Anda di halaman 1dari 148

SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

SOUTHERN HIGH SCHOOL


SELF-STUDY REPORT
P.O. BOX 8719
AGAT, GUAM 96928

March 2019

ACS WASC/GDOE Focus on Learning,


2016 Pilot Edition

ACS WASC/GDOE FOL 2016 Edition


SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

CONTENTS

Preface .......................................................................................................................................... 11

Chapter I: Student/Community Profile ...................................................................................... 13

Chapter II: Progress Report ......................................................................................................... 37

Chapter III: Student /Community Profile — Overall Summary from Analysis of Profile Data
and Progress ................................................................................................................................. 43

Chapter IV: Self-Study Findings .................................................................................................. 46

Category A. Organization: Vision, Mission, Schoolwide Learner Outcomes,


Governance, Leadership and Staff, and Resources ................................................................. 47

Category B: Standards-based Student Learning: Curriculum ................................................. 76

Category C: Standards-based Student Learning: Instruction .................................................. 92

Category D: Standards-based Student Learning: Assessment and Accountability .............. 102

Category E: School Culture (Environment) and Support for Student Personal and
Academic Growth ................................................................................................................... 113

Chapter V: Schoolwide Action Plan .......................................................................................... 134

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Guam Department of Education Mission Statement


Our Educational Community …..
1)Prepares All Student for Life …… by ensuring that ALL students, regardless of gender, ethnicity, national origin,
sexual orientation, socioeconomic status, language proficiency, special need, religion or beliefs receive a high
quality education that will prepare them for post-secondary education, the work force and civic engagement.

2)Promotes Excellence …… by adopting and implementing high standards and expectations for all students and
employees with everyone performing at their best at all times. This philosophy is grounded in the belief that all
students can learn at high levels and all employees can provide the highest quality of service.

3)Provides Support …… by ensuring that our department has a framework to identify and address the academic,
social, and emotional needs of our diverse student population through a support system that is comprehensive
and timely with an unwavering focus and relentless commitment to the success of each and every student.

Guam Department of Education Vision


Statement
“Every Student: Responsible, Respectful
and Ready for Life”

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Southern High School’s


Vision Statement
High Expectations. Quality Education. College and Career-Ready
Students. A Better Community for All.

Southern High School’s


Mission Statement
We, the family and community of Southern High School, commit
ourselves to high standards by promoting excellence and preparing
students for life.

SOUTHERN HIGH SCHOOL’S


SCHOOL-WIDE LEARNER OUTCOMES (SLO)
The goal for our Dolphins is to RISE up to be:

Responsible and respectful members of society,

Innovative Thinkers,

Self-Directed Individuals and

Effective Communicators
3

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

GUAM DEPARTMENT OF EDUCATION NINTH GUAM EDUCATION


BOARD

VOTING MEMBERS
Mark B. Mendiola, Chairman (Elected)
Maria A. Gutierrez, Vice Chairwoman (Elected)
Lourdes M. Benavente, Member (Elected)
James C. Lujan, Member (Elected)
Dr. Ron L. McNich, Business Representative (Appointed)

EX-OFFICIO (NON VOTING) MEMBERS


Hacie San Jose, Chairwoman, Island-wide School Board of Governing Students
Mark D. McCarthy, Guam Federation of Teachers Representative
Rudy M. Matanane, Mayors Council of Guam Representative
Jon J.P. Fernandez, Superintendent of Education and Executive Secretary to the Board

GUAM DEPARTMENT OF EDUCATION


Jon J.P. Fernandez, Superintendent of Education

DEPUTY SUPERINTENDENT
Stacey Sahagon, Deputy Superintendent, Assessment and Accountability
Kelly R. Sukola, ED.D., Deputy Superintendent, Educational Support and Community Learning
Taling M. Taitano, Deputy Superintendent, Finance and Administrative Service
Joe Sanchez, Deputy Superintendent, Curriculum and Instructional Improvement

DIVISION HEADS
Christopher Anderson, Administrator, Student Support Services
Yolanda Gabriel, Assistant Superintendent of Special Education Division
Ignacio Santos, Administrator, Federal Programs
Carmen Taitano, Administrator, Procurement
Anthony Monforte, Administrator, Food and Nutrition
Antoinette Muna-Santos, Administrator, Personnel
Rufina Mendiola, Administrator, Chamorro Studies

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

COMMUNITY LEADERS

Kevin J. T. Susuico – Agat Mayor


Frankie A. Salas – Asan/Maina Mayor
Doris Flores Lujan – Inarajan Mayor
Ernest T. Chargualaf – Merizo Mayor
Jesse L. G. Alig – Piti Mayor
Dale E. Alvarez – Santa Rita Mayor
Vicente S. Taitague – Talofofo Mayor
Johnny A. Quinata – Umatac Mayor
Jesse M. Blas – Yona Mayor

SOUTHERN HIGH SCHOOL ADMINISTRATIVE TEAM

Jim S. Reyes – Principal


Dr. Darlene A. Roberto – Assistant Principal, Curriculum
Raymond Mantanona – Assistant Principal, Discipline and Attendance
Erwin Manibusan – Assistant Principal, Freshman Academy
Jason Acfalle – Acting Assistant Principal, Freshman Academy
Dr. Eva Quinata – Assistant Principal, Special Programs
Leona Aguon – Administrative Officer

DEPARTMENT CHAIRPERSONS

Estrella De Vera, English


Connie Mallada, Mathematics
Miriam Piana, Science
Allan Ziegler, Social Studies
Gregorio Ecle, CHamoru
Doreen Bamba, Humanities
Lenith Atienza, Special Education
Dean Castro, PE/Health/CFS/JROTC
Beatriz Camacho, Counselor
Jovita Alcantara, Library
Barbara Rosario, Guam Community College

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

SOUTHERN HIGH SCHOOL FACULTY


ENGLISH MATHEMATICS SCIENCE
Cruz, Raleigh Aquiningoc, Jacob-Belmes II Borja, Megan
Delica, Jocelyn Balbastro, Geralyn Melgarejo, Jose
De Vera, Estrella Caraang, Bonifacio Mesa, Jude
Duenas, Patricia Chargualaf, Brian O'Donnell, Dierdra
Duenas, Melissa Devenecia, Joseph Piana, Miriam
Fujihira, Annette Mallada, Connie Quilla, Arceli
Hinkle, Charles Marfega, Ronald Toves, William
Lemaire, Sheela Merfalen-Charfauros, Chrystiana Valencia, Elizabeth
Meier, Brynna Stake, Charlene
Rekdahl, Rhonda
Richards, Denise
Stremmelaar, Darlene
Topasna, Laura
Ulloa, Chelsea

HEALTH / FCS / PE / JROTC SOCIAL STUDIES COUNSELORS


Blas, Angel Baza, Enriquez III Camacho, Beatriz
Castro, Dean Diego, Joaquin Drilon, Catherine
Damian, Celestin Linder, Marvin Guilliot, Rosemarie
Gajo, Jazel Nangauta, Yolanda Rivera, Sharon
Brecht, Christian Patricio, Philip Rosario, Barbara
King, Juan San Nicolas, Shelby San Nicolas, Dwayne
Marquez, Emily Ziegler, Allan Taijeron, Katrina
Mateo, Jesse
Sgambelluri, Ana
Taianao, Anthony

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

White, Jill
HUMANITIES GCC SPECIAL EDUCATION
Aguon, Josephine Cruz, Jesse Brantley, Angela
Bamba, Doreen Dingcong, John David Cruz, Phillip
Cruz, Joseph Meno, Charles Meno, Candice
Ferris, Dora Quitugua, Karen Meno, Stephen
Forbes, David Repil, Mercy Morrison, Genese
Franquez, Lawrence Tabunar, James Santos, Norma
Kushima, Kayoko Tam, Yvonne
Mesa, Joey Tyquiengco, Ricky
Montenegro, Juan
Reyes, Vincent
Torres, Steven
Won Pat-Borja, Melvin

CONSULTING RESOURCE SCHOOL HEALTH


ESL
TEACHER COUNSELOR
Atienza, Lenith Baza, Katrina Sosa, Joycelyn
Berry, Jennifer Pinzon, Maricel
Lujan-Espinosa, Evita Techaira-Santos, Doris
San Nicolas, Christina
Tyquiengco, Julia

CURRICULUM COORDINATOR ESL COORDINATOR


Damian, Marian Alvarez, Jenevie

LIBRARIAN
Alcantara, Jovita

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

SOUTHERN HIGH SCHOOL STAFF AND ANCILLARY STAFF

Aguon, Alana Lujan, Maryann


Aguon, Evangelyn Mansapit, Jerome
Alerta, Rose Nauta, Jerry
Anderson, Dolores Pangelinan, Raymond
Anderson, Eric Perez-Sanchez Tricia
Arceo, Joey Quinata, Joseph
Babauta, Greg Quintanilla, Ramon
Castro, Kassaundra Sablan, Jojuanna
Chaco, June Sablan, Ruth
Charfauros, Mike-Angelo Sakaba-Reyes, Mariaelisa
Chargualaf, Ignacio San Nicolas, Monique
Chiquina, Valerie Sanchez, Edilene
Cruz, Joseph Santos, Johnalyn
Cruz, Kevin Suzuki, Seiichiro
Cruz, Raymond Taitague, Danny
Cruz, Shirley Taitague, Patrick
Custodio, Marylou Tanayan, Tricia
Drilon, Shaun Torre, Jovanna
Espinosa, Donna Torre, Pauline
Flores, Therese
Lujan, Cody
Lujan, Gabrielle

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

ACCREDITATION COORDINATOR
Marian Damian
Connie Mallada

ACCREDITATION FOCUS GROUP LEADERS

A. Organization: Vision, Mission, Schoolwide Learner Outcomes, Governance, Leadership


and Staff, and Resources:
Rhonda Rekdahl, Chairperson

B. Standards-based Student Learning: Curriculum:


Jenevie Alvarez, Chairperson and Lenith Atienza, Co-Chairperson

C. Standards-based Student Learning: Instruction:


Jenevie Alvarez, Chairperson and Lenith Atienza, Co-Chairperson

D. Standards-based Student Learning: Assessment and Accountability:


Shelby San Nicolas, Chairperson and Joseph Devenecia, Co-Chairperson

E. School Culture (Environment) and Support for Student Personal and Academic Growth:
Doreen Bamba, Chairperson and Katrina Baza, Co-Chairperson

STUDENT BODY ASSOCIATION

Patrick Jr. Fejeran, President


Emma Cruz, Vice-President
Joaquin Diaz, Secretary
Kent Celeste, Treasurer
Jessirae Meno, Public-Relations Officer
Tiani Sinoben, Sergeant At Arms
Shyan Charfauros, Historian
Julienne Juaneza, Senator

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

CLASS OF 2019 COUNCIL


Taylor Meeks, President
Keana Lupera, Vice-President
Dolores Topasna, Secretary
Nathan Naputi, Treasurer
Josephine Santos, Public-Relations Officer
Eyan Samelo, Sergeant At Arms
Eyana Eber, Historian

CLASS OF 2020 COUNCIL

Kaylee Wright, President


Gabrielle Mafnas, Vice-President
Sera Unpingco, Secrtary
Autumn Yatar, Public-Relations Officer
Jessa San Miguel, Sergeant At Arms
Jeraila Martinez, Historian

CLASS OF 2021 COUNCIL

Louise Genovana, President


Katrina Lupera, Vice-President
Cayla Constantino, Treasurer
Sophia Muelle, Secretary
Caili Meno, Sergeant At Arms
Raelani Naputi, Public-Relations Officer
Mya Mansapit, Historian

CLASS OF 2022 COUNCIL

Alexandre Villaflor, President


Ethan Santos, Vice-President
Dean-Martin Chargualaf, Secretary
Lashae Naputi, Treasurer
Edyn Santos, Sergeant At Arms
Alex Santos, Public-Relations Officer
Kylieah San Nicolas, Historian

10

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Preface
Explain the school self-study process used to accomplish the expectations of the self-study. By
addressing the expectations of the self-study, the school will have addressed:
 The involvement and collaboration of all staff to support student achievement.
 The clarification and measurement of what all students should know, understand, and be able
to do through schoolwide learner outcomes and academic standards.
 The analysis of data about students and student achievement
 The assessment of the entire school program and its impact on student learning in relation to
the schoolwide learner outcomes, academic standards, and ACS WASC criteria.
 The alignment of a long-range action plan to the schools’ areas of need; the capacity to
implement and monitor the accomplishment of the plan.

Southern High School – The Home of the Dolphins – The Gem of the South
The Southern High School accreditation process has been a coordinated effort that has
included input from the administration, faculty, support staff, students, parents, and
community. The work of this self-study began after School Year 2012-2013. Focus
groups were formed based on teacher prep periods. The concerted efforts of our support
staff and students participated throughout the school year. Also, with an additional six
half-day sessions this school year, it has allowed the faculty, staff, and students to fully
participate in their assigned focus groups. Although teachers are assigned to a particular
focus group, all must be involved in the Focus on Learning process. As contributions
from the various focus groups developed and were submitted, the Southern High School
leadership team has been instrumental in reviewing content and providing continuous
feedback.
Since the mid-cycle progress in 2016, the faculty and staff reviewed the school’s Mission
Statement and Schoolwide Learner Outcomes (SLO), in collaboration with the students
through the Student Body Association. The decision was made to keep our school’s
Mission Statement and SLOs. The teachers are committed to aligning academic
standards with our Mission and SLOs. This process allows the school to prepare our
students to be lifelong learners.
The process in which SHS analyzes student data and achievement is constant. Annually,
GDOE releases the School Progress Report Card (SPRC). The student results from the
district-wide assessments are presented in the SPRC. The Leadership team reviews this
data. Besides the SPRC’s data, the Leadership Team reviews the marks analysis every
semester. Our marks analysis report reflect the passing and failing rate at the end of each
marking period. In turn, departments meet in Collaborative Teams (CT) to review the
marks analysis and the SPRC’s data. In our PLCs, the four essential questions are asked:
“What do we expect our students to learn? “How will we know they are learning?”;
“How will we respond when they don’t learn?”; “How will we respond if they already
know it?” This process allows teachers to become reflective on what we want our
students to achieve and how we want them to achieve those expectations.

11

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

In addressing the school’s critical areas from the last self-study and the critical learner
needs, Southern High School is committed in improving student achievement through the
School-Wide Action Plan. Our plan is aligned with the Guam Department of Education’s
(GDOE) State Strategic Plan (SSP). The progress of the SAP is reviewed and monitored
by our leadership team.

12

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Chapter I: Student/Community Profile

13

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Chapter I: Student/Community Profile


Prepare a student/community profile. Include data and findings for the following:
 Demographic data, including the refined schoolwide learner outcomes
 Disaggregated and interpreted student outcome data
 Perception data summaries, if any.

Southern High School (SHS), located in the village of Santa Rita on the southwestern end of the
island of Guam, first opened its doors in 1997. Southern High School is one out of seven public high
schools within the Guam Department of Education. We are the only public high school that services
Guam’s southern population. The campus sits on 45 acres and consists of offices, classrooms that
are located in five wings and three vocational wings, a library, fine arts auditorium, outdoor
amphitheater, gymnasium, football, soccer, baseball and softball playing fields, outdoor tennis and
basketball courts and track and field facilities

The school is a four year high school which utilizes a 4x4 block schedule. A 4x4 block schedule
consists of 2 blocks wherein students take 4 classes per block and have the opportunity to earn up to
eight credits per year unlike all other public high schools. A sample of two schedules (Figure 1 and
Figure 2) – one from an upperclassman and the other from a freshman. From 1997 to spring of
2000, SHS was on a traditional schedule where students attend 6 classes per day every day. From
fall of 2000 to spring of 2011, SHS was on a 4x4 block schedule in anticipation of the reform
program, Johns Hopkins Talent Development Secondary now called Talent Development Secondary.
For School Year 2011-2012, the district made changes for all high schools to follow a 3x3 block.
SHS’s faculty and staff requested that the school revert back to a 4x4 block in order to implement the
Johns Hopkins Program. The following school year we were approved for the 4x4 block which
continues to the present time.

Southern High School’s stakeholders strive to provide and commit to our students’ achievement in
preparing them for career and college. Our students’ curricular emphasis is based on the
requirements set forth by the Guam Education Policy Board.

One of the drawbacks that Southern High School has, is maintaining a Parent Teacher Student
Organization (PTSO). The president of our PTSO is no longer with us and the organization has
remained inactive since then. However, our senior parent meetings have seen a big number of parent
involvement. They meet once a month to discuss important senior events and other matters
concerning student achievement. Parents are also more involved in their child’s educational progress
via the PowerSchool Parent Portal which gives them real-time access to attendance and academics.

14

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

SAMPLE SCHEDULE UPPERCLASSMAN

Figure 1

SAMPLE SCHEDULE FRESHMAN

Figure 2

STUDENT DEMOGRAPHICS

SHS affords public education to students from the southernmost villages of Agat, Asan, Inarajan,
Malojloj, Piti, Santa Rita, Talofofo, Umatac, Merizo and Yona. Three middle schools “feed”
into Southern High School. We receive students from Inarajan Middle School, Oceanview
Middle School, and a handful of students from Jose Rios Middle School. We also receive a
small number of students from our neighboring private schools: Mt. Carmel and Southern
Christian Academy. Although Southern High School may have the smallest student population
of the seven public high schools on island, we serve the largest geographic area. Below is the
2010 Census indicating the population by village. Inarajan Middle School services students from
Merizo, Inarajan, Malojloj, Talofofo, and Yona. Oceanview Middle consists of students from
Santa Rita, Agat, and Umatac. Jose Rios Middle School services students from Asan and Piti.
The majority of our student population is from Inarajan Middle School.

15

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

4000 3589 3677


3500 3235
2987
3000
2500
1774
2000
1286 1224
1500
853 795
1000 548
500
0
Asan Piti Santa Rita Agat Umatac Merizo Inarajan Malojloj Talofofo Yona

For School Year 2018-2019, Southern High School’s total population is 1,295: 328 9th graders,
346 10th graders, 334 11th graders, and 287 12th graders. The chart below describes our
enrollment for the past four years. There is a gradual decline of 7% in enrollment in the last few
years. Some of the reasons are transfers to other public schools, transfers to off-island schools,
or voluntary withdrawals.

ENROLLMENT BY GRADE LEVEL


1500

1000

500
2015-2016
0 2016-2017
9th 10th 11th 12th Total 2017-2018
2015-2016 375 442 368 310 1495 2018-2019
2016-2017 382 425 393 286 1486
2017-2018 313 416 353 315 1397
2018-2019 328 346 334 287 1295

The following chart shows the breakdown by gender. The number of males is consistently higher
than females for all four years.

16

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

ENROLLMENT BY GENDER

1000
800
600
400
Males
200 Females
0
2015-2016 2016-2017 2017-2018 2018-2019
Males 791 804 765 712
Females 704 680 632 583

Southern High School is home to a diverse population of students. While the largest population is
comprised of Pacific Islanders, this ethnic category is broken down to reflect the local and outer
island populations. CHamoru is the largest ethnic population on campus at about 75%, Other Pacific
Islander at 17%, Asian at 7%, and other at 1%. The CHamoru population refers to the population
from Guam and the Commonwealth of the Northern Marianas (CNMI). Other Pacific Islander
(Hawaii, FAS: Federated States of Micronesia, Marshall Islands, Fiji, and Palau)-and Asian
ethnicities comprise our second and third largest student population, respectively. The ethnicity
demographics have remained consistent over the last four years.

ENROLLMENT BY ETHNICITY

100%

50%

2015-2016
0%
Chamo Other 2016-2017
Asian Other
ru Pacific 2017-2018
2015-2016 79% 7% 13% 1% 2018-2019
2016-2017 77% 7% 15% 2%
2017-2018 75% 6% 16% 2%
2018-2019 75% 7% 17% 1%

17

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

The graph below shows the enrollment breakdown of our Special Program population. The ELL
population is the total number of students identified as English Language Learnerss (ELL) based
on the English Language Survey filled out by parents or guardians.

STUDENT INDICATORS

ENROLLMENT OF SPED/ELL

600

400
SPED
ELL
200

0
2015-2016 2016-2017 2017-2018 2018-2019
SPED 162 132 121 117
ELL 403 565 535 458

The following graph shows the breakdown of students who are receiving direct services (sheltered or
mainstreamed with consultation) and those who exited the program. The sheltered classes allow the
teachers to work with the students in a small group setting (no more than 16 students). A low
student-teacher ratio affords one-to-one instruction and ensures the instructional needs of the English
Language Learner are met.
ELL POPULATION

100%
EXITED PROGRAM
80%
60% MAINSTREAMED WITH
40% CONSULTATION
20% SHELTERED
0%
2015-2016 2016-2017 2017-2018 2018-2019

All SHS students are eligible to receive breakfast and lunch at no cost under the Community
Eligibility Provision of the Healthy, Hunger-Free Kid’s Act of 2010 for School Year 2014-2015 and
continues to the present school year.

18

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

FACULTY AND STAFF DEMOGRAPHICS

The chart below is a breakdown of the faculty and staff at Southern High School. Our health
counselors consist of a registered nurse and a licensed practical nurse. Although, we have one
GDOE maintenance personnel on campus, Southern High School has a custodial contract with Lucky
Kids that provide services.

SCHOOL PERSONNEL SCHOOL YEAR 2018-2019


POSITION NO. OF EMPLOYEES % OF TOTAL
ADMINISTRATORS 5 3.4%
TEACHERS 81 55%
HEALTH COUNSELORS 2 1.4%
GUIDANCE COUNSELORS 5 3.4%
LIBRARY STAFF 1 0.7%
PROFESSIONAL/ANCILLARY 11 7.4%
INSTRUCTIONAL AIDES 3 2%
OTHER STUDENT SUPPORT 38 26%
ADMINISTRATIVE SUPPORT 1 0.7%
CUSTODIAL/MAINTENANCE/
1 0.7%
CAFETERIA
TOTAL 148 100%

The faculty was surveyed September 2018. The following table represents the current ethnic
breakdown of the faculty of which 87 participated.

19

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

ETHNICITY/RACE OF FACULTY 2018-2019

Ethnicity Total

55
CHamoru

Asian 21

Caucasian 5

Hispanic 1

Mixed 2

Other Pacific 2
Islander
Native 1
American

FACULTY SURVEY SCHOOL YEAR 2018-2019

Bachelor’s Degree 43

Master’s Degree 38

Doctoral Degree 2

Valid teaching certificate 77

Participated in a professional development course in the last three years 64

Teachers use Student and Parent Perception surveys to reflect on teaching, student performance
and identify areas they need to improve on. Teachers have been trained in implementing best
practices in Talent Development Secondary, CITW, and PLCs to enhance teacher effectiveness.
Southern High School is implementing Common Core State Standards, Curriculum Maps and
SMART Goals to improve our college and career readiness of our students. In the last few years,
the District has provided nine Professional Development days for district wide collaboration and
school-wide collaboration. Professional Development for this year consisted of 9 full days and 6
half days but because of natural disasters, several of the days are used or will be used as makeup

20

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

days. During the full days, students have no classes; during the half days, students attend
shortened classes. The district has allowed SHS to use the half days solely for accreditation.
District Wide Professional Development days focused on the departments for each content area
working on their priority standards and consensus maps. This included reviewing and revising the
instructional pacing and the use of highly effective teaching strategies.

ASSESSMENTS
District Wide Assessments
In 2014, the Guam Education Board adopted the Comprehensive Student Assessment System to
address the weaknesses of the district’s previous assessment tool. In the adopted plan, the
district used a combination of criterion-referenced and summative tests. In Spring 2015, the
Guam Department of Education assessed students using the ACT Aspire for 9th and 10th graders
in the areas of Math, English and Reading, as well as the Standards based Assessment (SBA) in
English 9, English 10, English 11, English 12, Algebra 1, Algebra 2, Geometry, Physical
Science, Biology, Chemistry, Anatomy and Physiology, World Geography, World History, U. S.
History, History of Guam, and American Government.
The following table shows the students’ results of the ACT Aspire and SBA. Since School Year
2014-2015 was the first year of implementation, those results are the school’s benchmarks.
Students in the Algebra 1 classes for School Year 2017-2018 were not tested. World Geography
replaced the World History classes at Southern High School. Graphs for SBA taken from the
School Performance Report Card (SPRC).
Some noteworthy results from the assessments are:
 Students in the Human Anatomy and Physiology have done exceeding well. In School
Year 2017-2018, 50% of our students scored proficient and the other 50% scored
advanced.
 Students in the History of Guam classes have consistently performed better in comparison
to other high schools.
ACT Aspire* Performance Levels
Level 1, In Need of Support: Students scored substantially below the ACT Readiness Benchmark
Level 2, Close: Students scored below but near the ACT Readiness Benchmark
Level 3, Ready: Students met the ACT Readiness Benchmark and are on target for 50% or higher
likelihood of college course success by Grade 11
Standards Based Assessment (SBA) Performance Levels
Level 1, Below Basic: Indicates little or no mastery of fundamental knowledge and skills
Level 2, Basic: Indicates partial mastery or the knowledge and skills fundamental for satisfactory work
Level 3, Proficient: Represents solid academic performance indicating students are prepared for the next
grade
Level 4, Advanced: Signifies superior performance beyond grade-level mastery
*administered to Grades 3-10 only

21

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

22

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

23

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

24

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

25

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

26

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

27

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Interim Assessments
Although the district assesses our students once a year and with the implementation of the Talent
Development Secondary Program to include our 4x4 block schedule, SHS felt the need to do
additional assessments for our students. A school-wide initiative started in School Year 2012-
2013 in the area of internal assessments for our freshmen students. The assessment tool for
Reading Comprehension and Vocabulary, is the Gates-MacGinitie Test and for Math is the
Comprehensive Test of Basic Skills (CTBS).

