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Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
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Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
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Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
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Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
Colts staff meeting 8 27-12
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Colts staff meeting 8 27-12

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  • Connie will open up the meeting.
  • Housekeeping
  • NOTE: Gates will be opened at 7:15am.
  • NOTE: MAC teachers would need to teach CCLHS. For those not native speakers, please work on a schedule for team teaching.
  • Supervision Schedule will be posted in the front office. Please sign-up for at least two scheduled days.Library Schedule: Please sign up with Mrs. Carmen Farrell.
  • Note: Mrs. Farrell will be in charge of library.
  • Objective 1: By September 2013, 80% of K-12 teachers will teach with a focus on research-based teaching and learning strategies for ALL students.Evidence of Accomplishment: Common Core Training: Unpacking Common Core with PLCs and School Level Teams (September)Implications of Common Core in the CNMI (October-December)CROSSWALK with Common Core (October-December)Understanding by Design/UDL with Common Core (January-June)Common Core with Alternate Assessment (March)Resource Review and Support (March-April)College and Career Readiness (May)CNMI Standards and Common Core Mapping for 2012-2013 (May-June)Using Data to Inform Instruction (September-November)Classroom Instruction That Works with ELL (August-May)STATE LEVEL – Guaranteed and Viable Curriculum, Challenging Goals and Effective FeedbackPrioritize and focus on curriculum, instruction, and assessment for ALL. Provide instructional support, guard instructional time, allocate adequate resources, and differentiate support for schools.Use multiple sources of data to support instructional decisions and school improvement, e.g. progress monitoring.Prioritize integrating 21st Century Skills Framework across all content areas. SCHOOL LEVEL – Instructional Strategies and Guaranteed and Viable CurriculumContinue to improve teaching, learning and instruction through effective research-based practices such as differentiating instruction, the use of multiple forms of assessment to inform instruction, and regular progress monitoring of every student through the use of dataImplement the coordination and collaboration of General Education, Special Education and English Language Learner (ELL) programs to design lessons that provide equal access to Common Core standards and CNMI standards and benchmarksSupport and encourage teaching 21st Century Skills Framework across all content areas  INDIVIDUAL LEVEL – Instructional Strategies, Classroom Management, Challenging Goals and Effective Feedback, and Guaranteed and Viable CurriculumUtilize a variety of research-based instructional and classroom management strategies and resources, in addition to or in conjunction with textbooks, to meet the learning needs of every student. Regularly monitor the progress of every student through the use of multiple sources of data. Teach 21st Century Learning Skills Framework across content areas
  • Objective 3: By September 2013, promotion and graduation rate will increase as a result of personalizing learning and maintaining positive school climate.Evidence of Accomplishment: Distance Education January-ongoingAlternative Education fully implemented SY2011-12Response To Intervention with UbD, October-JuneMultiAge Classroom (MAC), May-ongoingCollege and Career Readiness in Collaboration with NMC, MayComprehensive Literacy Plan for Birth to 12 (Draft- June)Accountability Plan support and technical assistance (March-June)Anti-bullying policy and training support (October-May)STATE LEVEL – Safe and Orderly Environment, Motivation, and Guaranteed and Viable CurriculumRevisit the CNMI PSS Policy on student suspensions to emphasize a proactive approach to issues that cause suspensions including behavioral interventions (e.g. counseling program for at-risk behavior, alternative settings, etc.) and eliminate suspensions for minor offenses (e.g. repetitive tardy, betel nut chewing, late assignments, etc.) for studentsSupport opportunities for meaningful student engagement (connectedness) with caring adultsDevelop “College and Career Readiness for All” through creating college preparatory academic classes supported by better pre-school, K-8 courses, and structured remediation and credit recovery programs SCHOOL LEVEL – Classroom Curriculum Design and Safe and Orderly EnvironmentIncrease behavioral intervention plans and programs for at risk students with the goal of maximizing access to instruction Implement ELL servicesImplement extended learning programsEnsure that every child has a college and career planCreate a positive school culture that stresses personalization in relationships Offer flexible learning opportunities to encourage re-entry and completionINDIVIDUAL LEVEL – Challenging Goals and Effective FeedbackProvide individualized interventions for students who are not at the proficiency level by utilizing the Response to Intervention (RtI) Framework Include effective strategies to re-engage and reconnect young people who have failed or are in danger of failing
  • Objective 4: By September 2013, professional learning and resources support system for teachers and staff will be provided in their work around student learning.Evidence: Funded PLCs SY2011-2012 with opportunities to work collaboratively with others, especially with Cut Scores, PLDs and Standard Map for 2012-2013, UbD with Common Core Exemplary ModelsProject Teacher Mentors (34 mentors and 66 mentees)Project Teacher Mentor Training, August 13-17 on Common Core and CoachingUtilizing Benchmark Maps with SBA – Alignment SystemConducting PWTs in all schoolsDifferentiating School Support and Technical AssistanceSTATE LEVEL – Guaranteed and Viable Curriculum, Collegiality and Professionalism, Challenging Goals and Effective Feedback and Instructional StrategiesDefine effective teaching standards that address both instructional methods and attitudes of teachersProvide quality and effective professional development that is supported by research and aligned with the CNMI PSS goalsAuthorize schools to conduct monthly half-day session /late start days for purposeful learning community collaboration (data analysis, reflection, and examining student work)Monitor the effectiveness of teaching and learning through the use of a variety tools, including Power WalkthroughSupport high quality teaching in all content areasSCHOOL LEVEL – Challenging Goals and Effective Feedback, Instructional Strategies, Guaranteed and Viable Curriculum, Classroom Management and Collegiality and ProfessionalismProvide professional development that is based on a needs assessment of the schools’ goals/focus areasProvide professional development opportunities for whole group, small group, peer mentoring, and one-on-one instructional coaching methods of professional developmentRemain focused on high student performance for all students and to provide encouragement for staff to do the sameEnsure that all students have access to the general curriculum by frequently monitoring the results of academic and behavior intervention programsCreate structures that support teacher collaboration around share instructional/classroom management/assessment strategies Create structures that support teacher reflection Monitor effectiveness of teaching and learning through periodic observation and feedback INDIVIDUAL LEVEL – Guaranteed and Viable Curriculum and Classroom CurriculumUse benchmark maps to implement a viable curriculum that is aligned with the state standards and benchmarks.Collaborate purposeful learning communities focusing on student learning and achievement.
