Final

SELF-STUDY VISITING COMMITTEE REPORT
ACCREDITING COMMISSION FOR SCHOOLS

WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES
GUAM STATE DEPARTMENT OF EDUCATION
FOR
M.U. Lujan Elementary School

167 M.U. Lujan Road
Yona, Guam 96915
GDOE
April 19-22, 2022
Visiting Committee Members

Dr. Marilyn S. George, Co-Chairperson
Executive Vice President, WASC
Dr. Robert Slaby, Co-Chairperson
Adjunct Associate Professor
Mr. Smyth Rdang
Principal, Palau High School
Ms. Sailiifale Sabrina. Uele
Teacher, South Pacific Academy
Guam/ACS WASC Visiting Committee Report
CONTENTS
Chapter I: Student Community Profile 2
Chapter II: Progress Report 6
Chapter III: Self-Study Process 8
Chapter IV: Quality of the School’s Program 9
Chapter V: Ongoing School Improvement 29
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GACS WASC Visiting Committee Report
Chapter I: Student/Community Profile
M.U. Lujan, a K-5 school located in southern Guam in the village of Yona, is one of 41 schools in
the Guam Department of Education (GDOE). The student body is facing a gradual enrollment
decline (10%), from a high of 578 students in SY 19-20 to its current enrollment of 519 students.
However, there is a significant increase in the number of kindergarteners this school year from the
previous school year; it is consistent with previous kindergarten enrollment before the pandemic.
This increase may be due to face-face instruction returning. There are 28 former students who are
on home instruction by choice of their parents. The ethnic make-up of the student body is 90%
Pacific Islander, in which 73% are of Chamoru descent and 12% are of Chuukese descent. There
are 108 students (21%) in the ESL program, 31 (6%) in special education, and 43 (8%) in GATE.
Most of the students in the ESL program are receiving consultation services, with 18 students in a
pull-out program and only one in sheltered services. The pandemic has had an effect on special
education services and the staff is adjusting accordingly. In SY14-15 the Community Eligibility
Provision was initiated. This program provides that all students are offered free breakfast and
lunch. With the on-going pandemic, students are required to wear masks and social distance. Like
all Guam schools, there is a school uniform.
There are 49 teachers, 42 support staff and two administrators, a principal and an assistant principal
shared with another school. Over 71% of the teachers are at a Teacher Level III or higher and half
of the staff have been at the site over 10 years. Support staff include office personnel, school aides,
teacher assistants, a substitute teacher and a Head Start aide.
Student Achievement Data
The staff utilizes two main forms of assessments, the aimswebPlus (K-5) as a component of the
State Systemic Improvement Project and ACT Aspire (3-5).
All Numbers are Percentages
aimswebPlus Early Literacy Data (Grades K-1)
Level Low Risk Moderate Risk High Risk
SY 19-20 (K/1) 35.4/43.3 20.2/16.3 44.4/40.4
SY 20-21 (K/1) 30.3/23.7 6.1/ 5.4 63.6/71
SY 21-22 (K/1) 26.6/30.9 21.5/7.4 51.9/1.8

Cohort SY19-20 to SY20-21 Cohort SY20-21 to SY 21-22
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aimswebPlus Early Numeracy Data (Grades K-1)
SY 19-20 (K/1) 40.8/48.6 30.6/19.4 28.6/34
SY 20-21 (K/1) 35.4/15.1 10.8/8.6 53.8/76.3
SY 21-22 (K/1) 38.7/32.4 30.7/2.9 30.7/64.7

Cohort SY19-20 to SY20-21 Cohort SY20-21 to SY 21-22
aimswebPlus Early Reading Data (Grades 2-5)
SY 19-20 (2/3/4/5) 44/32.4/32.4/34.9 11.9/21.9/21.9/25.3 44/45.7/48.7/39.8
SY 20-21 (2/3/4/5) 25.9/45/48.9/58.8 10.6/11.7/8.5/12.5 63.5/43.3/42.6/28.8
SY 21-22 (2/3/4/5) 42.4/33/48.2/48.4 9.4/20.5/16.2/14 48.2/46.6/40.5/37.6

CohortSY19-20toSY20-21toSY21-22 CohortSY19-20toSY20-21toSY21-22
CohortSY19-20toSY 20-21
aimswebPlus Early Math Data (Grades 2-5)
SY 19-20 (2/3/4/5) 25.6/21.5/16.9/21.7 25.6/15.9/25.3/25.3 48.8/62.6/57.8/53
SY 20-21 (2/3/4/5) 23.8/13.4/18.5/25 9.5/6.1/9.8/12.5 66.7/80.5/71.7/62.5
SY 21-22 (2/3/4/5) 17.9/21.3/22.7/22.2 31/19.1/14.7/11.1 51.2/59.6/62.7/66.7

CohortSY19-20toSY20-21toSY21-22 CohortSY19-20toSY20-21toSY21-22
CohortSY19-20toSY 20-21
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ACT Aspire English (Grades 3-5)
Level Exemplary Ready Close In Need
SY 17-18 21/12/6 21/25/24 43/41/58 15/22/12

(3/4/5)
SY 18-19 13/20/13 20/32/36 43/29/48 24/19/4

(3/4/5)
SY20-21 10/15/13 23/11/26 54/38/47 13/36/15

(3/4/5)
Cohort SY17-18toSY18-19 Cohort SY17-18 to SY18-19 Cohort SY18-19to SY20-21
ACT Aspire Reading (Grades 3-5)
SY 17-18 0/1/1 6/5/5 9/29/16 85/65/79

(3/4/5)
SY 18-19 2/4/1 5/4/8 9/17/25 84/76/66

(3/4/5)
SY20-21 0/8/6 10/15/6 11/13/11 77/64/77

(3/4/5)
ACT Aspire Math (Grades 3-5)
SY 17-18 2/1/0 15/8/2 36/60/55 45/30/43

(3/4/5)
SY 18-19 2/1/0 14/11/8 31/54/64 52/33/29

(3/4/5)
SY20-21 0/0/0 8/8/6 28/30/33 63/64/60

(3/4/5)
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ACT Aspire Science (Grades 3)
SY20-21 2 3 10 85
(Grade 3)
Significant Findings:
1. Oral reading fluency has been identified as a learner's need.
2. The on-line reading program, Raz-Plus, and the return to face-to-face instruction has
improved reading scores.
3. Based on assessment results from ACT Aspire, students in the category in need of \
support were the highest.
4. Based on the ACT Aspire, there is a need to focus on reading skills and strategies.
5. Math instruction is a high need area. Staff is utilizing the Go Math!—a program to
assist in on-line instruction.
6. Through the review and analysis of the students’ results from the above assessments, the
following questions are asked by the stakeholders:
a. Are the PSSTs (Priority Standards, Skill, and Topics) aligned to the District-Wide
Assessments? Is instruction deliberately and providing enough opportunities for
students to practice? If not, are teachers able to receive information from the company
regarding specific skills that are being tested?
b. Were teachers administering the Oral Reading Fluency correctly since there was a
shift from paper and pencil to online assessment? If not, would this lack of experience
or training have resulted in scores that are not valid or reliable?
c. Did the aimswebPlus and ACT Aspire consider ESL and SPED students when
creating the assessment? If not, what types of accommodations can be made to
address these learners?
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Chapter II: Progress Report

