listen as they complete the learning modules. FOSS addresses a wide range of learning modalities
and provides many opportunities for differentiated instruction. FOSS was developed with ESL students in
mind to allow all students to increase knowledge, learn to apply that knowledge and build literacy and
math skills simultaneously. Gv

Singapore Math: ​Teachers at HSTES are implementing the Singapore Math system. Singapore Math
focuses on mastery of mathematical concepts and problem-solving strategies through an intentional
sequencing of learning. This system provides students with the use of concrete materials to help them
visualize math concepts, which can then be applied in a more abstract way as understanding is
developed. Some of the key features of the approach include the CPA (Concrete, Pictorial, Abstract)
progression, number bonds, bar modeling, and mental math.

Balanced and Target Method Match Assessments: ​HSTES teachers utilize instructional strategies
and assessment methods that meet the context of our students in each and every classroom. The
combination of methods provides a balanced comprehensive curricular program opportunity for our
students.

HSTES’ balanced methods of instructional strategies and assessments provide academic

information internally while predicting how our students may possibly perform on external assessments. It
is our way of meeting all our students’ needs and providing them with opportunities to be accommodated
as well as challenged.

For SY 2020 - 2021 Teachers are unable to provide traditional face to face instruction due to the
Pandemic. The teachers provides instruction currently through two new modes of learning.
● Fully Online
○ Google Classroom Platform - used to track students that are Fully Online Learners
(students use Google Classroom for assignments and/or Google Meets).
■ Both the teachers and learners have access to the student assignments.
■ Teachers are able to individualize assignments; for example give certain SPED
students a modified assignment to meet his/her needs.
○ Google Meet Virtual Online Meetings​: Student Instructions/ assignments
■ Teachers are able to see students online and provide feedback for questions
they may have.
○ Google Chat
■ Teachers use this feature to ask and answer questions or type in emojis, like a
thumbs-up or thumbs-down, to show whether they understood a concept.
■ Teachers are able to create structure around the responses.
■ Teachers guide their students in creating norms around using the chat feature.
Typing responses also provides keyboard practice for students.
○ Video Tutorials and Short Lessons
■ Teachers provide learning experiences through video lessons by recording
themselves to deliver lessons that can be shared with students via URL or an
email attachment.
■ Recorded lessons give families the flexibility to view the instruction/guidance at
their convenience, without having to get everyone in the same virtual room at the
same time.
○ Online Resources: There are sources from various online platforms (websites, social
media, and webinars). We are at an all-time high need for various online resources and
support while we navigate the online platform of distance learning/teaching. The following
are some examples of online resources that teachers may utilize. As teachers become
more experienced, new resources will be added to the list below.
■ Google slides: a presentation program included as part of a free, web-based
Google Docsoffice suite offered by Google since 2006 within its Google Drive
service. Slides allow users to create and edit presentations online while
collaborating with other users in real-time.
■ Jamboard: an online interactive whiteboard tool designed for cross-platform
collaboration of the G Suite family.
■ Scavenger hunt: a game in which the organizers prepare a list defining specific
items, which the participants seek to gather or complete all items on the list,
usually without purchasing them.
■ Class Dojo: a school communication platform to build close-knit communities by
sharing what's being learned in the classroom, home through photos, videos, and
messages.
■ Pear Deck: an interactive presentation tool used to actively engage students in
individual and social learning. Teachers create presentations using their Google
Drive account. Students log into the presentation with unique access codes and
interact with questions while teachers monitor student and whole-class progress.
Pear Deck is a freemium service; teachers and schools can access a wide array
of tools and resources for free or opt to subscribe to a premium account.
■ Resources such as GoNoodle and YouTube videos offer movement and
mindfulness videos to promote physical wellness, academic success, and
social-emotional health.
 ■ Students are engaged through group challenges, Math Fact competitions, and
various SPARK activities to keep them motivated. Some of these include using
manipulatives, scavenger hunts, and Family Feud to personalize students names
in the activities. These strategies are modified to adjust in distance learning.

● Challenges encountered include:

○ Technical difficulties such as, poor internet connection, device
availability, schedule, power outages, and/or power surges.
○ Teachers are unaware of the level of parental support (too much/not
enough) that may affect the learning process.

● Hard Copy Packets - Teachers provide Hard copy learners (students that need printed
assignments) with weekly assignments and references. Hard copy packets are distributed by the
staff once a week every Friday.