  • Include other slides from CCSS TCM presentation
  • CNMI PSS is now a member of the WIDA consortia.
  • The WIDA MODEL is for placement of new students and for progress monitoring of students under the ELL program. ELL teachers may re-assess student levels from SY11-12 who remain “questionable” (in terms of level tested).Headstart and Kindergarten teachers will be rained to assess all students in HS and Kinder.
  • WIDA ACCESS is the end of year assessment.
  • Elicit for examples.
  • Refer everyone to the handout as a reference.
  • Refer to handout.
  • Reference the use of www.rubistar4teachers.org when developing rubrics.
  • What are some other examples you would like to share?
  • Response to Intervention: Tiered activitiesStep-Wise Process: for SWD and ELL
  • Reference the WHERETO Elements for guided questions to plan activities.
  • The boxes are now “references” in the template.
  • K-2nd is complete with CCSS standards. Program managers will forward LA and Math for all other grade-levels.Benchmark maps have been emailed out to everyone on your PSS email account. It will also be available on the TES site.
  • Objective1: RECRUITMENT - PSS will recruit highly qualified and effective personnel to maintain the delivery of quality free education to the studentsObjective 2: RETENTION- To retain 90% of certified and non-certified personnel within the Public School System by providing employment programs which empower, motivate, and support all personnel.Objective 3: RENEWAL – To annually renew employment contracts of personnel who continue to effectively demonstrate and perform job responsibilities and as recommended by their supervisors.
  • NOTE: As of now, we will not be participating on-site with state-level PDs. More information and details on these PDs are forthcoming.
  • NOTE: Reference Jen SN. And Mariana O. to discuss the purpose of the PTM program.
  • **Insert teacher evaluation process flowchart.
  • NOTE: Please complete your self-assessment. Can we identify a date in September to submit all self-assessments.
  • T & FASEGProject SHIFT(Strengthening Highly-Effective Instruction for Tomorrow)PROGRAM PRIORITIES1.) To improve the effectiveness of teachers, principals, and administrative leaders through professional development and training and2.) To improve student academic achievement and teacher effectiveness through the use of high-quality digital tools
  • Data Collection on:The extent to which teachers use instructional strategies from Classroom Instruction That Works The use of technology in the classroom and the level of student engagementThe level of instructional rigor, as measured by Bloom’s TaxonomyThe context of instruction (e.g., whole group, cooperative groups, pairs)The indicators of learning (e.g., peer teaching, simulating/modeling, student writing)
  • ***Insert comparative analysis chart.
  • ***Insert comparative analysis chart.
  • ***Insert comparative analysis chart.
  • ***Insert comparative analysis chart.
  • ***Insert comparative analysis chart.
  • ***Insert comparative analysis chart.
  • ***Insert comparative analysis chart.
  • ***Insert comparative analysis chart.
  • Need to identify priority information.
  • Objective 1: Upgrade and fully utilize the capabilities of the JD Edwards (pilot paperless procurement system using Laserfiche at select schools and CO within 6 months).STATE LEVELPrepare a monthly financial statement template (balance sheet, revenue & expenses, trial balance, etc) that agrees with the audit format which requires entering data into the software system within one yearInstall fixed assets module and enter fixed assets for depreciation within 15 monthsProvide schools with view access to school PosIntegrate of JD Edwards with Laserfiche for electronic filing and archival purposes within nine months for HRO, fifteen months for Finance and eighteen months for ProcurementPut contracts in place for JD Edwards upgrades SCHOOL LEVEL Identify multiple personnel to be trained to enter and track school generated PRs/Pos INDIVIDUAL LEVEL Prepare annual resource plan tied to high student achievement and submit to department/learning community leaders working together as a team and submits to leadership team to consolidate for the school Objective 2: Upgrade the network at schools and CO using the health assessment as a guideSTATE LEVELInstall, reconfigure and upgrade the network Provide laptops for all students in grades 7-12Train school staff to maintain the system at school by using anti-virus softwareCommunicate the policy that bans file-sharing software Provide IT staff to manage the network and computers at schoolsPurchase upgrades and provide for training at school and teacher levelsProvide 30 hours per year of technology training to teachers and administrative staff    SCHOOL LEVEL Maintain system integrity in school servers/network hardware, network copiers and allocate PD time for trainingWork with CO to identify obsolete/broken technology INDIVIDUAL LEVEL Monitor/maintain student usage of technology in the classroom, including hardware, appropriate websites and the use of educational software in classrooms Objective 3: Implement the 5 Year Financial Resources and Management Plan  STATE LEVELPost the 5 Year Plan on the PSS website and prioritize monthly reports at PPM about the fidelity to the plans implementation as well as and any enhancements to the planDialog with schools on resource allocation using the plan and school needs as a guideProvide each school with a copy of the 5 Year Plan and local budget for each fiscal yearShare the plan with the schools and community along with an explanation about how the plan affects operations at the school level SCHOOL LEVEL Disseminate information to staff and stakeholdersPrioritize resources allocated to the school 
  • Objective1: Identify Crisis Management Teams at each respective school at the beginning of each school year.Objective 2: Provide annual safety training for all PSS Leadership and all school personnel as applicable (NIMS, DPR/First Aide, etc)Objective 3: Conduct annual Disaster Evacuation Drills (All Schools & Central Office) each semester to ensure safety measures and preparedness.Objective 4: Revisit the student discipline policies to ensure alignment with PSS policies
  • Objective1: Identify Crisis Management Teams at each respective school at the beginning of each school year.Objective 2: Provide annual safety training for all PSS Leadership and all school personnel as applicable (NIMS, DPR/First Aide, etc)CPR and First Aide certification, Non-Violent Crisis Intervention trainingObjective 3: Conduct annual Disaster Evacuation Drills (All Schools & Central Office) each semester to ensure safety measures and preparedness.September is Disaster Preparedness Month. We will be coordinating and conducting disaster drills throughout the month and subsequently every semester.Objective 4: Revisit the student discipline policies to ensure alignment with PSS policiesWe need to establish a Safe and Orderly Committee to revisit the student discipline policies within our school. All stakeholders need to be involved in this discussion.