The visiting team in the initial visit in SY 2017-18, made seven recommendations. They are:
 As the school moves forward with the self-study process, the school leadership, faculty,
staff, parents, and students address the following:
 The development of the indicators and rubrics for the SLOs and their use to ensure
deeper understanding of the SLOs along with the mission by students, faculty, staff,
parents, and other stakeholders.
 The further refinement of the student community profile that shows three years of data
with noted findings (Task 1, Focus on Learning) and a summary that highlights
implications of the data, 2-3 critical learner needs, and 3-4 important questions raised
by the analysis of the student achievement and demographic data (Task 3 Focus on
Learning).
 The regular review and revisiting of the schoolwide action plan based on progress and
impact on student learning.
 The school leadership and faculty in collaboration with GDOE move forward in the
review and refinement of the priority standards, proficiency scales, Common Formative
Assessments (CFAs), and aligned assessments to the identified standards to ensure
consistency, validity and reliability in the delivery and assessment of the learning.
 The school leadership and faculty work together to share and implement instructional
approaches learned through the various GODE training programs such as SIOP and
CTTW to support personalized learning for all students that is consistent to the desired
learning outcomes.
 The school leadership and faculty strengthen the use of multiple types of formative and
summative assessment data to determine root causes of student learning needs that will
result in additional actions and their evaluations regarding the impact on student
learning.
 Based on the identified student learning needs and teacher professional growth goals,
the school leadership and faculty prioritize professional development areas supported
by ongoing, regular coaching and sharing among staff for the identified areas within
reading and math; this includes the assessment of the impact of the professional
development on student learning in these areas.
 The school leadership and faculty work together with the parents and families to involve
them more in workshops related to the learning needs of their children.
 The school leadership and teachers ensure that students are effective users of technology
through appropriate teacher training and coaching.
 The school leadership and staff regularly conduct safety inspections of the school
facilities and campus, including the playground, and take appropriate action to ensure
the well-being of all students and stakeholders.
The leadership and faculty adopted these recommendations as their plan to address learner needs.
Through interviews with students, parents, focus group, leadership and the self-study report, there
is strong evidence that all the recommendations to varying degrees have been implemented.
The focus of the instructional program is the implementation of Guam’s Department of
Education’s State Strategic Plan. Instructional practices, curriculum and assessments include,
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Standards-Based Grading, instruction based on Common Core State Standards, and assessments
utilizing proficiency scales, Common Formative Assessments and school-based and District-wide
assessments.
The staff has analyzed three years of test data. From this review the student learner needs of oral
fluency and weakness in mathematics were identified. There is also a need to refine and strengthen
the RTI process. It is noteworthy, that even with the pandemic and on-line instruction, the staff
maintained three years of test data. During the SY 20-21 the assessments were given on-line. This
may have resulted in some inconsistencies. The assessments included aimswebPlus (K-5), and the
ACT Aspire (3-5). The aimswebPlus is a universal screener that assesses foundational skills and
identifies students who may be at-risk for learning difficulties and is the GDOE interim
assessment. The visiting team tracked three years of a cohort performance. The results are cited in
Chapter I.
The schoolwide learner outcomes (SLOs) have been reviewed and a four point rubric for each
outcome has been developed. The rubrics have been shared with the students, parents and
leadership; they are emphasized in daily school activities. Before the pandemic, faculty and staff
annually reviewed the Schoolwide Improvement Plan and made necessary adjustments. The plan
is now reviewed twice a year.
Professional development has been aligned to specific targeted areas in math and reading based on
assessment results. Site professional development activities occur through PLCs, CLT’s, vertical
team meetings, and instructional rounds.
The pandemic greatly increased the need for technology. The GDOE provided training in Google
Classroom. on-line programs, such as Raz-Plus, Go Math!, Journeys, and IXL; these became part
of the regular on-line instruction. The faculty and leadership feel that the Raz-Plus program has
improved reading scores. During the pandemic instruction on technology was offered to parents.
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Chapter III: Self-Study Process
Schoolwide Learner Outcomes (SLOs)
F – Focused Learners: Actively engaged, goal driven and ready to learn.

I – Independent Thinkers: Problem solvers who take ownership of their learning by applying skills
and knowledge of resources and strategies effectively and independently.
R – Responsible Citizens: Positive role models that follow school and classroom expectations,
work hard, and help others.
E – Effective Communicators: Clearly, openly and honestly, expresses thoughts, feelings and ideas
using different modes of communication.
The staff and leadership have embraced the WASC self-study process. All stakeholders, parents,
community members, support staff, faculty and leadership were involved with the process. The
current process began after the initial visit in SY 2017-18 when the students, staff and faculty
revised the SLOs and developed a four point rubric for each outcome.
Focus teams were established and included support staff, a member from special programs and a
teacher from each grade level. Teams met monthly to review data and share information with the
entire faculty and support staff. This procedure allowed input from the entire school staff. The
leadership team reviewed the School Improvement Plan with faculty to determine what programs
would be implemented to promote student success. The plan was focused on students achieving
the site’s SMART Goals and academic success. Faculty continues to meet on a regular basis to
examine student performance and to adjust practices.
Progress and grade level achievement on the improvement process is monitored by the leadership
team. Twice during the year, midyear and at the end of the year, data is analyzed and input from
stakeholders is reviewed. Necessary changes are implemented to promote continued academic
achievement and student success.
With the pandemic starting in SY 19-20, instruction changed. During the SY 20-21 a hybrid model
was initiated with on-line instruction. Various technology programs were implemented. The staff
focused on maintaining communication with students and parents. Zoom meetings allowed parents
to attend monthly PTO meetings and reading workshops. Student progress continued to be
measured with formative and summative assessments and aimswebPlus testing. Student focus was
maintained throughout this entire process.
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Chapter IV: Quality of the School’s Program

What Currently Exists
Below are summary comments based on the self-study and visiting committee findings for each
criterion in the following categories:
A. Organization: Vision, Mission, Schoolwide Learner Outcomes, Governance, Leadership and
Staff, and Resources
B. Standards-based Student Learning: Curriculum
C. Standards-based Student Learning: Instruction
D. Standards-based Student Learning: Assessment and Accountability
E. School Culture and Support for Student Personal and Academic Growth
CATEGORY A. ORGANIZATION: VISION, MISSION, SCHOOLWIDE LEARNER OUTCOMES,

GOVERNANCE, LEADERSHIP AND STAFF, AND RESOURCES
A1. Vision, Mission, and Schoolwide Learner Outcomes Criterion

To what extent has the school established a clearly stated vision and mission (purpose) based on student
needs, current education research, and the belief that all students can achieve at high academic levels?
Guided by the Guam Department of Education State Strategic Plan, to what extent is the school’s purpose
defined further by academic standards, schoolwide learner outcomes, and the schoolwide plan?
GDOE Vision statement: Every student will be responsible, respectful, and ready for life.
GDOE Mission statement: Our educational community prepares all students for life, promotes
excellence, and provides support.
Guided by these statements, M.U. Lujan Elementary School developed its own mission statement
in 2018 to reflect its diverse community of learners: To promote and provide academic
opportunities in a conducive and nurturing environment, for all students to explore and build a
life of learning as a productive citizen in our community.
Despite having well-articulated vision and mission statements, the school personnel recognized
that they needed to do more in pursuit of their vision and mission statements. There is an awareness
of the diverse community of learners that come from different ethnic backgrounds. Knowing and
understanding who their students are and their unique needs continues to drive the School
Improvement Plan (SIP). Hence, the development of the school’s learner outcomes (SLOs) that
provide a basic guideline of what needs to be done in order to prepare students to be lifelong
learners and productive citizens in the community.
The leadership, faculty, staff and the stakeholders were rigorous in their efforts to develop and
refine the vision, mission, SIP, and SLOs. Everyone knows and understands the school’s vision,
mission, and SLOs.
The personnel of the school have developed a system for monitoring, evaluating, reviewing, and
revising its programs and services. This includes the mission, vision, SIP and the SLOs. However,
it is not clear how this is regularly carried out. The School Improvement Plan was recently revisited
which brought to light how the pandemic has affected the educational plans, progress, and focus.
The leadership team, with input from their grade level team members, were able to re-examine
what their ideal school looks like, where they are with reference to the previous plan, and the
refined direction of the educational program.
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A2. Governance Criterion

