3rd Quarter Progress Report of Project Håtsa, TQE State

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					     3rd Quarter Progress Report of Project Håtsa, TQE State Grant Award Number P336A050004


I.       Project Håtsa Work Plan

GOAL 1:         To increase the quality of teacher preparation at the University of Guam.

Objective 1:    To revise Guam’s initial Certification Standards for initial teacher certification
                and align them with teacher preparation programs.

Activity 1.1.1 Revision of teacher standards that incorporate INTASC, National Board for Professional
               Teaching Standards (NBPTS), and standards from specialty professional associations
               (SPAs).
Benchmark: Recommendations for revisions to current standards are submitted to
               Guam Education Policy Board (GEPB).
Status:        Teacher certification standards were submitted to the board in May 2006.

Activity 1.1.2 Adoption of revised certification standards.
Benchmark: Published on GPSS website and approved by Board to become policy.
Status:        Recommendations for revisions have been submitted to the Guam Education Policy
               Board. The curriculum subcommittee has reviewed the standards and held a work
               session on June 19, 2006. Prior to adoption of revised certification standards, teacher
               certification standards needed to be approved as the foundation for the revised
               certification standards.

Activity 1.1.3 Teacher preparation programs will align with adopted certification
               standards.
Benchmark: 100% of teacher preparation curriculum aligned with certification
               standards.
Status:        This is pending due to adoption of teacher standards. The sole Teacher Preparation
               program, under the University of Guam, School of Education, has been provided a copy
               of the proposed standards.

Objective 2:    GPSS will develop standards for review and approval of teacher
                preparation programs based on research-based practices, and thereby,
                increasing student achievement.

Activity 1.2.1 Examine and recommend changes to current review and approval process
               based on research-based practices.
Benchmark: Findings and reports.
Status:        Draft criteria for state-approved programs have been developed and are pending the
               adoption of the teacher standards.

Activity 1.2.2 Adopt and implement amendments to review and approval process.
Benchmark: Published on DOE Website and Board Policy.
Status:        Not achieved as scheduled pending completion of Activity 1.2.1.




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  3rd Quarter Progress Report of Project Håtsa, TQE State Grant Award Number P336A050004


GOAL 2:        To develop and implement high-quality alternate routes (AR) for initial certification
               designed for individuals that already have a degree and want to prepare to teach, thereby,
               ensuring student achievement.

Objective 1:   To research alternate route programs for post-graduate certification in teaching.

Activity 2.1.1 Research AR programs and standards.
Benchmark:     Findings and reports.
Status:        Scheduled timeline for completion is Year 1, Quarter 3

Activity 2.1.2 Findings/data analysis.
Benchmark: Published research
Status:        Scheduled timeline for completion is Year 1, Quarter 3

Objective 2:   To develop alternate route option for post-graduate certification in
               teaching.

Activity 2.2.1 Develop AR program (course work and practicum).
Benchmark: AR Program Guidelines published.
Status:        Scheduled timeline is Year 1, Q4

Activity2.2.2. Pilot AR program
Benchmark: Selection of candidates for AR.
Status:        Scheduled completion date is Year 2.

Activity 2.2.3 Evaluate pilot AR Program
Benchmark: Published report.
Status:        Scheduled completion date is Year 2, Q4.


GOAL 3:        To ensure continuous progress in enhancing teacher quality in GPSS by
               promoting ongoing stakeholder involvement through structured
               opportunities for dialogue relevant to reform issues.

Objective 1:   To establish a group to serve as the vehicle for obtaining feedback on
               Project.

Activity 3.1.1 Establish stakeholder group.
Benchmark: Selection of Governor’s Commission on Educational Excellence.
Status:        Completed November 2005.

Activity 3.1.2 Group conducts meetings for updates and feedback on project.
Benchmark: Four meetings conducted: agendas and minutes.
Status:    No meeting was conducted during this project period.