○ Current challenges include:

■ Teacher-led instruction is not available for some of these students as some
schedules of parents and guardians conflict with the school schedule and/or
sibling schedules of online meets.
■ Teachers are unaware of the level of parental support (too much/not enough)
that may affect the learning process regarding completion of work.
■ Submission of assignments vary depending on family dynamics and
circumstances. This may cause a delay in grading, feedback and interventions.
Flexibility is needed to accommodate family needs.
● Teachers are currently looking into ways to implement a similar school-wide incentive program
through distance learning.
● Technology:​ Students have strengthened their skills in technology through distance learning.
● FOSS: ​FOSS is not fully implemented due to distance learning. Kits are not available at this time
for student use. However, alternative science exploration is still being conducted.
● Singapore Math: ​Teachers continue to use Singapore Math, however it is not fully implemented
due to distance learning. Students do not have access to tangible manipulatives.

Strategies used for Social Emotional Learning

● Emotional Check-In for students online: Teachers often gauge each student’s comfort level during
these check-ins when class begins. Teachers do read alouds to discuss emotions with the
students about how they are responding to the new way of learning and seek responses about
how they feel such as thumbs-up thumbs-down. Our school guidance counselor also provides
support monthly, through Google Meet classes as well as resources on our school websites.
● Emotional Check-In for students under the hard copy model: Teachers may connect with students
and parents through phone calls or other modes of communication for those who are unable to
attend Google Meets. Our school guidance counselor provided brochures explaining the program
and related services/resources.
Provide examples of resources for learning beyond the limits of the textbook such as effective use of
collaborative activity, technology, library/media resources, and the community.

Field trips, guest speakers/community partners, extracurricular clubs and library activities are made
available to students for a well-rounded curricular experience that motivates and engages students
learning beyond the classroom experience.

Technology
In SY 2019-2020, HSTES teachers have access to four mobile computer labs that store
approximately 30 student laptops each. The mobile labs are used in grade level classrooms. Students
engage in online lessons to enhance standards taught in the classroom and to expose students to a
variety of media resources. The school was awarded an Enhancing Education Through Technology
(EETT) grant that provided 7 Interactive Whiteboards that assist in instruction and enhance student
engagement.

Library/Media Resources
The HSTES library is provided Passport Funding to improve literacy and technology skills to
supplement classroom instruction.
● 23 desktop computers in the library and are accessible to students during library time,
recess, and lunch.
● Equipment: Document cameras, projectors, televisions, digital video disc (DVD) players
are available to teachers and are checked out throughout the school year.
● Library activities offered include:
● PowerPoint presentations
● Various literary contests

Curricular Resources
The curriculum and instruction division of the GDOE provided schools with the following trainings
to enhance learning
● FOSS kits for Kindergarten through Fifth Grade were provided.
● The SPARK program promotes physical activity, health and wellness.

Community-Based Resources
Extra-curricular activities that students at HSTES participate in the community include:
● Island-wide kickball tournament
● Mock trial sponsored by the court
● Island-wide science fair (UOG)
● Lego Blocks
● Island-wide spelling bee
● Math Olympiad
● Island-wide Mes CHamoru competition
● Isla-Art-a-thon
● Read-A-Thon
● GATE visual and performing arts rotating programs
● Welcome All Visitors Enthusiastically (WAVE)

HSTES collaborates with Southern High School, our neighboring school, for various events or activities:
 ● Service-Learning Program - a mandated program designed to promote community service
through our students and earn hours required for graduation.
● Gardening
● Guardians of the Reef
● PBIS
● Senior walk-thru

Throughout the school year, a variety of volunteer guest presenters provide enrichment activities,
lessons and resources.
● Guam Rotary Club - donates dictionaries to all 3rd grade students annually.
● iRecycle program - the HSTES community donates aluminum cans in exchange for monetary
funding for the school provided by the program.
● Fitness instructor volunteers once weekly to engage all students at HSTES in dance exercise
lessons
● Crime Stoppers
● Red Ribbon Week/Month
● Guardians of the Reef
● Read-A-Thon/International Reading Association (IRA) Week
● Fire Prevention Week
● Guam Police Department with ASPIRE.

For SY 2020-2021, due to the pande​mic, student laptops a​re being prioritized and distributed to
the secondary schools first for distance learning. Elementary schools will have the opportunity to apply
for laptops once secondary needs have been met. Library resources were distributed to teachers in
need of additional monitors for distance learning. Other resources will be available to the students when
we transition back to face to face instruction. Extracurricular activities are postponed or modified until the
executive order (PCOR1) is lifted to resume face to face instruction.

Describe and evaluate the types of professional development and coaching currently in place that help to
enhance the instructional repertoires of teachers. Particularly comment on the impact on student learning
at this stage of development.