28

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

The following school year, we included the Upperclassmen and an additional math assessment,
Wide Range Achievement Test (WRAT4). Assessments are administered at least twice a year-
fall and spring for freshmen students and twice per block for upperclassmen. The data is used to
find out students’ strengths and weaknesses to refine instruction.

Advanced Placement
The performance scores of AP exams in Calculus AB, English Literature Composition, U.S.
Government, and U.S. History are shown below. The only Advanced Placement course for 2016 and
2017 is Calculus. The final score is reported on a 5-point scale:

5=extremely well qualified


4=well qualified
3=qualified
2=possibly qualified
1=no recommendation

ADVANCED PLACEMENT TEST SCORES

2016 2017 2018


5 4 3 2 1 T 5 4 3 2 1 T 5 4 3 2 1 T
O O O
T T T
A A A
L L L
Calculus AB Scores 0 0 0 0 7 7 0 1 1 2 0 4 0 0 0 4 3 7

English Literature Not Offered Not Offered 0 0 1 3 7 11


Composition
U.S. Government Not Offered Not Offered 0 0 0 1 7 8

U.S. History Not Offered Not Offered 0 1 0 0 7 8

Students with a score of 3 or more on the AP subject tests may qualify for college credits from
universities or colleges that accept AP scores. During the summer, the Guam Department of
Education offer AP Institutes for teachers and counselors in conjunction with the College Board.

The chart below are enrollment numbers for our AP, honors, and music classes which SHS
wanted to increase enrollment based on the previous critical area from the last self-study.
Overall, we have seen increases in the courses. However, we have seen significant decrease in
enrollment in our music program.

29

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Course SY15-16 SY 16-17 SY 17-18 SY 18-19


AP Calculus 8 4 6 20

AP Literature and Not Offered Not Offered 33 52


Composition
AP

Advanced Placement U.S. Not AP 33 36 115


History
Advanced Placement U.S. Not AP 46 25 30
Government and Politics
Chemistry Non Honors Non Honors 44 45
Elementary Functions Not Offered 1 1 Not Offered
English 9 Not Offered Not Offered 93 48
English 10 63 78 86 67
English 11 42 56 96 57
English 12 55 45 Changed to AP Changed to AP
Human Anatomy and 33 27 6 35
Physiology
HONORS

Japanese III 6 13 14 7
Japanese IV 2 1 5 1
Marine Biology Non Honors Non Honors 28 Non Honors
Physics 29 14 8 11
PreCalculus 13 4 20 23

Probability and Statistics 7 Not Offered Not Offered Not Offered


Trigonometry/Analytic 32 84 62 41
Geometry
U.S. History 92 Changed to AP Changed to AP Changed to AP
World History Not Offered Not Offered 93 73

Advanced Band Not Offered 5 Not Offered 4


MUSIC AND BAND

Beginning Band 32 33 5 6
Intermediate Band 14 21 14 3
Jazz Band 7 Not Offered 11 Not Offered
Vocational Band 8 Not Offered 3 Not Offered
Concert Band Not Offered 6 Not Offered 10

30

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

The graph below shows the number of students graduating since School Year 2015-2016. There
has been a decrease in the number of students graduating from School Year 2016-2017 to School
Year 2017-2018, which correlates to the decline in student enrollment. We continue to monitor
and communicate graduation requirements to our students with support from administrators,
faculty and staff, and parents.

NUMBER OF GRADUATES
395
400
346
350 318
300
250
200
150
100
50
0
SY 15-16 SY 16-17 SY 17-18

STUDENT DISCIPLINE AND ATTENDANCE SUMMARY

Attendance
Data from the School Performance Report Card for attendance indicates a rate of 88.5% for School
Year 2017-2018. We have seen an increase in the past three years for attendance. This number is
expected to increase with the change in the compulsory age mandate moving the compulsory age
from 16 to 18 years of age.

AVERAGE DAILY ATTENDANCE


2015-16 2016-17 2017-18
77.3% 80.2% 88.5%

31

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Discipline Referrals
The total referrals for School Year 2017-2018 numbered 969. Defiance/Disrespect/Insubordination,
Skipping, Use/Possession/Distribution of Tobacco Products, and Use/Possession/Distribution of
Drugs have been consistently on the Top 5 Referrals. Although, the number of referrals seems high
in comparison to other schools in the district, administration shared the following November 2018
data and has been consistent on a monthly basis since School Year 2017-2018:
Students under Tier 1 (0-2 referrals): 97% of student population
Students under Tier 2 (3-5 referrals): 2% of student population
Students under Tier 3 (6+ referrals): 0.2% of student population

This school year, Southern High School is a pilot school for Substance Abuse Intervention (SAI).
This program is provided to help teenagers curb any substance abuse, including drugs and
alcohol. It is a 32-hour group therapy that students must complete. We leverage their
participation in the program against their suspension and potential adjudication. That is, we
shorten their days of suspension and their case is diverted if they complete the program.

Another program that Southern High School is participating in is the Brief Tobacco Intervention
(BTI). This program, called the Second Chance Program, is provided to help teenagers who
engage in smoking or other forms of tobacco consumption, including chewing. It is a web-based
tobacco education program that is self-directed and intended to be used as an alternative to
suspension. It is designed to help students think about the role tobacco plays in their lives and
move them towards quitting.

In addition, Teachers work in their Professional Learning Communities (PLC) and implement
Positive Behavior Intervention and Supports (PBIS) to monitor student progress in promoting
student achievement and student behavior. Administration monitors and provides support and
training to faculty.

32

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Total Discipline Referrals


School Year Total Breakdown of Top 5
160 – Defiance/Disrespect/Insubordination
156 – Skipping
2015-2016 823 90 – Use/Possession/Distribution of Tobacco Products
52 – Disruptive Behavior
47 – Dress Code Violation
221 – Skipping
177 – Use/Possession/Distribution of Tobacco Products
2016-2017 706 133 – Defiance/Disrespect/Insubordination
66 – Use/Possession/Distribution of Drugs
42 – Endangers: Fighting
197 – Use/Possession/Distribution of Tobacco Products
162 – Skipping
2017-2018 969 136 – Defiance/Disrespect/Insubordination
72 – Dress Code Violation
64 – Use/Possession/Distribution of Drugs

33

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

SCHOOL PROGRAM DATA


Online Instruction
In School Year 2015-2016, Southern High School piloted an online Algebra 1 course for credit
recovery. At that time, there were approximately 10 students enrolled in the course. However,
the Joint Board Union Curriculum Textbook Committee felt that it did not satisfy the
expectations and the instructor was given more time to complete the course again. The instructor
has yet to continue the course.
Specialized Instruction
Students entering in the 9th grade at Southern High School are enrolled in classes for the first
block that use the Talent Development Secondary framework. Most students are enrolled in
Freshman Seminar, Strategic Reading, and Transition to Advanced Mathematics (TAM). These
classes are standards-based college preparatory curriculum for students as well as the extra help
needed to close the achievement gap for struggling students. Some students who test out of the
TAM classes take either Algebra 1 or Geometry for the first block.

Southern High School continues to maintain a partnership with the Guam Community College.
Guam Community College (GCC) is accredited by the Accrediting Commission for Community and
Junior Colleges (ACCJC) of the Western Association of Schools and Colleges (WASC). GCC offers
eight career and technical education (CTE) programs at Southern High School (SHS):
Allied Health
Automotive Service Technology
Collision Repair Technology (AutoBody)
Computer Networking
Lodging Management
ProStart (Culinary Arts)
Marketing
Electronics
The College also employs eight faculty members who instruct and coordinate GCC’s CTE programs
at SHS. Each of the above programs has one instructor, except for Automotive Service Technology,
which is taught by two faculty members. Additionally, one serves as part-time on-site Career
Counselor.
Students enrolled in the Business classes or the Guam Community College courses at Southern
High School partake in a Dual Credit Articulated Programs of Study (DCAPS). This program is
a partnership between the Guam Department of Education and the Guam Community College to
prepare our students for their post-secondary experience by being technology ready for work and
the classroom. Students are able to gain credit from Guam Community College upon completion
and mastery level of 80% or higher. Through the DCAPS program the WorkKeys assessment is
used to gauge students’ working skill levels. WorkKeys has three parts: Applied Mathematics,
Locating Information and Reading for Information.

34

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Besides GCC, students can hold Dual Enrollment status, which allows them to earn college credit
while still in the process of earning their high school diploma through the University of Guam.
This program is open to juniors and seniors.
One of our peer support programs implemented at Southern High School is the Safe School
Ambassador (SSA). The SSA program empowers student bystanders to speak up and intervene with
their peers in bullying-related incidents. One of the greatest impacts of the SSA students and the
Business and Agriculture Class is their collaboration with the neighboring elementary school, Harry
S. Truman.

Tutorial Program
Tutorial programs have been made available for students by teacher efforts and the National Honor
Society students.

Credit Recovery
School Year 2017-2018, Southern High School offered a credit recovery program for the year:
Eskuelan Puengi, after school and summer school located at George Washington High School and
Tiyan High School. There are approximately 25-50 students who attend Eskuelan Puengi every year.
Summer graduates have numbered approximately 8-10 students within the last two years. Prior to
School Year 2014-2015, summer school was held at Southern High School, but with budget
constraints the district combined schools. Students may also recover credits through outside
accredited institutions such as Asmuyao Community School and Evangelical Christian Academy.

School Resource Officers Program


Five School Resource Officers (SROs) are placed in each of the five public high schools under
Programman Inagofli’e to assist with discipline efforts. The mission of the SRO program is to
enhance a safe atmosphere in the schools, foster a positive relationship with the students, provide
law related education, and develop strategies to resolve problems affecting our youth. The goals
of the SRO program are: to interact with students in a setting that builds self-esteem and trust and
reinforces the SROs as positive role models; to provide students with a positive role model to
instill good moral standards, good moral judgment and discretion, and respect for other students;
to interact with students, faculty, staff, community, and parents to promote positive relationships;
to serve as liaisons between the schools, the community, and the judicial branch of government,
as well as various agencies that provide needed social economic or human services intervention;
provide a classroom resource for instruction in various law related education programs
implemented by the Judiciary and GDOE under Programman Inagofli’e; to foster educational
programs and activities that will increase students’ knowledge of and respect for the law and the
function of law enforcement agencies; and to report serious crimes that occur on campus, and to
cooperate with the law enforcement entities that investigate those crimes. Two SROs patrol SHS
every other day.

35

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Junior Reserve Officers Training Corps (JROTC)


The Southern High School JROTC program is one of the school’s longest running student
support program on the campus. In this current school year alone, the students have
accomplished the following during an off-island competition.
Off-island competition April 28, 2018 North High School, Torrance California
o1st Place Unarmed Drill Team Inspection
o1st Place Commander’s Cup Unarmed Drill
o1st Place Color Guard – Rifle
o3rd Place Unarmed Exhibition Drill Team
o5th Place Unarmed Regulation Drill
o2nd Place Tap out Individual – Unarmed

CADET/SCHOOL ENROLLMENT PERCENTAGE: 18.24% as of 09/06/18


11.31% as of 09/09/19

Non-Military Scholarships 2
Scholarship Values $25,000 each

4-Year 2-Year Vocational


Continuing Education 4 1 1

USA USAR USAF USAFR/ USN USNR USMC USMCR USCG USCGR MERCHANT MARITIME TOTAL
/NG AG MARITIME
Enlisted 8 2 2 0 2 0 1 0 0 0 0 0 15
Academy 0 0 0 0 0 0 0 0 0 0 0 0 0
Appointments

ROTC 0 0 0 0 0 0 0 0 0 0 0 0 0
Scholarships

ROTC Non- 0 0 0 0 0 0 0 0 0 0 0 0 0
Scholarships

36

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Chapter II: Progress Report

37

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Chapter II: Progress Report


Summarize progress on each section of the current schoolwide action plan that incorporated all
schoolwide critical areas for follow-up from the last full self-study and all intervening visits.

Southern High School completed the last full self-study in spring of 2013 at which we received a
six-year term of accreditation with a two day mid-cycle review. SHS is committed to an action
plan that addresses the school-wide critical areas as indicated by the six year and three year
visiting term. The following are the seven from the last self- study:
1. Investigate ways to address the inconsistencies in the master schedule that have caused
students to enroll in classes out of sequence as well as create an imbalance in teacher-
student workload courses.
2. Use student achievement data to make informed decisions regarding curriculum,
instruction, assessment, and resource allocation to focus on student learning.
3. Implement consistent professional development that focuses on strengthening school-
wide teaching practices and strategies to inform instruction and improve student
achievement.
4. Expand course offerings to include AP courses, more honors courses, and music to
enhance the learning opportunities for all students.
5. Become technologically literate by offering computer courses and providing access to
computer and internet.
6. Leverage instructional resources to ensure students and teachers have adequate materials
needed for instruction and learning.
7. Develop a transparent budgeting process to bring clarity to stakeholders and an increased
understanding of the decision-making rationale.
Two additional critical areas were added after the mid-cycle review. Please note that the second
critical area is combined with the self-study critical area involving professional development.
The following are the additional critical areas:
1. Investigate the systems of support for those students who are having to repeat courses
numerous times to ensure that students have the appropriate interventions to be
successful.
2. Expand teacher driven Professional Development opportunities to allow increased
opportunities for site based and island wide collaboration and learning to improve the
delivery of instruction for students.

38

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

2018 SHS SCHOOL ACTION PLAN


1. Critical Area for Follow Up: Investigate ways to address the inconsistencies in the
master schedule that have caused students to enroll in classes out of sequence as well
as create an imbalance in teacher/student workload courses.
Progress:
The process in which course requests are submitted have changed since the mid cycle progress
report. Currently, counselors conduct meetings with individual students to determine academic
needs. Course selection is established between counselor and student. Counselors, then prepare
and submit to the principal a tally of courses needed to meet the students’ academic needs by
February of the preceding school year. The principal creates and share with counselors and
department chairs the approved matrix to schedule students based on their academic needs.
Department chairs share the approved matrix with their members for schedule preference
selection. Moreover, this process continues to be monitored and evaluated by the administration
and counselors throughout the course of the year. During the summer months, the master
schedule is approved by administration and the district. The computer operator will then work
with the curriculum administrator to ensure that schedules are ready for students at the beginning
of the school year. Within the first week of each block, students are allowed to add or drop
classes based on meeting their graduation requirements, work schedule, or family needs. If the
need arises, changes may be made to the course offerings and teacher prep period to
accommodate student course needs. Course progression or flow charts from the Math and
Science departments are given to the counselors to guide the proper scheduling of students.

2. Critical Area for Follow Up: Use student achievement data to make informed decisions
regarding curriculum, instruction, assessment, and resource allocation to focus on
student learning.
Progress:
In previous years, the district-wide assessment (DWA) results have been received later than
expected. As a result, teachers feel that the information received was not available in time for the
current block and information was limited. However, teachers use the results from the DWAs for the
second block to guide instruction. This year, our teachers were given specific data such as item
analysis and comparison analysis of the district’s schools. This valuable information has allowed
teachers to identify specific areas of their content which need greater emphasis and focus.
Besides the DWAs, teachers use the Marks Analysis to guide instruction. The marks analysis data is
reviewed each semester. The various departments use the data to address students’ needs such as
remediation and/or honors courses. Also, the data is used by individual teachers to address
professional goals and promote and address specific student needs. Teachers have been making
connections with the marks analysis and the DWA results. Questions such as “Why are our students
passing their classes with high marks but DWA results show otherwise? Or, “Are our curriculum
maps in alignment with what we are supposed to be teaching?” This is under the premise that our
internal data should project how our students will perform on the external DWAs. The use of
39

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

formative assessments in the classroom continue to inform instructional decisions. The school’s
recent data, however, shows improvement in the standards and skills that teachers taught.

At Southern High School, teachers in the Math and English departments use interim assessments:
CTBS (Math), WRAT4 (Math), and Gates-MacGinitie (Vocabulary/Comprehension). Teachers use
the data to find out student’s strengths and weaknesses to refine instruction. The development and
use of common formative assessments for each subject across the curriculum continue to be a work
in progress.

3. Critical Area for Follow Up: Implement consistent professional development that
focuses on strengthening school wide teaching practices and strategies to inform
instruction and improve student achievement.

Progress:

Since the Mid Cycle Progress report, the Guam Department of Education has continued to provide
eight professional development days for our teachers. In the last couple of years, four of the
professional development days were used for island wide collaboration amongst teachers. Teachers
all over the island met in various schools according to their content to work on their curriculum maps
both horizontally and vertically. The other four professional development days were school based.
These days were focused on Standards Based Grading and Classroom Instruction That Works. Job-
embedded professional development continuously occurs via the Professional Learning Communities
and Collaborative Teams.

4. Critical Area for Follow Up: Expand course offerings to include AP courses, more
honor courses, and music to enhance the learning opportunities for all students.
Progress:
Since the 2013 self-study, Southern has seen an increase in the number of AP and Honors courses.
Since the Mid Cycle Progress report, AP Literature and Composition, English 9 Honors, AP U.S.
Government and Politics, AP U.S. History, World History Honors and Concert Band has been added.
We have seen a significant increase in student enrollment in the English 10, English 11, and
Trigonometry/Analytical Geometry classes. There has been a significant decrease in student
enrollment in the band classes. Southern High School recognizes that our band program would need
to be revamped to meet students’ needs. One of our challenges is that our feeder schools offer
music, not band. One possibility is the school to offer music classes such as Music Appreciation and
Choir in lieu of band courses.
In School Year 2016-2017, a Curriculum Fair was created to showcase the AP and Honors Courses.

40

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

In 2017-2018, the GCC program and the Humanities department were invited to showcase, as well.
At the fair, students were able to sign up for courses they were interested in. From there, counselors
were given the sign-up sheets so that schedules for the following year can be created.

5. Critical Area for Follow Up: Become technologically literate by offering computer
courses and providing access to computer and internet.
Progress:
In the Freshman Academy, teachers could sign up for the use of the laptops mobile carts. Currently
there are 3 carts with approximately 25-30 laptops and 2 Striving Reader carts with approximately 28
iPads. Although the laptops are assigned to the Freshman Academy, upperclassmen teachers are
welcomed to sign up for a cart.
In our Information Processing classes, Keyboarding classes, and Business Math Using Excel classes,
we have seen a significant increase in enrollment since the last self-study.

6. Critical Area for Follow Up: Leverage instructional resources to ensure students and
teachers have adequate materials needed for instruction and learning.
Progress:
Over the last few years, the district has been slowly adopting new textbook for the various subjects.
Teachers have been creative by using other resources for updated information needed to drive
instruction.
Although the schools do not receive itemized budgets, the district provides each school a lump sum
appropriation. In addition, the district provides an appropriation called Salape’ Prinsipat.
Administration ensures that a percentage of those funds are used for instructional supplies for
teachers.
In School Year 2017-2018, the Social Studies department received multimedia projectors for every
teacher. Additionally, the Consumer Family Science teachers each received a laptop for use in the
classroom.

7. Critical Area for Follow Up: Develop a transparent budgeting process to bring clarity
to stakeholders and an increased understanding of the decision-making rationale.
Progress:
The administration continuously solicits department requests into the school’s budget. In turn,
administration submits its school budget plan to the Guam Education Board. Guam Department of
Education provides a website for the purpose of transparency and clarity. In the past couple of years,
budget cuts were made to all Government of Guam agencies. All information was shared by

41

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

administration. Because of these budget cuts, administration requested input on cost saving
measures from all stakeholders.

8. Critical Area for Follow Up: Investigate the systems of support for those students who
are having to repeat courses numerous times to ensure that students have the
appropriate interventions to be successful.
Progress:
In the Freshman Academy, the use of Early Warning Systems (EWS), also known as Early Warning
Indicators (EWI) is built into the team concept. In this structure, students are given the environment
and support system that guides them to stay on-track and push towards high achievement. Also
offered in the Freshman Academy are the Talent Development Secondary curricular courses of
Strategic Reading, Transition to Advanced Mathematics, and Freshman Seminar. These courses are
“double dose” interventions designed to close achievement gap for struggling students. A “third
dose” of intervention is Computer and Team Assisted Math Acceleration (CATAMA). It combines
computer assisted instruction and cooperative learning to increase procedural and conceptual
understanding.
This year, SHS included a course for our struggling 10th grade students called Reading
Development mirroring the TDS framework of Reading Writing in Your Career. We are
currently monitoring its effectiveness.

SIGNIFICANT CHANGES
This school year, there have been several significant developments from the district which will
impact Southern High School. The following are the significant developments:
1. Standards Based Grading: The district is shifting towards the implementation of
Standards Based Grading by 2020.
2. Change in Math Graduation Requirements from 3 credits to 4 credits: Students must
complete the following:
 1 credit of Algebra I and 1 credit of Geometry
 “Remedial Math, General Math, Transition to Advance Math, Pre-Algebra or any other
adopted developmental math course may be taken as needed to ensure readiness for Algebra I
and Geometry and will count toward their overall math requirements but will account for no
more than two math credits. In cases where a student needs to take more than 2 credits of these
developmental courses, or if the total number of credits for math exceed the required number,
excess credits will count towards the students CCL requirements.”
 “Upon completion of the Algebra I and Geometry requirements, students can take any
combination of advanced coursework, applied mathematics, practical math, consumer math and
financial literacy.”

42

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Chapter III: Student /Community Profile


— Overall Summary from Analysis of
Profile Data and Progress

43

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Chapter III: Student /Community Profile — Overall Summary from


Analysis of Profile Data and Progress
Provide an overall summary from the analysis of the profile data:
 Based on past progress and current data, explain the implications of the data with respect
to student performance
 Select two to three student learning needs based on the data, noting the correlated
schoolwide learner outcomes
 List important questions that have been raised by the analysis of the student performance,
demographic, and perception data to be used by Home and Focus Groups in their study.

Southern High School’s improvement and planning process is a broad-based and collaborative
effort centered on areas of improvement that is guided by the SHS School-Wide Action Plan.
SHS is committed in improving student performance both academically and socially.
Southern High School continues to implement the TDS framework in the 9th Grade Academy. It
has proven to be successful at Southern High School. Based on our marks analysis, the passing
rate of students receiving interventions in the 9th Grade Academy have increased by
approximately 20%.
Since the Mid-Cycle Progress Report, there have been significant improvements in test scores
from the SBA assessments at Southern High School, specifically in Human Anatomy and
Physiology and History of Guam.
A review of our data by our stakeholders have identified the following student learner needs:
o Math: Improve test scores in the district-wide assessments of ACT Aspire and SBA
o Reading Literacy: Improve test scores in the district-wide assessments of ACT Aspire
and SBA
o Attendance: Improve attendance of our at-risk students
At SHS, our students are expected to RISE up to be
Responsible and Respectful Members of Society: Although our average daily attendance
shows an increase, there are still those students who need the additional intervention to improve
and take responsibility of coming to school on time or attending classes on time.
Innovative Thinkers: Students must possess the ability to think “outside the box” and
have skills to problem solve as we prepare them for career or college.
Self Directed Individuals: Students must take responsibility of their learning and self
advocate for themselves in order to meet their requirements for graduation.
Effective Communicators: As 21st century learners, students should be equipped with
tools needed to become productive members of society.

44

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Upon reviewing the achievement data, the following questions are asked by our stakeholders:
“Why are our students passing their classes with high marks but our district-wide assessments
show otherwise?
“Are the curriculum maps in alignment with what we are supposed to be teaching?”
“Are the students receiving the needed interventions when they move from 9th grade to 10th
grade?”
“Are the teachers needing additional Professional Development to strengthen instruction, best
practices, or classroom management?”

45

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Chapter IV: Self-Study Findings

46

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Chapter IV: Self-Study Findings

For each criterion, respond to the indicators and related prompts for each criterion and note the
supporting evidence. Refer to the areas to analyze and examine in determining the degree to which
the criterion is being met.
For each category, provide the following: (1) the identification of strengths and (2) the identification of
prioritized growth areas.
Note: The five criteria categories are:
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 (Environment) 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

The school has a clearly stated vision and mission (purpose) based on student needs, current
educational research, and the belief that all students can achieve at high academic levels. Guided by
the Guam Department of Education State Strategic Plan the school’s purpose is defined further by
academic standards, schoolwide learner outcomes, and the schoolwide plan.