  • -Objective 5: To create needs assessment at each school annually for repair, replacement, and installation of electrical updates, roof replacement, coating and installation; AC replacement and upgrades; and general repairs and maintenance to meet ADA compliance and building codes. -Objective 6: Publish the CNMI PSS Technology Policies on the CNMI PSS Website for technology policy, updates, troubleshooting and adherence notification.Reference teachers to create a list of rules in age-appropriate language that reference the policies on internet usage. -Objective 7: Maintain and implement annual safety training and procedures for Pupil Transportation Services and school vehicle operators.
  • NOTE: Encourage teachers to facilitate parent literacy trainings/worksessions throughout the school.
  • The name of school , and the parents of the students participating in activities, services, and programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESEA) (participating children), agree that this compact outlines how the parents, the entire school staff, and the students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership that will help children achieve the State’s high standards.NOTE: PSS’ District Wide Policy on Parental Involvement has been completed and is awaiting review and approval by the BOE.
  • The latest addition to PSS’ Strategic Priorities. The focus of this priority will follow the framework of ensuring adequacy, defining autonomy, and encoring constraint improvisation. Goals and objectives under this priority have yet to be established but will be addressed next month.
  • Under this strategic priority, the focus will be on what matters most:Guaranteeing challenging, engaging, and intentional instructionEnsuring curricular pathways to success Providing whole-child student supportsCreating high performance school culturesDeveloping high reliability data driven systems
  • Transcript

    • 1. COLTS Staff Meeting August 27, 2012
    • 2. AGENDA• Welcome/Sign-In• Housekeeping• PSS Strategic Priorities PLUS• School Café
    • 3. SCHEDULES SCHOOL SCHEDULE BUS SCHEDULE• 7:15-7:55 Breakfast • 6:45-7:15 (AM Pick-Up)• 7:55-8:00 1st Bell • 2:00-2:30 (PM Drop-Off)• 8:05 Tardy Bell• 10:30-12:00 Lunch• 2:00 Dismissal
    • 4. SCHEDULES Ms. Jennifer San Ms. Lou Connie Ms. Mariana Mrs. Suaad San Mrs. Rinenta Period Nicolas Mangona Omengkar Nicolas Hofschneider TIME P MAC-A MAC-B MAC-C MAC-D MAC-E 8:00-8:45 1 Language Arts Language Arts Language Arts Language Arts Language Arts 8:45-9:30 2 CCLHS Language Arts Language Arts Language Arts Language Arts 9:30-9:45 B BREAK BREAK BREAK BREAK BREAK9:45-10:30 3 Language Arts CCLHS Math Math Math10:30-11:15 4 Math Math CCLHS Science Science11:15-11:45 L LUNCH LUNCH LUNCH LUNCH LUNCH11:45-12:30 5 Science Science Science CCLHS Social Studies12:30-1:15 6 Social Studies Social Studies Social Studies Social Studies CCLHS 1:15-2:00 7 PE/MUSIC/ART PE/MUSIC/ART PE/MUSIC/ART PE/MUSIC/ART PE/MUSIC/ART
    • 5. SCHEDULESHomeroom Mrs. Chavelyn Mrs. Jenina Period Ms. Joann Cepeda Teachers Epity ManglonaTIME P 4/5A 4/5B 4/5C 8:00-8:45 1 Lang. Arts Lang. Arts Lang. Arts 8:45-9:30 2 CCLHS Lang. Arts Lang. Arts9:30-10:15 3 Lang. Arts CCLHS Math10:15-10:30 B BREAK BREAK BREAK10:30-11:15 4 Math Math CCLHS11:15-12:00 5 Science Science Science12:00-12:30 L LUNCH LUNCH LUNCH12:30-1:15 6 S.S. S.S. S.S.1:15-2:00 7 PE/MUSIC/ART PE/MUSIC/ART PE/MUSIC/ART
    • 6. SCHEDULES Mrs. Christina Time Period Mrs. Brenda Safer Zuccaro-Temengil 8:00-8:45 1 6A Math 6B Language Arts 8:45-9:30 29:30-10:15 3 6B Math 6A Language Arts10:15-10:30 B BREAK BREAK10:30-11:15 4 6B Math 6A Language Arts11:15-12:00 5 6B Science 6A Social Studies12:00-12:30 L LUNCH LUNCH12:30-1:15 6 6A Science 6B CCLHS 1:15-2:00 7 6A CCLHS 6B Social Studies
    • 7. SCHEDULESCCLHS 4th-6th Senora Carmen Dela Cruz Schedule 8:00-8:45 PREP 8:45-9:30 4/5A 9:30-10:15 4/5B 10:15-10:30 BREAK 10:30-11:15 4/5C 11:15-12:00 6A 12:00-12:30 Lunch 12:30-1:15 6B 1:15-2:00 PREP
    • 8. SCHEDULES DATE Location Morning K-3rd BREAK 4th-6th BREAK K-3rd LUNCH 4th-6th LUNCH 6:45-7:25 9:30-9:45 10:10-10:25 11:20-11:50 11:55-12:25 MONDAY Bldg. K (Front) Playground I/H Playground K TUESDAY Bldg. K (Front) Playground I/H Playground KWEDNESDAY Bldg. K (Front) Playground I/H Playground KTHURSDAY Bldg. K (Front) Playground I/H Playground K FRIDAY Bldg. K (Front) Playground I/H Playground K
    • 9. ADMINISTRATIVE STAFFName Position DepartmentDionne Santos Principal AdministrationLou Connie Manglona Vice Principal AdministrationCarmen Farrell Admin. Officer III AdministrationCarolina San Nicolas Supply Specialist AdministrationMagdalena Sarmiento Secretary AdministrationRodel Manlulu Trades Technician MaintenanceJulita Diaz Custodian MaintenanceVictor Linan Bus Driver Pupil TransportationAngela Reyes Bus Conductor Pupil TransportationLeonardo Aveina Bus Driver (SpEd) Pupil Transportation
    • 10. INSTRUCTIONAL STAFFTeacher Grade-Level Room AssignmentCelina Farrell Kindergarten K-21/22Jennifer San Nicolas MAC-A K-24Lou Connie Manglona MAC-B K-25Mariana Omengkar MAC-C K-26Suaad San Nicolas MAC-D K-27Rinenta MAC-E I-23HofschneiderJoann Cepeda 4/5A I-24Chavelyn Epity 4/5B I-25Jenina Manglona 4/5C I-26Carmen Dela Cruz CCLHS (4th-6th) H-5
    • 11. INSTRUCTIONAL STAFFTeacher Grade-Level Room AssignmentChristina Zuccaro- 6A H-2TemengilBrenda Safer 6B H-1Julian Hofschneider Title 1 I-22Vacant ELL H-6
    • 12. INSTRUCTIONAL SUPPORT STAFFTeacher Aide Grade-Level Room AssignmentTeresita S. Lazaro 4th-6th I-24Monica Sanchez Kindergarten K-21/22Carrie Kiyoshi MAC (1st-3rd) K-26Jose Justo Reyes MAC (1st-3rd) K-24George Manglona MAC (1st-3rd) K-25
    • 13. PARKING LOTAny questions and miscellaneous items?