To what extent are the school’s program and operations in alignment with the a) the Guam Board of
Education’s policies and b) the Guam Department of Education rules, regulations, and procedures?
To what extent does the Guam Education Board delegate the implementation and monitoring of these
policies to the Guam Department of Education and approve the GDOE State Strategic Plan?
M.U. Lujan is under the Guam Department of Education (GDOE) governed by the Guam
Education Board (GEB). GEB is responsible for all the policies that govern the department. All
stakeholders are invited to attend monthly board meetings and scheduled work sessions to provide
input on policies or current issues. All employees of GDOE are expected to follow and enforce
board policies, laws, and other standard operating procedures to include Personnel Rules and
Regulations. The school’s PTO also takes an active role representing M.U. Lujan at the board level
parental meetings to provide input as necessary. It appears that the school faculty and staff have a
clear understanding of the governing authority’s expectations and decisions including all initiatives
that guide the work of the school. Annual training on these policies occurs at the beginning of each
school year to ensure all stakeholders are kept informed of responsibilities and expectations.
A3. Leadership and Staff Criterion – Data-Informed Decision-Making
To what extent based on multiple sources of data, does the school leadership and staff make decisions and
initiate activities that focus on all students achieving the schoolwide learner outcomes and academic
standards?
To what extent do the school leadership and staff annually monitor and refine the schoolwide action plan
based on action plan alignment with the Guam State Strategic Plan and the analysis of data to ensure
alignment with student needs?
There are written policies and procedures (SOPs) for all teachers and staff to follow. The report
details that the principal serves as the school liaison to the GDOE and GEB and communicates
regularly to the school’s leadership team of their responsibilities and duties. The school
administration, in consultation with the GDOE and GEB, plans school activities that focus
attention on the learning of students and student achievement. As reported, data on academic
information is reviewed, analyzed, and shared with all stakeholders in order to identify areas of
focus and need. This data is derived from a number of assessments and observations to include
aimswebPlus, Fountas and Pinnell, Common Formative Assessments (CFAs), teacher-created
assessments, and observations. The results of the aimswebPlus are utilized to drive the
development of the school and class SMART goals which are also used in developing lesson plans.
Common Formative Assessments and summative assessments are on-going tools used to
determine whether students are proficient with its PSSTs. Grade level PLC’s and CLT’s, working
with vertical teams that include teachers from special programs regularly communicate through
meetings to discuss strategies, best practices, student results and intervention strategies. It appears
that while these teams are in place and collaboration exists, the visiting committee supports the
school’s recognition of an in-depth analysis of data especially in light of the GDOE's future
assessment, Smarter Balanced.
The leadership and faculty have been proactive in updating their current School Improvement Plan
based on the aligned with the recently approved GDOEs Five Year Strategic Plan. The intention
of the leadership and faculty is to further refine and prioritize the activities needed to address the
major student learning needs and therefore, staff and school needs.
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A4. Leadership and Staff Criterion – Schoolwide Organization for Student Achievement
To what extent does a qualified staff facilitate the achievement of the schoolwide learner outcomes,
academic standards, and the successful implementation of the schoolwide action plan through a system of
preparation, induction, and ongoing professional development?
State personnel policies and procedures are implemented to ensure teachers are qualified based on
background, training and preparation. Teachers are certified through the Guam Commission for
Educator Certification (GCEC) as mandated by Guam Public Law 32-220. This commission works
closely with the GDOE Human Resources Division to ensure that all certified Guam educators are
competent to perform their duties and all qualifications are met. Teachers are responsible for
renewing their certificates prior to its expiration and providing a copy to their assigned school’s
personnel.
M.U. Lujan Elementary School’s faculty and staff receive yearly refresher training and updates on
school initiatives, programs, and policies usually at the beginning of the school to familiarize as
well as prepare them for the new school year. Delegating and assigning roles, duties and
responsibilities are the responsibilities of the principal. Roles, duties and responsibilities of the
faculty and staff are assigned based on their job titles, strengths, skills, and the needs of the school.
Given these procedures, cross training and a teacher mentoring program are in place to provide
faculty and staff opportunities to grow in skills and knowledge to be able to perform required
duties to carry out the initiatives and operations of the school. First year to third year teachers
(Mentee) are usually the recipients of these activities.
As the governing body of the GDOE, GEB is responsible to promulgate policies for the school
districts. These policies such as personnel rules and regulations and SOPs are communicated to
the school’s leadership, faculty and staff to ensure that all key stakeholders of M.U. Lujan
Elementary School are well-informed and follow protocols to conduct and perform their duties
and responsibilities. The MULES Re-entry Plan in regards to COVID Guidelines and Protocols is
regularly updated to reflect the Government of Guam Department of Public Health’s Guidelines.
Leadership has a systemic process for delegating, empowering and involving its faculty and staff
in shared responsibilities while holding them accountable to all the decisions and actions they
infuse into all support services and programs that support student learning. The leadership team is
very proud of its PLC’s, CLT’s, and vertical team organization and holds all teachers accountable
for their participation in these overall collaborative endeavors. Other activities that the faculty and
staff are held accountable for includes, but not limited to, professional development, teacher-
coaching, teacher-mentoring, group presentations, and implementations of innovative approaches
to resolving issues within the school. Overall, all employees of the GDOE are held accountable
for their performance through the use of annual performance evaluations; employees are required
to develop and submit goals and professional plans to improve student learning.
A5. Leadership and Staff Criterion – Research and Professional Development
To what extent are leadership and staff involved in ongoing research and professional development that
focuses on identified student and teacher learning needs?
The school administration, leadership team, and GDOE conduct regular observations and
evaluations of teachers. Observation results and data are gathered, analyzed, and shared with
teachers. Through the school leadership work within CLTs supported by the PLCs and vertical
teams, best practices and professional development including learning resources are provided to
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ensure teachers have the knowledge of research-based pedagogy and the capacity to implement
intentionally effective instruction and promote professional growth of teachers.
Though the learning loss gap is wide, as a result of the pandemic, M.U. Lujan Elementary School
persevered by embracing the challenges, and has become more committed to the new and
specialized ways of teaching and learning. As reported in the M.U. Lujan self-study report, both
teachers and students now possess the knowledge and the know-how-to skills of using specialized
materials and resources through the use of technologies such as, the Google Classroom, Raz-Plus,
IXL, and BrainPop. Through the use of these online platforms, faculty, staff, and students have
expanded their resources to the ways they teach and learn.
Within M.U. Lujan Elementary School, a system for evaluating teachers is in place. Faculty and
staff are evaluated by the school principal. The school notes as well that teachers and staff are
evaluating themselves. They are given the opportunity to continuously self-reflect on best practices
and ways to improve student success. Administrators meet with each individual to discuss their
challenges, their progress and growth, and ways to further their success in the school community.
Prior to the pandemic, the principal allowed teachers opportunities to observe teachers in various
classrooms to gain knowledge and inspiration through the use of instructional rounds. With these
instructional rounds, teachers felt that they were able to learn new teaching practices and strategies.
The school administration and leadership strongly believe that professional development sessions
have helped teachers gain more confidence and creativity in their teaching practices. It is through
vertical team meetings, class profiles, and assessment data that teachers are able to review and
reflect on their individual performances. The faculty and staff feel strongly that this process helps
teachers determine their growth areas and allows them to be more engaged in meaningful and
intentional discussions on how to improve their instruction and assessment. Follow-up training
occurs during grade level CLTs and PLCs to reinforce needed skills and instructional strategies.
A6. Resources Criterion