Objective 2:   To update and disseminate information on the progress for enhancing
               teacher quality that results in student achievement.

Activity 3.2.1 Maintain progress/update on project.
Benchmark: Website link available at DOE site.


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   3rd Quarter Progress Report of Project Håtsa, TQE State Grant Award Number P336A050004


Status:          In lieu of a formal meeting, the Stakeholder group was provided with a copy of the
                 Second Quarter report, the Hatsa Highlights (Newsletter), a copy of the teacher standards,
                 and a copy of the initial educator license. A copy of the Hatsa Highlights was provided to
                 each teacher within the Guam Public School system and posted on the website in addition
                 to the progress report.

Activity 3.2.2 Produce annual reports and research paper.
Benchmark: Published reports and on website.
Status:        Timeline for completion is September 30, 2006




GOAL 4:          To increase the likelihood of teacher retention by providing systemic
                 mentor training and induction support from trained mentors and revision
                 of professional growth requirements.

Objective 1:     To implement a mentor training program system wide.

Activity 4.1.1 Create and fill positions to implement Mentor Training and Induction
               Support Program
Benchmark: Mentor Training Coordinator, Clerical Support Staff, and 4 District on-site
               coordinators hired.
Status:        Mentor Training Coordinator (i.e. Program Coordinator for Mentor Program) was hired
               effective October 1, 2005. Interviews for the district mentor positions were conducted on
               March 22, 2006. Recommendations for hiring of two individuals were forwarded to the
               GPSS Personnel office. Only two district coordinators were recommended for hiring for
               the project by the end of this project period. The support staff for the project was hired on
               October 1, 2006. A total of 33 individuals applied for the positions. Thirty-two were
               interviewed. One individual declined an interview. Mentors were interviewed for the
               positions during the month of May. Sixteen (16) individuals were recommended for
               hiring. One individual declined to accept the position. A total of fifteen (15) individuals
               were hired for the mentor positions.

                 As a result of the research on Induction and Mentor Support programs, it was determined
                 that full-time release mentors will be hired versus part-time school-based mentors.

Objective 2:     To implement mentoring training and induction support programs in all
                 schools.
Activity 4.2.1   Research best practices related to mentor training and induction support.

Benchmark:       Findings and recommendations for development of Mentor training and
                 induction handbook.
Status:          Handbook has evolved into The GPSS Mentor Toolkit. The Toolkit has an overview of
                 the GPSS Mentor Program, a school calendar, a school handbook, a literature review of
                 mentoring, the Emerging Competencies of Beginning Teachers, roles and responsibilities
                 for mentors, mentees, coordinators, school leaders, evaluation forms, contact information,
                 community resource information, helpful hints for getting a school year started, time
                 management, classroom management, diversity, communication, homework, parent
                 teacher conferences, family involvement, what successful mentors do. Toolkits will be



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                 piloted during the SY ’06-’07 school year. After the pilot year and initial trainings, an
                 induction and mentor handbook will be finalized and published.

Activity 4.2.2   Develop training modules.
Benchmark:       Training modules established and made available to the public.
Status:          Scheduled completion timeline is Y1 Q3-Q4. Issues for the training modules
                 have been identified. Training modules are being developed.

Activity 4.2.3   Provide training for on-site mentor training coordinators
Benchmark:       Training schedule
Status:          The Mentor Program Coordinator and the two district mentors participated in an
                 Induction Institute sponsored by the New Teacher Center during the week of April 23-27,
                 2006 in Aptos, California. They were joined by a beginning teacher, assistant principal,
                 representative from the University of Guam, School of Education, and the Program
                 Coordinator for Project Hatsa’s Focus Area I related to initial teaching standards and
                 teacher preparation.

