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 BREAK
9:45-10:30 3 Language Arts CCLHS Math Math Math
10:30-11:15 4 Math Math CCLHS Science Science
11:15-11:45 L LUNCH LUNCH LUNCH LUNCH LUNCH
11:45-12:30 5 Science Science Science CCLHS Social Studies
12:30-1:15 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. SCHEDULES
Homeroom Mrs. Chavelyn Mrs. Jenina
Period Ms. Joann Cepeda
Teachers Epity Manglona
TIME 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. Arts
9:30-10:15 3 Lang. Arts CCLHS Math
10:15-10:30 B BREAK BREAK BREAK
10:30-11:15 4 Math Math CCLHS
11:15-12:00 5 Science Science Science
12:00-12:30 L LUNCH LUNCH LUNCH
12:30-1:15 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 2
9:30-10:15 3 6B Math 6A Language Arts
10:15-10:30 B BREAK BREAK
10:30-11:15 4 6B Math 6A Language Arts
11:15-12:00 5 6B Science 6A Social Studies
12:00-12:30 L LUNCH LUNCH
12:30-1:15 6 6A Science 6B CCLHS
1:15-2:00 7 6A CCLHS 6B Social Studies

7. SCHEDULES
CCLHS 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 K
WEDNESDAY Bldg. K (Front)
Playground I/H
Playground K
THURSDAY Bldg. K (Front)
Playground I/H
Playground K
FRIDAY Bldg. K (Front)
Playground I/H
Playground K

9. ADMINISTRATIVE STAFF
Name Position Department
Dionne Santos Principal Administration
Lou Connie Manglona Vice Principal Administration
Carmen Farrell Admin. Officer III Administration
Carolina San Nicolas Supply Specialist Administration
Magdalena Sarmiento Secretary Administration
Rodel Manlulu Trades Technician Maintenance
Julita Diaz Custodian Maintenance
Victor Linan Bus Driver Pupil Transportation
Angela Reyes Bus Conductor Pupil Transportation
Leonardo Aveina Bus Driver (SpEd) Pupil Transportation

10. INSTRUCTIONAL STAFF
Teacher Grade-Level Room Assignment
Celina Farrell Kindergarten K-21/22
Jennifer San Nicolas MAC-A K-24
Lou Connie Manglona MAC-B K-25
Mariana Omengkar MAC-C K-26
Suaad San Nicolas MAC-D K-27
Rinenta MAC-E I-23
Hofschneider
Joann Cepeda 4/5A I-24
Chavelyn Epity 4/5B I-25
Jenina Manglona 4/5C I-26
Carmen Dela Cruz CCLHS (4th-6th) H-5

11. INSTRUCTIONAL STAFF
Teacher Grade-Level Room Assignment
Christina Zuccaro- 6A H-2
Temengil
Brenda Safer 6B H-1
Julian Hofschneider Title 1 I-22
Vacant ELL H-6

12. INSTRUCTIONAL SUPPORT
STAFF
Teacher Aide Grade-Level Room Assignment
Teresita S. Lazaro 4th-6th I-24
Monica Sanchez Kindergarten K-21/22
Carrie Kiyoshi MAC (1st-3rd) K-26
Jose Justo Reyes MAC (1st-3rd) K-24
George Manglona MAC (1st-3rd) K-25

13. PARKING LOT
Any questions and miscellaneous items?

14. PSS STRATEGIC
PRIORITIES PLUS
High Student Performance
Highly Qualified and Effective Personnel
Effective and Efficient Operations
Safe and Orderly Schools
Parent Engagement and Community Partnership
High Performance with High Reliability Systems

15. PSS Goals and Objectives
Student Achievement Data
HIGH STUDENT
PERFORMANCE

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
45
Percentile Rank of Mean NCE
40
35
30
25
20
15
10
5
0
Complete
Total Reading Total Math Science Social Studies
Battery
CNMI PSS 27 28 39 27 32
TES 35 40 46 35 41

22. SAT-10 RESULTS
Grade 5
SY11-12
70
60
Percetile Rank of Mean NCE
50
40
30
20
10
0
Complete
Total Reading Total Math Science Social Studies
Battery
CNMI PSS 37 35 49 49 41
TES 38 47 59 42 50

23. SAT-10 RESULTS
Grade 6
SY11-12
70
60
Percentile Rank of Mean NCE
50
40
30
20
10
0
Complete
Total Reading Total Math Science Social Studies
Battery
CNMI PSS 41 41 48 41 43
TES 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 3
100%
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 4
100%
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 5
100%
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 6
100%
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% 2010-2011
40%
38% 35% 2011-2012
30%
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
2010-2011
40%
2011-2012
30%
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% 2010-2011
40%
2011-2012
30% 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
2010-2011
40%
35% 34% 33% 2011-2012
30%
26%
20%
15%
10%
0%
Reading Math Science Social Studies CCLHS

35. Common Core State Standards (CCSS)
Title 1 Program
ELL Program
Understanding by Design (UbD) Curriculum
PSS Standards and Benchmark Maps
PSS 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 including
LITERACY 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 the
CCSS in either math or ELA
•Please work with your team to match each myth with
the 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 Language
Learner (ELL) Program

45. VISION
The Vision of the CNMI Public School
System is to ensure that English
Language Learners (ELLs) have
meaningful access to rigorous
instruction in order to
understand, speak, read and write
English fluently and competently;
ensuring equity for ELLs while
maintaining their cultural and
linguistic identity.