    • 14. PSS STRATEGIC PRIORITIES PLUS High Student Performance Highly Qualified and Effective Personnel Effective and Efficient Operations Safe and Orderly SchoolsParent Engagement and Community PartnershipHigh Performance with High Reliability Systems
    • 15. PSS Goals and ObjectivesStudent Achievement DataHIGH STUDENTPERFORMANCE
    • 16. HIGH STUDENT PERFORMANCE• Goal 1: By 2012, all CNMI PSS students will be proficient at or above 47 percent of reading, math, and science benchmarks as measured by the PSS Standards Based Assessment (SBA).• Goal 2: By 2013, all CNMI PSS students will be proficient at or above 53 percent of reading, math, and science benchmarks as measured by the PSS Standards Based Assessment (SBA).• Goal 3: By 2014, all CNMI PSS students will be proficient at or above 59 percent of reading, math, and science benchmarks as measured by the PSS Standards Based Assessment (SBA).
    • 17. HIGH STUDENT PERFORMANCE• Objective 1: By September 2013, 80% of K-12 teachers will teach with a focus on research-based teaching and learning strategies for ALL students. – STATE LEVEL – Guaranteed and Viable Curriculum, Challenging Goals and Effective Feedback – SCHOOL LEVEL – Instructional Strategies and Guaranteed and Viable Curriculum – INDIVIDUAL LEVEL – Instructional Strategies, Classroom Management, Challenging Goals and Effective Feedback, and Guaranteed and Viable Curriculum
    • 18. HIGH STUDENT PERFORMANCE• Objective 2: By September 2013, student attendance will increase by 5%, through personalizing learning for every child.• Evidence of Accomplishment: – Collaborative Conversations with PLCs on Making Learning Meaningful and Relevant (Focus:PLCs September-June) – Student Competitions, Junior Achievement, RWDC, JROTC, CCLHS, STEM, Performing Arts, NFL/PGFC November-June – Embraced WHOLE CHILD in Curriculum, Instruction and Assessment – Striving Readers, SIOP Training and Development of ELL Program, August-June
    • 19. HIGH STUDENT PERFORMANCE• Objective 3: By September 2013, promotion and graduation rate will increase as a result of personalizing learning and maintaining positive school climate. – STATE LEVEL – Safe and Orderly Environment, Motivation, and Guaranteed and Viable Curriculum – SCHOOL LEVEL – Classroom Curriculum Design and Safe and Orderly Environment – INDIVIDUAL LEVEL – Challenging Goals and Effective Feedback
    • 20. HIGH STUDENT PERFORMANCE• Objective 4: By September 2013, professional learning and resources support system for teachers and staff will be provided in their work around student learning. – STATE LEVEL – Guaranteed and Viable Curriculum, Collegiality and Professionalism, Challenging Goals and Effective Feedback and Instructional Strategies – SCHOOL LEVEL – Challenging Goals and Effective Feedback, Instructional Strategies, Guaranteed and Viable Curriculum, Classroom Management and Collegiality and Professionalism – INDIVIDUAL LEVEL – Guaranteed and Viable Curriculum and Classroom Curriculum
    • 21. SAT-10 RESULTS Grade 3 SY11-12 50 45Percentile Rank of Mean NCE 40 35 30 25 20 15 10 5 0 Complete Total Reading Total Math Science Social Studies BatteryCNMI PSS 27 28 39 27 32TES 35 40 46 35 41
    • 22. SAT-10 RESULTS Grade 5 SY11-12 70 60Percetile Rank of Mean NCE 50 40 30 20 10 0 Complete Total Reading Total Math Science Social Studies BatteryCNMI PSS 37 35 49 49 41TES 38 47 59 42 50
    • 23. SAT-10 RESULTS Grade 6 SY11-12 70 60Percentile Rank of Mean NCE 50 40 30 20 10 0 Complete Total Reading Total Math Science Social Studies BatteryCNMI PSS 41 41 48 41 43TES 33 58 50 41 44
    • 24. Grade 3 SAT-10 Data Trends Stanford Achievement Test 10th Edition Tinian Elementary School - Grade 3 Complete Battery Percentile Rank-Stanine Mean National NCE 100 90 80 70 60 54.3 50 49.6 50 50 50 45 40 40 39 41 30 32 20 10 0 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 PSS Target 40 45 50 50 50 TinES Complete Battery 54.3 49.6 39 32 41
    • 25. Grade 5 SAT-10 Data Trends Stanford Achievement Test 10th Edition Tinian Elementary School - Grade 5 Percentile Rank-Stanine Complete Battery Mean National NCE 100 90 80 70 60 50 53 50 50 50 49.2 49.1 45 40 40 41.1 30 20 10 0 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 PSS Target 40 45 50 50 50 TinES Complete Battery Result 49.2 41.1 53 49.1 50
    • 26. Grade 6 SAT-10 Data Trends Stanford Achievement Test 10th Edition Tinian Elementary School - Grade 6 Complete Battery 100 National Percentile Rank 90 80 Mean NCE 70 60 56.5 50 51.3 48.7 44 40 34 30 20 10 0 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 PSS Target 40 45 50 50 50 TinES Complete Battery Results 56.5 51.3 34 48.7 44
    • 27. Standards-Based Assessment (SBA) Grade 3100%90%80%70%60%50%40%30%20%10% 0% Reading Math Science Social Studies PSS 38% 51% 42% 37% TES 41% 51% 40% 35%