                 A request for proposal (RFP) was announced on May 10, 2006 and closed on May 31,
                 2006. The purpose of the RFP is to provide training, evaluations, and consultative
                 services in the area of Induction and Mentor Support for the project. The proposals
                 received were forwarded to the Project Håtsa Evaluation Committee on June 7, 2006.
                 The committee submitted its evaluation to the Procurement office on June 13, 2006. An
                 analysis and recommendation of an award was made on June 20, 2006 and final awarding
                 is pending negotiation with the selected organization.

                 Training for mentors is being organized for July 10 – 14. Training issues will include an
                 overview of the program, developmental phases of teaching, focusing on the vision,
                 competencies of beginning teachers, communication strategies, resources, focusing on
                 student achievement, common survival issues of beginning teachers, and formative
                 assessment.

Activity 4.2.4   Conduct training for mentor training providers
Benchmark:       Training schedule and 100% participation by all schools.
Status:          Timeline scheduled for this activity is YR2 and YR3. Training for mentors is scheduled
                 to begin July 2006, ahead of proposed dates. Mentors have been interviewed,
                 recommended, and hired/assigned. Training for mentors is being organized for July 10 –
                 14. Training issues will include an overview of the program, developmental phases of
                 teaching, focusing on the vision, competencies of beginning teachers, communication
                 strategies, resources, focusing on student achievement, common survival issues of
                 beginning teachers, formative assessment.

Activity 4.2.5   Develop implementation plan for mentor training and induction support.
Benchmark:       Schedule of implementation for each school.
Status:          Timeline scheduled for this activity is YR2 and YR3. Implementation plan to identify and
                 hire mentors throughout the school district, identify beginning teachers, and match the
                 mentors with mentees is on-going and will be completed by July 10.

Activity 4.2.6   Schools will certify the number of mentor teachers annually.
Benchmark:       100% of the schools will report numbers.
Status:          Timeline scheduled for this activity is YR2 and YR3. A procedure to document
                 mentor attendance, engagement, and performance continues to evolve.


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Activity 4.2.7   Provide funds and reimbursement for mentor training providers.
Benchmark:       Funding will be provided for a minimum of 36.
Status:          Timeline scheduled for this activity is YR2 and YR3. Throughout the pilot year, mentors
                 are full time release teachers. The Project Officer was informed that the number of
                 mentors will decrease as a result of the recommendation based on research to use full-
                 time release teachers versus part-time teachers. The number of mentors hired will be 15
                 (full-time) and two district mentor coordinators.


GOAL 5:          To redesign professional growth (recertification/reclassification)
                 requirements to increase retention of highly qualified teachers thereby
                 ensuring student achievement.

Activity 5.1.1   Review and revise professional growth requirements based on national standards such as
                 INTASC.
Benchmark:       Findings, recommendations and reports
Status:          Beginning activity has begun that links the draft teacher performance standards (which is
                 grounded in national standards – INTASC, NBPTS, NCATE, and NTES) to certification
                 requirements. A draft Professional Development Program is being crafted as well as
                 recertification stages.

Activity 5.1.2   Adopt standards-based professional growth requirements.
Benchmark:       Published in Board Policy
Status:          Timeline scheduled for YR2, Q3


GOAL 6:          To implement a standards-based Professional Teacher Evaluation Program
                 (PTEP) through standards-based supervision of teachers to ensure the
                 provision of high quality support to increase student achievement.

Objective 1:     To revise school administrators’ certification requirements.

Activity 6.1.1   Adopt standards-based administrator requirements.
Benchmark:       Published in Board Policy
Status:          Focus group for this objective is still designing and drafting the administrators’
                 certification standards. During initial preparation, it was found that there were no
                 administrator standards adopted by the Guam Education Policy Board. This necessitated
                 researching and developing standards on which to base certification. Draft administrator
                 standards have been disseminated to school administrators for input and evaluation.
                 Adoption of Administrator Certification based on standards should be accomplished
                 before the end of the fourth quarter.