Vision, Mission, Schoolwide Learner Outcomes, Profile, Schoolwide Action Plan


The school has established a clear, coherent vision and mission of what students
A1.1. Indicator:
should know and be able to do; the school’s action plan is based upon high-quality standards and is
congruent with research, practices, the student/community profile data, and a belief that all students
can learn.
A.1.1. Prompt:Evaluate the degree to which the development of the school’s vision, mission, and
schoolwide action plan has been impacted by pertinent student/community profile data, identified
global competencies, and current educational research.
Findings Supporting Evidence
Southern High School’s vision of “High Expectations. Principal’s PowerPoint
Quality Education. College and Career-Ready Students. A Presentations (August
Better Community for All.” has been in existence since School 2017 and August 2018)
Year 2016-2017. Administration shared the school’s vision
with the Department Chairpersons (DC) and, in turn, shared Student Handbook
with members of their respective departments. Syllabus Template
The school’s mission of “We the family and community of Vision, Mission, SLOs

47

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Southern High School, commit ourselves to high standards by


promoting excellence and preparing students for life.” and the
school’s SLOs of “Students will RISE up to be Responsible
and Respectful Members of Society, Innovative Thinkers, Self-
Directed Individuals, and Effective Communicators.” have
remained unchanged since the last self-study. In School Year
2017-2018, DCs were asked to survey department members in
keeping or changing the mission statement and SLOs. DCs
voted to keep mission and the SLOs. Students during a
Student Body Association Meeting voted to keep the mission
and the SLOs. A rubric for grading behavior, using the SLOs
was shared to all faculty in a syllabus template.
Our Schoolwide Action Plan (SAP) is in alignment with our
district’s State Strategic Plan (SSP) of academic achievement
and the goal of preparing our students towards college and
career readiness. Programs such as Standards Based Grading
(SBG), Positive Behavior Supports and Interventions (PBIS),
use of technology, Common Formative Assessments (CFAs),
are in support of SHS’s SAP. District Professional
Development (PD) has been successful and teachers from all
schools have identified a baseline set of standards for each
course. Working curriculum maps were created as a result of
these PDS.
The belief that all students at Southern High School strive to
equip our students with the tools for the 21st century
challenges and opportunities is evident in the school’s vision,
mission, and SLOs.

Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes, and Schoolwide


Action Plan
The processes to ensure involvement of representatives from the entire school
A1.2. Indicator:
community in the development/refinement of the vision and mission are effective.
A1.2. Prompt: Evaluate the effectiveness of the processes that ensure involvement of the entire school
community.
Findings Supporting Evidence
Efforts have been employed to include as many of the school Department Minutes
community representatives and stakeholders in the school’s
endeavors. Community organizations are sought to assist in School Marquee
the needs of the school to complete large scale activities. The
school reciprocates by getting involved in many activities
48

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

throughout the community. Electronic communication and


online forums have been used numerous times to disseminate
and collect information from many entities and organizations
throughout the island to widen the discussions that
traditionally happen in department meetings, student
government meetings, PTSO meetings, and faculty meetings.
PTSO has been inactive since the passing of the president in
SY 2017-2018. However, parents remain active through other
student organizations, such as the Senior Class, athletic
programs, and various other clubs and organizations on
campus. Parents can also remain involved in school sponsored
events and meetings, such as open-house, student-parent
orientations, and parent-teacher conferences. Surveys, such as
the Effective Schools Survey, are used to gauge the
community’s view of the school, its activities, and its
endeavors as well as gather input for further decisions to be
made.
Our School Wide Action Plan was developed as a result of our
last self-study, the various departments included this item on
their department meeting agendas. The departments reviewed
and determined specific evidence for collection. The
Administration and the accreditation leaders maintained the
evidence. Periodically, the Administration will solicit input
for clarification or concern. Teachers are tasked to document
on-going progress with action steps and implement
recommendations for action. In addition, the Professional
Development committee determined the need for carving out
time during scheduled professional development days for the
faculty to update the progress of the action steps. Designated
work groups included the entire faculty and staff. During this
entire process, departments also develop appropriate surveys
as needed. The surveys are administered to teachers, staff,
students, and parents. The process has been effective in
ensuring the involvement of the entire school community.

Understanding of Vision, Mission, Schoolwide Learner Outcomes, and Schoolwide Action


Plan
A1.3. Indicator: Students, parents, and other members of the school community demonstrate
understanding of and commitment to the school’s vision and mission, schoolwide learner outcomes,
and action plan.
A1.3. Prompt: Evaluate the degree to which the school ensures that students, parents, and other
49

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

members of the school’s community understand and are committed to the school’s vision, mission, ,
and the schoolwide action plan.
Findings Supporting Evidence
Members of the school’s community understand and are Parent Survey
committed to promoting the school’s mission and the
schoolwide action plan. The school promotes the mission Professional Development
statement in every aspect of its operations. The mission Day presentations
statement guides all decisions pertaining to instruction, Orientation Presentations
activities, and operations. The mission statement and SLOs
are clearly articulated to all stakeholders via the school
meetings with parents/guardians, faculty meetings,
subcommittee working sessions, and PTSA meetings.
Outgoing documents i.e. parent/guardian notices,
announcements, correspondence, etc., contain the mission
statements and vision. Instructional staff provide examples of
their reinforcement of the mission statement and SLOs with
their students. Additionally, students and parents complete
perception surveys at the completion of each block that assists
teachers and administration in evaluating instruction and
making changes to benefit continuing and future students.

GDOE has established clear district-wide vision and mission


statements, which are reflected in the school’s mission
statement and SLOs. The prevalence of the vision statements,
mission statements, and SLOs is demonstrated in recitations at
every official school, teacher, staff, parent meeting; displayed
in every classroom, office, library, cafeteria, and gym; and
included in teacher lesson plans, syllabi, official school
memos, and student planners/handbooks.

Regular Review and Revision


A1.4. Indicator: Theschool is implementing an effective process for regular review/revision of the
school vision, mission, schoolwide learner outcomes, and the schoolwide action plan based on
student needs in an evolving global society.
A1.4. Prompt: Evaluate the effectiveness of the process for regular review/revision of the school
vision, mission, schoolwide learner outcomes, and the schoolwide action plan.
Findings Supporting Evidence
The school mission statement was revisited in 2016 during the Student Survey Results
Mid-Cycle progress report and the various departments gave
input in the discussion of the vision statement, the mission School Mission, Vision,
statement, the student learner outcomes, and the schoolwide and SLOs

50

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

action plan and voted to either keep the mission statement or


to change it. Furthermore, school and community discussions
concluded that while the majority of the faculty, staff, parents
and other queried stakeholders agreed to keep the current
mission statement.
In School Year 2017-2018, DCs were asked to survey
department members in keeping or changing the mission
statement and SLOs. DCs voted to keep mission and the
SLOs. Students during a Student Body Association Meeting
voted to keep the mission and the SLOs. A rubric for grading
behavior, using the SLOs was shared to all faculty in a
syllabus template.
A system to monitor, review, and/or revise of the school’s
vision statement, mission statement, and schoolwide learner
outcomes has yet to be established.

Schoolwide Learner Outcomes and Vision and Mission


Schoolwide learner outcomes and academic standards are reflected in the school’s
A1.5. Indicator:
vision and mission.
A1.5. Prompt: Evaluate the ways in which schoolwide learner outcomes and academic standards are
reflected in the school’s vision and mission.
Findings Supporting Evidence
The SLOs are reflected in the school’s mission statement. If Lesson Plans
students are successful at being responsible and respectful
members of society, innovatively thinking, being self-directed School Mission, Vision,
in their actions and achievements, and effective and SLOs
communicators, then they will be better prepared to be
contributors to the world at large. The academic standards
define what all students should know and be able to do by the
time they graduate from high school. They describe the
knowledge, skills, and abilities that students should have to
attain high levels of competency and proficiency in
challenging subject matter. SHS’s mission, vision, and SLOs
are evident in the instructional lessons.

51

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

A2. Governance Criterion


The school’s program and operations are in alignment with a) the Guam Board of Education’s
policies and b) the Guam Department of Education rules, regulations, and procedures. The Board of
Education delegates implementation and monitoring of these policies to the Guam Department of
Education.

Understanding the Role of the Governing Authority


The school community understands the governing authority’s role, including how
A2.1. Indicator:
stakeholders can be involved.
A2.1. Prompt: To what degree does the school community understand the governing authority’s role,
including how stakeholders can participate in the school’s governance?
Findings Supporting Evidence
“The Guam Education Board is responsible for all policies Public Law 31-19
that govern the Guam Department of Education. Based on
Public Law 31-19, the Board shall have the authority to Board Policy 216
delegate such of its powers as it may deem appropriate but SHS Student Handbook
shall retain the ultimate responsibility for the exercise of its
powers.” (Guam Education Board Official Website) “The Leadership Team
Superintendent of Education (the Superintendent) shall be the Minutes
Chief Executive Officer of the internal operating organization PTSO input and
of the Department of Education and shall be responsible for involvement
the administration of the academic and services activities
thereof.” (17 GCA EDUCATION CH. 3 DEPARTMENT OF Public Law 34-114-
EDUCATION § 3103. Superintendent of Education) Delegation of student
health services
The school community understands that the Guam Policy 421-Dispensing of
Legislature, the Guam Education Board (GEB), and the Medication
Superintendent’s office are responsible for the overseeing and
funding of Southern High School (SHS). The SHS Public Law 30-53 and BP
administration is responsible for developing a budget for 381-Service learning
school operations. The budget is presented to stakeholders Public Law 31-156-
before it is presented to the GEB. Then the GEB presents a College and career
GDOE budget to the Legislature. readiness
Board Policy 830-
The GEB consists of elected officials as well as appointees. Parental Grievance
The Legislature and the GEB each conduct regularly
scheduled meetings regarding educational issues that are open Board Policy 330 –
to the public. Meetings are published and announced in local Registration, Length of
media and on social media. Minutes for meetings can be Attendance, and
found on each entities website. The Superintendent is a Removal – Public Law
34-105–instructional
52

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

member of the GEB and regularly visits schools to stay “in days to hours
touch” with his stakeholders. He also communicates with his
stakeholders via Twitter, Facebook, and Instagram. Board Policy 409–
Prohibiting
Stakeholder feedback is welcomed by the school harassment,
administration who meet with parents, students, staff, intimidation or
teachers, and community members when requested. bullying,
Although, SHS does not have an active PTSO, the school cyberbullying, sexting,
receives feedback from the senior parents during Senior sexual harassment
Parent meetings. Feedback is also received during daily visits
and emails from parents regarding their children. Twitter account from the
Superintendent

Relationship Between Governing Authority and School


A2.2. Indicator: The school’s stakeholders understand the relationship between the governing
authority’s decisions, expectations, and initiatives that guide the work of the school.
A2.2. Prompt: Provide examples of how stakeholders understand the relationship between the
governing authority’s decisions, expectations, and initiatives that guide the work of the school.
Findings Supporting Evidence
An example of the high degree of understanding by the SHS Student Handbook
community is the overturning of the GEB’s decision to change
SHS’s schedule back in June 2011 The GEB unilaterally Board Policy
changed the schedule for SHS from a 4 x 4 block to a 3 x 3 SHS Weebly
block. It caused an uproar amongst the students and teachers
that they came out en masse and attended several Board
meetings. They voiced their dissatisfaction regarding the
change and the GEB later reverted SHS to its previous 4 x 4
block schedule.
Few weeks before the school year begins, students who are
new to Southern High School attend student orientations. SHS
administrators share the district’s and school’s vision,
mission, student learning outcomes and overall expectations.
During student assemblies, the school’s mission, vision, and
SLOs are presented to the student body. Teachers reiterate this
information with their students at the beginning of each block
and as necessary. Also, the Southern High School website has
the Student Handbook.
The handbook contains:
•The GDOE Vision Statement

53

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

•Service Learning information


•Graduation requirements
•Board Policies
o411 – Attendance
o330 – Compulsory age
o401/300 – Uniform/Grooming/Attire
o405 – Prohibited conduct
o901 Sexual Harassment
o379 – Electronic devices
o406 – Cell phone
o425 – Dangerous weapons
o430 – Tobacco
For SY 2018-2019, student planners were not appropriated
and distributed to secondary schools throughout GDOE.
Stakeholder input was not solicited in reference to creating
and utilizing planners.
Faculty also attend orientation and are given electronic
handbooks that contain similar information in the student
version. Meetings are conducted that go over some of the
governing authorities’ decisions, expectations, and policies
that guide daily operations. The department and school vision
statements, mission statements, and student learning outcomes
are posted in offices, the library, cafeteria, and classrooms.

Faculty, Staff, and Governing Authority


A2.3. Indicator: There is clear understanding about the relationship between the governing authority
and the responsibilities of the faculty and staff.
A2.3. Prompt:To what degree is there clear understanding about the relationship between the
governing board and the responsibilities of the faculty and staff?
Findings Supporting Evidence
As stated in the Guam Department of Education’s website, Public Law 31-19
“The Guam Education Board is responsible for all policies
that govern the Guam Department of Education. Based on DC and Faculty Meeting
Public Law 31-19, the Board shall have the authority to Sign In, PowerPoint,
delegate such of its powers as it deem appropriate but shall Minutes
retain the ultimate responsibility for the exercise of its
powers.” Public Law 31-19 could be viewed in its entirety
online. The Collective Bargaining Agreement between the
54

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Guam Federation of Teachers (GFT) and GEB identifies the


responsibilities of both parties. One of the efforts of GDOE
and GEB is to create transparency in their decisions-making to
all its stakeholders. Besides, the GDOE’s and GEB’s
websites, the Board decisions are conveyed to the staff and
faculty via email, memorandums, board meetings or
presentations.

55

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

A3. Leadership and Staff Criterion – Data-Informed Decision-Making


Based on multiple sources of data, the school leadership and staff make decisions and initiate
activities that focus on all students achieving the schoolwide learner outcomes and academic
standards. The school leadership and staff annually monitor and refine the schoolwide action plan
based on the analysis of data to ensure alignment with student needs.

Broad-Based and Collaborative Planning Process


A3.1. Indicator: The school’s planning process is broad-based, collaborative, and has the commitment
of the stakeholders, including the staff, students, and parents.
A3.1. Prompt: Comment on the effectiveness of the school planning process to ensure that it is broad-
based, collaborative, and fosters the commitment of the stakeholders, including the staff, students,
and parents.
Findings Supporting Evidence
The school leadership team consist of administrators, DC Minutes
Department Chairmen, librarian, ESL coordinator, and two
student representatives of the Island-Wide Board of PLC Minutes
Governing Students (IBOGS). The school leadership holds a Senior Parent Agenda
weekly Department Chairperson meeting and a biweekly
Leadership meeting. Student achievement and behavioral GDOE and GEB
data, policies, and procedures are reviewed during these Websites
meetings. In turn, DCs share the information and solicit input
with their department Collaborative Teams (CT). Faculty
meetings are held each month to address school pride,
training, data, upcoming events, etc.
The school holds orientations for newly enrolled students and
their parents prior to the opening of the school year.
Information on school policies, expectations, vision, mission
and the SLOs are shared. Although we do not have an active
PTSO, through the Senior Parent meetings information is
disseminated.
Other means of presenting data, policies, and procedures is
through the GDOE’s and GEB’s websites, town meetings,
board meetings. All stakeholders are welcomed to submit
their feedback though the GEB’s website.

Correlation between Student Learning and the Schoolwide Action Plan


The analysis of multiple sources of data (e.g., demographic, student achievement,
A3.2. Indicator:
perceptual process) guides the school’s schoolwide action plan.
A3.2. Prompt: How does the school ensure that the analysis of multiple sources of data, schoolwide
learner outcomes, and academic standards are incorporated into the schoolwide action plan and
56

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

impact the development, implementation, and monitoring of the plan?


Findings Supporting Evidence
The analysis of student data is directly correlated with the ACT Aspire
school’s SAP. Results of data derived from the ACT Aspire,
SBA, marks analysis, pre- and post-tests and surveys are SBA
analyzed by administrators and faculty. DC meetings, Mark Analysis
Leadership meetings, faculty meetings, PDs, PLCs, and CTs
are held to ensure that the data is analyzed. From the analysis, Pre- and Post-tests
the faculty identify critical learner needs, create goals or
modify the existing goals of the school’s SAP.

Alignment of All Resources and the Schoolwide Action Plan


A3.3. Indicator: There is correlation between the allocation of time/fiscal/personnel/material resources
and the implementation, monitoring, and accomplishment of the schoolwide action plan.
A3.3. Prompt: Evaluate the degree to which the allocation of all resources supports the
implementation, monitoring, and accomplishment of the schoolwide action plan.
Findings Supporting Evidence
As Southern High School’s SAP was developed and aligned School Budget
with the State Strategic Plan, resources were identified to
meet the critical learner needs. One of the responsibilities of Department Inventory
the leadership team is the implementation and monitoring of
the activities in the SAP.
Faculty and staff identify the resources needed to increase
student achievement. The school follows Guam Department
of Education budget planning procedures, which involve the
district level and school level administrators, faculty, and
staff. The needs are submitted to the Department Chairperson
(DC). The DCs, in turn, present their requests in the DC or
Leadership meetings. All budget requests are compiled and a
budget proposal is submitted to the district. The district
revises and amends the school’s proposal. Once approved by
the district, the GEB, branches of government monies are
allocated.

Progress Monitoring of the Schoolwide Action Plan


A3.4. Indicator: The school’s Leadership Team has defined roles and responsibilities and monitors the
progress of the implementation of the schoolwide action plan.
A3.4. Prompt: Comment on the roles and responsibilities of the school’s Leadership Team. Evaluate
the degree to which this team monitors the progress of the implementation of the schoolwide action
plan.

57

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Findings Supporting Evidence


The leadership team comprised of department chairs, Island- DC Minutes
wide Board of Governing Students, Freshman Academy
instructional coaches and administrators meet weekly to
discuss items related to the schoolwide action plan. Minutes
from the meeting are shared by DCs via email. Progress
and/or lack of progress of completion of activities in the
action plan result in next steps for all faculty, staff, and
administration.

School Community Council


A3.5. Indicator: The School Community Council (SCC) reviews and monitors the schoolwide action
plan, and provides opportunities for stakeholder input and feedback.
A3.5. Prompt:To what extent does the SCC review and monitor the schoolwide action plan and
provide opportunities for stakeholder input and feedback?
Findings Supporting Evidence
The school leadership team comprised of department DC and Leadership
chairpersons, IBOGs representatives, and administrators meet Meeting Minutes
weekly to discuss issues related to the schoolwide action plan.
Faculty are afforded to the opportunity to provide input during Senior Parent Meeting
faculty meetings and PLCs.
Additionally, parents are afforded opportunities to provide
input during Senior parent meetings held monthly after school
on Wednesdays.
.

58

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

A4. Leadership and Staff Criterion – Schoolwide Organization for Student


Achievement
A qualified staff facilitates 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.

Qualifications of Staff
A4.1. Indicator: The school implements state personnel policies and procedures to ensure that staff are
qualified based on background, training, and preparation.
A4.1. Prompt: Evaluate the procedures to ensure all staff members in all programs are qualified for
their responsibilities within any type of instruction to ensure quality student learning and teaching.
Findings Supporting Evidence
The instructional and ancillary staff are hired through GCEC Website
GDOE’s Human Resource Division. Verification of the
applicant’s documents are reviewed and checked. Through
the Guam Commission for Educator Certification (GCEC),
the commission ensures that Guam educators are competent to
perform their duties as teachers, counselors, librarians, and
school administrators.

Maximum Use of Expertise


A4.2. Indicator: The school has a process to assign staff members and provide appropriate orientation
for all assignments so that the expertise of the staff members is maximized in order to promote
quality student learning and teaching.
A4.2. Prompt: Evaluate the process to assign staff members and provide an appropriate orientation
process to ensure all staff are qualified and prepared for their responsibilities in order to promote
quality student learning and teaching.
Findings Supporting Evidence
Southern High School’s master schedule is determined by Master Schedule
course tallies. Course tallies are based on student selection.
For this school year, administration determined what course Collective Bargaining
offerings students could select from. Depending on the needs Agreement
and interest of the students, teaching assignments may vary
from year to year. The process of assigning teachers to
departments is based on their teaching certification. The
master schedule which was solely created by the principal,
based on numbers from the course tallies, was shared with
each department. Teachers meet with their departments to
select their teaching assignments which is based upon
seniority according to the Collective Bargaining Agreement
59

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

(CBA). In some instances, the practice of using seniority


may not necessarily result in the most qualified teacher for the
course. The tentative teaching matrix is then submitted to the
principal.

Defining and Understanding Policies and Procedures


A4.3. Indicator: The school has clear written policies and procedures that define responsibilities and
expectations, operational practices, and decision-making processes for administrators and staff.
A4.3. Prompt: Evaluate the written policies and procedures that define responsibilities, operational
practices, decision-making processes for administrators and faculty. Determine the degree of clarity
and understanding of these by administration and staff.
Findings Supporting Evidence
Located in Southern High School’s weebly, SHS Weebly
https://shstuninos.weebly.com/ are written policies, Standard
Operating Procedures (SOP), protocols, templates, etc. These GDOE Website
documents clearly define the responsibilities, and practices for
the faculty and staff.
The GDOE website, www.gdoe.net contains the SOPs and
the CBA for teachers and administrators. The CBA clearly
defines the roles and responsibilities of administrators and
faculty.

Internal Communication and Planning


A4.4. Indicator: The school has effective structures for internal communication, planning, and
resolving differences.
A4.4. Prompt: How effective are the existing structures for internal communication, planning, and
resolving differences?
Findings Supporting Evidence
Southern High School’s structures for internal communication DC, Leadership, PLCs,
under this criterion of Leadership and staff are through official CT, and Faculty
GDOE email, intercom announcements, WhatsApp chat Minutes
groups, and meetings. All GDOE employees have an email
account. This is one of the quickest ways to receive Collective Bargaining
correspondence via a computer or a smart phone. Many of Agreement
our faculty and staff are part of Southern High School’s
WhatsApp broadcast group. This messaging platform is used
for immediate announcements or responses. Most classrooms
and offices are equipped with an intercom and instant
announcements can be made. Through meetings such as the
60

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

DC, Leadership, Collaborative Teams (CT), and faculty


meetings, are other modes of communication where
information is shared, decisions are made, or used to address
an issue.
There is a protocol in place for resolving differences.
Interventions for resolving differences is the first level prior to
a grievance process as stated in the CBA.

Staff Actions/Accountability to Support Learning


A4.5. Indicator: The school evaluates the effectiveness of the processes and procedures for involving
staff in shared responsibility, actions, and accountability to support student learning throughout all
programs. This includes an evaluation of the collegial strategies used to implement innovations and
encourage improvement, such as shadowing, coaching, observation, mentoring, group presentations.
A4.5. Prompt: How effective are the processes and procedures for involving staff in shared
responsibility, actions, and accountability to support student learning throughout all programs?
Provide representative examples and data regarding impact on student learning.
Findings Supporting Evidence
In our Leadership meetings, the SAP is developed, reviewed SAP
and revised based on our critical learner needs and areas of
growth. This information is shared with all members in the CT minutes
department for input and feedback. The actions steps from the EWS
SAP identifies responsible individuals such as administration,
counselor, DCs, and faculty.
Students under the Special Programs are monitored by their
team of teachers, counselors, CRTs, and ESL Coordinators.
The team ensures and provides the support for the student
learning.
In the department CTs, the team of teachers identify student
needs through data from ACT Aspire, SBA, and other
assessments both formative and summative.
In the Freshman Academy, team teachers through the Early
Warning System (EWS) identify students who are off track or
sliding in their Attendance, Behavior, or Course Performance
(ABC).

61

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

A5. Leadership and Staff Criterion – Research and Professional Development


Leadership and staff are involved in ongoing research and professional development that focuses on
identified student and teacher learning needs.

Support of Professional Development


A5.1. Indicator:The school effectively supports professional development/learning with time,
personnel, material, and fiscal resources to facilitate all students achieving the schoolwide learner
outcomes and academic standards.
A5.1. Prompt: How effective is the support of professional development/learning? Provide evidence
and examples.
Findings Supporting Evidence
Southern High School is continuously involved in seeking PLC minutes
professional research and methods to develop its faculty,
administration, and teachers in finding effective ways to Schedules/Attendance
support the performance of its students. Professional District PDs
Development is provided to faculty and staff through the
Professional Development days scheduled within the GDOE
school year. The school has its own Professional Development
plan for the year and the district also schedules numerous
instructional trainings as well as training for specialized
programs Teachers are afforded the opportunity to participate
in district level PDs offered, touching on district issues and
topics: Standards Based Grading, Proficiency Scales, CITW,
Priority Standards, Striving Readers, school wide regulations.
The faculty are encouraged to discuss strategies with each
other. (percentage/numbers needed-survey pending)

Teachers at SHS are also afforded the opportunity to explore


professional development opportunities and training outside
of what is offered by the school district. The administration
supports teachers who wish to attend trainings and invite the
trained teachers to further share new strategies, findings, and
research to colleagues during faculty/department meetings or
scheduled Professional Development days.

Teachers who participated in various professional


development opportunities are invited to share what they have
learned to their colleagues during faculty meetings, such as
PBIS, CITW, AP (during department meetings) SBG, etc.

62

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Faculty meetings are used to enhance professional


development opportunities, such as proficiency scales, PBIS,
SBG, CFA, SIOP, Technology integration, etc.