    • 28. Standards-Based Assessment (SBA) Grade 4100%90%80%70%60%50%40%30%20%10% 0% Reading Math Science CCLHS PSS 51% 60% 40% 2% TES 38% 50% 28% 1%
    • 29. Standards-Based Assessment (SBA) Grade 5100%90%80%70%60%50%40%30%20%10% 0% Reading Math Science Writing PSS 38% 48% 38% 30% TES 43% 68% 51% 35%
    • 30. Standards-Based Assessment (SBA) Grade 6100%90%80%70%60%50%40%30%20%10% 0% Reading Math Science Social Studies CCLHS PSS 45% 45% 41% 27% 1.6% TES 39% 54% 37% 21% 1%
    • 31. SBA Data Trends Standards-Based Assessment 3rd Grade Adequate Yearly Progress (AYP)100%90%80%70% 63%60%50% 2009-2010 48% 45% 45% 2010-201140% 38% 35% 2011-201230% 24% 24%20%10% 0% Reading Math Science Social Studies
    • 32. SBA Data Trends Standards-Based Assessment 4th Grade Adequate Yearly Progress (AYP)100%90%80%70% 67% 67% 63% 61%60%50% 2009-2010 2010-201140% 2011-201230%20%10% 0% Reading Math Science CCLHS
    • 33. SBA Data Trends Standards-Based Assessment 5th Grade Adequate Yearly Progress (AYP)100%90%80%70%60%50% 53% 2009-2010 44% 45% 2010-201140% 2011-201230% 30%20%10% 0% Reading Math Science Writing
    • 34. SBA Data Trends Standards-Based Assessment 6th Grade Adequate Yearly Progress (AYP)100%90%80%70%60%50% 2009-2010 2010-201140% 35% 34% 33% 2011-201230% 26%20% 15%10% 0% Reading Math Science Social Studies CCLHS
    • 35. Common Core State Standards (CCSS)Title 1 ProgramELL ProgramUnderstanding by Design (UbD) CurriculumPSS Standards and Benchmark MapsPSS INITIATIVES
    • 36. Common Core State Standards (CCSS)
    • 37. CCSS in the CNMI• Intend to provide a framework for knowledge and skills that students need to develop in K-12 to be prepared for success in college and workplace• Deep “dive” in instruction with defined practices (CITW), equitable, challenging learning experiences• Monitor and account learning for ALL with multiple sources of data to inform instruction• Evaluation System – Holding teachers accountable for instruction
    • 38. CCSS in the CNMI• Working purposefully, deliberately, and intentionally that would make new standards a classroom reality.• Start measuring student performance against the new standards by 2014-15 school year.• Individual and collective effort to assess the quality and comprehensiveness of our implementation plan and our progress.
    • 39. Focus of CCSS Align with best evidence on college and career readiness and expectations Build on the best standards work of the states Maintain focus on what matters most for readiness
    • 40. STANDARDS DEVELOPED FOR: ENGLISH LANGUAGE ARTS includingLITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS AND MATHEMATICS 4 0
    • 41. Let’s Play: Myth Matches Each team will receive myths and facts regarding theCCSS in either math or ELA•Please work with your team to match each myth withthe correct fact to debunk the myth! Myths v. Facts About the Common Core Standards 4 1
    • 42. Title 1 Program
    • 43. Title 1 Program• Content Area Focus: Reading and Math• Target Audience: Students two or more grades below-level• Instructional Schedule: dependent on the needs of participants• Grouping: 5-7 students per cohort• Assessment: STAR Assessments
    • 44. English LanguageLearner (ELL) Program
    • 45. VISIONThe Vision of the CNMI Public SchoolSystem is to ensure that EnglishLanguage Learners (ELLs) havemeaningful access to rigorousinstruction in order tounderstand, speak, read and writeEnglish fluently and competently;ensuring equity for ELLs whilemaintaining their cultural andlinguistic identity.
    • 46. MISSIONIt is the Mission of the CNMIPublic School System’sEnglish Language LearnerProgram to promote andsupport academic languagelearning.
    • 47. GOALThe Goal of the CNMI PublicSchool System’s EnglishLanguage Learner Program isto increase academicachievement for studentsidentified with Limited EnglishLanguage Proficiency.
    • 48. WIDA(World class instructionaldesign and assessments) http://www.wida.us/membership/states/
    • 49. WIDA MODEL (Measure of Developing English Language)Is a series of English languageproficiency assessments forKindergarten through Grade 12.Can be used for the following:• To identify students who may be candidates for English as a Second Language (ESL)/bilingual services;• To determine the academic English language proficiency level of students new to a school or to the U.S. school system;• To place students into the necessary amount and type of instructional services and support; and• To serve as an interim assessment during the school year, providing information that informs instructional planning and other decisions related to students education.
    • 50. (AssessingComprehensionandCommunication inEnglish State-to-State for EnglishLanguageLearners)Large-scale Englishlanguage proficiencyassessment given toKindergarten through12th graders who havebeen identified as Englishlanguage learners(ELLs).It is given annually tomonitor studentsprogress in acquiringacademic English.