Activity 6.1.2   Alignment of administrator preparation programs to adopted standards.
Benchmark:       Site visits and data reports; Board policy.
Status:          This activity is pending completion of activity 6.1.1. Work on this objective was
                 progressing simultaneously with the development of the administrator standards.
                 However, final completion will be dependent upon the adoption of the administrator
                 standards and certification. This should be accomplished no later than the end of the first
                 quarter of year two.



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Objective 2:     To implement a standards-based Professional Teacher Evaluation Program
                 (PTEP) that is aligned with certification standards and includes rewards
                 and incentives for performance.

Activity 6.2.1   Align PTEP to teaching standards
Benchmark:       Published in Board Policy
Status:          The proposed teacher standards are currently before the Guam Education Policy Board
                 and approval should occur before the end of the fourth quarter. Research is currently
                 being conducted on best practices and national standards across the country. Work on the
                 PTEP will begin as soon as the teacher standards have been adopted. The new aligned
                 PTEP should be completed by the end of the second quarter of the second year.

Activity 6.2.2   Incorporate pay for performance principles and increased standards in PTEP>
Benchmark:       Recommendations and reports.
Status:          This activity is scheduled to be addressed in Y1Q4.

Activity 6.2.3   Pilot revised PTEP.
Benchmark:       Selection of at least one school from each district for pilot.
Status:          This activity is scheduled to be addressed in Y2, Q1-Q3

Activity 6.2.4 Adopt PTEP based on pilot results
Benchmark: Findings, recommendations.
Status:        This activity is scheduled to be addressed in Y2Q4.

Activity 6.2.5 Award mini-grants that is align with standards, is data driven, and infuses
               technology into instruction for professional development and school
               improvement.
Benchmark: Published list of awardees
Status:        As of the end of the project period (April 1, 2006 – June 30, 2006), 35 schools submitted
               mini-grants. Of the 35 schools, 28 have been approved. Approval from the remaining
               seven (7) schools is pending revisions to the originally submitted grants.

Activity 6.2.6 Evaluation of Mini-Grants
Benchmark: Published peer reviewed evaluation report and on website.
Status:        Due to the revised due date for the mini-grants, the actual implementation dates
               for the mini-grants for measuring impact of the grants on student achievement
               will be 2006-2007 school year.

Activity 6.2.7 Implement effects on student achievement.
Benchmark: Report of results of satisfaction surveys, application for NBPTS, and assessment
               of students.
Status:        Application for NBPTS:
               The application for funding was extended to September 1, 2006. Plans are being made
               for an aggressive public awareness campaign to be implemented the week prior to the
               start of the school year.
               Impact of Grant on Student Achievement:
               Due to the delay of the implementation of the mini-grants, the implementation
               year will be 06-07. Formative assessments will be conducted on student progress
               during the 06-07 school year and summative assessment conducted through the
               SAT 10 at the end of the 06-07 school year.


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               Parent Satisfaction Surveys:
               Surveys will be conducted in Y3, Q4.


 II.       OTHER PROGRESS:

       A. Research Analyst
          The position for the research analyst was changed from a Program Coordinator to a Teacher
          position and approved by the project officer due to inability to fill the position under the
          Program Coordinator title. An individual was interviewed in March and hired effective April
          3, 2006.

       B. Teacher Preparation Course Alignment
          One Memorandum of Agreement was initiated between the Project and the School of
          Education to address the teacher preparation of individuals teaching English.

       C. Teacher Enhancement and Technology Mini-Grants
          At the end of the project period (April 1, 2006 – June 30, 2006), 35 schools submitted mini-
          grants. Of the 35 schools, 28 have been approved. Of the 28 schools, two mini-grants for
          technology have not been approved pending revisions. Approval for the remaining seven (7)
          schools is pending revisions to the originally submitted grants. Two schools did not submit a
          grant by the due date. Requisitions in the amount of $113,372.56 have been submitted to the
          GPSS business office. Due to the confusion of distinguishing between Teacher Enhancement
          and Technology Mini-Grants, schools were allowed to combine as the grants focused on
          improving student achievement.