Supervision and Evaluation


A5.2. Indicator: The school implements effective supervision and evaluation procedures in order to
promote professional growth of staff.
A5.2. Prompt: How effective are the school’s supervision and evaluation procedures?
Findings Supporting Evidence
In order to evaluate the continued professional growth of our PTEP Form
teachers, the PTEP is implemented. PTEP is used to drive
evaluation and supervision of teacher effectiveness and Teacher Mentorship
professional growth. Observations and
Walkthroughs
Administration provides teacher observation to ensure that PLC minutes
teachers are teaching what they are supposed to be teaching, if
students are learning, and if the method of instruction is
appropriate.

SHS also has seasoned teachers to help new teachers feel


welcome and to prepare them for what’s to come by providing
observations, lesson planning sharing, sharing teaching
strategies that work, and to provide feedback and guidance on
how different teaching strategies may work.

PLCs are provided during department meetings. Teachers


share with each other what they are teaching and how they are
teaching it. They share the work of their students to see how
well the method is working. This is also the time when
teachers could ask for advice to see what works or not.

Measurable Effect of Professional Development


A5.3. Indicator:There are effective operating processes that determine the measurable effect of
professional development, coaching, and mentoring on student performance.
A5.3. Prompt: Comment on the effectiveness of the processes in determining the measurable effect of
professional development, coaching, and mentoring on student performance. Provide evidence how
professional development/learning has had a positive impact on student learning.

63

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Findings Supporting Evidence


The English and Math departments provide college placement School Performance
testing at the start of each block. The placement test help the Report Card
English and Math teachers on what to teach for the block,
depending on the results of the placement tests. Pre- and Post-Tests
ACT Aspire
Teachers utilize a Zone Analysis of the District Wide SBA
Assessment to identify the strengths and areas of need of our
students. By doing this, the teachers work collaboratively to
identify instructional focus that is correlated to student
diversity in performance. Therefore the consensus map has
been reviewed and annotated with the learner needs. This is
directly related to improvements in lesson planning and
promotes collegial discussions at the level of the classroom
teacher.

Department pre and post tests are used to help teachers see
what works and what doesn’t. Pre-tests provided the
necessary feedback on what teachers need to work on to help
enhance student knowledge. Post-tests are used to see how
well students have learned.

Graduation rates have subsequently increased throughout the


years at SHS.

64

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

A6. Resources Criterion


The human, material, physical, and financial resources are 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.

Allocation Decisions
Decisions about resource allocations are aligned with the school’s vision, mission,
A6.1. Indicator:
schoolwide learner outcomes, the academic standards, and the schoolwide action plan.
A6.1. Prompt: To what extent are resources allocated to meet the school’s vision, mission,
schoolwide learner outcomes, the academic standards, and the schoolwide action plan?
Findings Supporting Evidence
Decisions regarding the Guam Department of Education GDOE State Strategic
(GDOE) and Southern High School’s resource allocations are Plan
aligned with the school’s vision, mission, school-wide learner
outcomes, academic standards, and the school-wide action SHS SAP
plan to an extent based on needs and available allocated Salape Principat
monetary resources.
Budget guidelines require administrators and division heads to
take GDOE and the respective district-wide schools’ mission
statements, student learner outcomes, State Strategic Plan, and
the school-wide action plans into account during the overall
budgetary process.
During the budget process, the school principals and division
heads provide input with the goals and objectives that are
directly aligned with the school report card to examine
whether the allocation of the specific budget requests
significantly impacts student outcomes.
However, the budget allocated to the Guam Department of
Education has historically been less than the requested
amount, therefore, requiring schools and divisions to further
prioritize and examine different ways to maximize and utilize
their resources.
Despite the less than desirable budget requests annually
submitted to the Guam Legislature on behalf of the Guam
Department of Education, Southern High School’s annual
budget has remained relatively consistent over the past years
as a result of consistent staffing patterns and student
demographics. Illustrating the aforementioned, Southern High
School was allocated a total of $9,329,317.29 for school-wide

65

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

expenditures for SY2017/18; whereas, $5,212,819.64 was


delineated for salaries; $1,787,174.33 for benefits; and
$1,719,870.64 for utilities. In total, salaries, benefits, and
utilities accounted for a total of $8,719,864.61 or 93% of
Southern High School’s aggregate allocation. The remaining
$609,452.68 was delineated for contractual expenses for
$518,458.37; Supplies for $24,069.54; Equipment for
$8,667.94; and text/library books for $3,643.40.
Consequently, like so many schools district-wide – Southern
High School has often had to make do with the status quo and
be creative to supplement our resources in a continued effort
of the school to consistently meet the school’s vision, mission,
school-wide learner outcomes, the academic standards, and
the school-wide action plan such as the discretionary usage of
Salape Principat, fundraisings, grants, and/or relationships
that teachers have developed and fostered within the
community.
For example, through Salape Principat – the Southern High
School administration has been able to purchase the following
supplemental items:
Printing services for diplomas
Diploma covers
Plastic folding tables for classroom and office use
Whiteboards
Teacher chairs
Folding chairs
Teaching aids such as: chalk, dry erase markers, pens,
pencils, glitter, glue
Copy paper (letter, legal, and tabloid)
Cardstock for teacher and student use
Office supplies such as: pens, tape, folders, legal pads,
sheet protectors, etc.
Custodial supplies such as: trash bags, toilet tissue,
liquid hand soap, paper towel
Federal grants have often been used to augment local funding.
And, in many cases, teachers often use their personal monies
to help finance materials and other instructional needs
necessary to ensure that supplies are consistent with
effectuating student learning outcomes.

66

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Allocation Involvement
A6.2. Indicator: The school leadership and staff are involved in the resource allocation decisions.
A6.2. Prompt: Comment on the extent to which leadership and staff are involved in the resource
allocation decisions. What impact has the process for the allocation of resources made on student
learning?
Findings Supporting Evidence
The Southern High School leadership and staff are involved GDOE & GEB Proposals
in and responsible for resource allocation decisions in lieu of
Southern High School functioning as a subsidiary of GDOE Adequate Education Act
as the overall resource allocation decisions and process is a SHS Budgetary Proposals
highly centralized function within GDOE.
Salape Principat
The school’s short-range and long-range planning is
contingent upon the school’s annual budget via the GDOE Teacher/Staff/Stakeholder
and Government of Guam’s projected revenues. The GDOE Input
acquires its funding from the Government of Guam through
annual budgetary oversight hearings where schools are
represented as a whole. As a consequence, the individual
needs of the schools are not easily addressed. Consequently,
due to inadequate funding, lack of prioritizing, and/or
hindrances within the bureaucratic procurement process –
individual school needs may not always be met, unless other
funding is made available through grants, etc.
While schools annually submit requests for financial,
personnel, and instructional resources – decisions are made in
the context of GDOE’s aggregate budget. However, there is a
small and specific allocation of funds that is given to each
school principal (Salape Principat) to spend at the discretion
of each respective school community. For example, Southern
High School’s principal has been allotted a total of $50,516
for SY2018/19 for discretionary expenditures. According to
the school principal, these monies are used to purchase
supplies, materials, and when possible equipment.
The budget development planning begins with schools
identifying their needs in alignment with the State Strategic
Plan. The proposals are reviewed and submitted to the Guam
Education Board (GEB) for approval prior to submission to
the Guam Legislature. This developmental process includes
two GEB presentations per year; however, the annual
allocation is negotiated between the GDOE leadership (to
include the board and superintendent) and the legislature.

67

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

The negotiations must also include potentially projected


budget shortfalls which may result in GDOE cutting back on
and/or eliminating elements that may otherwise be carried out
as a result of allocated funding. For example, according to
the superintendent, as a result of the revenue reduction the
Fiscal Year 2019 budget - “the entire government of Guam as
a result of the Tax Cuts and Jobs Act of 2017 means our
department will likely face reductions in funding.”
Consequently, the GEB is currently submitting a $334.7
million budget for GDOE in 2019 – up from the $324 million
budget requested for 2018. According to a 27 January 2018
article published by the Pacific Daily News, “federal tax cuts
are expected to cost the government of Guam $47.9 million in
revenue this fiscal year and $66.1 million next fiscal year,
which means the administration will be giving less cash to
government agencies, including the Department of Education.
The shortfall for education this fiscal year will be $19
million, and the shortfall next year will be $27 million.”
While the shortfall in the allocation of requested funding has
been a challenging issue, the overall impact with regard to
student learning has been minimal as the resource allocation
does not necessarily impact the experience and pedagogy of
our teachers who have adapted, along with our students, in
overcoming such challenges as classroom instruction and
learning continues regardless of whatever the process for the
allocation of funds may be at any given time.

Practices
A6.3. Indicator: Processes and procedures are in place for developing an annual budget, conducting
internal and external audits, and utilizing sound quality business and accounting practices, including
internal controls within the school to ensure protection against mishandling of institutional funds.
A6.3. Prompt: Evaluate the effectiveness of the processes and procedures for developing an annual
budget, conducting audits, and utilizing sound quality business and accounting practices, including
internal controls within the school to ensure protection against mishandling of institutional funds.
Findings Supporting Evidence
In accordance with the Guam Department of Education’s GDOE SOP’s
standard operating procedures, Southern High School
maintains process and procedures that are in place for GDOE Internal Audit
developing an annual budget, but also conducting internal and Reports
external audits when necessary while utilizing sound quality SHS Financial
68

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

business and accounting practices to include controls within Statements


the school to ensure protection against the mishandling of
institutional funds. MUNIS

GDOE has an annual external audit as well as in-house


internal auditors. Risk assessments are also developed to
determine which areas the auditors should concentrate on.
GDOE has also recently updated its standard operating
procedures to ensure appropriate internal controls are in place.
The district area schools are also being guided by the internal
auditors to ensure sound practices in areas dealing with non-
appropriated funds. The guidance and processes in place
ensures that checks and balances are in place so as to
minimize the misuse and/or misappropriation of fund;
whereas, this process includes monthly reporting to detect
possible discrepancies that may arise.
Furthermore, training and support is provided by the internal
auditors to ensure that all school administrators and those
directly involved with appropriated and non-appropriated
school funds are aware of the guidelines and standard
operating procedures therein.
While internal controls exist within Southern High School’s
financial operations based on the said policies and standard
operating procedures - the school administration must also be
accountable to GDOE which is ultimately held accountable by
the Guam Office of Public Accountability.
As a result, schools and divisions are required to submit the
appropriate forms that provide for the amounts and
justifications for resources to be included for their respective
school or division within the district’s budget. GDOE uses
Governmental Accounting Standards Board (GASB)
practices. Additionally, meetings between the auditing office
and the third party fiduciary administration occur on a regular
basis and are indicative of the understanding need to have the
“high risk” designation by the federal government eventually
removed as sound accounting practices and audits are
consistently adhered to. Moreover, GDOE system wide
protection and accountability has been further ensured through
the use of the new fiscal management system (MUNIS
accounting software) of district resources.
Accordingly, referring to a 2 July 2018 Pacific Daily News

69

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

article, GDOE has received an unmodified or clean audit


opinion based on its financial statements and compliance with
2017 federal program requirements while also marking “the
third consecutive year that the agency audit has shown no
material weaknesses.” Consequently, the superintendent
indicated that as a result of five straight years of progress –
GDOE may now be able to push for the removal of its high
risk status in hopes of no longer having to hire a third party
fiduciary manager to oversee federal funds.

Facilities Conducive to Learning


A6.4. Indicator: The school’s facilities are adequate to support high-quality learning.
A6.4. Prompt: To what extent do the facilities support high quality learning?
Findings Supporting Evidence
Southern High School’s facilities support high-quality GDOE SOPs
learning.
The Guam Department of Education has benefitted by the SHS Facilities
recent infusion of funds from the Adequate Education Trust Maintenance
that has been invested in roof repairs, updated fire alarm Requests and
systems, electrical upgrades, communication systems, and air Procurements
conditioning units. MUNIS
The Guam Department of Education has also stated that
Salape Principat
$1,000,000 per year over the next five years will be provided
to address health and safety issues district wide while being
challenged to address aging facilities that may also be
impacted by severe weather conditions such as tropical
storms/typhoons and earthquakes. Ultimately, individual
schools and GDOE jointly determine sites which needs are
most critical and, therefore, must be attended to first.
Furthermore, annual contracts for custodial services, trash
pick-up, and other maintenance-related contracts/activities are
budgeted for and executed appropriately. Additionally, it
should be noted that most schools have at least one full-time
maintenance personnel on staff.
As of 2018, Southern High School has been the recipient of
funding which has resulted in the replacement and upgrade of
the school’s previously inoperative fire alarm system in
addition to the replacement and upgrade of the school’s
communication system.

70

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Furthermore, items purchased through Salape Principat have


included custodial supplies such as trash bags, toilet tissue,
liquid hand soap, and paper towel in not only contributing to
the safety of our students, but ensuring a degree of sanitary
conditions as well.
Moreover, the majority of the school’s classroom usage is
climate controlled, thus, ensuring a relatively comfortable
setting for teachers to instruct and students to learn.
While Southern High School’s physical plant is in need of
repair and often times challenges the effectiveness of our
teachers, staff, and students – a level of high-quality learning
is continually strived for. Southern High School has a reliable
internet service provider and, in some areas of the campus,
wireless access.

Instructional Materials and Equipment


The policies and procedures for acquiring and maintaining adequate instructional
A6.5. Indicator:
materials and equipment, such as textbooks, other printed materials, audio-visual, support
technology, manipulatives, and laboratory materials are effective.
A6.5. Prompt: Evaluate the effectiveness of the policies procedures for acquiring and maintaining
adequate instructional materials and equipment, such as technology tools and software, the support
systems for technology, software, textbooks, other printed materials, manipulatives, and laboratory
materials.
Findings Supporting Evidence
Southern High School follows the Guam Department of GDOE Budget
Education’s standard operating policies and procedures for
acquiring and maintaining adequate instructional materials SHS Budgetary Proposals
and equipment such as technological tools and software, the
Salape Principat
support systems for technology, software, textbooks,
supplemental printed materials, and laboratory materials. Individual Teacher
However, the limited budgets of years’ past have adversely Expenditures
affected the Guam Department of Education’s ability to
acquire and maintain adequate instructional material and
equipment. Federal grants have often been used to augment
local funding. For example, such funds via the Guam
Department of Education through the Curriculum and
Instruction division allocated funding and resources that
provided each teacher within the Social Studies Department
with a multi-media projector for individual teacher use.
Additionally, in many cases, teachers often use their personal
71

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

monies to help finance materials and other instructional needs


necessary to ensure that supplies are consistent with
effectuating student learning outcomes.
Despite limited budgets, there is a small and specific
allocation of funds that is given to each school principal
(Salape Principat) to spend at the discretion of each
respective school community. For example, Southern High
School’s principal has been allotted a total of $50,516 for
SY2018/19 for discretionary expenditures. According to the
school principal, these monies are used to purchase supplies,
materials, and when possible equipment. The supplies and
materials include photocopying paper and other necessary
instructional supplies.
As funding for instructional supplies may continue to be a
challenge – especially with regard to the depreciation and
long-term use of textbooks – GDOE has acknowledged that
not all students are able to be provided a text book for use at
home; however, all schools have been able to provide a class
set so that every student has immediate access to the textbook.
In addition, GDOE continues to monitor text book
inventories and allows for cross-leveling between schools in
areas of critical need and/or subjects that are no long being
taught at one school, but offered at another. Moreover,
Southern High School teachers in particular have been
resourceful in utilizing online/digital PDF files of textbooks –
especially in Social Studies with Psychology, Sociology, and
U.S. History – for students to electronically access as well as
providing copied and supplemental material via the Fair Use
Doctrine.
In areas of technology, all schools are provided at least one
mobile computer laboratory for teachers to use in addition to
allowing schools to develop proposals to acquire more mobile
labs. Furthermore, Promethean Boards have also been
installed and utilized for various curriculum areas and
programs throughout campus.

Qualified Personnel
A6.6. Indicator: Resources are available to hire, retain qualified personnel for all programs.
A6.6. Prompt: Determine if resources are available to hire and retain qualified personnel for all
programs.
72

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Findings Supporting Evidence


Resources for the availability to hire and retain qualified
personnel for all programs at Southern High School are
essentially provided by the Guam Department of Education
and dealing with the Human Resources branch.
Each position description and job announcement contains
minimum educational and experience requirements. The
Human Resource Department evaluates each
application/applicant to ensure that the minimal qualifications
are met relative to the advertised job description. Each
applicant is then given a rating with the top five ratings
making the first round of interviews. Before an applicant is
hired, s/he is interviewed by the respective supervisors along
with an Equal Employment Opportunity certified personnel
representative to ensure that the focus is strictly on job-related
issues. Thereafter, the respective supervisors will make
recommendations with the final decision based on the
Superintendent’s approval.
In terms of the individual schools, a list of qualified applicants
from the process shall be made privy to the respective
principal with regard to the vacant position. The school
principal will conduct further interviews with the qualified
applicants in making the hiring determination for the school
itself as the applicant would then continue to be processed
with GDOE and Human Resources. The extent to which
resources are available to determine if the hiring and retaining
of qualified personnel for all programs is contingent upon the
annual operating budget and areas of most critical need.

73

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

ACS WASC/GDOE Category A. Organization:


Summary, Strengths, and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in
Category A are being met.

Include comments about the degree to which these criteria impact the school’s ability to address one
or more of the identified student learning needs (Chapter III).

Summary (including comments about the student learning needs):


Southern High School’s commitment to provide all students a quality education is evident in the
school’s mission and SLOs. Research have shown that support and interventions are needed as
students transition from middle school into high school. In the Freshman Academy, supports and
intervention are in place for that transition. The professional development and assistance received
in the Freshman Academy allows teachers to engage our students. The island wide professional
development provides teachers to align content standards both vertically and horizontally.
Prioritize the strengths and areas of growth for Category A.

Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and


Resources: Areas of Strength
 Collaboration with other secondary schools in the district during the island wide
professional development
 Middle school orientation for transitioning 9th graders
 Southern High School offers opportunities for students to broaden their learning
experience from other sources other than subject textbooks and the traditional classroom
setting.
 The Freshman Academy offers a variety of resources to engage students in learning.
 Professional development and technical assistance provided to the Freshman Academy
teachers through the Talent Development Secondary.
 Library has recently purchased new technology to meet the growing demands of
technology.
 Southern High School’s alumni returning as staff, faculty, and coaches.
 Clubs and organizations are student driven and their goals are aligned with the school’s
mission and SLOs.
 Identified teachers received laptops or iPads for classroom use.
 The school’s mission, vision, and SLOs are consistently included in all meetings and
announcements.

Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and


Resources: Areas of Growth
 Improve access to and the application of today’s technology to acquire or develop new
skills.

74

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

 Involve all stakeholders in developing and creating the school’s vision.


 Improve maintenance of equipment and facilities.
 More personnel support for the size of the campus.
 Improve the communication between staff, faculty, and administration.

Copy and paste the Areas of Strength and prioritized Areas of Growth/Challenges into the matrix in
Chapter V.

75

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Category B: Standards-based Student Learning: Curriculum

B1. Curriculum Criterion – Student Participation in a Standards-based Curriculum


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.

Current Educational Research and Thinking


B1.1. Indicator: The school provides examples that document the effective use of current educational
research related to the curricular areas in order to maintain a viable, meaningful instructional
program for students.
B1.1. Prompt: Comment on the effective use of current educational research related to the curricular
areas to maintain a viable, meaningful instructional program for students. Examine the effectiveness
of how the school staff stay current and revise the curriculum as needed.
Findings Supporting Evidence
One of the most effective curricular frameworks at Southern Marks Analysis
High School is the Johns Hopkins Talent Development
Secondary program, now called Talent Development PLC Minutes
Secondary (TDS). TDS is a research-based reform program AP and Honors Listing
designed to close achievement gaps. In school year 2010-
2011, a team from TDS provided training to ninth grade
teachers on Freshman Seminar, Strategic Reading, and
Transition to Advance Mathematics. Upon the request of the
administration team and teachers, the entire faculty received
training on “Teaching to the Extended Period.” The training
involved teaching strategies for a block schedule. As a result
of this training, the use of cooperative learning groups and
transitioning from teacher driven instruction to collaborative
student driven activities are evident in classes. Based on our
marks analysis since 2013, the passing rate of students who
have received the interventions and moved on to the required
courses have increased to approximately 20%. This year, SHS
included a course for our struggling 10th grade students called
Reading Development mirroring the TDS framework of
Reading Writing in Your Career.
Teachers at Southern High School are assigned to Professional
Learning Communities (PLCs) which are geared for members
to collaborate on research based practices (i.e. Classroom
Instruction That Works, Striving Readers, Standards Based
Grading, and Sheltered Instruction Observation Protocol),
common assessments, and data analysis. These PLCs allows
76

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

teachers to provide meaningful and viable curriculum to all


students.
One of the most positive programs that we have seen a shift in
since the last self-study is our Honors and AP Programs.
There has been an increase in enrollment as well as additional
courses offered.
Southern High School’s English as a Second Language (ESL)
program provides sheltered content area classes in the areas of
Language Arts, Math, Social Studies, and Science using the
Sheltered Instruction Observation Protocol (SIOP). It is a
research-based validated model that addresses the educational
needs of English Learners here and on the U.S. Mainland.
The SIOP involves everything from lesson planning,
strategies, practice and application, student interaction and
assessment. Students who successfully met all the program
requirements are exited out of the program and mainstreamed
into the regular education classes.
In conjunction with the Guam Community College (GCC),
Southern High School offers Career and Technical Education
(CTE) Programs. These courses allow the students to learn
and prepare for skills needed for entry level positions in the
workforce or transition to post-secondary education. We have
found success in our students who have earned a Certificate of
Completion (COC) or Certificate of Mastery (COM), as well
as preparation for the Armed Services Vocational Aptitude
Battery test (ASVAB). This year, all seniors are required to
take the ASVAB and WorkKeys Assessment prior to
graduating as stated in the district State Strategic Plan.

Academic Standards for Each Subject Area


B1.2. Indicator: The school consistently implements, within and across grade levels or departments,
schoolwide learner outcomes and academic standards for each subject area, course, and/or program
that ensure the same high expectations for all students.
B1.2. Prompt: Evaluate to what extent clearly articulated schoolwide learning outcomes and
academic standards for each subject area, course, and/or program are consistently implemented
within and across grade levels or departments that ensure the same high expectations for all
students.
Findings Supporting Evidence
Students are exposed to our schoolwide learning outcomes Monthly Assembly
through many different forms throughout the campus (i.e. Presentations

77

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

daily intercom announcements, teachers’ syllabi, lesson plans, Syllabi


posting in the classroom, library, cafeteria, and offices).Our
Freshman Academy holds monthly assemblies in which the Lesson Plans
schoolwide learning outcomes are presented and ownership of
Curriculum Maps
them.
Curriculum Maps that were developed during the island-wide
Professional Development days are used by the teachers.
These curriculum maps identify priority standards to ensure
that all students meet these expectations. These academics
standards are evident in the teachers’ syllabi and lesson plans.
An online survey was conducted Southern High School’s
faculty. Over ninety percent of the teachers surveyed have the
student learning outcomes posted in their classes and/or
reviewed during their lesson. Of the teachers surveyed, over
90% stated that lesson objectives are articulated to their
students.
In School Year 2017-2018, it was agreed that the faculty use a
syllabus template with the School-Wide Learning Outcomes
and Content standards so that the school is consistent and that
all stakeholders understand the expectations.

Congruence
B1.3. Indicator: The school has mapped/paced written curricula in all content areas that are congruent
to the academic standards and the schoolwide learner outcomes.
B1.3. Prompt: Evaluate the extent to which there is congruence between written curriculum and the
actual concepts and skills taught, the academic standards and the schoolwide learner outcomes.
Findings Supporting Evidence
The Guam Department of Education provided teachers an Curriculum Maps
opportunity to collaborate during the district-wide
professional development days to create consensus curriculum Lesson Plans
maps in alignment with Common Core State Standards,
National content standards, and College and Career Readiness
standards. These maps are to ensure delivered guaranteed and
viable curriculum. This means that there are identified
priority standards that were agreed to be taught during a
specific timeframe. There is enough time to teach the agreed
upon standards. When students successfully complete their
courses, then they are accomplishing our School-Wide
Learner Outcomes.
78

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Teachers post objectives in the classroom in congruence to the


standards. During PLCs, teachers collaborate to monitor,
review, and refine instruction so that students meet standards
and schoolwide learner outcomes.

Student Work — Classroom Learning Targets


B1.4. Indicator: The examination of student work samples and the observation of student engagement
demonstrate the implementation of a standards-based curriculum and the schoolwide learner
outcomes.
B1.4. Prompt: Evaluate to what extent the examination of student work samples and observed student
engagement demonstrate the implementation of a standards-based curriculum and the schoolwide
learner outcomes.
Findings Supporting Evidence
The examination of student work and observed student Lesson Plans
engagement is evident in Southern High School’s classrooms.
Content standards and the schoolwide learner outcomes are Student
the focal point in the lessons being taught. The standards and Reflections/Surveys
learner outcomes are observable within classroom Sample Work
assignments, projects, quizzes, and tests.
PLC/CLT Minutes
Student learning is also demonstrated by the district-wide
assessment, Standards Based Assessment (SBA) which is Teacher Portfolio
administered at the end of the school year.