    • 51. Stage 1: Identify Desired ResultsStage 2: Determine Acceptable EvidenceStage 3: Plan Learning Experiences and InstructionUNDERSTANDING BYDESIGN (UBD)CURRICULUM PLANNING
    • 52. CNMI Public School System Understanding by Design Collaborative Curriculum Unit Planning Identify Determine Desired Acceptable Results Evidence Plan Learning Experiences and Instruction
    • 53. Stage 1: Identify Desired Results Established Knowledge and Goals Skills Enduring EssentialUnderstandings Questions
    • 54. ESTABLISHED GOALS• PSS Standards and Benchmarks• Common Core Standards• Content and Language Objectives
    • 55. ENDURING UNDERSTANDINGS• What specific insights about big ideas do we want students to leave with? “Students will understand that…”
    • 56. ESSENTIAL QUESTIONS• What essential questions will frame the teaching and learning, pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content?
    • 57. KNOWLEDGE AND SKILLS• What will students know and be able to do?
    • 58. Stage 2: Determine Acceptable Evidence Identify appropriate criteria Use the G.R.A.S.P.S. and use them to develop the elements to design authentic scoring RUBRIC PERFORMANCE TASKS Use the 6 Facets to identify Test your ideas against the needed evidence of Stage 2 Design Standards understanding and revise as needed What Consider evidence of the evidence will Identify the OTHERunderstanding(s), knowledgeand skills identified in Stage show that EVIDENCE that will be 1 students needed understand?
    • 59. SIX FACETS OFUNDERSTANDING Self-Knowledge Empathy Perspective Application Interpretation Explanation
    • 60. SIX FACETS OF UNDERSTANDING Example of Using 6 Facets of SIX FACETS OF UNDERSTANDING Understanding (Topic: Nutrition)1. EXPLANATION: What are the key ideas in..? What are examples of..? What are the characteristics Develop a brochure to help youngand parts of..? What caused..? What are the effects of..? How might we prove, confirm, justify..? How students understand what is meantis..connected to..? What might happen if..? What are the common misconceptions about..? How did by a balanced dietthis come about? Why is this so?2. INTERPRETATION: What is the meaning of..? What are the implications of..? What does…reveal Discuss what the popularity of fastabout..? How is…like…(analogy or metaphor)? How does…relate to me or us? So what? Why does it foods say about modern life?matter?3. APPLICATION: How is…applied in the larger world? How might…help to..? How could we use… Plan a menu for a class partyto overcome..? How and when can we use this (knowledge or process)? consisting of healthy, yet tasty snacks.4. PERSPECTIVE: What are the different points of view about..? Conduct a research to find out if theHow might this look from a different perspective? How is this similar to or different from..? What are Food Pyramid guidelines apply in theother possible reactions to..? What are the strengths and weaknesses of..? What are the limits of..? other regions (e.g. Antarctica, Asia,What is the evidence for..? Is the evidence reliable? Sufficient? the Middle East) and the impact of diverse diets on health and longevity.5. EMPATHY: What would it be like to walk in …’s shoes? How might…feel about..? How might we Imagine: How might it feel like to livereach an understanding about..?What was…trying to make us feel and see? with a dietary restriction due to a medical condition>6. SELF-KNOWLEDGE: How do I know..? What are the limits of my knowledge of..? What are my Reflect: To what extent are you a“blind spots” about..? How can I best show..? How are my views about…shaped by..(experiences, healthy eater? How might youhabits, prejudices, style)? What are my strengths and weaknesses in..? become a healthier eater? 60
    • 61. G.R.A.S.P.S. CONSTRUCTING A PERFORMANCE TASK USING GRASPS Product, Standards and Goal Role Audience Situation Performance and Criteria for Purpose Success Your task You are… Your clients The context You will Your is… You have are… you find create a __ performance The goal is been asked The target yourself in in order needs to… to… to… audience… is… to___. Your work The problem Your job is… You need to The You need to will be or challenge convince… challenge develop___ judged by… is… involves so that___. Your product The dealing must meet obstacles to with… the following overcome... standards A successful result will…
    • 62. ACTIVITY• Read the following vignette, write a brief description of Performance Task framing the G.R.A.S.P.S elements. Share with the whole group. From the country to the Islands. (History, geography; grades 6-8). A group of 10 foreign students are visiting your school for one month as part of an exchange program. The principal has asked your class to plan and budget a four-day tour of Saipan to help the visitors understand the island’s impact on the history and development of our nation. Plan your tour so that the visitors are shown sites that best capture the ways Saipan has influenced our nation’s development. Your task is to prepare a written tour itinerary including an explanation of why each site was selected. Include a map tracing the route for the four-day tour and a budget for the trip.
    • 63. Identify appropriate criteria anduse them to develop the scoringRUBRIC Advance Proficient Developing BeginningCriteria (4) (3) (2) (1) 63
    • 64. Other Evidence(s)• Quizzes• Tests• Prompts• Observations• Dialogues• Work Samples• Student Self-Assessment & Reflection• Others?? 64
    • 65. Stage 3: Planning LearningExperiences and Instruction• Activity Bank – “WHERETO” Elements• Response to Intervention (RtI)• Step-Wise Process – Special Education – ELL
    • 66. ACTIVITY BANK WHERETO ELEMENTS W H E R E T OWhere are How will How will How will How will How will How willwe going? we hook we equip we help students we tailor weWhy? and hold students students to self- learning to organizeWhat is student for rethink and evaluate varied andexpected? interest? expected revise? and reflect needs, sequence performan on their interests, the ces? learning? styles? learning?