       D. District Wide Training
          As agreed upon in the second quarter, the content area for the District Wide Training is to
          focus on the National Staff Development Council (NSDC) standards. In consultation with
          the Associates for Elementary, Secondary, and Curriculum and Instruction, the training is
          tentatively scheduled for the August 1 – 4, 2006. The training will be divided into two two-
          day sessions. School teams consisting of at least one administrator and four teachers will
          participate in the training. Selected teachers will be paid a stipend to attend the training.

       E. Project Hatsa’s Website Development
          Due to the departure of Gerald Limtiaco, Vince Dela Cruz replaced him as the systems
          analyst as described in the grant to provide the .25 FTE in in-kind support. As the contact
          person for the GPSS website, Mr. Dela Cruz is responsible for posting all updated documents
          on the website.

       F. Training Stipends for National Board for Professional Teaching Standards (NBPTS)
          The number of applicants for funding increased by two applicants during this project period.
          Recruitment activities will be conducted during the first two weeks of school.




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III.     OTHER ACTIVITIES (April 1 – June 30, 2006)

  Date                                   Activity                                # of Participants
          Focus Group I Meeting - Stakeholder Involvement: Policy and
April 6 Curriculum Alignment                                                            4
          Focus Group 3 Meeting – Leadership in Teacher Supervision and
        7 Evaluation                                                                    3
       13 Focus Group I Meeting - Stakeholder Involvement: Policy and                   4
          Curriculum Alignment
      17 Certification Advisory Council – discussed teacher performance                 7
          standards and initial licensing requirements that include mentoring.
          Met with Senator Won Pat to discuss a bill that influences the
      18 Mentor Program status.                                                         5
          Induction Institute Leadership meeting – discussed plans and
      19 program aspects that would be represented at the Induction Institute           7
          at the New Teacher Center.
          Completed Induction Institute with University of Santa Cruz, New
 23 - 27 Teacher Center, held in Aptos, California                                      7
          Focus Group 3 Meeting – Leadership in Teacher Supervision and
      28 Evaluation                                                                     4
          Focus Group I Meeting - Stakeholder Involvement: Policy and
May     3
          Curriculum Alignment
                                                                                        6
    8-11 Interviewed Mentor applicants                                                  31
          Certification Advisory Council – continued discussion regarding
        8 teacher performance standards and initial licensing requirements              7
          that includes mentoring
      11 NBPTS video taping of NBPTS candidate Roberta Abaday                           29
          • Focus Group 3 Meeting – Leadership in Teacher Supervision
               and Evaluation                                                           4
      12
          • Induction Institute Leadership meeting – reviewed what was
               learned, reviewed Induction action plan, provided status report          7
               on Mentor Program
          Focus Group I Meeting- Stakeholder Involvement: Policy and
      17                                                                                5
          Curriculum Alignment
      19 NBPTS video taping of NBPTS candidate Roberta Abaday                          N/A
      23 NBPTS video taping of NBPTS candidate Roberta Abaday                          N/A
          Focus Group I Meeting - Stakeholder Involvement: Policy and
      24 Curriculum Alignment                                                           5
      25 Focus Group 3 Meeting – Leadership in Teacher Supervision and
          Evaluation                                                                    3

       27    Focus Group 3 Meeting – Leadership in Teacher Supervision and
             Evaluation                                                                 3
             Certification Advisory Council – continued discussion regarding
June     5   teacher performance standards and initial licensing requirements           7
             that includes mentoring
         6   Focus Group 3 Meeting – Leadership in Teacher Supervision and
             Evaluation                                                                 3