46. MISSION
It is the Mission of the CNMI
Public School System’s
English Language Learner
Program to promote and
support academic language
learning.

47. GOAL
The Goal of the CNMI Public
School System’s English
Language Learner Program is
to increase academic
achievement for students
identified with Limited English
Language Proficiency.

48. WIDA
(World class instructional
design and assessments)
http://www.wida.us/membership/states/

49. WIDA MODEL
(Measure of
Developing English
Language)
Is a series of English language
proficiency assessments for
Kindergarten 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. (Assessing
Comprehension
and
Communication in
English State-to-
State for English
Language
Learners)
Large-scale English
language proficiency
assessment given to
Kindergarten through
12th graders who have
been identified as English
language learners
(ELLs).
It is given annually to
monitor students'
progress in acquiring
academic English.

51. Stage 1: Identify Desired Results
Stage 2: Determine Acceptable Evidence
Stage 3: Plan Learning Experiences and Instruction
UNDERSTANDING BY
DESIGN (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 Essential
Understandings 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 OTHER
understanding(s), knowledge
and skills identified in Stage
show that EVIDENCE that will be
1 students needed
understand?

59. SIX FACETS OF
UNDERSTANDING
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 young
and parts of..? What caused..? What are the effects of..? How might we prove, confirm, justify..? How students understand what is meant
is..connected to..? What might happen if..? What are the common misconceptions about..? How did by a balanced diet
this 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 fast
about..? 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 party
to 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 the
How might this look from a different perspective? How is this similar to or different from..? What are Food Pyramid guidelines apply in the
other 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 live
reach 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 you
habits, 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 and
use them to develop the scoring
RUBRIC
Advance Proficient Developing Beginning
Criteria (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 Learning
Experiences 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 O
Where are How will How will How will How will How will How will
we going? we hook we equip we help students we tailor we
Why? and hold students students to self- learning to organize
What is student for rethink and evaluate varied and
expected? 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 Development
Power-Walkthrough Observations
Teacher Evaluation System
HIGHLY QUALIFIED AND
EFFECTIVE PERSONNEL

70. GOALS AND OBJECTIVES
Goal:
• 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
DEVELOPMENT
State-Level School-Level
10 designated
October
throughout the
2012 school year
In-service
March 2013
training
Professional
Learning
Communities

72. HIGHLY QUALIFIED & EFFECTIVE
PERSONNEL
English Language Learner Teacher
Roles
1) Instruction of students at levels 1 and 2 & Support of
students at levels 3,4, & 5
2) Coach / Train teachers
Responsibilities
• 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
PERSONNEL
Title I Teacher
Roles
1) To provide individualized instruction for students
performing two or more grades below in reading and
math.
2) Coach/Train Teachers
Responsibilities
• Administer required summative & formative
assessments
• Monitor progress of students
• Provide coaching and training to classroom teachers

74. HIGHLY QUALIFIED & EFFECTIVE
PERSONNEL
Project Teacher Mentor
Goal 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
PERSONNEL
Teacher 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 PERSONNEL
Teacher Evaluation Professional Development Plans
• Individual Plan:
• Monitored Plan:
• Directed Plan:
https://mxweb3.mediax.com/home/cnmipss/

77. HIGHLY QUALIFIED & EFFECTIVE
PERSONNEL
T & FASEG
Goal 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
PERSONNEL
T & 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
PERSONNEL
T & 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 Strategy
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
SY2010-2011
5.00%
SY2011-2012
0.00%

82. Power Walkthrough Data
Power-Walkthroughs
Secondary Instructional Strategy
30.00%
25.00%
20.00%
15.00%
10.00%
SY2010-2011
SY2011-2012
5.00%
0.00%

83. Power Walkthrough Data
Bloom's Taxonomy
6. Create
5. Evaluate
4. Analyze
2011-2012
3. Apply 2010-2011
2. Understand
1. 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. Individual
1. Cooperative Group
0% 10% 20% 30% 40% 50% 60%

85. Power Walkthrough Data
Student Interview
100%
90%
80%
70%
58.80%
60%
50% 2010-2011
42.70%
40.20%
2011-2012
40%
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 Directed
100%
90%
80%
70%
60%
50%
40%
30%
20%
10% 2010-2011
0%
2011-2012

87. Power Walkthrough Data
Technology
Student Centered
100%
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/answer
14. 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 game
5. 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. BREAK
Please take 10 minutes.

90. Financial Management System
Procurement
EFFECTIVE AND
EFFICIENT 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 Objectives
Emergency Management Drills
SAFE AND ORDERLY
SCHOOLS

93. SAFE AND ORDERLY
SCHOOLS
Goal:
• 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 SCHOOLS
Emergency 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 ORDERLY
SCHOOLS
Goal:
• 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 ORDERLY
SCHOOLS
Goal:
• 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 Objectives
PTSA Organization
Parent Literacy and Training
PARENT ENGAGEMENT
AND COMMUNITY
PARTNERSHIP

98. Goals and Objectives
Goal 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 Objectives
Goal 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 Objectives
Goal 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 Organization
PTSA Officers
• President: Shirlin Abaga
• Vice President: Angela Reyes
• Treasurer: Sheila Dela Cruz
• Secretary: vacant
• Teacher Representative:
• Student Representative(s):

102. Parent Literacy and Training
T&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 WITH
HIGH RELIABILITY
SYSTEMS

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