In SY 2019-2020 HSTES teachers collaborate in PLCs to improve teaching skills and the
academic performance of students, develop instructional strategies and share ideas of effective teaching.
Grade levels are asked to share methods and ideas that improve the teaching and learning taking place
in their classrooms. Sharing CITW strategies in PD’s and PLC’s provide teachers with research-based
methods to enhance learning for every student. These methods help to develop literacy, math and
general thinking and learning skills for all students. The use of SBG and proficiency scales directly
impacts and improves the ability of students to explain and monitor their academic progress daily.
HSTES teachers apply strategies within their classroom after receiving training.
Although resources may vary from grade level to grade level and from classroom to classroom,
HSTES teachers believe that consistency is important to establish and maintain in regards to curriculum,
instruction, assessment and intervention processes. Additionally, teachers maintain consistency with the
methods and practices implemented in our classrooms. PLCs assist in identifying resources to attain our
goals.

● Professional Development Days: The Department of Education has embedded Professional

Development (PD) days into the academic school calendar. These trainings takes place on a
monthly basis for the Half Day PD and once per semester for the Full Day PD. Faculty and staff
 take part in both PDs, working collaboratively toward a common goal. Teams utilize these
opportunities to highlight some of their strategies and share best practices.
● District Wide Training: The Department of Education has conducted a variety of training and/or
workshops focusing on instructional strategies and assessments.
● PLCs: The district and school schedule have allotted for PLCs to occur on a regular basis. At
least once per week, faculty and staff members convene and discuss student progress and
overall classroom performance. Data is reviewed and used to determine next steps.

Below is a Professional Planner for HSTES

For SY 2020-2021, d ​ ue to the pandemic, Fridays are a designated day for teachers to work
collaboratively in grade level meetings through Google Meets and for interventions. In these meetings,
teachers create the assignments and assessments for hard copy and fully online learners. The general
education classroom teachers and the special education teacher consult bi-weekly via Google Meet to
discuss student progress, needs, and strategies. In addition, teachers provide intervention days/times
based on their specific classroom schedule and/or student needs. Students who are under the Hard Copy
Model and are unable to Google Meet are provided phone call and email communication. Support is
provided for both students and parents/guardians.

● PD days are​ conducted virtually due to the pandemic.

● GDOE provided district wide virtual training on distance learning platforms and resources in
preparation for the new school year.
 ● PLCs are conducted and grade levels meet virtually on a regular basis to discuss student
progress, plan lessons, create hard copy packets, share strategies, and challenges in teaching
and learning​.
Comment on strategies used to determine student understanding of the standards/expected performance
levels for each area of study.

SY 2019-2020:
● Formative Assessments: Varied formal and informal assessments conducted to determine student
understanding of standard/assignment/task through
○Random Reporter
○ Quick Checks
● Obtrusive and Unobtrusive Assessments
○ Common Formative Assessment (CFA)
○ Projects
○ Team Talk
○ Rubric/ Checklist
● District Wide Assessments: Administered 3 times throughout the school year (Fall, Winter, and Spring)
○ Interim Assessments
○ AIMSweb Assessments
● Summative Assessments: Administered at the end of the academic school year
○ ACT Aspire
○ Guam Standard Based Assessments (SBA)

A proficiency scale is a table used by teachers and students to determine the students’ current level of
progress toward meeting the standard. Proficiency scales have been adjusted and modified for current
learning.
Proficiency scales indicate student achievement as it relates to a given standard and use a four-point
system where a score of 3.0 indicates proficiency within a standard. In other words, a student receiving a
score of 3.0 has met the standard. A general description of each score level is below.

Proficiency Levels Descriptors Grade Percentage Tiers

Equivalency

Advanced 4.0 Can apply concepts, create, analyze, Above grade level 100% I
and/or critique using lesson’s
standards

3.5 Above grade level 95% I

Proficient 3.0 Benchmark standard/Can complete At grade level 90% I

the standard independently

2.5 At grade level 80% I

Basic 2.0 Prerequisite skill/Can accomplish Below grade level 70% II

score 3.0 level with some assistance by ½ a year
 1.5 Below grade level 65% II
by ½ a year

Below 1.0 Even with assistance, unable to 1 year or more 60% III
Basic accomplish 2.0 level below grade level

Below 1 year or more 50% and III

1.0 below grade level below

SY 2020-2021: T ​ he proficiency scales have been modified by the school district in response to the
pandemic, distance learning and hard copy learning
● 1st Quarter Progress Report:
○ P : Pass
○ NE: Not enough evidence
○ 0: No grade / no evidence : See attached document for grading policy update for
SY2020-SY2021
● For 2nd Quarter Report Card and on, please refer to the Curriculum & Grading Policy Working
Group Grading Policy Proposal (approved October 16, 2020).

Common Formative Assessment (CFA) ​:

This is an ongoing area of improvement. We are currently addressing the more pressing challenges with
distance learning. We will return to addressing this need as teachers and students become more refined
in distance learning.