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        Focus Group I - Stakeholder Involvement: Policy and Curriculum
    7   Alignment
                                                                               3
    9   Focus Group 3 Meeting – Leadership in Teacher Supervision and
        Evaluation                                                             4
        Met with Interim Superintendent about Mentor Program, full time
   12   release, mentee identification, processes and procedures
                                                                               5
   13   Focus Group 3 Meeting – Leadership in Teacher Supervision and
        Evaluation                                                             4
        Focus Group I Meeting - Stakeholder Involvement: Policy and
   14   Curriculum Alignment
                                                                               5
   15   Focus Group 3 Meeting – Leadership in Teacher Supervision and
        Evaluation                                                             5
        • Focus Group 3 Meeting – Leadership in Teacher Supervision
            and Evaluation                                                     5
   19
        • Guam Education Policy Board subcommittee on curriculum –
            work session on teacher performance standards and initial         12
            licensing requirements that includes mentoring
        Presented a status report on the Mentor Program with the principals
   22   and assistant principals at a Leadership Academy
                                                                              100
   26   Focus Group 3 Meeting – Leadership in Teacher Supervision and
        Evaluation                                                             3
        Focus Group I Meeting - Stakeholder Involvement: Policy and
   28   Curriculum Alignment
                                                                               3




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IV.    Project Håtsa Mini-Grant Awardees

The following schools have been awarded a Mini-Grant for Technology, Teacher
Enhancement (i.e. Professional Development), or a Combined Mini-Grant for both
areas. The outcomes and amounts awarded as of June 30, 2006 are provided in the
table. Thirty-five (35) schools submitted grants by the March 3, 2006 due date. As of
June 30, 2006, twenty-eight (28) have been fully approved. Seven (7) are currently
being revised and two (2) schools did not submit a grant application.


Name of School                Focus of Mini-Grant                  Amount Awarded

Elementary:

Agana Heights      Outcome: To increase the academic                           $12,610.10
                   achievement of a treatment group of
                   students from six classrooms in reading,
                   math, and language arts.
                   Combined:
                   ♦ Implement the use of handheld
                       computers in six classrooms.
                   ♦ Implement the use of Benchmark
                       Tracker

As Tumbo –         Outcome: Increase achievement of                            $15,057.30
Project ALT        students in grades lst through 5th in
                   language arts.
                   Combined: Implementation of the
                   Benchmark Tracker, the web-based
                   assessment system.

Chief Brodie       Outcome: To increase student                                $14,019.90
                   achievement in math for grade levels 3rd
                   through 5th.
                   ♦ To increase the math knowledge and
                       skills of teachers in grade levels 3rd
                       through 5th
                   ♦ To train teacher in the use of the
                       Benchmark Tracker
C.L. Taitano –     Outcome: Increase the number of students                    $14,206.10
Project Adilanto   who score above the 50th percentile in
                   Reading on the SAT 10.
                   Combined: Implementation of the
                   Benchmark Tracker, the web-based
                   assessment system.

D.L. Perez –       Outcome: Increase student achievement                       $16,959,20
                   on the SAT 10 in reading, language arts,
                   and math.



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                   Combined: Implementation of the
                   Benchmark Tracker, the web-based
                   assessment system.

F.Q. Sanchez       Outcome: Increase student mastery for                         $7103.90
                   each grade level in number sense and
                   operations skill areas as measured by the
                   SAT 10.
                   Technology: Implementation of the
                   Benchmark Tracker, the web-based
                   assessment system.
                   Professional Development: Increase
                   knowledge and skills of teachers in math.

Harry S. Truman-   Na’Fitme Uno Outcome: Increase lst                          $10,694.90
Project Na’Fitme   grade student achievement in performance
Uno                levels 3 and 4 by 6.2%.
Project Na’Fitme   Technology: Use of math software by lst
Dos                graders
                   Na’Fitme Dos Outcome: Increase lst
                   grade student achievement in performance
                   levels 3 and 4 by 6.2% (lst and 2nd grade),
                   8.4%(3rd & 4th grade), 8.3% (5th grade).

                   Professional Development: Use of
                   Benchmark Tracker, a web-based
                   assessment system.