To what extent are the human, material, physical, and financial resources sufficient and utilized effectively
and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing
the schoolwide learner outcomes and academic standards?
M.U. Lujan Elementary School relies heavily on government funding through allocations every
fiscal year. The school principal is responsible for planning and preparing the school's budget and
conducting a hearing to gather input from stakeholders. This process allows the principal to
develop a long-range resource plan to ensure a continual viability of appropriate resources that
support the school's vision, mission, and the SIP, i.e., improve student achievement, improve the
school’s facility, increase technology use, and implement COVID-19 safety precautions.
Resources are allocated appropriately in response to the priorities of the school. There is clearly
an involvement of school’s stakeholders in planning for allocations of resources. The school also
receives additional funding of about $46 million in federal funds to help supplement its annual
budget to support school programs and initiatives. In the last five years, M.U. Lujan’s budget, on
average, is 3.8 million dollars. The bulk of that amount goes to personnel salaries and the
remaining covers utilities, supplies, equipment and contracted vendors. Despite the struggles
endured due to the pandemic, the school leadership, faculty and staff have been creative enough
to meet the daily operations of the school and the student learner needs.
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The school and its stakeholders have a say in the planning of resources to support the academic
programs. Working with the principal, priorities are established accordingly and in consideration
of the student needs. The GDOE allocated $1,000 through ESF funding for purchasing of much
needed supplies and materials to support instruction through.
There is a strict policy (NAF SOPs) in place that guides the management of funds and ensures
accountability and protection against mishandling. GDOE has increased its practices and
transparency towards accountability in the last ten years. The school's NAF Standard Operating
Procedure is updated annually.
There is a policy in place that outlines the procedures of adopting student textbooks. The policy
also sets the schedule of when books for the content areas would be adopted. The textbook
adoption committee is composed of teachers, who specialize in the content area of the book that is
to be adopted. However, due to financial constraints, the textbooks do not get purchased at the
time of adoption.
Technology equipment is provided for teachers to check out for teaching lessons and for student
use. The school has received math and science kits along with manipulatives for student and
teacher use.
The school follows the district’s procedures for hiring and maintaining qualified personnel.
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GDOE/ACS WASC Category A. Organization: Vision, Mission, Schoolwide

Learner Outcomes, Governance, Leadership and Staff, and Resources
Strengths, and Growth Areas
Category A: Organization: Vision, Mission, Schoolwide Learner Outcomes, Governance,

Leadership and Staff, and Resources: Areas of Strength
 The leadership, faculty, staff and its stakeholders were rigorous in their efforts to develop
and refine the vision, mission, schoolwide improvement plan, and SLOs.
 Leadership has a systemic process for delegating, empowering and involving its faculty
and staff in shared responsibilities.
 Teams of teachers, PLCs, CLTs, and vertical teams regularly communicate through
meetings to discuss strategies, best practices, student results and intervention strategies.
 Through the school leadership, CLTs, PLCs, and support/training by GDOE, best practices
and professional development, including learning resources, are provided to ensure
teachers have the knowledge of research-based pedagogy and the capacity to implement
intentionally effective instruction and promote professional growth of teachers.
 Through the use of online platforms, faculty, staff, and students have expanded their
resources to the ways they teach and learn.
 School stakeholders are involved in planning for allocations of resources.
 The leadership and faculty have been proactive in updating their current School
Improvement Plan based on the recently approved GDOE Five Year Strategic Plan.
Category A: Organization: Vision, Mission, Schoolwide Learner Outcomes, Governance,

Leadership and Staff, and Resources: Areas of Growth
 The leadership and faculty ensure processes are in place, through the CLTs, PLCs and the
vertical teams to analyze multiple types of formative and summative data and other
assessments to determine the impact of high yield instructional strategies on student
learning.
 The leadership and faculty engage in greater use of technology in daily classroom
instruction to facilitate the differentiation in the learning process.
Category A: Organization: Evidence

 Classroom Observations
 Conversations with faculty, leadership team, staff, students, parents, board members, and
GDOE personnel
 Review of documentation, include achievement and demographic data
 Self-study Report
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CATEGORY B. STANDARDS-BASED STUDENT LEARNING: CURRICULUM
B1. Curriculum Criterion – Student Participation in a Standards-based Curriculum

To what extent do all students participate in a rigorous, relevant, and coherent standards-based curriculum
that supports the achievement of the schoolwide learner outcomes, academic standards, and priorities
identified in the schoolwide action plan and Guam State Strategic Plan?
Working with GDOE M.U. Lujan leadership and faculty maintain currency in educational
research; this includes administrator training on effective leadership through the Balanced
Leadership program. The GDOE adopted the Common Core Standards (CCSS) several years ago
to be implemented along with the Guam Department of Education (GDOE) standards. The school
has been proactive in prioritizing standards and continue to do so; this is done in conjunction with
implementation of the SLOs that are embedded throughout the learning and school activities.
These are referred to as Priority Standards, Skills and Topics (PSSTs). The effectiveness of the
curriculum is regularly evaluated through use of various data sources such as GDOE formative
and summative assessments and CFAs. There is consistency in the grade levels to focus on the
guaranteed and viable GDOE curriculum as these PSSTs are regularly discussed through the CLTs,
PLCs and vertical teams.
There has been a major commitment of GDOE in a trainer of trainers model to support all teachers
in the learning and implementation of strategies and approaches to address the PSSTs. This
includes the implementation of standards-based grading(SBG) supported by CFAs and proficiency
scales, updated curricular programs and strategies such as those integral to CITW and SIOP
emphases. Training in the PLC process has been very important to support the dialogue and action
that has resulted in SMART Goals supported by the PDSAs.
M.U Lujan teachers work with designated teacher assistants within their inclusive classrooms to
provide additional support for students based on the priority standards and the SMART Goals.
Students with special needs are taught alongside their general education peers within the
classroom, monitored by a general education teacher and a special education teacher working
collaboratively to meet the needs of the students. ESL teachers also work with teachers to
accommodate learning for ESL students in classrooms.
PLCs, CLTs, and vertical teams are organizational structures where teachers are able to analyze
data, share critical student learner needs and identify instructional strategies for improvement that
can be implemented in their respective classrooms. These structures enable teacher engagement in
the analysis of data and modifications to ensure student learning of the PSSTs.
Proficiency scales are being used and further refined as the PSSTS are modified; these are posted
and referred to during instruction. All teachers at M.U Lujan were trained by GDOE to create
lessons that incorporate and address concepts and skills being taught based on the GDOE and
CCSS standards.
In order for the teachers to be effective in teaching and utilizing the standards and the curriculum,
there is professional development for each content area, with district officials conducting
workshops to assist teachers in aligning the standards with their curriculum and classroom
instruction. Teachers are working to ensure there is integration within other disciplines of the
identified literacy and math SMART Goals. M.U. Lujan is moving forward under GDOE
leadership to refine the priority standards within each of the curricular areas as the school moves
back to a full in-person program. This will include refinement of the CFAs and the proficiency
scales. The vertical teams will be helpful to evaluate the effectiveness in respect to student learning
14
and make appropriate modifications of the emphases and learning approaches. This will also help
the planned work to include vertical articulation with the middle school where the majority of
students will matriculate.
B2. Curriculum Criterion – Planning and Monitoring Student Learning