Since Southern High School is a pilot for Standards Based


Grading, departments are in the developmental stages in
creating proficiency scales and assessments to further
strengthen standards based curriculum.

Accessibility of All Students to Curriculum


B1.5. Indicator: A rigorous, relevant, and coherent curriculum is accessible to all students through all
courses/programs offered. The school examines the demographics and needs of students throughout
the class offerings. The school’s instructional practices and activities facilitate access and success for
all students.
B1.5. Prompt: Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all
programs. To what extent do the instructional practices of teachers and other activities facilitate
access and success for all students?

79

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Findings Supporting Evidence


Students have access to a rigorous, relevant, and coherent PowerSchool Course
curriculum. Students can view the district’s High School Selection
Course Catalog located in the offices, library, or with their
counselors. Course Tally

Students are assigned to a counselor. Counselors constantly High School Course


review students’ historical grades and graduation progress to Catalog
ensure they are on track with meeting graduation GCC Commitment Letter
requirements. Students have full access to meet with their
designated counselor to discuss their academic plan and
interest during course selection and placement periods.

In the spring prior to student registration, an AP and Honors


fair is open to all students enrolled in the English and Math
classes. The students enrolled in an AP or Honors classes
showcase their work and talk to students to let them know
what they are learning. Students interested in a class are
encouraged to sign up at the fair or they can see their
counselor.
The Guam Community College also hosts fairs throughout the
school year. Students enrolled in the GCC courses also
showcase their work. Like the AP and Honors fair, students
can sign up. The GCC counselor would follow up with
interested students.
In the department PLCs, teachers share instructional practices
that work or can be modified to meet the needs of all students.
Teachers provide guidance and encouragement to students on
availability of classes and what classes are offered in that
content.
The Freshman Academy’s TDS model allows team teachers to
have a common planning time to address the needs of students
and to take advantage of assets and approaches from cross-
disciplinary standpoints. This approach strengthen the
curriculum that is challenging while building basics skills in
order for students to “catch up”.

80

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Integration Among Disciplines


B1.6. Indicator: There is curriculum integration among disciplines at the school.
B1.6. Prompt: Evaluate to what extent there is curriculum integration among disciplines.
Findings Supporting Evidence
It is quite evident in the Freshman Academy that there is Lesson Plans
curriculum integration among disciplines. The TDS
framework allows for small learning communities. Students Curriculum Maps
in the freshman classes of Freshman Seminar/, Strategic
Reading, and TAM/Algebra 1/Geometry/Algebra 2 are
supported by a team of teachers throughout the year. These
teachers have a common planning time to address student
needs in Attendance, Behavior and Course Performance
(ABCs) and to work on cross-disciplinary perspectives.
With the implementation of Common Core standards,
interdisciplinary planning amongst the different contents
provide integrated learning experiences for all students. For
example, in classroom readings or projects whether in a math
class or health class, students are meeting the English
Language Arts (ELA) standards on reading, writing, and
research. Teachers in other subjects support the reading and
writing goals are being met in their content.
Service learning is another example of curriculum integration.
This is a teaching and learning approach for students to
develop civic responsibility, strengthen communities, and
enrich academic learning among different disciplines. For
example, the teacher teams in the Freshman Academy
collaborates on a service learning activity that integrates their
content such as the Department of Education’s 2k/5k or GAIN
(Guam Animals in Need) Project.

Curricular Development, Evaluation, and Revisions


B1.7. Indicator: The school assesses its curriculum review and evaluation processes for each program
area to ensure student learning needs are met through a challenging, coherent, and relevant
curriculum. The assessment includes the degree to which there is involvement of key stakeholders.
B1.7. Prompt: Comment on the effectiveness of the school’s curriculum review and evaluation
processes to ensure student learning needs are being met. Include comments regarding the extent to

81

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

which there is involvement of key stakeholders.


Findings Supporting Evidence
At Southern High School, there are two types of curriculum Course Offerings
review and evaluation process. The first involves any existing
Department of Education course not offered at the school or a Course Selection
pilot course the school would like to implement. Course Proposal Form
If there is a student need or interest in an existing DOE
course, a student or teacher can voice their interest through a
counselor, department chairperson, or administrator. From
there, discussions between department and administrator are
held to determine if student needs are met, feasibility, and
effectiveness of the course offering. The monitoring and
review of the course is done through the department
chairperson and administration.
Teachers who are interested in piloting a course and have
received student feedback would submit a formal proposal to
the department chairperson or administrator. The course
proposal has to be submitted to the Joint Board Union
Curriculum Textbook Committee for review and approval for
piloting. Once approved, the teacher collects data on the pilot
course and must submit data to the Joint Board Union
Textbook Curriculum Committee for review and subsequently
for the Guam Education Board to approve. This was done for
the TDS courses of Freshman Seminar, Strategic Reading, and
TAM. Information was shared with the stakeholders shared
during faculty and staff meetings, parent meeting, freshman
orientation and feeder schools.

Articulation and Follow-up Studies


B1.8. Indicator:The school articulates regularly with other schools within the district and/or local
colleges and universities. The school uses follow-up studies of graduates and others to learn about
the effectiveness of the curricular program.
B1.8. Prompt: Share examples of articulation with other schools within the district and/or local
colleges and universities, including comments on the regularity and effectiveness of these efforts.
What has been learned from the follow-up studies of graduates and others regarding the
effectiveness of the curricular program?
Findings Supporting Evidence
Since the last self-study, Southern High School schedules Orientation PowerPoint
orientation visits for its feeder schools in the spring. The TDS Presentations
82

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

team, 9th counselor, and representative students from the


various student organizations visit the schools and provide
information via PowerPoint presentations and performances.
School-wide expectations and graduation requirements are
shared with the middle school students and faculty.
In the spring of School Year 2017-2018, the District provided
a Professional Development Day wherein vertical articulation
with the high school and middle school occurred. This was
well received by the teachers and plans for more articulation
to be made by the district.
In addition to orientation, Southern High School
communicates closely with the feeder school counselors in
assessing the incoming 9th graders for placement in reading
and math. This data is used in part to help determine what
English course and Math course they will be placed into for
their freshman year.
Articulation between Southern High School and both, the
University of Guam and the Guam Community College with
sharing of valuable information.
Southern High School is fortunate to have a part-time on-site
Guam Community College career counselor. The counselor
provides support for our students and share information in the
transitioning of our students.
The University of Guam English and Math departments share
our graduated students’ placement data with us so we can
better plan to prepare our students for placement in credit
earning English and Math courses at the University level.
The last two years, the University of Guam’s (UOG) English
Department has held work sessions with English 12 teachers
to share the scoring process used for their English Placement
exam. The English Department has taken this information and
created a grade level pre- and post- test using the holistic
scoring rubric provided by the University of Guam. The
English department then scores these assessments using the
UOG rubric to see what areas need more focus with regards to
our writing instruction.

83

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

B2. Curriculum Criterion – Planning and Monitoring Student Learning Plans


All students have equal access to the school’s entire program and assistance with a personal learning
plan to prepare them for the pursuit of their academic, personal, and school-to-career goals.

Variety of Programs — Full Range of Choices


B2.1. Indicator: All students are able to make appropriate choices and pursue a full range of
college/career and/or other educational options. The school provides career awareness, exploration,
and preparation to promote college and career readiness.
B2.1. Prompt: How effective are the processes to allow all students to make appropriate choices and
pursue a full range of college/career and/or other educational options? Discuss how the school
ensures effective opportunities for career awareness, exploration, and preparation to promote
college and career readiness.
Findings Supporting Evidence
Throughout each student’s high school career, they have High School Course
opportunities to engage in conversations and activities with Catalog
school personnel and community partners, as well as other
students regarding college, career and other educational PowerSchool
options. Fair Sign Up Sheets
Beginning with their freshman year, students meet with their ASVAB Sign Up
counselor to discuss their schedules and their 4-year course
plan. At this time, some students want to plan for early Student Work
graduation as a 3rd year graduate. Counselors assist and track
these students accordingly. This is attainable due to Southern
High School’s unique 4x4 block schedule, wherein students
can earn 8 credits in one school year.
Students are exposed to the various career and college
exploration opportunities. In the Freshman Academy, all
students in the Freshman Seminar classes investigate post-
secondary decisions such as exploring potential career choices
or higher learning choices. One of the district and school
goals is that all students will develop a professional portfolio
consisting of a resume and job application. Implementation
will take place in the Freshman Seminar classes for next year.
The following are other opportunities our students have for
college, career, and/or other educational options. Classroom
visits from colleges, universities, and the various military
branches. These various entities provide guidance to the
students on their offerings. This year as part of their
graduation requirements all seniors must take the Armed

84

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Services Vocational Aptitude Battery (ASVAB) assessment.


Each senior will have the opportunity to access the free
college and career readiness assessment tools provided with
their ASVAB results, whether or not they pursue a military
career.
Another graduation requirement is that all seniors take the
WorkKeys assessment. Successful completion of the
WorkKeys assessment can lead to earning the National Career
Readiness Certificate
Besides classroom visits, a Guam Department of Education
(GDOE) College Fair is held in the fall. About 50 Juniors and
50 Seniors are invited to attend the fair. This 3 day event
allows for students to attend college preparation seminars and
meet college and university representatives, as well as military
representatives as they explore post-secondary options. An
evening event open to the public is available to all high school
students, regardless of grade level, to also meet college,
university, and military representatives.
The Guam Community College (GCC) and the University of
Guam (UOG) hold campus tours in the spring. Students
enrolled in the GCC courses take a walkthrough tour of each
of the buildings, learning about their program and support
available after high school. Teachers can take their students
on a fieldtrip to the University of Guam during its Charter Day
to tour various buildings.
Another opportunity students can take advantage of is through
our Dual Enrollment Program at UOG and GCC. Graduating
Juniors and Seniors who have completed all graduation
requirements are eligible to take Math and English courses at
the GCC and UOG campuses.
There are two fairs held at the Southern High School campus.
GCC holds a fall and spring Career Fair which promotes the
satellite courses offered on campus. The other is the AP,
Honors, and Elective fair. This fair allows enrolled students
to engage in conversations about these courses by showcasing
what is learned in their classes and helping other students with
effectively planning course of study.

85

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Student-Parent-Staff Collaboration
B2.2. Indicator:Parents, students, and staff collaborate in developing and monitoring a student’s
personal learning plan, college/career, and/or other educational options.
B2.2. Prompt: Evaluate to what extent parents, students, and staff collaborate in developing and
monitoring a student’s personal learning plan, college/career and/or other educational options.
Findings Supporting Evidence
Southern High School takes a proactive approach in regards to Report Conferencing
developing and monitoring a student’s personal learning plan, Forms
college/career and/or other educational options. Students and
parents are afforded many opportunities to communicate and Report Cards
collaborate with the faculty and staff at SHS. Caring adults PowerSchool
and students are able to work together during class time, lunch
time, designated parent conferences, scheduled meetings, and
via email.
In the Freshman Academy, Report Card Conferencing is held
every semester. These conferences are designed to prevent
academic failure and help students stay on track. Conference
mentors who may or may not work directly with the student
meet on a one-on-one basis with the student to discuss their
ABCs. The conferences help students reflect, set goals, and
monitor their progress toward academic growth.
Southern High School Special Programs are guided by
specific regulations and processes in order to meet program
requirements. Students are monitored annually with a
Consulting Resource Teacher (CRT) assigned to each student.
CRTs bring together parents, students, teachers, and other
staff or community partners associated with the well-being
and transition of these students as they progress through high
school into post-secondary goals.
Counselors meet with students at least once a block in order to
verify schedules and go over graduation progress. As students
progress through grade levels, their plans become more
refined and specific to graduation and post-graduation goals.
Administrators, teachers, parents, and students also have
access to various data from PowerSchool, PowerTeacher and
the Parent and Student portals. An automated phone call is
sent to inform the parent or guardian regarding a student’s
absence when a teacher records it on PowerSchool.

86

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Monitoring/Changing Student Plans


B2.3. Indicator: The school implements processes for monitoring and making appropriate changes in
students’ personal learning plans (e.g., classes and programs) and regularly evaluates them.
B2.3. Prompt: Evaluate the effectiveness of how the ways the school ensures that processes are
utilized for monitoring and making appropriate changes in students' personal learning plans (e.g.,
classes and programs).
Findings Supporting Evidence
Credit evaluations are done by counselors each semester or Counselor’s Sign In
when student or parent requests. Changes in course schedules Sheets
are done to accommodate needs (post-secondary goals or
program interests). PowerSchool

Academic counseling sessions allow students to become


familiar with post-secondary options as they progress through
grade levels and as their interests change. Adjustments to
individual graduation plans can be done during this time.
GCC Counselor individual sessions with program students to
re-evaluate interest and grades/ progress toward certificate
Our GCC counselor monitors progress for students enrolled in
our on-campus GCC programs. The GCC counselor meets
with students at least twice a year to check progress as they
move through program requirements.
Students who are receiving services under the ESL and
Special Education Programs are monitored by teachers,
coordinators, and counselors. Because of specific guidelines
and processes, the students’ learning plan must meet
compliance to their unique needs.

Transitions
B2.4. Indicator: The school implements strategies and programs to facilitate transition to the student’s
next educational level or post-high school options, and regularly evaluates the effectiveness of the
strategies and programs.
B2.4. Prompt: Evaluate the effectiveness of the strategies and programs to facilitate transition to the
student’s next educational level or post-high school options and to regularly evaluate the
effectiveness of the strategies and programs.
Findings Supporting Evidence
The high school experience can be an exciting and a stressful Freshman Orientation
time for our students. Transitioning from one grade level to PowerPoint
87

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

another is key to our students’ success. At Southern High Presentations


School, the TDS team, 9th Grade Counselor, and student
representatives (NHS, Student Body Association, and ROTC) Counselor’s Sign In
welcome incoming 9th graders during the Freshman Sheets
Orientation at the middle school site or at Southern High
School. The high school expectations and graduation
requirements are presented. Prior to the school opening,
another Freshman Orientation is held at Southern High School
for all students and parents. These orientations have helped
with the transitioning process for our families.
Freshmen at SHS take courses during the first block to include
educational experiences that help students transition into core
curriculum. Courses include Strategic Reading, Transition to
Advanced Mathematics, and Freshman Seminar. These
courses segue into English 9, Algebra 1 and World History
respectively.
Counselors work with their students to help with their
learning plans as they transition from grade to grade. As
students accelerate, counselors start to work with students
with post high school options. Based on our 2017-2018
Senior Exit Survey, 73% of our students were satisfied with
the school in preparing them for post-high school options.
CRTs bring IEP team members together with parents and
students to revisit annually a student’s goals. Also working
with this team may be transition team members to assist with
placement and supports should it be needed after graduation
from SHS.

88

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

B3. Curriculum Criterion – Meeting All Curricular Requirements


Upon completion of elementary, middle, or high school program, students have met the standards
with proficiency for that grade span or all the requirements of graduation.

Real World Applications — Curriculum


B3.1. Indicator:All students have access to real world applications of their educational interests in
relationship to a rigorous, standards-based curriculum.
B3.1. Prompt: Evaluate the opportunities that all students have to access real world applications of
their educational interests in relationship to a rigorous, standards-based curriculum.
Findings Supporting Evidence
The students at Southern High School have the ability to Service Learning Lesson
access real world applications in a variety of ways. Plans
Service Learning activities begin in the classroom here at GCC Course Listing
Southern High School. These activities give students
opportunities to learn about real world issues or significant
needs and become active citizens. Some of these activities are
the Annual Coastal Clean-up, Food and Toy Drives, Big
Brother activity between Junior Reserve Officer Training
Corps (JROTC) and Harry S. Truman Elementary School.
Southern High School in collaboration with our GCC
Programs provides our students with the opportunity to
showcase what the programs have to offer. Our students who
are already in the program demonstrate the skills they have
learned in hopes of enticing other students to join the
program. Students within these programs may leave SHS
with either a certificate of completion or if they prevail further
will have the chance to leave SHS with a certificate and earn
college credits.
Our JROTC program provides our students with a variety of
real world experiences both on island and off island. They
work alongside real servicemen and women. They gain
experiences through on and off campus fieldtrips. Students in
the program rank up and become the leaders. Activities are
facilitated by the instructors, but are run by the students. They
utilize the uniforms weekly and undergo weekly inspections.
The color guard and drill teams participate in activities around
the island and even compete off island.
The Japanese club and classes provides our students the
experience of collaborating with others from another country.

89

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

They are given the opportunity to learn a new language and


then later apply what they have learned within the classroom
through the Japan/Guam student exchange program.
Students who are enrolled in the band classes at Southern
High School get the opportunity to experience activities both
on and off island. The group showcases their talent on the
weekends at a local restaurant, the Marina Grill. In previous
years, the classes participated in a talent exchange in Palau,
Rota, and Saipan.
Students in the cultural dance class starts in a 3 year
mentorship program. Students learn the basics of dance and
its meaning behind the movement within our culture. They
participate in community presentations around the island.
Some of our students are members of the Inetnon Gef Pago in
which they compete in off island competitions all over the
world. Once their mentorship program is complete the
students will then be allowed to do school to work activities
and perform out in the hotels and areas of tourism.

Meeting Graduation Requirements (or end of grade span requirements)


B3.2. Indicator: The school implements academic support programs to ensure students are meeting all
requirements.
B3.2. Prompt: Comment on the effectiveness of the academic support programs to ensure students are
meeting all requirements.
Findings Supporting Evidence
Students and counselors work together to review graduation Counselor Log In
progress. If a student is not meeting all graduation
requirements counselors provide the student with credit Graduation Survey
recovery programs avail to the student. Support classes Student Schedules
offered to students such as Eskuelan Puengi (night school) or
Summer School. Students could seek other programs at cost Graduation
such as Asmuyao. Requirements

Our CRTs at Southern High School provide the support to our


Special Program students. These teachers are in place and act
as case managers to ensure meetings, goals, needs, and
supports are in place.
Teachers provide support for our students by offering tutoring
or work with students on a one-on-one basis to students who
or off-track academically. The National Honor Society
organization provides tutoring during lunch.
90

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

ACS WASC/GDOE Category B. Standards-based Student Learning:


Curriculum:
Summary, Strengths, and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in
Category B are being met.

Include comments about the degree to which these criteria impact the school’s ability to address one
or more of the identified student learning needs (Chapter III).

Summary (including comments about the student learning needs):


Southern High School has seen success of our students in the Freshman Academy and continues to
sustain its program. Since the last self-study, the number of classes and the number of enrollment in
the AP and honors courses have increased tremendously. Thus, providing the rigor for our students.

Prioritize the strengths and areas of growth for Category B.

Category B: Standards-based Student Learning: Curriculum: Areas of Strength


 Continuation of the Talent Development Secondary in the Freshman Academy
 JROTC program
 GCC program allows for Career and Technical Education
 WorkKeys
 Increase in student enrollment in the AP and Honors class
 Course offering of honors classes in the Freshman Academy
 Teacher collaboration in the island wide professional development days

Category B: Standards-based Student Learning: Curriculum: Areas of Growth


 New teacher training on instructional strategies
 Enrollment in the Music Program and GCC courses
 Supports and interventions for upperclassmen

Copy and paste the Areas of Strength and prioritized Areas of Growth/Challenges into the matrix
in Chapter V.

91

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Category C: Standards-based Student Learning: Instruction

C1. Instruction Criterion – Student Access to Learning


Differentiated, high-quality instruction provides access, challenge, and support for all students to
achieve the academic standards and the schoolwide learner outcomes.

Differentiation of Instruction
C1.1. Indicator: The school’s instructional staff members differentiate instruction by varying content,
processes, products, and/or learning environment to ensure that all students achieve the academic
standards and the schoolwide learner outcomes.
C1.1. Prompt: How effectively do instructional staff members differentiate instruction to ensure that
all students achieve academic standards and schoolwide learner outcomes?
Findings Supporting Evidence
Students at SHS are exposed to varied ways of instruction. Lesson Plans
Teachers utilize several different teaching methodologies such
as teacher driven instruction, student centered instruction with Curriculum Maps
teacher as facilitators, hands on demonstration or practice, Student Work
collaboration, and peer tutoring in the classroom.
Service Learning Lessons
Teachers have also been exposed to the Big 8 Ideas and/or
Classroom Instruction That Works (CITW). In a teacher
survey given in the fall of 2018, 88% of those responded
stated that they have worked on instructional strategies with
other teachers. It is evident in the Freshman Academy that
our students collaborate, make use of graphic organizers,
create plays or poems, and are using various technological
resources.
Students are using the skills in their classes and applying what
they learn through their service learning projects. They
become facilitators of the activity.

Student Understanding of Performance Levels


C1.2. Indicator: Instruction is organized to support clearly articulated and communicated learning
targets so that all students know beforehand the standards/expected performance levels for each area
of study.
C1.2. Prompt: Comment on the extent to which students are expected to learn and know where they
are in meeting the learning targets, and what they need to do to meet the learning targets.

92

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Findings Supporting Evidence


Through access to the High School Course Catalog (online: High School Course
GDOE website, SHS Weebly, hardcopy: main office, library), Catalog
students can view the course selection available and content
covered. Course descriptions include a list of perquisites and Curriculum Maps
the selections offer a range of difficulty. Counselors will be Standards Based Grading
able to speak more on the availability of the specific course(s) Lessons/Assessments
on site upon meeting.
CITW
Upon registration, learning targets and specific course
expectations are communicated in a course syllabus. The GDOE Website
formal list of standards that correlate with these targets and
PowerSchool
expectations, according to GDOE along with subject content-
specific ones, are explicitly stated.
Most courses mandate a pre- and post-test specific to the
subject content wherein students are directly exposed to the
material they will be covering throughout the course and their
progress after the course. Some courses are offered for a
specific purpose in which students are aware beforehand i.e.
AP exams or Workkeys certificate exams.
As SHS is transitioning towards Standards Based Grading –
some teachers have been communicating via syllabus and in-
class discussions about the initiative. The specific tiers of the
assessments provides an interpretation of the level of
difficulty and achievement regarding these standards and
learning objectives.
On a daily basis, the learning objective and targets are visually
displayed and communicated at the beginning of class and
throughout the lessons (e.g. agenda, objectives, and “I can…”
statements). Over 90% of teachers surveyed say that they
posts and/or communicate the learning objectives and targets
during the lesson. On an ongoing basis, students can observe
their performance and progress via PowerSchool and periodic
reports.

Students’ Feedback
The school takes into account students’ feedback in order to adjust instruction and
C1.3. Indicator:
learning experiences.
C1.3. Prompt: Provide examples of the school using student feedback to adjust instruction.

93

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Findings Supporting Evidence


Student feedback is a valuable resource for teachers. It Student Reflection
informs teachers on the effectiveness of their practice.
Southern High School strive to provide adequate and Student Work
appropriate instruction to all students, regardless of students’ Lesson Plans
varying cognitive abilities or language proficiency.
Supporting evidence is the use of pre/posttests to chart Report Card
academic progression. Students’ self-assessments are Conferencing Forms
sometimes used in addition to formal formative and
summative assessments so that students will be able to keep
track of their individual progress within a course.
Southern High School teachers value student feedback and are
aware that student-based input is important in understanding if
current instructional strategies require adjustment to fit the
needs of students within a course. Supporting evidence of this
finding are student perception surveys and student journaling
that promotes reflection of the learning.
In department PLCs, teachers share their student data such as
Common Formative Assessments, summative assessments,
assignments, or projects. These discussions allow teachers to
collaborate on how to modify instruction to accommodate the
students’ learning styles.
In the Freshman Academy during report card conferencing,
students and a caring adult review individual report cards. If a
student feels that there is a need to write to a teacher about a
concern or difficulty, the student fills out a “We Need to
Talk/I Need Your Help” letter addressed to a specific teacher.

94

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

C2. Instruction Criterion – Rigorous and Relevant Instruction


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.

Current Knowledge
C2.1. Indicator: Teachers are current in the instructional content taught and research-based
instructional methodology, including the integrated use of multimedia and technology.
C2.1. Prompt: Evaluate the extent to which teachers are current in the instructional content and
effectively use multimedia and other technology in the delivery of the curriculum.
Findings Supporting Evidence
As the technological world continues its rapid growth, SHS Lesson Plans
teachers must provide instruction that is current and allows
students to be adaptable in this changing world. Computer Usage Sign
Out
Various professional development trainings geared towards
the integration of technology in the classroom were provided PowerPoint Presentations
to SHS teachers such as the Promethean Board training,
Google Apps and Extension training, Striving Readers, and
Work Keys.
In addition, teachers at SHS were provided technological
support for the use of laptops, multimedia projectors, ELMOs,
Promethean Boards, iPads, and IPEVO wireless interactive
boards.
Technological tools are used to engage students and develop
critical thinking skills. Such tools used is the use of the
graphing calculator in the math classes and iPads or laptops in
the English classes. Students are encouraged to create
PowerPoint presentations or projects to demonstrate mastery
of concepts. In the Business Math Using Excel, Accounting,
and Career Exploration classes, teachers must stay current in
the use of multimedia and other instructional digital tools.