Inarajan           Outcome: Increase student achievement in                    $10,256.00
Elementary         reading in performance levels 3 and 4 on
                   the SAT10 for each grade cohort.
                   Combined: Implementation of
                   Renaissance Learning Standardized Test
                   for Assessment of Reading (STAR).

J.M. Guerrero      Outcome: To increase the academic                           $18,236.00
                   achievement of 5th grade students by an
                   average of 10% per school year in
                   language arts and math in levels 3 & 4 on
                   the SAT 10 test.
                   ♦ Implement the use of handheld
                       computers and the Achievement
                       Technology Skills Tutor Software
                       (ATSTS).

L.B.J.             Outcome: To improve the writing skills of                   $10,508.70
                   kindergarten and first grade students.
                   Combined:
                   ♦ To implement the use of the
                       Kidspiration software program.



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Marcial Sablan    Outcome: To increase student                                 $12,995.80
                  performance in levels 3 and level 4 on the
                  SAT 10 by 5% in language arts.
                  Combined:
                  ♦ Implement the use of the Benchmark
                       Tracker, a web-based assessment
                       system.
Maria Ulloa       Outcome: To increase the percentage of                       $19,353.20
                  first through 5th grade students in
                  performance levels 3 & 4 in math on the
                  SAT 10, for first graders – by 6.5%, second
                  graders-6.5%, third graders-7.8%, fourth
                  graders-7.8%, and fifth graders-7.8%.
                  Combined:
                  ♦ Implement the web-based assessment
                       system, the Benchmark Tracker.

Merizo            Outcome: Increase student achievement                         $9,458.00
                  in Reading by 7% in grades first and
                  second and 8% in grades 3rd through 5th in
                  the district-wide assessment test.
                  Combined:
                  ♦ Implement the Benchmark Tracker, a
                      web-based assessment system

M.U. Lujan –      Outcome: Increase the annual yearly                          $16,493.70
Project HITECh    progress (AYP) of student performance
                  between grades lst through 5th in levels 3
                  on the district wide assessment test in
                  language arts, reading, and math (i.e. SAT
                  10).
                  Combined:
                  ♦ Implementation of Direct Instruction
                      software for language arts, reading, and
                      math.
                  ♦ Implementation of Harcourt Brace
                      software for math.
                  ♦ Implementation of the Benchmark
                      Tracker
Ordot-Chalan      Outcome: Increase student achievement in                     $13,088.75
Pago              language to at least proficient level (level 3)
                  by 5% annually.
                  Combined: Access to technology for
                  kinder through second and increase of
                  language mechanics skills for students in
                  grade levels lst through 5th.
P.C. Lujan        Outcome: Increase the number of P.C.                         $13,477.70
                  Lujan students in SAT 10 performance
                  standards in levels 3 & 4 , in Reading, by


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                     6%-8%.
                     Combined: Implementation of the
                     Accelerated Reader Renaissance Place,
                     STAR Reading Renaissance Place, and
                     STAR Early Literacy Renaissance Place.
Price – Project      Outcome: To increase the student                          $17,677.40
Suppote              achievement which will be demonstrated by
                     a 6% increase in the SAT 10 scores.
                     Combined:
                     ♦ Implement the Benchmark Tracker, a
                         web-based assessment System.
                     ♦ Provide training to 25 teachers in
                         Foundations of Effective Instruction I
                         related to organizing the classroom
                         environment for teaching and learning.
Talofofo – Project   Outcome: Increase student performance                      $9,737.30
ISAWT                levels 1&2 by 5% on the SAT 10 in
                     language in grades lst through 5th.
                     Combined: Implementation of Benchmark
                     Tracker, a web-based assessment system.