    • 67. REFERENCES• Bloom’s Taxonomy• Classroom Instruction that Works (CITW) – Instructional Strategies – Technology – Student Work• Curriculum Unit Planner
    • 68. 2012-2013 BENCHMARK MAPS• K-12th Common Core Standards and Benchmarks in Language Arts and Math• PSS Standards and Benchmarks in Science, Social Studies, and Chamorro/Carolinian Language Heritage Studies (CCLHS)
    • 69. Professional DevelopmentPower-Walkthrough ObservationsTeacher Evaluation SystemHIGHLY QUALIFIED ANDEFFECTIVE PERSONNEL
    • 70. GOALS AND OBJECTIVESGoal:• To recruit, retain, and renew highly qualified and effective personnel for the CNMI Public School System. – Objective1: RECRUITMENT – Objective 2: RETENTION – Objective 3: RENEWAL
    • 71. PROFESSIONAL DEVELOPMENTState-Level School-Level 10 designated October throughout the 2012 school year In-service March 2013 training Professional Learning Communities
    • 72. HIGHLY QUALIFIED & EFFECTIVE PERSONNELEnglish Language Learner TeacherRoles1) Instruction of students at levels 1 and 2 & Support of students at levels 3,4, & 52) Coach / Train teachersResponsibilities• Administer required summative & formative assessments• Monitor progress of students• Provide coaching and training of ELL strategies and instruction to classroom teachers
    • 73. HIGHLY QUALIFIED & EFFECTIVE PERSONNELTitle I TeacherRoles1) To provide individualized instruction for students performing two or more grades below in reading and math.2) Coach/Train TeachersResponsibilities• Administer required summative & formative assessments• Monitor progress of students• Provide coaching and training to classroom teachers
    • 74. HIGHLY QUALIFIED & EFFECTIVE PERSONNELProject Teacher MentorGoal 1:• By the end of SY2012-2013, all new teachers will be oriented with BOE policies and regulations, as well as, school-level policies and procedures.Goal 2:• Mentees will participate in professional development trainings (i.e. state-level, school-level) to expand the repertoire of the 9 instructional strategies, best practices, 21st Century skills and use of data to design effective lesson plans.Goal 3:• New teachers will become familiar with the culture of the classroom, school and community.Goal 4:• By the end of SY 2012-2013, mentees will demonstrate proficiency in all teaching standards as indicated in McRel’s Teacher Evaluation System.
    • 75. HIGHLY QUALIFIED & EFFECTIVE PERSONNELTeacher Evaluation System• The purpose is to assess the teacher’s performance in relation to the Professional Teaching Standards and to guide the creation of a plan for professional growth.Professional Teaching Standards• Standard I: Teacher Demonstrate Leadership• Standard II: Teacher Establish a Respectful Environment for a Diverse Population of Students• Standard III: Teachers Know the Content They Teach• Standard IV: Teachers Facilitate Learning for Their Students• Standard V: Teachers Reflect on Their Practice
    • 76. HIGHLY QUALIFIED & EFFECTIVE PERSONNELTeacher Evaluation Professional Development Plans• Individual Plan:• Monitored Plan:• Directed Plan: https://mxweb3.mediax.com/home/cnmipss/
    • 77. HIGHLY QUALIFIED & EFFECTIVE PERSONNELT & FASEGGoal 1:• Teachers, principals and administrative leaders will participate in research-based professional development and training focused on instructional strategies.Goal 2:• Teachers will increase the integration of 21st century technology in their instruction.Goal 3:• Schools will provide research-based parent literacy activities for parents focused on literacy and language development.
    • 78. HIGHLY QUALIFIED & EFFECTIVE PERSONNELT & FASEG – Objective 1: By 2015, 90% of CNMI PSS teachers and leaders who receive professional development and training for Sheltered Instruction Observation Protocol (SIOP) will complete the training as measured by certificates of completion. – Objective 2: By 2014, 75% of CNMI PSS teachers enrolled in ELL courses will complete the ELL training program as measured by certificates of completion and an endorsement in ELL. – Objective 3: By 2015, 75% of 92 teachers teaching 6th grade, 8th grade, Algebra I (9th), Geometry (10th), Algebra II (11th-12th), Trigonometry and Pre Calculus (12th) will complete professional development and training in mathematics as measured by certificates of completions.
    • 79. HIGHLY QUALIFIED & EFFECTIVE PERSONNELT & FASEG -Objective 4: By 2015, 75% of CNMI PSS teachers enrolled in the Instructional Technology cohort will complete the instructional technology program as measured by certificates of completions and an endorsement in instructional technology.• Objective Activities have been scheduled throughout the school year.
    • 80. POWER-WALKTHROUGH• Segment of Class• Primary and Secondary Instructional Strategies• Bloom’s Taxonomy• Grouping• Technology• Indicators of Learning
    • 81. Power Walkthrough Data Power-Walkthroughs Primary Instructional Strategy35.00%30.00%25.00%20.00%15.00%10.00% SY2010-20115.00% SY2011-20120.00%
    • 82. Power Walkthrough Data Power-Walkthroughs Secondary Instructional Strategy30.00%25.00%20.00%15.00%10.00% SY2010-2011 SY2011-20125.00%0.00%
    • 83. Power Walkthrough Data Blooms Taxonomy 6. Create 5. Evaluate 4. Analyze 2011-2012 3. Apply 2010-20112. Understand1. Remember 0% 5% 10% 15% 20% 25% 30% 35% 40% 45%
    • 84. Power Walkthrough Data Grouping 5. Whole Group 4. Small Group 3. Pair 2011-2012 2010-2011 2. Individual1. Cooperative Group 0% 10% 20% 30% 40% 50% 60%
    • 85. Power Walkthrough Data Student Interview100%90%80%70% 58.80%60%50% 2010-2011 42.70% 40.20% 2011-201240% 32.40%30%20% 17.10% 8.80%10% 0% 1. Articulated learning objective(s) 2. Partially articulated objective(s) 3. Could not articulate objective(s)
    • 86. Power Walkthrough Data Technology Teacher Directed100%90%80%70%60%50%40%30%20%10% 2010-2011 0% 2011-2012
    • 87. Power Walkthrough Data Technology Student Centered100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2010-2011 2011-2012
    • 88. Power Walkthrough Data Indicators of Learning 16. No evidence 15. Teacher directed question/answer14. Teacher directed lecture (little evidence) 13. Student writing/journaling 12. Silent reading (little evidence) 11. Student performance/presentation 10. Student drawing/graphic organizing 9. Student discussion 8. Peer teaching 2011-2012 7. Oral reading 2010-2011 6. Learning game5. Individual student interview/demonstration 4. Independent practice or worksheet 3. Assessment 2. Experiment 1. Dramatization/simulation/modeling 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%
    • 89. BREAKPlease take 10 minutes.