95

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Student Engagement
Students who are intellectually engaged are involved with challenging content,
C.2.2. Indicator:
through well-designed tasks and activities requiring complex thinking.

C2.2. Prompt: Evaluate the extent to which students are intellectually engaged. Provide examples.
Findings Supporting Evidence
At SHS, students are afforded courses in the different content GDOE Curriculum Maps
areas that intellectually engage learning. Teacher use their
curriculum maps to guide their lesson planning that allow Lesson Pans using
students to use higher-order thinking skills. Teachers create a Bloom’s Taxonomy
student-centered classroom to allow students to actively lead, and Depth of
participate, and take ownership of their learning. In the Knowledge
classroom, students are engaged in discussions and work on Classroom Observation
projects with higher-order thinking skills. Outside of the Notes/Walkthroughs
classroom setting, students are afforded the opportunity to
participate in academic/leadership clubs that enrich their Proficiency Scales
learning. SHS has an active National Honor Society, Junior Student Work
Achievement, Japanese Club, STEM Club, JROTC, Close Up
and Mock Trial. High School Course
Catalog
Students in the Advanced Placement and Honors courses offer
opportunities to engage students with challenging content and
activities that require complex thinking. There has been an
increase in the number of classes and the number of
enrollment since the last self-study.
Events that promote opportunities for students to be
intellectually engaged are our Poetry Slam, Marine Mania,
CHamoru Language Competitions, Japanese Language
Competitions, and Japanese Student Exchanges.

Teachers as Facilitators of Learning


C2.3. Indicator: Teachers are facilitators in a student-centered classroom.
C2.3. Prompt: Evaluate and comment on the extent to which teachers are facilitators in a student-
centered classroom. Provide examples.
Findings Supporting Evidence
Teachers use collaborative groups to allow students to expand Lesson Plans
and share their knowledge about the lesson. Students come up
with their results and together use a higher level of thinking. Syllabi
The focus is on the students and no longer on the teacher. Student Work

96

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

One example is in our Freshman Academy, the teachers use a


variety of teaching strategies to engage their students. These
transition classes create an environment that encourages and
supports a variety of learning styles, create an environment
that makes effective use of peer assisted learning, and apply
strategies that promote student metacognitive and self-directed
thinking.
Other examples are in the JROTC program and Creative
Writing classes wherein the students take the lead in activities.
This allows for the teacher/instructor to be the facilitator. In
the band classes, students choose their piece music that will be
used in their performances. In the ProStart classes, students
create their menus that will be showcased in an annual
competition. Students in the Marketing classes, are in charge
of operating a retail store.

Variety of Strategies
Teachers use a variety of strategies to support students’ access and application of
C2.4. Indicator:
knowledge acquired and communicate understanding.
C2.4. Prompt:Evaluate and comment on the extent to which teachers use a variety of strategies to
support students’ access and application of knowledge acquired and communicate understanding.
Findings Supporting Evidence
In school year 2010-2011, upon the request of the Lesson Plans
administration team and teachers to the TDS technical support
team, the entire faculty received training on “Teaching to the Syllabi
Extended Period.” The training involved teaching strategies Student Work
for a block schedule. As a result of this training, the use of
cooperative learning groups and transitioning from teacher PLCs minutes/notes
driven instruction to collaborative student driven activities are
evident in classes. This practice has continued on to the
present time. The teachers who received this training are
utilizing these teaching strategies such as Write to Learning,
Four Corners, Gallery Walk, etc. When teachers meet in their
department PLCs, they collaborate, monitor, review, and
refine instruction so that students meet standards and
schoolwide learner outcomes. Other research based strategies
that are used by our teachers are the Big 8 Strategies and
Classroom Instruction That Works (CITW).
In the Freshman Academy, the TDS framework provides

97

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

strategies that best work for students. “Pedagogical content


knowledge means not just knowing a variety of instructional
strategies but also which strategy best supports the concept,
learner, and situation.”
In our ESL classes, teachers use the SIOP model. The SIOP
involves everything from lesson planning, strategies, practice
and application, student interaction and assessment.
In a fall 2018 teacher survey, 100% of the teachers who
responded stated that they use best practices for student
learning.

Student work demonstrates the utilization of tools and resources (e.g., technology,
C2.5. Indicator:
online resources, etc.) to research, discover, and build knowledge about the world.
C2.5. Prompt: Evaluate and comment on the extent to which student work demonstrates the
utilization of tools and resources to research, discover, and build knowledge about the world.
Findings Supporting Evidence
Besides the classroom textbook, students use several tools and Lesson Plans
resources to research, discover, and build knowledge about the
world. Students utilize computers located in the Business Technology Sign In
classes, library, Freshman Academy, and in classrooms that Sheets
contain the mobile carts, iPads, and Interactive boards. These Student Work
tools and resources allows students to create research papers,
projects, and presentations. Also, students do research on post
high school options such college and career opportunities.
Students in the English classes use Google Apps which allows
students and teachers to communicate in real time. Students
can open and work on their assignments using their laptops or
iPads. The math lab in the Freshman Academy uses laptops to
access Khan Academy for skill building.

C2.6. Indicator: Teachers involve students in opportunities that demonstrate thinking, reasoning, and
problem solving in group and individual activities, projects, discussions, and inquiries.
C2.6. Prompt: Evaluate and comment on the extent to which teachers involve students in
opportunities that demonstrate thinking, reasoning, and problem solving in group and individual
activities, projects, discussions, and inquiries.
Findings Supporting Evidence
Students at SHS are given opportunities that demonstrate Standards Based Grading
thinking, reasoning, and problem solving in group and
98

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

individual activities, project, discussions, and inquiries. With Assessments


the use of a variety of instructional strategies, this allows
teachers to engage their students in higher thinking skills. Lesson Plans

As a pilot school for Standards Based Grading, assessments Service Learning


created are tiered thus connecting grades to complexity rather Activities
than percentage completion. This allows for students to
demonstrate critical thinking skills, reasoning, and problem
solving.
Service Learning opportunities has provided our students to
engage in thinking, reasoning, and problem solving skills.

Real World Experiences


C2.7. Indicator: Age-appropriate opportunities for real world experiences such as shadowing,
apprenticeship, community projects, and other real world experiences and applications are available
to all students.
C2.7. Prompt: Evaluate the degree to which age-appropriate opportunities for real world experiences
such as shadowing, apprenticeship, community projects, and other real world experiences and
applications are available to all students.
Findings Supporting Evidence
It is imperative that students be provided with real-world, age- Lesson Plans
appropriate learning experiences that reach beyond the
classroom. It is the goal of a comprehensive SHS education
that students be provided the opportunities to gain this
experience and knowledge that transcend the high school
setting.
SHS Special Education Program provides Community Based
Education to students with special needs by placing them in
the jobsites to provide training in support of their post-
secondary transition goals.
Through its Work Experience Program, the Guam Community
College Programs at Southern High School allows our
students to experience working at various job sites. Students
are required to complete 180 hours of on the job training to
attain mastery certificate in Lodging Management Program,
Pro Start, Electronics, Allied Health, Marketing, Automotive
and Auto Body.

SHS JROTC extends learning to the community by providing


color guard supports in community events, participates in
Cadet Challenge Bowl and Adventure Training which allows

99

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

the students to demonstrate the knowledge and training they


learned from JROTC curriculum and training program that
focuses on cadet development.
The Japanese club and classes provides our students the
experience of collaborating with others from another country.
They are given the opportunity to learn a new language and
then later apply what they have learned within the classroom
through the Japan/Guam student exchange program.
Students who are enrolled in the band classes at Southern
High School get the opportunity to experience activities both
on and off island. The group showcases their talent on the
weekends at a local restaurant, the Marina Grill. In previous
years, the classes participated in a talent exchange in Palau,
Rota, and Saipan.
Students in the cultural dance class starts in a 3 year
mentorship program. Students learn the basics of dance and
its meaning behind the movement within our culture. They
participate in community presentations around the island.
Some of our students are members of the Inetnon Gef Pago in
which they compete in off island competitions all over the
world. Once their mentorship program is complete the
students will then be allowed to do school to work activities
and perform out in the hotels and areas of tourism.
Students who are Guardian of the Reef members educate our
elementary students about coral reefs. Students are trained on
the material they will be presenting to third grade students
from our neighboring school, Harry S. Truman elementary. It
allows students at both levels to take ownership of the lesson
and take action in their local communities.

100

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

ACS WASC/GDOE Category C. Standards-based Student Learning:


Instruction:
Summary, Strengths, and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in
Category C are being met.

Include comments about the degree to which these criteria impact the school’s ability to address one
or more of the identified student learning needs (Chapter III).
Summary (including comments about the student learning needs):
At Southern High School, students receive a variety of differentiated instruction. Students are
able to identify objectives and learning targets in the classroom. Teachers are able to offer rigor
and relevant curriculum to all students. Through student feedback, teachers identify what needs
to be modified in the delivery of their instruction.

Prioritize the strengths and areas of growth for Category C.

Category C: Standards-based Student Learning: Instruction: Areas of Strength


 Increase in the AP and Honors courses
 Teacher as facilitators in the Freshman Academy
 Differentiated instruction and strategies
 Applying real world experiences in curricular and co-curricular instruction

Category C: Standards-based Student Learning: Instruction: Areas of Growth


 More training for New Teachers in CITW, PowerSchool, Special Education policies,
Curriculum mapping, etc.
 More training in Standards Based Grading

Copy and paste the Areas of Strength and prioritized Areas of Growth/Challenges into the matrix
in Chapter V.

101

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Category D: Standards-based Student Learning: Assessment and


Accountability

D1. Assessment and Accountability Criterion – Reporting and Accountability


Processes
The school leadership and instructional staff use effective assessment processes to collect,
disaggregate, analyze, and report state/district/school performance data to all stakeholders. The
analysis of data guides the school’s programs and processes, the allocation and usage of resources,
and forms the basis for the development of the schoolwide action plan.

Professionally Acceptable Assessment Process


D1.1. Indicator:The school leadership and instructional staff use effective assessment processes to
collect, disaggregate, analyze, and report state/district/school performance data to all stakeholders.
D1.1. Prompt: Evaluate the effectiveness of the assessment processes.
Findings Supporting Evidence
Southern High School evaluates the effectiveness of the Standards Based
assessment process. As of SY 2014-2015, GDOE adopted the Assessments (SBA)
ACT Aspire and Standards Based Assessment (SBA). Results
of the DWAs are used to develop department smart goals. The ACT Aspire
results from Chapter 1 show that the critical learner needs are Marks Analysis
in Reading and Math. Departments identify skills to focus on,
in which students can become “ready” to improve overall PowerSchool
DWA scores. For departments whose content is not included Student Report Cards
in the DWA, each department reviews the Marks Analysis and
use the data to reflect on the effectiveness of their instruction WRAT
and assessment.
CTBS
Effective assessment process is used in the Freshman
Academy to appropriately place incoming freshmen. The Gates-MacGinitie
math department uses a math placement test, distributed at the Reading Test
middle school to identify proper math placement. Students are Department SMART
either placed in the Transition to Advanced Mathematics Goals
(TAM) or Algebra I. This school year we have a cohort who
placed into Geometry for block 1, who will then take Algebra Department CFAs
II in block 2. Students who placed in Algebra 1 or Geometry Syllabi
in the first block will receive honors courses in World History
and English 9 in second block. Additionally, the Freshman
Academy math teachers have generated a handful of common
assessments. In their PLCs the math teachers share the results
from assessments to determine the difficulty level of the
questions. The process of the conversion scales and creation

102

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

of CFAs is an ongoing process.


The WRAT and CTBS are also used to assess math progress
throughout all four years at SHS. These tests assess students’
math grade equivalency.
The ELA (English Language Arts) classes use two main pre-
and post-tests: the Gates-MacGinitie Reading Tests for all
grade levels, and the University of Guam (UOG) writing
rubric for all grade levels to determine college-readiness in
terms of writing skills. The Gates-MacGinitie Reading Tests
determine students’ reading grade level and any progression at
the end of each course.
Results from the pre- and post-test of our students in the
Special Education program, are shared at Individualized
Education Plan (IEP) review meetings and on IEP documents
in order to assess students’ progress.
Additionally, ESL coordinator assess incoming ESL students
to determine their program level. Students at level 1, 2, or 3
are placed in sheltered classrooms. Students at level 4 or 5 are
mainstreamed into general education classes. The counselors
and the coordinator also continue to monitor mainstreamed
student success after each semester, with input from teachers,
to determine if students can continue to benefit from ESL
placement, or if they can be withdrawn from the program.
SHS is a pilot school for the implementation of Standards
Based Grading. Teachers in the departments are tasked to
develop conversions scales and CFAs. Currently, the
assessment process is being monitored.
Basis for Determination of Performance Levels
D1.2. Indicator: The school leadership and instructional staff determine the basis for students’ grades,
growth, and performance levels to ensure consistency across and within grade levels and content
areas.
D1.2. Prompt: Evaluate the impact and effectiveness of the basis for which standards-based grades,
growth, and performance levels are determined.
Findings Supporting Evidence
The shift to standards-based grading was made in an effort to Curriculum Maps
help students understand the correlation between the
assignments they complete and the grade they receive. Syllabus Template
Currently Southern High School is a pilot for Standards Based Lesson Plans
Grading. From a survey administered in 2018, of the teachers

103

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

who responded to the survey, 70% of respondents said that to PD Agenda
some degree they have implemented SBGs in their classroom,
of which, approximately 20% have full implementation. Full EWS
implementation of SBGs district wide is expected by 2020.
Teacher Survey
Although implementation of standards-based grading is a
district decision, the school determines proficiency and
conversion scales. In the district wide professional
development days, teachers of the same content met. A
common curriculum map based off chosen priority standards
is created, reflected, and used to drive instruction to ensure
consistency and uniformity at the school and district levels. In
the department PLCs, teachers create scales and rubrics based
on the curriculum maps. Teachers are encouraged to use a
common syllabi, and lesson plan format, which outlines the
SHS Mission statement, Student Learner Outcome, student
objectives, Priority standards, content standards, and CCSS.
Teachers use various forms of assessment and data to help
guide them through with lesson planning, pacing, and/or
teaching skills. Student’s performance is closely monitored
through progress reports and report cards in each block, to
include citizenship grades, which reflect our student learner
outcomes. Interventions such as EWS in the Freshman
Academy are provided to ensure the growth and performance
of the students throughout the school year.

Modifications Based on Assessment Results


D1.3. Indicator: The school leadership team uses assessment results to modify the school’s programs
and processes, professional development, and resource allocations to demonstrate a results-driven
continuous process.
D1.3. Prompt: Comment on the overall effectiveness of how assessment results have prompted
modifications in the school’s programs and processes, professional development, and resource
allocations to demonstrate a results-driven continuous process.
Findings Supporting Evidence
Southern High School effectively uses assessment data to ACT Aspire
make decisions and modify the school’s programs and
processes, professional development, and resource allocations SBA
to demonstrate a results-driven continuous process. Curriculum Maps

104

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Several of the assessments used and analyzed are then CFAs


compared to previous years and guide administration,
department, and faculty decisions regarding changes for the Marks Analysis
future school year (programs and processes, professional IEPs
development, and resource allocations). Administrators focus
professional development towards CITW strategies to help
improve learning in the classroom, standards based grading
and common formative assessments.

After looking at various assessment data, Southern High


reviewed its school programs and course offerings. The
Freshman Academy began in School Year 2012-2013 after
faculty and administrators recognized the correlation between
failure rates of freshman core classes and students who are off
track for graduation. Based on the marks analysis, English 9
and Algebra 1 had high failure rates. As a result, SHS
invested into a research based program, Talent Development
Secondary (TDS). Students needing the additional supports to
improve literacy skills and math skills take Strategic Reading
(SR) and Transition to Advanced Mathematics (TAM),
respectively.
Departments also compare previous years’ district assessment
scores as well as the marks analysis to modify their
curriculum maps and priority standards to ensure student
success and improve other aspects of data (drop out, failure,
attendance, graduation, etc.). Faculty also modify current
curriculum for individual students (SPED and ESL) to ensure
that they are meeting their goals and objectives in the relevant
content areas. Accommodations and modifications are
provided in most academic classes and feedback is monitored
and reported to make adjustments and affective changes to
students IEPs.

Monitoring of Student Growth


D1.4. Indicator: The school has an effective system to monitor all students’ progress toward meeting
the academic standards and schoolwide learner outcomes and provides appropriate interventions.
D1.4. Prompt:Evaluate the effectiveness of the system used to monitor the progress of all students
toward meeting the academic standards and schoolwide learner outcomes.
Findings Supporting Evidence
In the classroom, teachers monitor student progress through Lesson Plans
105

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

various ways. The first is through student feedback to lessons. Report Cards/Progress
When students provide a positive response such as “I Reports
understand this lesson….” or a negative response such as “I
don’t get it….” teachers modify their future lessons and PowerSchool
activities to ensure that students are meeting the academic
Report Card
standards and expected learner outcomes. Secondly, teachers
Conferencing Forms
monitor through formative assessments such as assignments,
tests, presentations and projects. EWS
Counselors, CRTs, and the ESL coordinator monitor student
progress by meeting students throughout the year to ensure
that students are on-track and meeting the academic standards,
graduation requirements, and learner outcomes.
The Freshman Academy holds Report Card Conferences with
freshmen on a quarterly basis to ensure that they are aware of
their credit status. They also focus on Attendance, Behavior,
and Course Performance through EWS. After each
conference students reflect on what they did right and what
they need to do to improve. This whole process allows the
students to know and understand whether or not they are on
track.

106

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

D2. Assessment and Accountability Criterion – Classroom Assessment Strategies


Teachers employ a variety of appropriate assessment strategies to evaluate student learning. Students
and teachers use these findings to modify the learning/teaching process and support the educational
progress of every student.

Appropriate Assessment Strategies


D2.1. Indicator: Teachers use appropriate assessment strategies to measure student progress toward
acquiring academic standards and the schoolwide learner outcomes.
D2.1. Prompt: Evaluate the appropriateness of formative assessment strategies used by teachers to
measure student progress and modify instructional practices.
Findings Supporting Evidence
Southern High School teachers use varied and appropriate PLC Meetings
assessment strategies to measure student progress toward
acquiring academic standards and the schoolwide learner CFAs
outcomes. The master schedule having been designed to Summative Assessments
create consistent prep periods relative to their content area.
Teachers within their respective departments have been Syllabi
afforded the opportunity to focus on specific content issues.
These PLCs allow teachers to develop Common Formative
Assessments and Summative Assessments that can be used to
consistently assess our students.
The assessment can used as preparation for the district-wide
Standards Based Assessments). The assessments are aligned
to the district’s standards. Consequently, by developing and
administering more standards-based Common Formative
and/or Summative Assessments, we are affording more
opportunities for our students to practice in such a manner that
will be consistent with the district-wide Standards Based
Assessments.
-CHamoru Language and Japanese courses conduct oral
presentations in Fino’ CHamoru (in CHamoru) and Nihongo
(Japanese) respectively, to assess fluency in the spoken
language. Additionally, students are given a written pre-test at
the beginning of the Block and a written post-test toward the
end of the Block to track growth.
-Freshman math teachers utilize a CFAs or Problem of the
Day in which one problem relative to the unit covered is
chosen and distributed to teachers and students.
-English 9 (Freshman Academy) & Creative Writing teach
107

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

similar techniques and concepts. The use common techniques


such as figurative language or rhyme scheme. However the
deliver is different. English 9 would focus on traditional
sonnets, whereas Creative Writing utilizes contemporary
sources.
-The Fine Arts cultural dance program (Inetnon Gef Pago)
hosts multiple performances throughout the year both on and
off campus. Students learn performance skills and are
assessed with public performances. Advanced classes are
given professional “gig” opportunities where students function
as working professionals who perform in the community.

Using Assessment Data

D2.2. Indicator: Assessment data are used to make decisions and modify instructional practices.
D2.2. Prompt: Evaluate the effectiveness of modified instructional practices based on assessment
data.
Findings Supporting Evidence
Southern High School effectively uses assessment data to Marks Analysis
make decisions and modify instructional practices relative to
students’ academic needs and requirements. Several of the PLC Minutes
assessments used and analyzed are then compared to previous Department Minutes
years and guide administration, department, and faculty
decisions regarding changes for the future school year (course Summative Assessments
order, placement, enrollment, failure rates, graduation rates, SBA
etc).
ACT Aspire
Most departments will also compare previous year’s district
assessment scores to revamp the curriculum map and priority Pre- and Post-Tests
standards to better ensure student success and improve other
aspects of data (drop out, failure, graduation, etc.). Faculty
and staff also modify current curriculum for individual
students (SPED and ESL) to ensure that they are meeting their
goals and objectives in the relevant content areas.
Accommodations and modifications are provided in most
academic classes and feedback is monitored and reported to
make adjustments and affective changes to students IEPs.

Demonstration of Student Achievement


D2.3. Indicator: A variety of standards-based curriculum-embedded assessments (e.g., student work,
pre- and post- assessments, performance tasks, etc.) demonstrate student achievement of the
academic standards and the schoolwide learner outcomes.

108

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

D2.3. Prompt: Evaluate how a variety of standards-based curriculum-embedded assessments


demonstrate student achievement of the academic standards and the schoolwide learner outcomes.
Findings Supporting Evidence
Southern High School teachers employ a variety of standards- Curriculum Maps
based curriculum-embedded assessments in an effort to
develop and evaluate demonstrative student achievement with Board Policy
respect to the academic standards and general learner Lesson Plans
outcomes currently in place.
ACT Aspire
In a October 14 2016 Guam Daily Post article, the Deputy
Superintendent of Curriculum and Instruction advised that
“the department has been working toward adopting a
standards-based grading model to replace the traditional
grading system, and by 2019, all schools should have been
trained in the new model and GDOE policy should be changed
to reflect its implementation.” The Deputy Superintendent
further advised that “Standards-based grading measures a
student’s proficiency in learning goals rather than their
completion and proficiency with assignments. In a standards-
based grading system, a student can be given grades per goal
rather than per assignment. These grades are also based on
student achievement rather than including participation and
other items.”
According to a September 5, 2018 Guam Daily Post article,
the Deputy Superintendent of Curriculum and Instruction
indicated that “the traditional grading system was based on the
teacher’s discretion and gave teachers autonomy to determine
a student’s grades.” As a result, “this created inconsistency in
grading.” The Deputy Superintendent further indicated that
“with these new factors taken into consideration, SBG makes
grading clearer and focuses on a student’s growth in a specific
subject overall.”
As proficiency scales for content areas have been developed to
reflect either Level 1 (Help is Needed), Level 2 (Basic), Level
3 (Average/Above Average), or Level 4 (Mastery) student
proficiency, the proficiency scales are aligned with the Depth-
of-Knowledge. Also, they are developed to specifically target
and enhance student learning goals and outcomes within
teachers’ lesson plans.
While the development of assessments continues to directly
reflect the respective content area standards – teachers
continue to incorporate and embed the said standards within
109

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

their instructional methods that are predicated on the elements


of Marzano’s High Yield-Yield instructional strategies via
“Classroom Instruction That Works” – or CITW, providing
components such as:
•Identifying similarities and differences
•Summarizing and note taking
•Reinforcing effort and providing recognition
•Homework and practice
•Nonlinguistic representations
•Cooperative learning
•Setting objectives and providing feedback
•Generate and testing hypothesis
Additional instructional methods have been adopted and
incorporated such as “Sheltered Instruction Observation
Protocol” – or SIOP, that was developed to make content
material comprehensible to English Language Learners by
providing components such as:
•Lesson Preparation
•Interaction
•Building Background
•Practice and Application
•Comprehensible Input
•Lesson Delivery
•Strategies
•Review and Assessment
An additional standards-based curriculum-embedded
assessment utilized by Southern High School and district-wide
is the ACT/Aspire that is a test for third through eleventh
graders designed to assess the Common Core standards and
college readiness, with alignment to the ACT subject areas
and specifically tests Math, Reading, English, Writing, and
Science.
Using a variety of standards-based curriculum-embedded
assessments combined with the consistent and uniform
instructional methods has resulted with the development of
district-wide standards-based assessments. The significance
of the district-wide standards-based assessments is that these
assessments have been created by our own teachers who use
and incorporate GDOE district-wide standards.

110

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Teacher Feedback to Students


D2.4. Indicator:Teachers provide timely, specific, and descriptive feedback in order to support
students in achieving learning targets, academic standards, and schoolwide learner outcomes.
D2.4. Prompt: How effective is teacher feedback in supporting students in achieving learning targets,
academic standards, and schoolwide learner outcomes?
Findings Supporting Evidence
Because of Southern High School’s 4x4 block schedule, PowerTeacher
teachers regularly report student progress every twenty school
days either through progress reports or end of term report Student Work
cards. Thus, students know their grade approximately every Lesson Plans
two weeks (mid quarter, quarter/semester). Teachers are
expected to input student grades on a weekly basis through the Report Card
online gradebook, PowerTeacher Gradebook. These grades Conferencing Forms
are based on the priority standards and learning targets SHS’s Calendar
identified in our curriculum maps. They are also aligned with
the school’s SLOs.
In the Freshman Academy, caring adults and students review
individual report cards in a Report Card Conferencing. If a
student feels that there is a need to write to a teacher about the
grade or concerns, the student fills out a “We Need To Talk/I
Need Your Help” letter addressed to the teacher.