Middle Schools:

V.A. Benavente –     Outcome: Increase student achievement in                  $27,426.30
Project Hatsa I      the area of reading comprehension as
Tinaitai             indicated by the number of students in
                     levels 3 & 4 on the SAT 10 assessment for
                     reading.
                     Combined: Training in reading
                     comprehension strategies in the content
                     area; Implementation of learning
                     communities.
F.B.L.G. – Project   Outcome: Increase the number of students                   $9,716.50
P.R.A.I.S.E.         performing in levels 3 & 4 on the SAT 10 in
                     the areas of reading, math, and language
                     arts.
                     Professional Development:
                     Implementation of school wide positive
                     behavioral intervention and support
                     system.
Enhancing            Outcome: To increase the performance                      $13,972.50
English Language     levels of Limited English Proficient
                     (ESL/LOTE) students of students that fell
                     within the Levels 1 & 2 of the SAT 10.
                     Technology: To implement a language lab
                     utilizing the Merit Software.




                                                                               Page 13 of 15
  3rd Quarter Progress Report of Project Håtsa, TQE State Grant Award Number P336A050004


Inarajan Middle –   Outcome: Increase the number of students                   $14,525.30
Project Takkilo’    in levels 3 & 4 by 10% on the SAT 10 in
                    language arts, reading, and math.
                    Combined: Implementation of Accelerated
                    Reading, Accelerated Math, and
                    Accelerated Grammar and Spelling.
Jose Rios           Outcome: Increase student achievement to                     $7236.95
                    meet the school district’s expectancy level
                    of students being at grade level in language
                    arts before they exit the middle school.
                    Professional Development:
                    Implementation of the Strategic Instruction
                    Model (SIM) for Writing.
Oceanview           Outcome: Increase student performance                      $12,234.00
                    and achievement in all subject areas by
                    3%.
                    Combined: Implementation of Benchmark
                    Tracker

Untalan Middle:     Professional Development Outcome:                      $9135.75 (PD)
♦ Project           Improve student learning and student                $13,023.75 (Tech)
   Wildcats (PD)    achievement in all grade levels in the areas
♦ Project HELP      of reading, math, and language arts as
   (Handheld        measured by the SAT 10.
   Education for    ♦ Implementation of NSDC Standard 1
   Learning and         with the development of Learning
   Preparation)         Communities.
                    Technology Outcome: Increase student
                    achievement in 6th grade language arts
                    through the use of handheld computers.




                                                                               Page 14 of 15
  3rd Quarter Progress Report of Project Håtsa, TQE State Grant Award Number P336A050004



High Schools:

GW                 Professional Development Outcome:                           $16,604.70
                   Increase academic achievement as
                   measured by the SAT 10 of 9th graders in
                   the math and language arts content area.
                   Professional Development: Train
                   teachers on the Small Learning
                   Communities pedagogy and use of the
                   Benchmark Tracker.
                                                                               $25,225.50
                   Technology Outcome: To increase the
                   SAT 10 skills of 140 first-year freshmen in
                   language arts, social studies, science, and
                   mathematics.

                   Professional Development: Train
                   teachers in the implementation of handheld
                   computers and classroom response
                   devices.


JFK                Professional Development Outcome:                           $15,640.15
                   Increase student achievement by 3% on
                   the SAT 10 and a 10% decrease in the
                   number of freshmen “repeaters”.
                   ♦ Implementation of effective strategies in
                        all 9th grade classrooms.
Simon Sanchez –    Outcome: Increase student achievement                       $40,141.10
S.M.I.L.E.         in the core subjects (Reading, Language
Program            Arts, and Math); Raise the number of
                   students performing at “proficient” and
                   “advanced” levels (3 & 4) of performance in
                   the SAT 10 test.
                   Combined: Implementation of Benchmark
                   Tracker and provision of learning strategies
                   in language arts and math.
Southern High      Outcome: Increase the number of students
School – Project   correctly answering SAT 10 items related
MET                to linear equations and inequalities.
                   Combined:
                   ♦ Implementation of the use of TI-84
                        graphing calculators.
                   ♦ Implement the use of the web-based
                        assessment, Benchmark Tracker.




                                                                               Page 15 of 15

				
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