District Wide Assessments (DWA): Due to the pandemic, the district is not currently utilizing AimsWeb
as an assessment tool at this time. In place of AimsWeb benchmark assessments, teachers are
assessing students one on one through live conferencing (Google Meet, Whatsapp video, Zoom, phone
call) to identify their reading levels.

Summative Assessments​: Due to the shutdown in March, the district was not able to conduct the DWA,
so no new data was available. However, teachers used classroom assessment summaries collected
before the shutdown in March for the opening of the new school year. Baseline data was collected
through one on one assessments and is being monitored regularly.

Describe the remedial, special education, enrichment, and gifted programs that are available to students.

Special Education Program

HSTES special education program is currently a pull-out program for students with an
Individualized Education Plan (IEP). Placement in the SPED classroom is determined based on each
student’s IEP. The program is designed to deliver specialized instruction for students who are identified
as having a specific cognitive, emotional, physical, or academic disability. Instruction is provided based on
the student's goals and objectives outlined in the IEP. Students are provided accommodations and
modifications based on their specific needs. SPED and general education teachers consult frequently to
discuss progress and needs based on goals/objectives and alignment to the grade level curriculum. The
SPED program also provides services such as speech and language therapy, occupational therapy,
physical therapy, leisure education, counseling and support from autism TAs.

For SY 2020-2021, Special Education students participate in the Hard Copy or Online Models of
Learning. The special education teacher contacts students and parents weekly and joins Google Meets to
conduct virtual observations that are specific to the student’s IEP goals.
English as a Second Language
The ESL Program identifies, assesses, and provides educational services to students who are
categorized as having limited English Proficiency. The program was designed to support students whose
first language is any other language than English. The students engage in listening, speaking, reading
and writing activities that promote academic achievement and communication. The program provides
supplementary instruction to students who are English as a Second Language (ESL) speakers. Eligible
students can be either serviced under the following: pull-out, push-in, sheltered, and consultation. HSTES
is currently servicing their students in the push-in model.

For SY 2020-2021 , The ESL Program provides support for all students through different models of
learning.

Online: Google Classroom has been set up for those who choose online learning. Assignments
are uploaded on a weekly basis and lessons are modified and a learning resource is included for each
lesson that is provided. A virtual ESL classroom has been created to provide educational games and
resources for the students. Phone calls are made to check on progress and weekly conversations on
WhatsApp for quick responses and emails for parents’ updates.

Hard Copy: Hardcopy assignments are created for each student who chose this model of
learning. Assignments are printed out and distributed by the school office staff every Friday between the
hours of 9am and 11am. Lessons are modified and a learning resource is included for each lesson that is
provided. Phone calls are made to check on progress and weekly conversations on WhatsApp for quick
response.

The Challenges for the ESL Program:

- Currently unable to contact several students, to provide direct services (face to face to support
them in learning), and administer LAS links tests to ESL students that require one on one and
face to face testing.
- Submission of assignments in a reasonable time to provide timely feedback.
- Providing meaningful lessons that do not overwhelm students.

Successes of the ESL Program:

- Communication with parents has increased. Parents can check the progress of their child’s
learning, not only in ESL but as a whole.
- ESL has developed an elaborate virtual classroom to engage students' attention.

PREGATE
The GATE Pre-Kindergarten program provides daily sessions at seven (7) elementary schools on
the island. Children who are four (4) years of age by July 31 of each school year are eligible to be
considered for the program. Public Law 14-45 passed in 1977 mandates the gifted education
Pre-K program.
The curriculum of this program is specifically designed for four (4) year old gifted children. It is
meant to be a well-rounded program to meet their physical, social, emotional, and intellectual
needs without pressure and unnecessary structure. It is meant to be a balance between
acceleration and enrichment activities. It is not intended to replace kindergarten. Its intentions are
to allow the children to function at all levels at which they are ready, while providing them with a
background of experiences that will help them to be eager and effective learners.
 The GATE Pre-K program is a one year program. At the end of the Pre-K year the children will
return to the school in their district and must re-qualify for the GATE Elementary Program once in
Kindergarten. (GDOE Website)

At HSTES, the GATE Pre-K program is traditionally a full day program. ​However, for SY 2020-2021, the
GATE Pre-K program provides support for all students through different models of learning.

- Online:​ The GATE Pre-K teacher conducts lessons through Google meets Monday through
Thursday for the students enrolled. Students are assigned weekly projects/assignments that are
due on Fridays. Google meets are 30 - 60 minutes long per session. Students are also provided
with learning games. Support is provided for parents and students through email and WhatsApp
correspondence.