111

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

ACS WASC/GDOE Category D. Standards-based Student Learning:


Assessment and Accountability: Summary, Strengths, and
Growth Areas

Review all the findings and supporting evidence and summarize the degree to which the criteria in
Category D are being met.

Include comments about the degree to which these criteria impact the school’s ability to address one
or more of the identified student learning needs (Chapter III).

Summary (including comments about the student learning needs):


In summary, Southern High School identifies the need to develop sound strategies for a uniform
and consistent implementation of Standards Based Grading with regards to student performance.
The school recognizes that with a full implementation, procedures must be in place for
consistency and accountability between the school and district.

Prioritize the strengths and areas of growth for Category D.

Category D: Assessment and Accountability: Areas of Strength


 Departments receiving assessment data for analysis.
 Use of different forms of assessments (GDOE and interim)
 Continuation of the Talent Development Secondary Program in the Freshman Academy
 Freshman Academy developing Standards Based Grading assessments and proficiency
scales
 Improvement in the passing rate of our freshman classes

Category D: Assessment and Accountability: Areas of Growth


 Consistent and uniform implementation of the Standards Based Grading
 PowerSchool teacher training

Copy and paste the Areas of Strength and prioritized Areas of Growth/Challenges into the matrix
in Chapter V.

112

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Category E: School Culture (Environment) and Support for Student


Personal and Academic Growth

E1. Parent and Community Engagement Criterion


The school leadership employs a wide range of strategies to encourage parental and community
engagement, especially with the teaching/learning process.

Parent Engagement
E1.1. Indicator: The school implements strategies and processes for the regular engagement of
parents and community stakeholders, including but not limited to participation in the School
Community Council. Parents and community stakeholders are active partners in the
teaching/learning process for all students.
E1.1. Prompt: Evaluate the strategies and processes for the regular engagement of parents and the
community, including being active partners in the teaching/learning process.
Findings Supporting Evidence
Students and parents are afforded many opportunities to Course Syllabi
communicate and collaborate with the faculty and staff at SHS Newsletters
through various modes of communication. School Website
Parents and guardians are informed about school information Communication
and events through newsletters, e-mails, phone calls, Notebooks/Logs
handwritten notes, the school website, course syllabi, student
Educational Update in
planners, the school marquee, the “Education Update” section
PDN
of the Pacific Daily News, communication logs, progress
reports, report cards, parent-teacher conferences, and through PowerSchool
Parent Teacher Student Organization (PTSO) meetings.
Parents, guardians, and students may access PowerSchool (via
Parent Portal and Student Portal) to monitor the student’s
progress in a specified class.
A parent perception survey was administered to 400 SHS
parents/guardians in 2018. Of the 400, approximately 380
surveys returned. Out of the returned surveys, 45% of parents
indicated that their child’s teachers always or usually
communicate with them in various ways. 52% indicated they
always or usually access their child’s grades through
PowerSchool.
The “Education Update” section of the Pacific Daily News is
another venue for informing the general public about the
events and activities at Southern High School.
Information about SHS can be found on the school website:
113

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

https://sites.google.com/gdoe.net/southern-high-
school/contact-us. The website contains information such as
the bell schedule, registration packets, the GDOE school
calendar, faculty and staff listings, and board policies. The
library website, https://goo.gl/P6CGY2, is also available.
Updated information is displayed on the school marquee
which can be seen upon entering the front gate of SHS. This
allows all stakeholders to be kept informed of the happenings
at Southern High School.
Teachers are guided to create a course syllabus at the
beginning of each block to inform parents, guardians, and
students about the specified course including the course
description, rules, routines, needed materials, grading policy,
and contact information from the teacher. Information on
Standards Based Grading is also provided.
A course syllabus is created and distributed by every teacher
at SHS at the beginning of each block to inform parents,
guardians, and students about the specified course including
the course description, rules, routines, needed materials,
grading policy, and contact information from the teacher.
Information on Standards Based Grading is also provided.
Parents and guardians are able to monitor their child’s
academic progress by logging into PowerSchool via mobile
app or web browser. They are able to view the student’s
grades, missing assignments, attendance, and behavior scores.
An automated phone call is sent to inform the parent or
guardian regarding a student’s absence when a teacher records
it on PowerSchool.
Progress reports are sent home mid-quarter. They are given
out 4 times a block. Report cards are sent home at the end of
every quarter. They are given out 4 times a block as well.
Parent teacher conferences are once per block. Parents are
informed of a student’s attendance, behavioral, and course
performance in their courses. Any concerns regarding the
student are discussed and addressed.
The school’s Outreach Program can be utilized if a teacher is
unable to get in contact with a parent or guardian. SHS is
committed to ensuring that parents are involved or informed
about all facets of the school by using all means necessary. If
a teacher is unable to get a hold of a parent/guardian, they can
114

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

request that the school’s social worker, conduct a home visit


to establish contact with parents/guardians.
Truant officers may conduct home visits to truant students’
families. The School Resource Officer (SRO) may visit
families of students in the court system.
Individualized Education Plan (IEP) meetings are held to
address the needs of students who are eligible for or are
already enrolled in the Special Education program. If a
teacher has a concern about a student’s progress in class,
he/she can make a request to the student’s counselor to tart a
Child Study Team packet. After the referral has been made,
formal evaluations commence. There are five full-time
Consulting Resource-room Teachers (CRTs), The CRTs go
through academic, behavior, and attendance data after which a
decision is made to follow through with assessments. Once
testing is completed, an eligibility meeting is scheduled. If the
student is identified as eligible to receive Special Education
services, an initial IEP meeting will be scheduled. SHS has
service providers assisting the Special Education and General
Education teachers in providing related and supplemental
services to special needs students. These service providers
include the Emotional Disability (ED) counselor, Speech
Language Therapist, a Leisure Education teacher, an Autism
Consultant Resource Teacher, a Hearing Impaired Therapist,
an Assistive Technology Consultant, Physical Therapist, and a
Job Coach.
Parents have been involved in extracurricular and/or service
learning activities in various capacities. Some parents have
taken on other roles to keep themselves active in the school
community. For example, they may take coaching positions
for interscholastic sports, chaperone field trips or school
events such as car washes. Furthermore, parents have
volunteered to provide transportation to take students to local
competitions. Students are required to complete service hours
and parents transport their child to the different sites.
Parents and guardians of students in various clubs and
organizations assist in fundraising efforts by transporting their
child to the events or participating in the fundraisers. They
may assist fundraising efforts by providing donations such as
food or beverages.

115

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Community Resources
E1.2. Indicator: The school uses community resources to support students, such as professional
services, business partnerships, non-profits, organizations, military, etc.
E1.2. Prompt: Evaluate the effectiveness of the school’s use of community resources to support
students.
Findings Supporting Evidence
Southern High School uses it resources to effectively •GCC course pamphlets
establish a partnership with its stakeholders. Communicating
•Workkeys pamphlets
with parents/legal guardians of our students has always been a
challenge. However, improvements have been made to •Gupot CHamoru flyers
establish a more effective line of communication. One venue
is through our Senior Parent Meetings which are well •Japanese Exchange flyers
attended. Our parents are a valuable source in establishing •Photos from Special
partnerships with the business community. Another Olympics; solicitation letters
successful partnership is the continued support of other
agencies in our local government for programs that are Mock Trial Sign-in sheets
beneficial to our students.
School to Work Program
The School to Work Program works with various private Timesheets
businesses, government agencies, and firms to provide
SRO Presentation Sign-In
students with real work experiences in a career of their
Sheets
interest. Students will be able to work as an intern for a
company of their career choice and gain first-hand experience
and knowledge of the career they wish to pursue. The student
will have people in the field who can answer pertinent
questions to help guide them daily while they attend work
with their supervisors.
One of the more prominent events in which SHS is
acknowledged for is their Gupot CHamoru Day which
happens during CHamoru month. For two consecutive school
years (SY 2016-2017 and SY 2017-2018), the mayor’s offices
from different villages in the south have donated resources
and time in assisting students in building huts for the school’s
Gupot CHamoru Day.
The Basic Life Skills (BLS) classroom and resource rooms
bring in parents, other students and businesses to support the
students who partake in the Special Olympics. SHS solicits to
various companies as well as the offices of various mayors
and senators for water, snacks, and prizes.
Currently, we have two School Resource Officers (SRO)

116

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

stationed every other day at our campus. They are probation


officers employed under the Judiciary Branch of the
government. The SROs serve as liaisons between the school,
court, police, and other law enforcement officers and agencies.
Local non-profit organizations like Inafa’Maolek (a mediation
group), facilitate training of student mediators and teacher
advisors for Southern High School’s Peer Mediation Program.
The student exchange between Southern High School and
various high schools from Japan. The visits show a
partnership between the two countries. A friendly exchange
of culture is evident in the events and activities that takes
place several times of the year.
Southern High School will be participating in the Guam High
School Mock Trial competition. Students play different roles
such as an attorney or a witness. They argue in a criminal
case against other schools. A teacher and various lawyers
coach students. The Supreme Court of Guam facilitates this
competition.

Parent/Community and Student Achievement


E1.3. Indicator: The school ensures that the parents and school community understand student
achievement of the academic standards and schoolwide learner outcomes through the
curricular/co-curricular program.
E1.3. Prompt: Determine the adequacy and effectiveness of the school’s strategies to ensure that
parents and school community understand student achievement of the academic standards and
schoolwide learner outcomes through the curricular/co-curricular program.
Findings Supporting Evidence
Parents and school community understand student Syllabi
achievement of the academic standards and schoolwide
learner outcomes through the curricular and co-curricular PowerSchool
program. Service Learning
At the beginning of every semester, students and Parent Teacher
parents/guardians are provided with a course syllabus which Conferences
explains the attendance, behavioral, and course expectations
of a student. Parents acknowledge these expectations by Orientation Sign-In
signing off on the syllabus. Sheets

Parent-teacher conferences are held twice a year. Parents and Parent Meeting Sign-In
teachers discuss whether or not students are meeting specific Sheets
standards and schoolwide learner outcomes. Parents are also

117

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

informed about their child’s progress through report cards,


progress reports, Parent Portal in PowerSchool, phone calls,
email or a note sent home if a child. Orientations for newly
enrolled students and their parents are held prior to the start of
the school year. School expectations on achievement and
learner outcomes are presented in the orientations.
Parents are encouraged to be involved in any service learning
activities to ensure that their child is meeting the required
hours for the school year. Students experience real-life
situations and learn how to be a part of the community.
Co-curricular organizations such as Senior Council, National
Honor Society, Close Up, and JROTC hold parent meetings to
discuss the goals and expectations of the organization.

118

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

E2. School Culture Criterion


The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is
characterized by trust, professionalism, high expectations for all students, and c) maintains focus
on continuous school improvement.
Safe, Clean, and Orderly Environment
E2.1. Indicator: The school has existing policies, regulations and uses its resources to ensure a safe,
clean, and orderly environment that nurtures learning (e.g., internet safety, drills, etc.).
E2.1. Prompt: Comment on the effectiveness of a) the existing policies, regulations and procedures;
and use of resources to ensure a safe, clean, and orderly environment that nurtures learning, b) all
aspects of the school with respect to safety regulations including effective operating procedures for
internet safety, and c) initiatives and responses to address bullying and harassment.
Findings Supporting Evidence
Southern High School has standard safety procedures and School Handbook
follows and enforces them throughout the campus. Written
policies, codes and procedures exist at SHS to ensure student SOP
safety. Through professional development workshops and Bullying Policies
faculty meetings, faculty and staff are trained to ensure school
safety for all students, school personnel and visitors. One of
the policies implemented to ensure campus safety is
consistently have a staff personnel monitor the gates. Student
parking permits are issued to ensure that all students driving
to school have valid driver’s licenses and insurance. During
the school hours, gate personnel check visitors’ IDs at the
main gate (back gate is closed) and refer them to the main
office. All visitors are required to sign in at the main office
whereby a visitors’ pass is given.
School Resource Officers (SRO) who have trained to enforce
the safety on campus. SROs work with school administrators
and school personnel to protect students, school faculty and
staff.
Safety and emergency procedures are in place on campus and
are communicated to all stakeholders through WhatsApp
broadcasts, emails, and intercom announcements. School
implements various emergency drills during the school year.
These drills mirror the Homeland Security procedures for
emergencies. Fire alarm systems are in place throughout the
campus and the system is tested regularly.
One of our peer support programs implemented at Southern
High School is the Safe School Ambassador (SSA), in
119

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

conjunction with the Superior Court of Guam. The SSA


program empowers student bystanders to speak up and
intervene with their peers in bullying-related incidents.
Students, as well as some staff and faculty, participated in a
two-day training for positive ways to stop bullying in the
school.
All students, parents and school personnel must sign off on a
technology Acceptable Use Policy document and Network and
Technology waiver form as mandated by the school district. A
clear out line of conduct expectations is detailed in divisional
student handbooks that are distributed to all students, families
and school personnel.
Teachers have been trained to implement the Positive
Behavior Intervention Systems (PBIS), but the program needs
to be revisited.
We currently have a custodial contract with Lucky Kids. The
scope work is cleaning classrooms and common areas. In
addition to a custodial company, we, also have a DOE
employee who provides maintenance and janitorial services.
Discipline and Behavior Management System
E2.2. Indicator: The school has an effective discipline and behavior management system that
supports learning, growth, and development.
E2.2. Prompt: Evaluate the effectiveness of the discipline and behavior management system to
support student learning, growth, and development.
Findings Supporting Evidence
The expected behavior and discipline system has clearly Behavior Data
defined processes for intervention and referral teacher’s (SWISS/Pulse)
handbook.
Early Warning System
In School Year 2012, all school personnel receive training in (EWS)
the Positive Behavior Intervention System (PBIS) on how to
address problem behaviors and how to effectively enforce Teacher’s Handbook
consequences for behaviors and to teach proper behaviors.
Should a student’s behavior need further attention, the
counseling department plays a crucial role in providing
support services for the student. If both resources have not
resolved the concern of the student, Student Support Office
(SSO) will intervene. Parents/guardians are contacted by the
SSO and further assistance is provided. Counseling services
are offered at Southern High School. Counselors can meet
120

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

with students to give academic or personal advisement.


Student in the Special Education program have additional
supports through their CRTs as well as their counselors.
Behavior interventions implemented by teachers include
positive reinforcement and praise for appropriate behaviors,
creating and implementing behavior modification plans,
phone calls home, counselor meetings, and lunch detention.
Freshman Academy teachers meet as a team to discuss
students that are off track due to ABC’s (Attendance,
Behavior, and Course Performance). They monitor certain
students by implementing an intervention to help them
succeed.
According to the parent perception survey, 49% of parents
believe discipline is always or usually managed effectively at
SHS.
High Expectations for Students
E2.3. Indicator: The school has high expectations for students in an environment that honors
individual differences and is conducive to learning.
E2.3. Prompt: Evaluate the school’s effort and success to ensure high expectations for all
stakeholders and in building an environment that honors individual differences and is conducive to
learning.
Findings Supporting Evidence
Students’ achievements are acknowledged and celebrated by Gupot CHamoru List of
the administration, faculty, school staff and stakeholders Activities
during the school year by announcements through the
intercom, emails, and school bulletin. The Pledge of Pep Rally Schedule
Allegiance, National Anthem, Fanhoge CHamoru, school Service Learning
song, and Inifresi are recited every morning along with the Activities
school’s mission statement, vision, and school-wide
expectations. Close Up Portfolio

Southern High School provides many co-curricular activities, GCC Sign In Sheets
which are connected to the SLOs. Southern High School
Japanese Club List of
celebrates cultural diversities and individual differences in
Activities
school activities, curriculum and club activities. There are a
variety of ethnic clubs and organizations that allows students Morning Announcements
to have a sense of belonging. Individual differences are often
honored as the Student Body Association and the clubs work Athlete Contract
together for school events and demonstrate respect for other
cultures. Some of these activities include Gupot CHamoru and

121

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

MicroFest. Gupot CHamoru is an event organized by the


CHamoru teachers at Southern High in which the CHamoru
culture is celebrated during Mes CHamoru (CHamoru
Month). Students engage in CHamoru festivities and customs
throughout the day. MicroFest is similar to Gupot CHamoru,
but celebrates the ethnic diversity at SHS to include all islands
in Micronesia.
Pep rallies are held at various times during the year to
celebrate athletes and show school pride. Its aim is to
improve enthusiasm.
Service Learning offers a teaching and learning approach that
integrates service into the diverse communities with academic
study to enrich learning, teach civic responsibility and
strengthen diversity in communities. This approach to
teaching helps students see communities as places of learning.
Students learn beyond the classroom and grow through active
participation in thoughtfully organized activities.
SHS students are given the opportunity to study Japanese
culture. A group of four to six students are able to partake in
the Japanese Student Exchange Program each year. Students
are able to fly to Japan and experience staying with host
families.
Students in Close-up Program are able to travel to Washington
D.C. to gain valuable experiences. This experience provides
the students the direct exposure to the historical foundations,
institutional structures, and day-to-day practices of our
democratic society.
At least twice a year, the GCC programs of Prostart, Lodging
Management Program, Automotive, Autobody, Nursing,
Electronics, and Marketing host a fair at the school that
promote each program. Displays are made by students and
demonstrations are conducted at each program’s booth.
Products and samples are also displayed. Students that are
interested in the programs may sign-up at the different booths.
At least two interscholastic sports are offered every quarter.
Athletes are required to submit an updated physical as well as
keep up with grades and citizenship evaluations. An athlete
cannot play a sport unless he or she earns at least a C on their
report card and cannot receive an Unsatisfactory marking in
citizenship. Athletes must hold themselves to the standard set

122

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

by the school.
The results of the parent perception survey indicate that 70%
of parents believe that SHS always or usually encourages their
child to learn and achieve their best.

Culture of Trust, Respect, and Professionalism


E2.4. Indicator: The school has a culture of trust, respect, and professionalism among all members
of the school community.
E2.4. Prompt: To what degree is a culture of trust, respect, and professionalism demonstrated by all
members of the school community?
Findings Supporting Evidence
SHS is committed to ensuring that stakeholders are informed SBA Calendar of Events
of all facets of the school through electronic media, printed
materials, and senior parent meetings. During these meetings, Parent and Student
the critical areas are addressed for parent input. Perception Survey

In collaboration with our district, Southern High School


provided a copy of the progress report for feedback. After
receiving their input, final revisions were made to the progress
report. The final copy is shared with the district, Guam
Education Board, and stakeholders.
Parent and Student Perception Surveys are created and
administered by teachers to get feedback about teaching
practices and communication gaps in order for teachers to
improve upon their craft.
Results from the parent perception survey distributed in 2018
indicate that 59% of parents feel the administration at SHS
always or usually has a positive influence on the school
culture, 58% of teachers always or usually have a positive
influence on the school culture, and 54% of staff always or
usually have a positive influence on culture. 51% of parents
always or usually support how administrators, faculty, and
staff operate SHS. Additionally, 72% of parents at SHS are
always or usually proud to have their child attend SHS.
Other activities to build a positive campus culture include
recognition of students involved in intramural and
interscholastic sports during school pep rallies, spirit week
activities sponsored by the Student Body Association, dress
down days and Club Wednesdays, and participation of faculty
123

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

and staff in advisory roles to guide students for having


successful extracurricular activities.
E3. Student Support Criterion – Personalization
All students receive appropriate support along with a personal learning plan (as appropriate to the
needs of the child) to help ensure academic success.

Adequate Personalized Support


E3.1. Indicator: The school ensures that every student receives appropriate support services in such
areas as academic assistance, health, career, and personal counseling.
E3.1. Prompt: Evaluate the availability and the adequacy of services to support students in such
areas as academic assistance, health, career, and personal counseling.
Findings Supporting Evidence
SHS ensures that every student receives appropriate support Tutoring Log
services in such areas as academic assistance, health, career,
and personal counseling. Counselor’s Sign In Sheet

Tutoring is offered as a form of academic assistance. The Nurse’s Log


National Honor Society (NHS) and teachers offer weekly
tutoring sessions during lunch and prep periods for any
students interested or in need. Tutoring covers a multitude of
content and is further enhanced through the utilization of
various tools such as Khan Academy, Workkeys, ASVAB
practice, ACT practice, computers, and other modern
resources.
Students are assigned to a counselor. Counselors constantly
review students’ historical grades and graduation progress to
ensure they are on track with meeting graduation
requirements. Students have full access to meet with their
designated counselor to discuss their academic plan and
interest during course selection and placement periods.
In the Freshman Academy, Report Card Conferencing is held
every semester. These conferences are designed to prevent
academic failure and help students stay on track. Conference
mentors who may or may not work directly with the student
meet on a one-on-one basis with the student to discuss their
ABCs. The conferences help students reflect, set goals, and
monitor their progress toward academic growth. Southern
High School’s Special Education Program offers courses that
modify and accommodate curriculum for students with
disabilities and second language learner needs.

124

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Southern High School’s English as a Second Language (ESL)


Program offers courses that modify and accommodate
curriculum for students who speak different languages at
home. The ESL classes offered at SHS are sheltered ESL
classes in which identified ESL students are taught in a
separate classroom from the native speakers. These classes
have smaller populations and a modified curriculum.
We have a health counselor (nurse) at Southern High School.
She conducts various services such as one-on-one health
counseling, health prevention in the classroom, health
screening to include hearing and Body Mass Index (BMI), and
primary health care for students, faculty, and staff.

Direct Connections
E3.2. Indicator: The school demonstrates direct links between student learning needs and the
allocation of resources to student support services, such as counseling/advisory services,
psychological and health services, or referral services.
E3.2. Prompt: Evaluate the direct links between student learning needs and the allocation of
resources to student support services, such as counseling/advisory services, psychological and
health services, or referral services, including supports and services for students who are at-risk.
Findings Supporting Evidence
A variety of services is provided at SHS to aide in meeting Counselors Sign In
student learning needs. Sheets
The counseling department offers college and career Nurse’s Log
advisement including how to apply to different colleges,
college financial aid and scholarship advisement, and
workforce opportunities. ASVAB testing is offered to all
Juniors and Seniors, especially for those students who have an
interest in a military career. Other services that our
counselors provide are individual and group counseling
regarding behavior and wellness. The team consists of how
many certified counselors.
Teachers, administrators, the nurse or other medical
professionals, and parents, may refer a child to counselors
should a problem arise. Attendance and/or discipline referrals
are made by the teacher if a student’s attendance or discipline
becomes problematic. Interventions are implemented after
referrals are made. The School Attendance Officer works
with students by motivating them to attend school through
prevention and monitoring of student's attendance, informal

125

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

counseling, and identifying attendance challenges.


Currently, we have two School Resource Officers (SRO)
stationed every other day at our campus. They are probation
officers employed under the Judiciary Branch of the
government. The SROs serve as liaisons between the school,
court, police, and other law enforcement officers and agencies.
Health services provided by the nurse include, but are not
limited to: Body Mass Index (BMI) screenings, monitoring of
teen pregnancies, and smoking and drug intervention
programs.

Strategies Used for Student Growth/Development


E3.3. Indicator: Strategies are used by the school leadership and staff to develop personalized
approaches to learning and alternative instructional options which allow access to and progress in the
rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement
with all students, a curriculum and instruction that promotes inclusion, processes for regular review
of student and schoolwide profiles, and processes and procedures for intervention (e.g., ELL and
other alternative learning programs).
E3.3. Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership and
staff to develop personalized approaches to learning and alternative instructional options which
allow access to and progress in the rigorous standards-based curriculum.
Findings Supporting Evidence
School leadership and staff at SHS develop personalized Counselors Sign In
approaches to learning and alternative instructional options Sheets
which allow access to and progress in the rigorous standards-
based curriculum. SIOP Lesson Plans

Counselors create a 4-year plan for all students. This plan


includes all the courses a student will take in high school.
Students are able to request transcripts from counselors and
are able to discuss it with them as well.
Students in the Special Education Program or those being
identified are provided with supports. Meetings consisting of
CRTS, teachers, student, parents, counselors, and a Special
Education representative are held. The purpose of this team is
to evaluate a student’s academic, behavioral, health, and
attendance data to determine supports and services. Also
working with the group may be a transition team to assist with

126

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

placement and supports should it be needed after graduation


from SHS.
In our ESL classes, teachers use the SIOP model. The SIOP
involves everything from lesson planning, strategies, practice
and application, student interaction and assessment.

127

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

E4. Student Support Criterion – Accessibility


Students have access to a system of personalized supports, activities, and opportunities at the school
and within the community.