To what extent do all students have equal access to the school’s entire program and assistance with a
personal learning plan to prepare for the pursuit of their academic, personal, and school-to-career goals?
There are educational online programs such as RazPlus, IXL, GoMath, Journeys and AimsWeb
implemented to assist and support student learning. The Individualized Education Plans (IEP),
English as a Second Language (ESL), and Gifted and Talented Education (GATE) are special
programs that are provided to accommodate student learning and modification of instruction.
Teachers collaborate with parents, students and staff to be informed regarding student progress
and to address student needs [Child Study Team meetings, IEP meetings, developing student
Behavior Management Plan (BMP]. Prior to the pandemic, teachers invited guest speakers in
various career fields and other community partners to expose students to career options. Healthy
Hearts and Healthy Minds fair was also held annually to allow for further exploration of career
opportunities. The vertical teams have been instrumental in facilitating the review of data, the
sharing of instructional strategies and approaches that support equal access and preparation for the
next level of learning for all students.
B3. Curriculum Criterion – Meeting All Curricular Requirements

To what extent have students met the standards with proficiency for that grade span or all the requirements
of graduation upon completion of the elementary, middle, or high school program?
Academic support programs include GATE, ESL, SPED, ASPIRE (after school enrichment), and
Summer School. The school identified the PS3 teams as key groups to support positive
reinforcements for all students; as the students return to full in-person learning, the school feels
that the support for all students meeting the priority standards will be even stronger through all the
collaborative work of the faculty, and leadership. There is a commitment to strengthening the
engagement of the parents in the student-centered learning which is key to student success.
15
GDOE/ACS WASC Category B. Standards-based Student Learning: Curriculum

Strengths, and Growth Needs
Category B: Curriculum: Areas of Strength

 Cohesiveness in planning instruction empowers staff to focus on student needs and
maximize student learning through CLTs, PLCs, and vertical team collaboration.
 The faculty uses multiple types of formative and summative data to identify areas of
growth.
 The faculty uses the PDSA process to implement the identified SMART Goals based on
the priority standards.
Category B: Curriculum: Areas of Growth

 The integration within the co-curricular activities that have been feasible during the
pandemic of concepts and skills based on the curricular priority standards.
 The strengthening of the work conducted by the teacher assistants in the differentiation of
instruction based on the priority standards and the desired learning.
 The consistency supported by training and coaching of programs to support the learning
 The use of the vertical teams to identify gaps in the learning and determination of
instructional approaches to support student growth.
 The extension of the vertical collaboration to the middle school.
Category B. Curriculum: Evidence

GDOE personnel
16
CATEGORY C. STANDARDS-BASED STUDENT LEARNING: INSTRUCTION

C1. Instruction Criterion – Student Access to Learning
To what extent does differentiated, high-quality instruction provide access, challenge, and support to all
students to achieve the academic standards and the schoolwide learner outcomes?
The visiting committee had the opportunity to conduct virtual classroom visits and did observe
student engagement. The faculty did highlight that there is a need for a refresher in the use of the
CITW, SIOP and other high yield instructional strategies that will support greater differentiated
instruction. This includes the involvement of the teaching assistants in working with the students
on differentiated strategies, including the use of online re-enforcement programs, such as IXL and
Raz Plus. Through the use of CFAs, SMART goals, proficiency scales, and PDSAs teachers work
to ensure students understand what is to be learned and how they are progressing. The emphasis
on student ownership is very strong but there is the recognition that in the post - pandemic more
can be done. As students return to full in-person instruction, the teachers have a strong emphasis
on strengthening student understanding of what are the learning targets. Students are growing in
the ability to articulate what is being learned and where they are in achieving the learning targets
through their using the proficiency scales for the priority standards. The school leadership and
teachers are moving forward with greater use of student feedback in order to modify the
instructional approaches and provide greater differentiation.
C2. Instruction Criterion – Rigorous and Relevant Instruction

To what extent do all teachers provide students with a variety of activities and assignments that are
engaging (e.g., technology-enhanced and experiences beyond the textbook) and call for higher order
thinking?
M.U Lujan utilizes a variety of strategies such as SIOP, Classroom Instruction that Works (CITW),
explicit instruction, technology integration, oral presentations, group projects, dioramas, music,
and games to engage students in learning. The teachers have been involved in GDOE training
regarding high yield instructional strategies as well as specific curricular/instructional programs;
this includes the use of a variety of technology programs. Examples include CITW, SIOP, RazPlus,
Big Five Literacy Strategies, Singapore Math and now Go Math, IXL, Google Classroom and
BrainPop. The staff members who have participated in GDOE training provide focused training at
the school for the teachers, teaching assistants and work with leadership in follow-up and coaching.
The teachers work together through grade-level CLTs and PLCs to plan and then implement the
most appropriate strategies, including technology, to address the priority standards and/or the
SMART Goals. This includes explicit instructional approaches. The weekly CLTs and PLCs and
continual conversations among the grade level teachers support the regular review of formative
data to modify and further differentiate instruction based on students’ needs. Student feedback is
viewed as critical to student-centered learning. There was evidence in the classrooms visited of
posted learning targets and student awareness of these. Integral to student-centered learning is the
focus on an inquiry, problem-solving approach. Questioning techniques were viewed to encourage
conversations between and among students. Pre-COVID-19 students participated in a variety of
real world experiences. These are returning but teachers have maximized virtual experiences to
reinforce the desired learning targets/priority standards.
17
GDOE/ACS WASC Category C. Standards-based Student Learning: Instruction

Category C: Instruction: Areas of Strength

 Teachers regularly collaborate within their grade levels PLCs.
 Teachers engage monthly in vertical team conversations about student learning and
instructional approaches.
 The school leadership facilitates an organizational structure that includes additional
vertical team meetings regarding student data, and strategies/approaches to target specific
skills.
 The teachers use proficiency scales, CFAs and student feedback to determine student
achievement of the priority standards.
 Teachers participate regularly in professional development related to relevant topics to
support student success.
 Teachers are using a variety of strategies and technology platforms to engage students.
Category C: Instruction: Areas of Growth

 Leadership and teachers recognize that participation in refresher training/conversations
regarding the use of appropriate high yield strategies will be helpful.
 There is recognition by leadership and teachers that implementation of various or
differentiated strategies to address specific learning needs of students within each
classroom is also very important.
 The leadership and teachers increase the analysis and use of data to support the strong
emphasis on student-centered learning.
Category C: Instruction: Evidence

 Conversations with faculty, staff, leadership, students, parents and GDOE
 Review of documentation, including achievement and demographic data
18
CATEGORY D. STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND

ACCOUNTABILITY
NOTE: The summary has been combined for D1 and D2 criteria.
D1. Assessment and Accountability Criterion – Reporting and Accountability
Processes
To what extent does the school leadership and instructional staff use effective assessment processes to
collect, disaggregate, analyze, and report student performance data to all stakeholders?
To what extent does the analysis of data guide the school’s programs and processes, the allocation and
usage of resources, and form the basis for the development of the schoolwide action plan?
D2. Assessment and Accountability Criterion– Classroom Assessment Strategies