- Hard Copy: ​ There are 3 students for the hard copy model. Hard copy students are encouraged
to attend Google Meet sessions with on-line students.

Challenges for the GATE Pre-K Program:

- Personal connections via distance learning

- The amount of parental support may vary. If too much support is provided, it does not
allow students to work through critical thinking assignments independently. Students
may rely on parents to assist them in finding solutions rather than being independent.

Successes:
- Online resources are provided to students.
- Students submit work and are graded and recorded all on one platform.
- Google meets are a different way of connecting with students.
- There has been positive feedback from students on assignments.
- Students are able to work at their own pace throughout the week.
- Increased home/school communication opportunities

Gifted and Talented Education (GATE)

The Gifted and Talented Education Program is designed to meet the academic and social needs
of high performing students. Students enrolled in the GATE program attend GATE classes at a minimum
of three hours weekly with the GATE teacher. Students eligible for GATE undergo enrichment lessons
and engage in a variety of activities and projects beyond the scope of what is done within the regular
classroom. The GATE teacher is committed to providing opportunities for students to exhibit their
maximum potential through an enrichment program that supports a more advanced curriculum and
develops leadership skills. Some of the projects include; robotics, math enrichment, arts and crafts, a
variety of computer programs which enhance literacy and technology skills.

For SY 2020-2021, the GATE program provides support for all students through different models
of learning.

- Online: The GATE teacher conducts lessons through Google meets weekly; 1st grade through
5th grade. Students are assigned weekly projects/assignments that are due on Fridays. Google
 meets are 30 - 60 minutes per session. Students are also provided with learning games. Support
is provided for parents and students through email and WhatsApp correspondence.
- GATE provides an opportunity for parents/guardians to provide feedback using a “Parent Input of
Student Success” Google Forms to gain input for students’ challenges and success which will
help to support the students and parents at this time.

- Hard Copy: There are no students for the hard copy model. All GATE students are fully online
learners

Challenges for the GATE Program:

- Personal connections via distance learning

- The amount of parental support does not allow students to work through critical thinking
assignments independently. Students may depend on parents to assist them in finding
solutions.

Successes:
- Online resources are provided to students.
- Students submit work and are graded and recorded all on one platform.
- Google meets are fun and used as a way of connecting with students.
- There has been positive feedback from students on projects.
- Students are able to work at their own pace throughout the week.

After School Program for Instructional Remediation and Enrichment (ASPIRE)

The ASPIRE program services students in grades Kindergarten through 5th Grade. Program
hours are from 2:43-5:00 p.m. HSTES’ after school program focuses on enriching language arts, reading,
and math (LARM). Assistance is provided with homework, as needed.
See table below. Table 5a (5th question, first table)
For SY 2020-2021, these services are not available until the Executive Order is lifted and face to
face instruction resumes.

In-Class Differentiated Instruction: ​Teachers provide in-class differentiated instruction based on

individual student needs in learning priority standards to include enrichment, grade-level & remedial
instruction, special education, and gifted programs. Proficiency scale scores provide teachers and
students with a clear picture of the academic learning that is occurring. When teacher assistants (TAs)
are available, they work with individual/small groups to support classroom instruction and help all students
reach grade level goals.

For SY 2020-2021, teachers continue to differentiate instruction in the online and hard copy
models.

Summer School Program:

Summer school is available for students in the Haya District based on teacher recommendations.
The focus of summer school is in LARM. Location is rotated amongst the Haya schools from year to
year. In the summer of 2019, HSTES hosted the elementary summer school program. The six week
summer program is designed to supplement instruction and provide additional support to students
throughout the academic school year. The goal of the summer school program is to close performance
gaps and prepare students for the next grade level.
 SY 2020-2021, due to the pandemic, these services are not available until the Executive Order is
lifted for face to face instruction to resume.

CHamoru Language and Cultural Traditional Arts

The CHamoru Language and Traditional Arts Program is a mandated course for elementary
students for a minimum of 100 minutes per week for students in grades Kindergarten through 5​th Grade.
Students are exposed to the language, traditions, beliefs and values of the local culture and engage in a
variety of activities that support the native heritage.

For SY 2020-2021, CHamoru teachers provide lessons for students who are online and who
receive hard copy packets. Students who are online attend classes scheduled by the CHamoru teachers
throughout the week with 30 minutes or more of online instruction per grade level. CHamoru teachers
conduct lessons and assessments virtually for online students, whereas printed assignments and
assessments are worked on and completed at home for students who opted for a hard copy model.
Educational videos about current lessons are created for students who are in need of more
support/assistance. CHamoru teachers also provide lessons, activities and assessments for students.
Teachers communicate with parents through telework or by email in regards to student progress and
feedback.