Equal Access to Curriculum and Support


E4.1. Indicator: All students have access to a challenging, relevant, and coherent curriculum.
Schools regularly examine the demographics and distribution of students throughout the class
offerings (e.g., master class schedule and class enrollments) and the types of alternative schedules
available (e.g., summer, class periods beyond the traditional school day).
E4.1. Prompt: To what extent do all students have accessibility to a challenging, relevant, and
coherent curriculum? (Examine the demographics and distribution of students throughout the class
offerings and the types of alternative schedules available.)
Findings Supporting Evidence
All students at SHS have access to a challenging, relevant, and Counselors Sign In
coherent curriculum. Sheets
Counselors place students in required classes that challenge AP and Honors List of
students to reach their true potential. They check to see if Courses
each student has met the prerequisites of each class before
scheduling them. Students are able to add or drop classes to
meet their needs, as long as it fits the requirements.
Because of SHS’s unique block schedule, students can meet
their graduation requirements within three years. Or, students
pursuing more challenging courses are afforded that
opportunity to meet their post high school goals.
Students in the Advanced Placement and Honors courses offer
opportunities to engage students with challenging content and
activities that require complex thinking. The AP and Honors
fair allows students to view what the courses offer. Students
are able to sign up or they can see their counselor for
scheduling. There has been an increase in the number of
classes and the number of enrollment since the last self-study.

Curricular/Co-Curricular Activities
E4.2. Indicator: School leadership and staff link curricular/co-curricular activities to the academic
standards and schoolwide learner outcomes for students who require access to a system of
personalized supports.

128

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

E4.2. Prompt: Comment on the relationship between curricular/co-curricular activities and the
academic standards and schoolwide learner outcomes for students who require access to a system of
personalized supports.
Findings Supporting Evidence
Academic standards are posted in most classrooms in the form SLOs
of proficiency level posters, learning targets, and daily
learning objectives. Teachers refer to these scales and Proficiency Scales
objectives throughout the lesson and students are expected to
explain if they are meeting these standards. If they are not
meeting a target, they are to state what they need to do to
reach the target. This provides them the opportunity to be
effective communicators.
Southern High School provides many co-curricular activities,
which their goals are connected to the SLOs. At Southern
High School, students who participate in any club or
organization are expected to be: Responsible and respectful
Members of society, Innovative thinkers, Self-directed
Individuals, and Effective Communicators. These
expectations are displayed in advisors and/or teachers
classrooms and are recited every morning over the intercom at
the start of each day.

Meeting Student Needs Through Curricular/Co-Curricular Activities


E4.3. Indicator: The school has a process for regularly evaluating the degree to which curricular/co-
curricular activities are meeting the needs of students who require access to a system of personalized
supports.
E4.3. Prompt: Evaluate the school process for regularly evaluating the degree to which
curricular/co-curricular activities are meeting the needs of students who require access to a system
of personalized supports.
Findings Supporting Evidence
SHS regularly evaluates the degree to which curricular and co- Department meeting
curricular activities are meeting the needs of students who minutes
require access to a system of personalized supports.
The Freshman Academy instructional coaches and teachers
consistently and frequently monitor the progress of all
freshmen. They provide support for struggling students and
acknowledge the achievements of students as well.
IEP meetings allow the CRTs to monitor the progress of

129

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

special needs students. There are currently four CRTs at SHS.


The progress of ESL students is also monitored by teachers
and the ESL coordinator. If a student in the ESL program
excels in the sheltered classroom, the teacher may request that
the student be tested out of the program. If the student
continues to exhibit signs of struggle in a course after the
mandated two years of ESL services, teachers may request
that the student be tested for Special Education services.
Department meetings are held to discuss the academic
performance of students. Data is shared regarding student
performance and the faculty work on solutions to various
concerns. Department chairpersons share information from
their respective departments at the DC meetings held every
Tuesday in collaboration with school administrators.
Southern High School clubs and organizations hold meetings
once a week to discuss current issues and events. All clubs
supplement academic coursework. Clubs and organizations at
Southern High School include: the National Honor Society,
the Japanese Club, the Fishing Club, Game Changers, the
Nursing Club, Freshman-Senior Class Councils, SBA, and
STEM, Close Up.
Sports provide students with an outlet that enables them to
develop physically, mentally, emotionally, and socially.
Grades and citizenship scores must always be at standard for
students to participate in sports. SHS sports include:
Basketball, Softball, Soccer, Volleyball, Rugby, Paddling,
Wrestling, Tennis, Cross country, Cheerleading, and Track
and field. Students are required to maintain at least a C
average to play sports and must not have an Unsatisfactory
rating on their report card. The athletic director at SHS
continually monitors athlete academic and behavioral
standards.

Student Perceptions
E4.4. Indicator: The school is aware of the student perspective of support services through such
approaches as interviewing and dialoguing with student representatives of the school population.
E4.4. Prompt: Comment on the student perspective about the effectiveness of support services after
interviewing and dialoguing with student representatives of the school population. (Ensure that
students represent the broad and diverse array of the school population.)

130

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Findings Supporting Evidence


SHS students are provided the opportunity to share their Perception Surveys
perspective of the teaching and learning process in their
respective courses by completing student perception surveys SBA Minutes
distributed by their teachers at the end of the each block. GEB Minutes
Teachers analyze the results from the surveys and use the data
to modify their teaching strategies for the next block.
Although the surveys vary from department to department,
there may be some uniformity within a specific department.
Students are also able to express their concerns to GDOE, the
Board of Education, or the IBOGS representatives from
Southern High School who regularly attend the Board of
Education meetings.
Representative students from the different class councils,
clubs and organizations express their concerns through the
Student Body Association (SBA) who meet on a weekly basis
to discuss school issues and upcoming events.
In School Year 2018-2019, students shared their opinions of
Southern High School’s strengths and weaknesses at a Student
Body Association meeting. The strengths that were mentioned
were as follows:
Teachers communicate information with students and
parents in various ways including phone calls home,
notes, e-mails, and newsletters.
Students actively review their progress by accessing
PowerSchool.
Administrators have a positive influence on the school
culture. They praise students for positive behaviors.
Majority of the faculty at SHS have a positive influence
on the school culture. Students are proud of their
teachers.
Teachers have high expectations of their students.
SHS staff tries their best to enforce school rules.
Students have a lot of pride in their school.
Suggestions for areas of improvement were as follows:
Students would like the administration to be accessible
more often. The principal is away a lot on leave or not in
the office.
Students would like to see more consistency in the
consequences of infractions. Some students feel certain

131

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

teachers, staff, and administrators favor certain students.


Students would like the restrooms to be maintained and
cleaned regularly. They mentioned doors are unhinged or
have broken handles. They would like access to more
restrooms and see them stocked with toilet tissue.

132

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

ACS WASC/GDOE Category E. School Culture (Environment) and


Support for Student Personal and Academic Growth: Summary,
Strengths, and Growth Areas

Review all the findings and supporting evidence and summarize the degree to which the criteria in
Category E are being met.

Include comments about the degree to which these criteria impact the school’s ability to address one
or more of the identified student learning needs (Chapter III).

Summary (including comments about the student learning needs):


At Southern High School, the faculty, staff, and students take pride in the different cultures
within the school community. This is evident in our MicroFest and Gupot CHamoru festivities.
In the Freshman Academy, we provide the necessary supports for students to be successful in
their high school career.

Prioritize the strengths and areas of growth for Category E.

Category E: School Culture (Environment) and Support for Student Personal and Academic
Growth: Areas of Strength
 Increase in AP and Honors classes
 JROTC Program
 Safe School Ambassador Initiatives and responses to address bullying and harassment
 Freshman Academy (Talent Development Secondary) which is a program designed to
provide support and guidance.
 Activities to encourage school pride such as pep rallies, MicroFest, and Gupot CHamoru
 Culture, Trust, Respect and Professionalism of stakeholders
 Student Intervention Programs for tobacco and substance abuse
 Service Learning

Category E: School Culture (Environment) and Support for Student Personal and Academic
Growth: Areas of Growth
 Parent Teacher Student Organization
 Discipline, Attendance, and Behavior Monitoring for Upperclassmen
 Celebration of Academic Achievement

Copy and paste the Areas of Strength and prioritized Areas of Growth/Challenges into the matrix
in Chapter V.

133

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Chapter V: Schoolwide Action Plan

134

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Chapter V: Schoolwide Action Plan


A. Utilize the schoolwide strengths and growth areas to revise the schoolwide action plan.
a. Insert the table that lists all strengths from Categories A–E.
b. Insert the table that prioritizes all areas of growth from Categories A–E.
c. Comment briefly on implications for revising the schoolwide action plan.
B. State any additional specific strategies to be used by staff within each subject area/program to
support sections of the schoolwide action plan.
C. Describe the school’s follow-up process, ensuring an ongoing improvement process.

Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and


Resources: Areas of Strength
 Teacher collaboration in the island wide professional development days
 Collaboration with other secondary schools in the district during the island wide
professional development
 Middle school orientation for transitioning 9th graders
 Southern High School offers opportunities for students to broaden their learning
experience from other sources other than subject textbooks and the traditional classroom
setting.
 The Freshman Academy offers a variety of resources to engage students in learning.
 Professional development and technical assistance provided to the Freshman Academy
teachers through the Talent Development Secondary.
 Library has recently purchased new technology to meet the growing demands of
technology.
 Southern High School’s alumni returning as staff, faculty, and coaches.
 Clubs and organizations are student driven and their goals are aligned with the school’s
mission and SLOs.
 Identified teachers received laptops or iPads for classroom use.
 The school’s mission, vision, and SLOs are consistently included in all meetings and
announcements.
Category B: Standards-based Student Learning: Curriculum: Areas of Strength
 Continuation of the Talent Development Secondary in the Freshman Academy
 JROTC program
 GCC program allows for Career and Technical Education
 WorkKeys
 Increase in student enrollment in the AP and Honors class
 Course offering of honors classes in the Freshman Academy
Category C: Standards-based Student Learning: Instruction: Areas of Strength
 Increase in the AP and Honors courses
 Teacher as facilitators in the Freshman Academy
 Differentiated instruction and strategies
 Applying real world experiences in curricular and co-curricular instruction
135

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Category D: Assessment and Accountability: Areas of Strength


 Departments receiving assessment data for analysis.
 Use of different forms of assessments (GDOE and interim)
 Continuation of the Talent Development Secondary Program in the Freshman Academy
 Freshman Academy developing Standards Based Grading assessments and proficiency
scales
 Improvement in the passing rate of our freshman classes
Category E: School Culture (Environment) and Support for Student Personal and Academic
Growth: Areas of Strength
 Increase in AP and Honors classes
 JROTC Program
 Safe School Ambassador Initiatives and responses to address bullying and harassment
 Freshman Academy (Talent Development Secondary) which is a program designed to
provide support and guidance.
 Activities to encourage school pride such as pep rallies, MicroFest, and Gupot CHamoru
 Culture, Trust, Respect and Professionalism of stakeholders
 Student Intervention Programs for tobacco and substance abuse
 Service Learning

136

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Prioritized Areas of Growth Needs from


Categories A through E

Prioritize the growth areas from the five categories.


 Intervention Supports for Upperclassmen
 Parental Involvement
 System of gathering data and analyzing
 Professional Development for New Teachers
 Develop a system to monitor course offerings for student support

137

We, the family and community of Southern High School commit ourselves to high standards by
promoting excellence and preparing students for life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Critical Area for Follow Up: Investigate ways to address the inconsistencies in the master schedule that have caused students to enroll in classes out of
sequence as well as create an imbalance in teacher/student workload courses.

Goal 1: Southern High School will develop and implement a balanced master schedule that meets the students’ graduation requirements beginning
School Year 2018-2019.
Objective 1: Southern High School will create and maintain a balanced master schedule that meets the students’ graduation requirements.
PERSONS TARGET PROJECTED/DESIRED
ACTIVITY RESPONSIBLE DATE RESOURCE OUTCOMES ASSESSMENT STATUS

1.1.1 Create Principal Spring Course Master schedule that meets Master schedule Changed this school year:
master schedule 2019 Description, the students’ graduation Master schedule created for
based on student Student Course requirements and that is whole school year.
course requests Tallies, balanced by teacher-student
and Graduation Graduation ratio. February: Course selection
requirement. Requirements will be open.
Master schedule that reflects March: Course tallies
an increase in AP courses, should be completed
honors, and Music courses
and that is balances by Note: Deadline not met. (In
student-teacher ratio. the narrative we can discuss
that deadline is moved to
April)
1.1.2 Monitor and Principal, December Teacher Increase course offerings, Registration forms, Continuous by Block
Evaluate Course Assistant Principals, 2018 Recommendation Increase student Course Tallies,
Offering (new Department May s, Student participation, Follow course Teacher Rosters
board changes for Chairperson 2019 Assessments sequencing, validated by
students entering Department Chairs
SY 2018-2019. and Counselors

138

We, the family and community of Southern High School commit ourselves to high standards by prompting excellence and preparing students for
life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Critical Area for Follow Up: Use student achievement data to make informed decisions regarding curriculum, instruction, assessment, and resource
allocation to focus on student learning.
Goal 2: Southern High School will use student achievement data to make informed decisions regarding curriculum, instruction, assessment, and resource
allocation to focus on student learning beginning School Year 2018-2019. This will be reflected in an increase of 7% passing rate in the core areas of
Language Arts, Mathematics, Science, and Social Studies Marks Analysis with a 4% increase in the succeeding years.
Objective 1: Southern High School faculty will identify the ACT Aspire and Standards Based Assessment skills should be addressed in lesson planning
and aligned with the Common Core State Standards (CCSS) in the areas of Language Arts, Mathematics, Science, and Social Studies.
PERSONS TARGET PROJECTED/DESIRED
ACTIVITY RESPONSIBLE DATE RESOURCE OUTCOMES ASSESSMENT STATUS

2.1.1 Identify Principal; October SBA Results Decrease the percentage of SBA Results Continuous by Blocks
skills in language Assistant 2018 students scoring below basic;
arts and Principals; Increase percentage of
mathematics based faculty students scoring in advance
on the top six and proficient levels.
weak areas in
SBA.

2.1.2 Identify Principal; January ACT Aspire Decrease the percentage of ACT Aspire Results ACT Aspire: Lead Team
skills in language Assistant 2019 Results students scoring below basic; will research and
arts and Principals; Increase percentage of generate a report.
mathematics based faculty students scoring in advance
on the top six and proficient levels.
weak areas in
ACT Aspire

139

We, the family and community of Southern High School commit ourselves to high standards by prompting excellence and preparing students for
life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

2.1.3 Implement Principal; August School-wide and Increase of percentage of SMART Goals Plan, Developed School-Wide
School-wide and Assistant 2018 Department students scoring at proficiency Student Goals, Continuous by
Department Principals; SMART Goals, and above; Increase passing Assessments, Marks Semesters
SMART Goals Faculty State Strategic rate; improve attendance rate; Analysis, ACT
Plan, ACT improve positive behavior Aspire Results, SBA
Aspire Results, Results
SBA Results

2.1.4 Review Principal; Assistant September Mark’s Analysis Increase student passing rates. Mark’s Analysis Continuous by Semester
Mark’s Analysis Principals; Faculty 2018 2018-2019

140

We, the family and community of Southern High School commit ourselves to high standards by prompting excellence and preparing students for
life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Critical Area for Follow Up: Implement consistent professional development that focuses on strengthening school wide teaching practices and strategies
to inform instruction and improve student achievement.

Goal 3: Southern High School will implement consistent professional development that focuses on strengthening school wide teaching practices and
strategies to inform instruction and improve student achievement.
Objective 1: Southern High School will implement research-based strategies.
PERSONS TARGET PROJECTED/DESIRED
ACTIVITY RESPONSIBLE DATE RESOURCE OUTCOMES ASSESSMENT STATUS

3.1.1 Implement and Administration and August Marks Analysis, Improve school and student School Annual Continuous
monitor PLCs and Department Chairs 2018 Formative and achievement Report,
CTs Summative Teacher
Assessments, and Collaboration,
PLC Agenda and Marks Analysis,
Report, Curriculum Attendance, Behavior
Maps, Attendance, and Course
Behavior and Performance Data
Course Performance Teachers/Department
Data Binders
3.1.2 Support the Principal, Coordinator, August Talent Development Increase Student Achievement. Coach Observations, Continuous by Semesters
Talent Development Coaches, 9th Grade 2018 Secondary Design, PTEP Evaluations,
Secondary Program Academy Teachers Attendance, Student Placements,
for 9th Grade Behavior and Pre-Post Assessment,
Academy Course Performance Early Warning
Data Indicators Meetings,
Positive Interventions
and Strategies
3.1.3 Monitor and Principal, Department January 2019 PLCs, SMART Improve student learning, Survey results if Continuous by Block
Evaluate District Chairs, Teachers Goals, TDS Models, Continue to monitor and evaluate conducted, data
Initiatives and SL Model, Student student achievement. analysis and summary
Programs Assessment. State
Strategic Plan, CTs
3.1.4 Provide Principal, Assistant August Powerschool Faculty will gain skills and Increase use of Continuous Monthly
training during Principals, Teachers 2018 (attendance, knowledge in using Powerschool, Technology, execute
Teachers’ grades/assignments, prepare for emergencies, provide School Emergency
Preparation Time parent portal), service learning activities for Plan with success,
Service Learning, students Increase students
Teacher Needs, etc. hours in Service
A SHS training calendar will be Learning, support
created teachers needs to
support student
learning

141

We, the family and community of Southern High School commit ourselves to high standards by prompting excellence and preparing students for
life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Objective 2: Southern High School will expand teacher driven Professional Development opportunities to allow increased opportunities for site based
and island wide collaboration and learning to improve the delivery of instruction for students.
PERSONS TARGET PROJECTED/DESIRED
ACTIVITY RESPONSIBLE DATE RESOURCE OUTCOMES ASSESSMENT STATUS

3.2.1 Create a school Professional Development January 2019 District Initiatives Approved Agenda for each Evaluation Continuous
site agenda for Cadre Planned School Site PD
Professional
Development Day for
vertical and
horizontal
collaboration
amongst subject
areas addressing
Guaranteed and
Viable Curriculum

142

We, the family and community of Southern High School commit ourselves to high standards by prompting excellence and preparing students for
life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Critical Area for Follow Up: Expand course offerings to include AP courses, more honor courses, and music to enhance the learning opportunities for all
students.
Goal 4: Southern High School will expand course offerings to include AP courses, more honor courses, and music to enhance the learning opportunities
for all students.
Objective 1: Southern High School will increase students’ participation in the higher level courses for SY 2018-2019.

PERSONS TARGET PROJECTED/DESIRED


ACTIVITY RESPONSIBLE DATE RESOURCE OUTCOMES ASSESSMENT STATUS

4.1.1 Identify and recruit Principal; August Course Description, 8th Create course tallies based on student Pre-registration forms, course Continuous by Block
students to register in Assistant 2018 grade Pre-AP listing, ACT request and must reflect a full day student tallies, and Teacher
Honors, AP courses, and Principals; Aspire and SBA Results schedule. Recommendations
Music that may be Faculty
offered.
4.1.2 Monitor and Principal August Teacher Recommendations, Increase course offerings, Increase student Number of students in the Continuous by Block
Evaluate Course 2018 Student Assessments participation, Sustain higher level courses Honors/AP, Number of
Offering and Students’ Honors/AP offered, Music)
participation

143

We, the family and community of Southern High School commit ourselves to high standards by prompting excellence and preparing students for
life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Critical Area for Follow Up: Become technologically literate by offering computer courses and providing access to computers and Internet.

Goal 5: Southern High School will become technologically literate by offering computer courses and providing access to computers and Internet.
Objective: By School Year 2018-2019, Southern High School will offer computer courses to develop technological literacy skills.
PERSONS TARGET PROJECTED/DESIRED
ACTIVITY RESPONSIBLE DATE RESOURCE OUTCOMES ASSESSMENT STATUS

5.1.1 Provide Principal; August Mobile Laptops (Labs)/I Create opportunities for students to Library sign in sheets, student Mobil Labs received, Technology
students access to Assistant 2018 Pads, Computers, have access to information and schedules, Equipment sign out equipment received, computers
information and Principals; Library, Classrooms technology based on student request sheets, Student Portal, student available in the library and
courses on faculty and teacher and student schedules. surveys and observations. identified classrooms
technology and
increase enrollment
in technology
courses.
5.1.2 Integrate and Faculty Principal August Equipment, Computers, Increase student information and Lesson Plan, Teaching Methods, Mobil Labs received, Technology
Provide instruction Assistant Principal, 2018 and Reliable internet communication, Increase student Teacher Observation and equipment received, computers
that develops and Faculty, Library participation. Student/Teacher Surveys, student available in the library.
enhances the use of assessment.
technology and Plan and design effective learning Continuous by weekly, quarterly
resources. experiences supported by technology, and by semesters
Implement methods and strategies as a
learning tool, and to enhance teacher
productivity and professional practice.
5.1.3 Monitor and Principal, October Teacher Collect data to improve, expand access Log In Registry from Continuous by monthly
evaluate the use of Department Chairs, 2019 Recommendations, and increase technology accountability. Teachers/Librarian
technology Faculty Student Assessments, BP
resources. 379

144

We, the family and community of Southern High School commit ourselves to high standards by prompting excellence and preparing students for
life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Critical Area for Follow Up: Leverage instructional resources to ensure students and teachers have adequate materials needed for instruction and
learning.
Goal 6: Southern High School will leverage instructional resources to ensure students and teachers have adequate materials needed for instruction and
learning.
Objective: By School Year 2018-2019, Southern High School will have in place a system for faculty to request for and receive basic instructional
supplies and content specific instructional resources to continue student learning.
PERSONS TARGET PROJECTED/DESIRED
ACTIVITY RESPONSIBLE DATE RESOURCE OUTCOMES ASSESSMENT STATUS

6.1.1 Survey teachers on Principal; August 2018 Teacher Survey Create a listing of materials and Inventory Listing by By Block
materials and equipment Assistant and May-June Forms equipment available for learning and Teachers and
for instruction and Principals; 2019 instruction in the beginning and ending Departments
learning. Teachers of the school year.

6.1.2 Monitor the use of Principal, Department August 2019 Inventory Listing, Collect data to improve student Number of students Continuous by Block
equipment and materials Chairs, Teachers Teacher instruction and learning in the receiving textbooks
in the classroom for Observation and classroom. and Number of
instruction and learning. Survey. teachers receiving
materials in the
classroom for
instruction and
learning.

145

We, the family and community of Southern High School commit ourselves to high standards by prompting excellence and preparing students for
life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Critical Area for Follow Up: Develop a transparent budgeting process to bring clarity to stakeholders and an increased understanding of the decision-
making rationale.
Goal 7: Southern High School will develop a transparent budgeting process to bring clarity to stakeholders and an increased understanding of the
decision-making rationale.
Objective: By school year 2018-2019, Southern High School will have in place a transparent budgeting process to ensure that all stakeholders have an
understanding of the budgeting process and the rationale behind budgeting decisions.
PERSONS TARGET PROJECTED/DESIRED
ACTIVITY RESPONSIBLE DATE RESOURCE OUTCOMES ASSESSMENT STATUS

7.1.1 Provide orientation Principal, Fall 2018 School’s Budget Increase awareness and understanding of the Stakeholders Sign In Spring 2019
on the Budget Process Assistant Proposal budget process. Sheet and
and Solicit input from Principals, District Office Stakeholders Input
stakeholders.

7.1.2 Compile input from Administration, January 2019 School’s Budget Increase stakeholders’ participations and Stakeholders Input, Beginning and Ending
stakeholders and Department Chairs, and May Proposal and Plan, development of the School’s Budget Plan. School Fiscal Budget of the School Year
distribute update School Faculty 2019 Textbook and Fixed Increase understanding and be transparent of Plan, Inventory
Fiscal Budget plan. Asset Inventory, Supply the School Budget Proposal. Listing, Requisitions
Inventory inputted and received.

7.1.3 Revise School Principal October 2018 School Budget Plan Review and update School Budget Plan to School Budget Plan Fall 2018 and Spring
Budget Plan. and ensure clarity and request by stakeholders. 2019 Continuous
December
2018

7.1.4 Submit to District Principal, District Office January 2019 School Fiscal Year Submit an Approval School Fiscal Year School Budget Plan Spring 2019
Office for approval and Budget 2019 Budget 2019 Continuous
update changes to
stakeholders.

146

We, the family and community of Southern High School commit ourselves to high standards by prompting excellence and preparing students for
life.
SOUTHERN HIGH SCHOOL/ ACS WASC/GDOE Self-Study Report

Critical Area for Follow Up: Investigate the systems of support for those students who are having to repeat courses numerous times to ensure that
students have the appropriate interventions to be successful.

Goal 8: Southern High School will investigate the systems of support for those students who are having to repeat courses numerous times to ensure that
students have the appropriate interventions to be successful.
Objective: By school year 2018-2019, Southern High School will have interventions in place.

PERSONS TARGET PROJECTED/DESIRED


ACTIVITY RESPONSIBLE DATE RESOURCE OUTCOMES ASSESSMENT STATUS

8.1.1 Identify and Administration October 2018 Student Listing and Intervention supports in Place Graduation Rate, Continuous
implement intervention Leadership team, Intervention Listing Marks Analysis,
supports and students in Counselor Course Section
need of interventions

8.1.2 Track and evaluate Administration and October 2018 PowerSchool Decreased number of students in repeated Graduation Rate, Continuous
the effectiveness of the Leadership team TDS Tracker courses Marks Analysis,
supports. Marks analysis Course Section
Survey

147

We, the family and community of Southern High School commit ourselves to high standards by prompting excellence and preparing students for
life.