To what extent do teachers employ a variety of appropriate assessment strategies to evaluate student
learning?
To what extent do students and teachers use these findings to modify the learning/teaching process and
support the educational progress of every student?
M.U. Lujan faculty members are using a variety of assessments with support from GDOE. The
data supports the faculty creating SMART Goals and PDSAs based on the identified priority
standards. AimswebPlus has been a useful assessment tool administered three times during the
school year, The regular faculty meetings support the dialogue that focuses on modifications and
adaptations to ensure students are achieving the prioritized standards/SMART Goals. Students do
demonstrate understanding of these also as they are becoming more proactive in their learning.
By next year the GDOE school will be transferring to the use of Smarter Balance in ELA and math
and NGSS for grades 3-8 and 11 as the GDOE summative assessment. AimswebPlus will still be
used as a formative assessment along with Fountas and Pinnell and Brigance and Language
Assessment Scale (LAS) for English learners.
The school leadership and faculty feel the organization for collaboration is working well. The
grade level PLCs and CLTs provide the opportunity for the faculty to analyze the data from
aimswebPlus, the standards-based approach, and the summative results from the current
summative results of ACT Aspire. The monthly vertical team meetings are another opportunity for
the collaboration on assessment of the multiple types of data and the determination of the strategies
to be implemented. All these opportunities have enabled faculty to continually refine the
proficiency scales based on the priority standards and focus on the implementation of a variety of
strategies and approaches.
The faculty members are regularly modifying approaches as student growth is monitored. There is
a great awareness of the overall schoolwide learner outcomes that are integral to the focus on the
priority standards. The general program and special program teachers regularly collaborate in
differentiating approaches for students. Even though the opportunities for dialogue, analysis and
determination of next steps are working well, leadership and faculty shared through the self-study
report and conversations that more needs to be done with respect to professional development.
coaching and monitoring of results that lead to further modifications and differentiation. For
example, one of the areas specifically identified is the refining of Tier 2 and Tier 3 specific
interventions with the support of GDOE. There is recognition that more can be done.
19
GDOE/ACS WASC Category D. Standards-based Student Learning:

Assessment and Accountability
Category D: Assessment and Accountability: Areas of Strength
 Teachers are committed to the use of multiple types of assessments and data to monitor
student progress and design instructional approaches to meet the needs of each student.
 Teachers participate in formalized meetings weekly and monthly centered upon the use of
data and determination of next steps to support student learning.
Category D: Assessment and Accountability: Areas of Growth

 Leadership and teachers have identified the need to engage in refresher training on the
analysis and interpreting formative and summative data.
 Teachers recognize the importance of participating in refresher training on the
determination of appropriate differentiated approaches to support learning of all students.
 Leadership and teachers also have identified the need to move forward in refining the
strategies and approaches for Tier 2 and Tier 3 interventions.
Category D:Assessment and Accountability: Evidence

 Conversations with faculty, leadership, students, parents and GDOE
20
CATEGORY E. SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL

AND ACADEMIC GROWTH
E1. Parent and Community Engagement Criterion

To what extent does school leadership employ a wide range of strategies to encourage parental and
community engagement, especially with the teaching/learning process?
M.U. Lujan Elementary School has an organized group of parent representatives that are elected
to serve as officers of the Parent and Teacher Organization. This organization plays an active role
as liaison between the school and parents’ communities. They also serve as the liaison of the school
to the Guam Board of Education. PTO conducts its meetings regularly, on a monthly basis. It is an
external arm that works to solicit support for the school. The school leadership conducts orientation
and open house to the parents and engages them with the expectations of the school.
Parents and community stakeholders are active partners in the teaching/learning process for all
students. Faculty engage parents during Parent-Teacher Conferences. During these conferences,
student report cards and mid-progress reports are distributed. Parents and guardians are made
aware of their child’s achievement towards grade level standards. The leadership and faculty
provide the parents with strategies and resources on how to support their child’s unique needs.
There appears to be a positive, and strong partnership with parents and guardians. This partnership
and engagement was further strengthened during the COVID-19 pandemic. Parents were given
access to their children’s learning process, class information through on-line platforms such as
Google Classroom. School’s Community Learning Center (CLC) opened its door fully equipped
with internet access to support families that lack access to the internet. Training was brought to
the CLC for easy access as well as to support the learning needs of its community.
There is communication with parents throughout the year by keeping them abreast of programs,
activities, events, curriculum, department, and school updates via the school planners, memos,
newsletters, and the school website. Online platforms and programs became main tools to use to
engage parents and guardians with access to their child’s status. PowerSchool announcements are
used to send out notifications and attendance to parents and guardians via email, text messages,
and automated telephone calls. Parent Portal was created for parents to access in order to view and
monitor their child’s assignments, assessments, attendance, and grades.
Despite the technology access and CLC, parents, leadership, faculty, and staff have expressed they
are still facing challenges. Transportation is one of the major challenges for both parents and school
personnel. To resolve this challenge, outreach programs are conducted such as home visits to
obtain and disseminate information to the parents and guardians. Community resources are utilized
to support students, such as professional services, business partnerships, non-profits,
organizations, military, etc. A variety of community resources in both the government and private
sector are invited to provide services, support students' success, provide in-kind donations, and
extend the learning beyond the classroom by providing relevance to what students are learning to
the real-world. M. U Lujan counselors coordinate a number of presentations with the following
resources in support of the month’s theme and are specific to each grade level in consideration of
content and developmental appropriateness. They include:
 Guam Army National Guard’s Drug Task Force
21
 Guam Homeland Security

 Guam Police Department Crime Stoppers Division
 Guam Behavioral Health and Wellness Center Healing Hearts Division
 Guam Fire Department
 Department of Public Works Office of Highway Safety
 Bank of Guam
 Career Day highlights our parents and guardians.
School counselors and school health counselors are utilized to consult and collaborate with
administrators, teachers, parents, guardians, district, and community resources on referrals for
services that may assist the students and their families with health and wellness, and assist with
factors that may be impeding on a child’s learning.
These activities have proven to be effective and the continuous partnership with the government
and private resources are an integral part of the student learning process as they provide enrichment
and meaningful applications into the real world.
E2. School Culture Criterion

To what extent is the school a) a safe, clean, and orderly place that nurtures learning; b) has a culture that
is characterized by trust, professionalism, high expectations for all students; and c) maintains focus on
continuous school improvement?
There exists a positive culture and a safe environment for its students, stakeholders, as well as its
faculty and staff. The school is clean, and orderly. The focus of the culture is characterized by
trust, professionalism, high expectations and a desire to maintain continuous school improvement.
The discipline, behavior, and attendance management system support student-centered learning,
growth, and development. These management systems are directed by board policies and standard
operating procedures. The display of the School-Wide Behavior Expectations confirms that the
school is actively addressing student behavior issues.
The schoolwide learner outcomes, FIRE, also enhances students' learning growth and
development. It is also noted that the rigorous curriculum holds both teachers and students
accountable for their learning with high expectations. There is an understanding of faculty and
staff about the varying degrees of individual learners' needs. The faculty constantly creates and
modify learning experiences which lead to a conducive learning environment.
E3. Student Support Criterion – Personalization