Supporting Evidence and Documentation:

● GDOE SSP
● Guam Public Laws
● GEB Board Policies
● PD Agenda, PowerPoint Presentation, and Attendance
● PLC Agenda, PowerPoint Presentation, and Attendance
● Special Programs Data
● HSTES SAP
● Updated Grading Policy
● Parent Letter on Grading Policies (10-22-20)
● Curriculum and Grading Policy Working Group Policy Proposals - UPDATED (10-16-20)
Achievements:
● HSTES consistent participation in District Professional Developments
● Technology skills have increased through distance learning.
Areas for Improvement​:
● Establishing PLCs vertically to consistently use student performance data to make decisions
about teaching and learning strategies from grade to grade.
B3. How Assessment is Used Criterion​: Teacher and student use of assessment is frequent and
integrated into the teaching/learning process. The assessment results are the basis for (a) measurement
of each student’s progress toward the schoolwide learner outcomes and academic standards; (b) regular
evaluation, modification, and improvement of curriculum and instructional approaches; and (c) allocation
of resources.

List the various means by which student learning is assessed, based on content standards and the SLOs.

 HSTES utilizes the Common Core State Standards and GDOE Content Standards and
Performance Indicators as the guiding force behind the school’s curriculum. Teachers utilize these sets
of skills to determine the best methods for instructional delivery and measuring student success. The
assessments noted below validate the learning that occurs within the classroom, creating a guaranteed
and viable curriculum for our school. They are designed based on alignment to the Common Core State
Standards and learner objectives. In addition at the beginning of school year 2018-2019, HSTES, agreed
on utilizing grading procedures from grade to grade that is summarized in Classroom Assessment
Summaries before actually inputting final grades into the district’s Power Teacher system.

AIMSWEB ​The components of AIMSWEB provide a complete system to benchmark and monitor
students’ acquisition of essential academic skills. The data is used to align instruction with learner needs.
These results are used to group students according to ability using tiers as well as identify high risk
students. ​Due to the COVID-19 pandemic, the district is not currently utilizing AIMsWeb as an
assessment tool at this time. In place of AIMsWeb benchmark assessments, teachers are assessing
students one on one through live conferencing (Google Meet, WhatsApp video, Zoom, phone call) to
identify their reading levels.
District Wide Assessments (DWA) ​include Brigance, Standards-based Assessments, and ACT
Aspire. The data are collected and analyzed to view the whole school classroom and individual student’s
strengths and needs. ​Due to the shutdown in March, the district was not able to conduct the DWA, so no
new data was available. However, teachers used classroom assessment summaries collected before the
shutdown in March for the opening of the new school year. Baseline data was collected through one on
one assessments and is being monitored regularly.
Common Formative Assessments ​(CFAs) ​are designed by grade levels. They are intentional
measures used for monitoring student attainment of essential learning targets throughout the instructional
process. In addition to providing information about which students need additional support or extension,
CFAs allow grade levels to examine the effects of their practice and gain insight as to which instructional
strategies yield high levels of learning. The data can be used to provide feedback to students so they can
use it to adjust their own learning. ​This is an ongoing area of improvement. We are currently addressing
the more pressing challenges with distance learning. We will return to addressing this need as teachers
and students become more refined in distance learning.
Proficiency Scales/Rubrics ​are used daily in the classrooms and outline clear learning targets.
Teachers and students can identify levels of achievement ranging from advanced (4) to proficient (3),
basic (2), and below basic (1). ​Due to the pandemic, ​in the first quarter, schools were allowing families to
transition to the new ways of learning. Intentional and formal grading of the 5 point system was on hold.
In the second quarter, more intentional use of the scales are being used for grading. All stakeholders
have been preparing for this transition.

- Priority standards were modified.

- Curriculum and grading policy letters were distributed to parents.
- GDOE held meetings regarding changes to include all stakeholders to develop the
updated policy on grading, while distance learning was being conducted.