    • 90. Financial Management SystemProcurementEFFECTIVE ANDEFFICIENT OPERATIONS
    • 91. GOALS AND OBJECTIVES• GOAL: To create systems alignment for effective and efficient operations on how to use resources to achieve student learning goals and highly qualified and effective personnel. – Objective 1: Upgrade and fully utilize the capabilities of the JD Edwards (pilot paperless procurement system using Laserfiche at select schools and CO within 6 months). – Objective 2: Upgrade the network at schools and CO using the health assessment as a guide – Objective 3: Implement the 5 Year Financial Resources and Management Plan
    • 92. PSS Goals and ObjectivesEmergency Management DrillsSAFE AND ORDERLYSCHOOLS
    • 93. SAFE AND ORDERLYSCHOOLSGoal:• To Annually establish and train safety teams that will be responsible for the ongoing implementation of policies and procedures that ensure a safe and orderly environment. – Objective1: Identify Crisis Management Teams at each respective school at the beginning of each school year. – Objective 2: Provide annual safety training for all PSS Leadership and all school personnel as applicable (NIMS, DPR/First Aide, etc) – Objective 3: Conduct annual Disaster Evacuation Drills (All Schools & Central Office) each semester to ensure safety measures and preparedness. – Objective 4: Revisit the student discipline policies to ensure alignment with PSS policies
    • 94. SAFE AND ORDERLY SCHOOLSEmergency Management Dionne Santos, Principal Administrator/Commander/PIO Lou Connie Manglona Rodel Manlulu Staff Support Services Traffic Director Teachers/Teacher Aides Carmen Farrell Student Support Services Parents Support Services SpEd Progam
    • 95. SAFE AND ORDERLYSCHOOLSGoal:• To Annually establish and train safety teams that will be responsible for the ongoing implementation of policies and procedures that ensure a safe and orderly environment. – Objective1: Identify Crisis Management Teams at each respective school at the beginning of each school year. – Objective 2: Provide annual safety training for all PSS Leadership and all school personnel as applicable (NIMS, DPR/First Aide, etc) – Objective 3: Conduct annual Disaster Evacuation Drills (All Schools & Central Office) each semester to ensure safety measures and preparedness. – Objective 4: Revisit the student discipline policies to ensure alignment with PSS policies
    • 96. SAFE AND ORDERLYSCHOOLSGoal:• To Annually establish and train safety teams that will be responsible for the ongoing implementation of policies and procedures that ensure a safe and orderly environment. -Objective 5: To create needs assessment at each school annually for repair, replacement, and installation of electrical updates, roof replacement, coating and installation; AC replacement and upgrades; and general repairs and maintenance to meet ADA compliance and building codes. -Objective 6: Publish the CNMI PSS Technology Policies on the CNMI PSS Website for technology policy, updates, troubleshooting and adherence notification. -Objective 7: Maintain and implement annual safety training and procedures for Pupil Transportation Services and school vehicle operators.
    • 97. PSS Goals and ObjectivesPTSA OrganizationParent Literacy and TrainingPARENT ENGAGEMENTAND COMMUNITYPARTNERSHIP
    • 98. Goals and ObjectivesGoal 1:• Each school, Head Start Center, and program will create a family and community friendly environment that encourages collaborative partnerships with parents and community.Goal 2:• Each school, Head Start Center, and program will increase parental engagement and community involvement by 5% yearly to promote student achievement. – Objective 1: Create welcoming environment – Objective 2: Establish formal and uniform Title I policy on Parental Engagement and Community Involvement – Objective 3: Quality customer service – Objective 4: Implement research-based parent engagement programs – Objective 5: Mutual communication between home & school.
    • 99. Goals and ObjectivesGoal 1:• Each school, Head Start Center, and program will create a family and community friendly environment that encourages collaborative partnerships with parents and community.Goal 2:• Each school, Head Start Center, and program will increase parental engagement and community involvement by 5% yearly to promote student achievement. – Objective 6: Provide training programs and tools that support partnership among school, parents, and community – Objective 7: Create community partnership to leverage resources to better serve needs of children and families – Objective 8: District policy on parental engagement and community partnership – Objective 9: Conduct two annual Parent Summit
    • 100. Goals and ObjectivesGoal 1:• Each school, Head Start Center, and program will create a family and community friendly environment that encourages collaborative partnerships with parents and community.Goal 2:• Each school, Head Start Center, and program will increase parental engagement and community involvement by 5% yearly to promote student achievement. – Objective 10: Review Parental Engagement and Community Partnership data to make informed decisions – Objective 11: Support School to build capacity and to effectively address parental concerns. – Objective 12: Develop parental self-assessment to encourage involvement – Objective 13: Work with the public sector to include strategies to promote parental involvement in ensuring student attendance.
    • 101. PTSA OrganizationPTSA Officers• President: Shirlin Abaga• Vice President: Angela Reyes• Treasurer: Sheila Dela Cruz• Secretary: vacant• Teacher Representative:• Student Representative(s):
    • 102. Parent Literacy and TrainingT&FASEG Grant• Objective 5: The CNMI PSS will increase parent participation through parent literacy activities by 3% annually to reflect a 9% increase by 2015 as measured by sign in sheets.
    • 103. SCHOOL-HOME COMPACT School Parent School-Home Compact Teacher Student
    • 104. HIGH PERFORMING WITHHIGH RELIABILITYSYSTEMS
    • 105. WHAT MATTERS MOST• Challenging, engaging, and intentional instruction• Curricular pathways to success• Whole-child student supports• High performance school cultures• High reliability data driven systems
    • 106. SYSTEM –WIDE ACCREDITATION• Success in Sight with McREL• ASSIST
    • 107. PARKING LOT Any questions??
    • 108. SCHOOL CAFÉ Operating Principles
    • 109. OPERATING PRINCIPLES

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