To what extent do all students receive appropriate support along with a personal learning plan (as
appropriate to the needs of the child) to help ensure academic success?
Leadership, general program and specialist program teachers, in collaboration with the GDOE
services are focused on appropriate support services. The school personnel regularly partners with
the Center for Excellence in Developmental Disabilities and Education Research and Service
(CEDDERS). There is a significant Gifted and Talented Education (GATE), English as a Second
Language (ESL), and Special Education programs. Teaching assistants have been an integral part
of providing personalized support. Personnel such as the counselor, the nurse, and social workers
are actively involved in reaching out to students and their families. During the pandemic the
Community Learning Centers helped address the needs of the students. Laptops were provided to
22
engage students in online learning. Through the Guam CEDDERS program students have been
able to have additional support especially in the identified literacy skills and learning gaps.
Leadership and faculty recognize the further defining of strategies specific to Tier 2 and Tier 3
support is critical to student remediation and success. In addition, there is recognition that the
ASPIRE and Summer School programs are important support programs for those that participate.
The use of SIOP strategies has been important within the classrooms as well as the specialized
ESL support. The GATE program has provided opportunities for student enrichment and
participation in GATE sponsored events and island-wide competitions.
There is a commitment to implement the PBIS program and adapting it to student needs to
strengthen student ownership in the learning process
E4. Student Support Criterion – Accessibility

To what extent do students have access to a system of personalized support, activities, and opportunities
at the school and within the community?
The Visiting Committee found that the leadership, faculty and staff are proactive in ensuring
students have access to the challenging, relevant, and coherent curriculum of the school.
Collaboration is an effective mechanism to address students' needs in relation to meeting grade
level standards. Vertical teams consistently work together to collaborate on various issues such as
alignment of standards, students’ progress, and lesson planning. Through the inclusive model
within the classrooms, general program, and special programs teachers provide access to
personalized curriculum as well as accommodating identified learning needs.
The school feels that curricular and co-curricular activities are linked together. They provide
enrichment to student learning and understanding. The school noted the following examples of
these activities. They include: GATE Honor Choir, GATE Art, GATE Dance, Cultural Club, Math
Olympiad, GPD Kickball, Health Hearts Fair, Student Council, Read-A-Thon, ISLA Art-A-Thon,
and other community events involving donations to elderly in our village and Coastal Cleanup.
However, since COVID-19 pandemic, there has been minimal co-curricular activities. The goal is
to reinstitute these in the future.
23
GDOE/ACS WASC Category E. School Culture and Support for Student Personal
and Academic Growth: Summary, Strengths, and Growth Needs
Category E: School Culture and Support for Student Personal and Academic Growth:
Organization: Areas of Strength
1. The entire staff, faculty, and leadership have demonstrated perseverance and resiliency
during the pandemic for being student-centered and promoting open parent involvement,
which has resulted in a continued focus on academic achievement and student success.
2. The M.U. Lujan staff, faculty and leadership are dedicated, caring and collaborative in
their commitment to the students and families.
3. The staff, faculty , and leadership team continually reach out and share information with
the parents, which has resulted in a feeling of family and open communication.
4. Leadership, faculty and staff for the integration of co-curricular with curricular activities
which enhance student learning.
Areas of Growth
1. The leadership and faculty increase the engagement of parents and families in the
learning process for their children to develop a bridge of support between the home and
the school.
2. The leadership, faculty and teacher assistants work together to ensure the assistants have
the skills and approaches to work with the students based on the identified needs to
ensure consistency in classroom instruction.
Evidence
GDOE personnel
24
Schoolwide Strengths and Critical Areas for Follow-up

General Comments:
The previous visiting commended the leadership, faculty and staff for embracing the WASC
process. This continues to be a strength. The previous recommendations have been addressed and
implemented. Other commendations included parent involvement and communication, alignment
with the GDOE’s instructional strategies and professional development, focus on ELL and students
being active partners in their instructional activities. All remain strengths and were especially
demonstrated during the pandemic.
Schoolwide Areas of Strength
1. The entire M. U. Lujan leadership, faculty and staff for their perseverance and resiliency
during the pandemic for being student-centered and promoting open parent involvement,
which has resulted in a continued focus on academic achievement and student success.
2. The M.U. Lujan leadership, faculty, and staff for their dedication, caring and
cohesiveness in their commitment to the students and families as they collaborate on the
most effective strategies and approaches to support student learning and well-being of
all students.
3. The M.U. Lujan students and parents for their resiliency and positive attitude upon
returning to face-to-face learning.
4. The M. U. Lujan support staff for keeping the school safe, clean, and addressing parent
concerns and questions, which protected the students and school personnel during the
pandemic and providing necessary meals for the students.
5. The M.U. Lujan leadership, faculty, and staff for embracing the continuous
improvement process that promotes a positive student-centered environment.
6. The M.U. Lujan leadership, faculty and staff for integrating the schoolwide learner
outcomes within the instructional program to ensure the understanding of the
schoolwide learner outcomes (SLOs).
7. The Guam Education Board (GEB) and the Guam Department of Education (GDOE)
personnel and M.U. Lujan leadership for their collaboration in aligning the school
improvement plan to the GDOE State Strategic Plan which has enabled the faculty to
focus on strategies related to curriculum, instruction, assessment and interventions
focused on the identified critical learner needs
8. The Guam Education Board (GEB) for their commitment to review all aspects of the
GDOE programs in relation to academic achievement based on the seven priorities of
the revised GDOE State Strategic Plan which will ultimately result in increased student
achievement.
9. The M.U. Lujan leadership and faculty for participating in timely and effective
professional development that supports student learning and well-being.
10. The M. U. Lujan faculty, leadership team in collaboration with GDOE staff for
effectively utilizing CLTs, PLCs and vertical articulation meetings to focus on the
student learning through the analysis of multiple types of data that has resulted in
modification of learning approaches.
25
11. The M.U. Lujan leadership, faculty and staff for their continued outreach and
forthcoming of information to the parents, which has resulted in a feeling of family and
open communication.
12. The M. U. Lujan leadership, faculty and staff for the integration of co-curricular with
curricular activities which enhance student learning.
13. The M. U. Lujan leadership and faculty for being proactive in updating their current
school Improvement Plan based on the recently approved GDOE’s Five Year Strategic
Plan.
Schoolwide Critical Areas for Follow-Up

The Visiting Committee concurs with the school’s identified areas that are outlined in the
schoolwide action plan. These are summarized below:
1. The faculty continue their participation in professional development, refinement and
appropriate interventions in the RTI (specifically Tier 2 and Tier 3 interventions)
process and implementation of differentiated and vertical instructional practices to
improve achievement in oral reading fluency and mathematics.
2. The leadership and faculty engage in conversations and professional development to
review and refine the interpretation of data, including the new Smarter Balanced
assessment that will support the linkage to the use of appropriate high yield strategies
and the differentiation to address specific learner needs.
3. The leadership and faculty increase the engagement of parents and families in the
learning process for their children to develop a bridge of support between the home and
the school.
4. The leadership and faculty engage in greater use of technology in daily classroom
instruction to facilitate the differentiation in the learning process.
In addition, the Visiting Committee has identified areas that need to be strengthened as part of
the school’s identified areas:
1. The leadership and faculty ensure processes are in place, through the CLTs, PLCs
and the vertical teams to analyze multiple types of formative and summative data
and other assessments to determine the impact of high yield instructional
strategies on student learning.
2. The leadership, faculty and teacher assistants work together to ensure they have
the skills and approaches to work with the students based on the identified needs
to ensure consistency in classroom instruction.
3. The faculty and leadership analyze each priority standard as the necessary
prerequisite skills that a student needs to know before the standard is taught to
increase student achievement.
4. The visiting team encourages leadership and faculty to move forward as partners
in student-centered learning which is driven by analysis of multiple types of data.
5. The leadership and faculty develop and implement professional development and
a coaching process that includes:
a. consistency of usage in technology programs, such as IXL, Go Math!, Journeys, Raz-
Plus
26
b. review of CITW strategies and SIOP approaches and other strategies to address the
learning gap
c. review of the PDSA model especially the Study and Act components
d. refinement of CFAs and proficiency scales based on the revised priority standards
that support standards-based grading
e. identification of the math components that need to be addressed by specific learning
approaches
f. increased implementation of social-emotional learning principles
27
Chapter V: Ongoing School Improvement