School- Wide Learner Outcomes (SLOs): ​Every semester, students will be assessed on the SLOs.
Teachers conduct lessons aligned with the topics and skills to be assessed. A four-point scale is used to
assess student performance: advanced (4), proficient (3), basic (2), below basic (1). Each learner
outcome includes expectations which students strive to accomplish daily.
For SY 2020-2021, teachers have been reviewing and working with students on the SLOs.
Addressing the SLOs allows teachers to build students' social-emotional health, because the SLOs teach
the students to be responsible, respectful, reflective, purposeful in their learning, and teaches them to
recognize their needs. Distance learning has made technology a necessity this school year and is
continuously being monitored and assessed. Students will be assessed summatively on the SLOs at the
end of each semester ​(see rubric provided above) ​Teachers collect and report the data. The data is used
to identify student strengths and areas for improvement.
Teacher-Made Assessment Plans: ​Teacher-made assessments are used at HSTES. These created
assessments follow the assessment plan depending on the target’s purpose and context of the students.
These assessments include checklists, quick checks, exit tickets, and quizzes. Teachers also create
rubrics of certain assignments as a form of teacher-made assessments.
This school year, teacher-made assessments are currently being utilized through hard copy
packets, Google Meet observations, live assessments, and assignments submitted in Google Classroom.
Pen Pal Program: ​A program that is implemented at HSTES that encourages parents to be active
partners in the learning process for their children. The Pen Pal Program is a newly implemented program
for the school year 2019-2020. Teachers in grades Kindergarten through Fifth present lessons on letter
writing to their students. Students then write letters to their parents that focus on what they are currently
learning in the classroom and how it is directly linked to the SLOs. Parents then write back to their
children and provide input and feedback on how they are demonstrating the attainment of the SLOs at
home and in the community. The parent training and information on the Pen Pal Program was provided
to parents during the parent meeting on October 7, 2019. Writing templates were made for the primary
and intermediate grades. The data was shared with all classes and parents during the Parent Teacher
Organization meeting.
For SY 2020-2021, Pen Pal letters have been disseminated to students to collect data on how
they are demonstrating the SLOs at home. This school year, students are writing to their teachers
explaining how they demonstrate the SLOs at home. Teachers will be writing back to the students on
how they demonstrate the use of SLOs in their Google Meets and Google Classroom.

Summarize how teachers select the appropriate assessment strategies based on the desired student
learning and the determined growth and performance levels.

The HSTES teachers gauges acceptable learning through mid-quarter and quarterly grades,
annual DWA scores and SMART Goals for our greatest areas of need (GAN) in Reading and
Mathematics. ​Assessments are used to determine how academic programming supports the acquisition
of the SLOs by all learners. We align the same skills with GDOE standards and use curriculum maps
from CCSS. Data gathered from pre/post assessments and Brigance results are used in conjunction with
instructional strategies in order to achieve our purpose.

HSTES PLC sessions include topics of assessment methods and strategies as discussions of
alignment of targets, activities and types of assessment plans implemented. The procedural and
declarative parts to these targets are reviewed to determine the purpose which translate to the type of
strategy and assessments teachers utilize. The CAS indicates strategies teachers use and help
determine growth over time. The data from the summaries also indicate understanding of skills/standards
through products, projects, and performances.

HSTES’ teachers implement assessment plans that meet the context and the needs of their
students. These plans are developed depending on the progress students achieve towards certain
standards.

The chart below is a sample guide used in assisting teachers to ensure assessments match target
skills/standards.
 Currently, the SLOs are measured and assessed using SLOs rubrics, student reflections,
self-assessment, parent perception survey, and CAS as a direct measurement; which has been designed
by collaborative learning team sessions guided by our principal and introduced to the school faculty &
staff.

Each grade level creates and adjusts SMART goals to ensure that progress is being monitored.
With the support of the school administration, data is gathered quarterly utilizing classroom assessment
summaries in addition to progress reports and report card achievement summaries. The results identify
students into tiers that impact the overall teaching and learning during a period in order to make decisions
about curriculum, instruction, assessment and intervention practices implemented. The goal is to improve
lesson planning, instructional methods and activities, assessment and intervention strategies. The
principal, teachers, and staff review results of students’ progress and provide feedback to parents and
students in a timely manner.

SY 2020-2021:
● Teachers are working to align grade-level curriculum maps, SLOs skills and the further prioritized
GDOE standards.
● PLC sessions are used to refine our assessment method selection during distance learning. The
administration, faculty, and staff continue to collaborate with the current way of learning and the
challenges it presents. The procedural and declarative parts to these targets are reviewed to
determine the purpose, which translate to the type of strategy teachers utilize. Varied forms of
CAS are used based on classroom makeup and new ways of learning.
● Currently, the SLOs are measured and assessed using SLOs rubrics, student reflections,
self-assessment, parent perception survey, and CAS as a direct measurement; which has been
designed by collaborative learning team sessions guided by our principal and introduced to the
school faculty & staff.
● SMART Goals: All grade levels are continuing to monitor and evaluate SMART Goals as a
grade-level, with the exception of CHamoru who have opted to monitor SMART Goals as
individual classes. The Library program will also monitor the progress of one grade level yearly.

Indicate how assessment results are used to modify instructional approaches, make changes to
curriculum, determine professional development activities, and allocate resources.

HSTES recognizes the need to assess students in order to determine their current level of
performance. Data is collected from all teachers on every measurement tool used and the results are
utilized or to inform teachers of areas of strengths and weaknesses amongst their students. It’s used not
only in terms of student performance, but with teaching strategies as well. Results are also used to
determine what skills need to be retaught or refined in order to increase student progress.

Data management is contained through Power Teacher and spreadsheets that color coordinate
student levels of performance. The color allows for a quick glance of the tier in which the student can be
categorized. HSTES is able to identify students by grade who are at risk by student name and grade.
Once students are grouped by tiers, teachers collaborate at their grade level and PLCs to modify and
adjust instructional and intervention plans of instructional targets, activities, assessment methods and
strategies in the areas of need.

Data for 1st Quarter SY19-SY20 (Reading)

Grade Kinder 1st 2nd 3rd 4th 5th
Level: Grade Grade Grade Grade Grade
 Total 35 61 66 67 59 58
Number of
Students:

Tier I 6% 89% 74% 63% 92% 72%

Tier II 54% 10% 18% 34% 7% 19%

Tier III 40% 1% 8% 3% 1% 9%

Kindergarten: Literacy

Kindergarten: Numeracy
1st Grade: Literacy

1st Grade: Numeracy

2nd Grade: Math

2nd Grade: Reading

3rd Grade: Reading

3rd Grade: Math

4th Grade: Math

4th Grade: Reading

5th Grade: Reading

5th Grade: Math

 ● Tier 1: Indicates that the student is at or above benchmark.
● Tier 2: Implies that the student is performing below benchmark and is in need of strategic
support.
● Tier 3: Indicates the student is well-below benchmark and in need of intensive support.

Instructional Pacing/Assessment Methods Curriculum Documents

Harry S. Truman Elementary teachers are required to submit curriculum documents at the end of
every mid and end quarter to the principal. The principal reviews and analyzes the data in order to
provide teachers feedback on the consistency and effectiveness of implementation of curriculum school
wide processes. Feedback includes instructional and assessment methods, student achievement and
ideas that will help support implementation and effectiveness. Professional learning ideas are then
proposed and conducted.

SY 2020-2021:
● One of the biggest challenges with the data collected in all learning models is the reliability of the
data. The amount of assistance provided by parents/guardians is unknown, it is difficult to
determine the level of mastery a student has achieved on standards independently.
● Providing timely feedback to students under the hard copy model can be inconsistent based on
when packets are submitted and picked up.
● Continuous changes in executive orders, cause regular re-evaluation of teaching and student
learning.
 ● Data management is contained through PowerSchool. Teachers use varied forms of CAS that
organize data, which will be reported through semesterly report cards. HSTES is able to identify
students by grade who are at risk through semesterly report cards.
● Teachers collaborate virtually at their grade level PLCs to modify and adjust instructional and
intervention plans of targets, activities, assessment methods and strategies in the areas of need.
● HSTES teachers are required to submit monthly curriculum documents (calendars) at the
beginning of every month. Teachers and students are able to keep track of ongoing / upcoming
lessons throughout the month/week for guided pacing.

Supporting Evidence and Documentation: self study report:

● Self-Study Report
● Focus Group Meeting
● Staff Interviews
● Parent Survey
● Facility Observation
● Surveys
● PLCs
● CAS
● Focus Group Meeting
● Parent Perception Survey

Achievements:
● Collaboration between teachers, grade levels and subject areas, related to SMART Goals, and
curriculum map, have been implemented in order to support student achievement;
● A variety of PD support (monthly PD, weekly PLCs weekly focus group meetings, online
resources, independent professional growth) have been included to enhance instructional
practices;
● Technology integration for classroom and school-wide enrichment of curricular programming has
been introduced;
● The teaching staff has embraced flexibility during the transition from SFA to CCSS/SRG to SBG
within time frame set by GDOE;
● Teachers and staff will continue to utilize effective strategies from the SFA program such as,
cooperative learning, building vocabulary, quick checks, and class council. Resources and
strategies from SFA that align with the CCSS are continuing to be utilized by the teachers.
● Students’ enthusiasm and willingness to embrace progress and student learning.
● Refining priority standards; creating curriculum maps with refined standards

Areas for Improvement​:

● Grade-Level Consistency in Developing CFAs: This is an ongoing area of improvement. We are
currently addressing the more pressing challenges with distance learning. We will return to
addressing this need as teachers and students become more refined in distance learning.
● Currently, cooperative learning occurs at home as families are working on school projects and
lessons. We hope to find alternative solutions to cooperative learning (such as partner practice,
small group discussion and work) in distance learning.
● Lack of student resources to engage students in distance learning lessons. (Examples:
books,manipulatives, more school supplies (such as enough notebooks, paper, folders, and
pencils), regular calendar routine, the use of centers.)