● Include a brief summary of the schoolwide action plan.
The school improvement plan identifies specific processes for continuous improvement in
instruction. Areas in professional development include, social emotional learning, addressing
learning gaps, more effectively implementing the RTI process, and comprehensive training in on-
line technology programs. In addition, with the GDOE adopting a new assessment, Smarted
Balanced, the plan addresses the need for professional development to specifically analyze and
interpret data as related to this new assessment. The plan continues collaboration of vertical teams
and extends vertical teams to the middle school.
The faculty and leadership team will continue their outreach to parents to support learning at home.
Faculty is developing and facilitating student-centered learning and designing processes for
students to become partners in their learning. The plan will be monitored semi-annually with input
from stakeholders.
● Comment on the following school improvement issues:

o Adequacy of the schoolwide action plan in addressing the identified critical areas for
follow-up.
o Do the schoolwide action plan goals address the critical areas for follow-up?
o Will the schoolwide action plan enhance student learning?
o Is the schoolwide action plan a “user-friendly” plan that has integrated all major school
initiatives?
o Is the schoolwide action plan feasible within existing resources?
o Is there sufficient commitment to the schoolwide action plan?
● Existing factors that will support school improvement.
● Impediments to improvement that the school will need to overcome.
● Soundness of the follow-up process that the school intends to use for monitoring the
accomplishment of the schoolwide action plan.
The school improvement plan addresses the critical student learner needs as identified by the three
years of assessments and the self-study. The plan focused on professional development in the areas
of classroom instruction, student centered learning and parental outreach to support learning at
home.
The staff is very caring, positive, dedicated and has demonstrated a willingness to examine all
aspects of the school’s programs, make effective recommendations, and implement the necessary
changes. The staff is supportive of the initiatives in the plan. By aligning with GDOE’s State
Strategic Plan there will be a continued focus on the needs and performance of the students and
timely and relevant professional development The GDOE is extremely supportive of the school’s
administration and focus. The GDOE provides an instructional coach to assist faculty with
classroom instruction.
The principal and leadership team are dedicated to overall improvement of the school. The staff is
doing an outstanding job in addressing student needs during the pandemic and there is a strong
28
personal and professional commitment to the well-being of the students. There is significant focus
on improving instructional strategies. The principal is focused on the needs of the whole child.
Through the school improvement plan the leadership team is designing professional development
for staff to understand the correlation with student data and student achievement and to deepen
their understanding of how the curriculum and instructional strategies impact student learning.
There is a focus on improving RTI practices to provide for differentiated instruction.
The school improvement plan is comprehensive and “user friendly”. Each goal is delineated with
strategies, action steps, and the faculty and leadership team will conduct a semi-annual review with
necessary revisions.
Like most schools the students are facing the effects of the pandemic. In SY 20-21 on-line
programs were the major form of instruction. While face-to-face classroom instruction has
returned, the benefits of on-line instruction will remain a significant mode of instruction.
There are no major impediments to implementing the plan. The staff is experienced and nearly
half of the staff have been at the site for at least ten years. While finances are always an issue, there
appears to be enough financial support for implementation of the proposed activities.
29

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SELF-STUDY VISITING COMMITTEE REPORT

ACCREDITING COMMISSION FOR SCHOOLS

GUAM STATE DEPARTMENT OF EDUCATION

M.U. Lujan Elementary School

April 19-22, 2022

Visiting Committee Members

Chapter I: Student Community Profile 2

Chapter II: Progress Report 6

Chapter III: Self-Study Process 8

Chapter IV: Quality of the School’s Program 9

Chapter V: Ongoing School Improvement 29

Chapter I: Student/Community Profile

Student Achievement Data

All Numbers are Percentages

aimswebPlus Early Literacy Data (Grades K-1)

Level Low Risk Moderate Risk High Risk

SY 19-20 (K/1) 35.4/43.3 20.2/16.3 44.4/40.4

SY 20-21 (K/1) 30.3/23.7 6.1/ 5.4 63.6/71

SY 21-22 (K/1) 26.6/30.9 21.5/7.4 51.9/1.8

aimswebPlus Early Numeracy Data (Grades K-1)

Level Low Risk Moderate Risk High Risk

SY 19-20 (K/1) 40.8/48.6 30.6/19.4 28.6/34

SY 20-21 (K/1) 35.4/15.1 10.8/8.6 53.8/76.3

SY 21-22 (K/1) 38.7/32.4 30.7/2.9 30.7/64.7

aimswebPlus Early Reading Data (Grades 2-5)

Level Low Risk Moderate Risk High Risk

SY 19-20 (2/3/4/5) 44/32.4/32.4/34.9 11.9/21.9/21.9/25.3 44/45.7/48.7/39.8

SY 20-21 (2/3/4/5) 25.9/45/48.9/58.8 10.6/11.7/8.5/12.5 63.5/43.3/42.6/28.8

SY 21-22 (2/3/4/5) 42.4/33/48.2/48.4 9.4/20.5/16.2/14 48.2/46.6/40.5/37.6

aimswebPlus Early Math Data (Grades 2-5)

Level Low Risk Moderate Risk High Risk

SY 19-20 (2/3/4/5) 25.6/21.5/16.9/21.7 25.6/15.9/25.3/25.3 48.8/62.6/57.8/53

SY 20-21 (2/3/4/5) 23.8/13.4/18.5/25 9.5/6.1/9.8/12.5 66.7/80.5/71.7/62.5

SY 21-22 (2/3/4/5) 17.9/21.3/22.7/22.2 31/19.1/14.7/11.1 51.2/59.6/62.7/66.7

ACT Aspire English (Grades 3-5)

Level Exemplary Ready Close In Need

SY 17-18 21/12/6 21/25/24 43/41/58 15/22/12

SY 18-19 13/20/13 20/32/36 43/29/48 24/19/4

SY20-21 10/15/13 23/11/26 54/38/47 13/36/15

ACT Aspire Reading (Grades 3-5)

Level Exemplary Ready Close In Need

SY 17-18 0/1/1 6/5/5 9/29/16 85/65/79

SY 18-19 2/4/1 5/4/8 9/17/25 84/76/66

SY20-21 0/8/6 10/15/6 11/13/11 77/64/77

ACT Aspire Math (Grades 3-5)

Level Exemplary Ready Close In Need

SY 17-18 2/1/0 15/8/2 36/60/55 45/30/43

SY 18-19 2/1/0 14/11/8 31/54/64 52/33/29

SY20-21 0/0/0 8/8/6 28/30/33 63/64/60

Cohort SY17-18toSY18-19 Cohort SY17-18 to SY18-19 Cohort SY18-19to SY20-21

ACT Aspire Science (Grades 3)

Level Exemplary Ready Close In Need

Chapter II: Progress Report

Chapter III: Self-Study Process

Schoolwide Learner Outcomes (SLOs)

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

Chapter IV: Quality of the School’s Program

CATEGORY A. ORGANIZATION: VISION, MISSION, SCHOOLWIDE LEARNER OUTCOMES,

A1. Vision, Mission, and Schoolwide Learner Outcomes Criterion

A2. Governance Criterion

A6. Resources Criterion

GDOE/ACS WASC Category A. Organization: Vision, Mission, Schoolwide