Date post: | 16-Apr-2017 |
Category: |
Education |
Upload: | dionnesantos |
View: | 435 times |
Download: | 1 times |
COLTS Staff MeetingAugust 27, 2012
AGENDA• Welcome/Sign-In• Housekeeping• PSS Strategic Priorities PLUS
• School Café
SCHEDULESSCHOOL SCHEDULE
• 7:15-7:55 Breakfast• 7:55-8:00 1st Bell• 8:05 Tardy Bell• 10:30-12:00 Lunch• 2:00 Dismissal
BUS SCHEDULE• 6:45-7:15 (AM Pick-Up)• 2:00-2:30 (PM Drop-
Off)
SCHEDULES
TIMEPeriod Ms. Jennifer San
NicolasMs. Lou Connie
MangonaMs. Mariana Omengkar
Mrs. Suaad San Nicolas
Mrs. Rinenta Hofschneider
P MAC-A MAC-B MAC-C MAC-D MAC-E8:00-8:45 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
SCHEDULESHomeroom Teachers Period Ms. Joann Cepeda Mrs. Chavelyn
EpityMrs. Jenina Manglona
TIME P 4/5A 4/5B 4/5C8:00-8:45 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 7PE/MUSIC/ART PE/MUSIC/ART PE/MUSIC/ART
SCHEDULESTime Period
Mrs. Christina Zuccaro-
TemengilMrs. Brenda Safer
8:00-8:45 16A 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
SCHEDULESCCLHS 4th-6th
Schedule Senora Carmen Dela Cruz
8:00-8:45 PREP
8:45-9:30 4/5A
9:30-10:15 4/5B
10:15-10:30 BREAK10:30-11:15 4/5C
11:15-12:00 6A
12:00-12:30 Lunch12:30-1:15 6B
1:15-2:00 PREP
SCHEDULESDATE 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 11:55-12:25MONDAY 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
ADMINISTRATIVE STAFFName Position DepartmentDionne Santos Principal AdministrationLou Connie Manglona
Vice Principal Administration
Carmen Farrell Admin. Officer III AdministrationCarolina San Nicolas
Supply Specialist Administration
Magdalena Sarmiento
Secretary Administration
Rodel Manlulu Trades Technician MaintenanceJulita Diaz Custodian MaintenanceVictor Linan Bus Driver Pupil
TransportationAngela Reyes Bus Conductor Pupil
TransportationLeonardo Aveina Bus Driver (SpEd) Pupil
Transportation
INSTRUCTIONAL STAFFTeacher Grade-Level Room Assignment
Celina Farrell Kindergarten K-21/22Jennifer 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-27Rinenta Hofschneider
MAC-E I-23
Joann Cepeda 4/5A I-24
Chavelyn Epity 4/5B I-25Jenina Manglona 4/5C I-26Carmen Dela Cruz CCLHS (4th-6th) H-5
INSTRUCTIONAL STAFFTeacher Grade-Level Room Assignment
Christina Zuccaro-Temengil
6A H-2
Brenda Safer 6B H-1
Julian Hofschneider
Title 1 I-22
Vacant ELL H-6
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
PARKING LOTAny questions and miscellaneous items?
PSS STRATEGIC PRIORITIES PLUSHigh Student Performance
Highly Qualified and Effective PersonnelEffective and Efficient Operations
Safe and Orderly SchoolsParent Engagement and Community PartnershipHigh Performance with High Reliability Systems
HIGH STUDENT PERFORMANCE
PSS Goals and ObjectivesStudent Achievement Data
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).
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
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
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
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
SAT-10 RESULTS
Total Reading Total Math Science Social Studies Complete Battery0
5
10
15
20
25
30
35
40
45
50
Grade 3SY11-12
Perc
entil
e Ra
nk o
f M
ean
NCE
SAT-10 RESULTS
Total Reading Total Math Science Social Studies Complete Battery0
10
20
30
40
50
60
70
Grade 5SY11-12
Perc
etile
Ran
k of
Mea
n N
CE
SAT-10 RESULTS
Total Reading Total Math Science Social Studies Complete Battery0
10
20
30
40
50
60
70
Grade 6SY11-12
Perc
entil
e Ra
nk o
f M
ean
NCE
Grade 3 SAT-10 Data Trends
2007-2008 2008-2009 2009-2010 2010-2011 2011-20120
10
20
30
40
50
60
70
80
90
100
4045
50 50 5054.3
49.6
3932
41
Stanford Achievement Test 10th EditionTinian Elementary School - Grade 3
Complete Battery
Perc
entil
e Ra
nk-S
tani
neM
ean
Nat
iona
l NCE
Grade 5 SAT-10 Data Trends
2007-2008 2008-2009 2009-2010 2010-2011 2011-20120
10
20
30
40
50
60
70
80
90
100
4045
50 50 5049.241.1
5349.1 50
Stanford Achievement Test 10th EditionTinian Elementary School - Grade 5
Complete Battery
Perc
entil
e Ra
nk-S
tani
neM
ean
Nat
iona
l NCE
Grade 6 SAT-10 Data Trends
2007-2008 2008-2009 2009-2010 2010-2011 2011-20120
10
20
30
40
50
60
70
80
90
100
56.551.3
34
48.744
Stanford Achievement Test 10th EditionTinian Elementary School - Grade 6
Complete Battery
Nat
iona
l Per
cent
ile R
ank
Mea
n N
CE
Standards-Based Assessment (SBA)
Reading Math Science Social Studies0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Grade 3
Standards-Based Assessment (SBA)
Reading Math Science CCLHS0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Grade 4
Standards-Based Assessment (SBA)
Reading Math Science Writing0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Grade 5
Standards-Based Assessment (SBA)
Reading Math Science Social Studies CCLHS0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Grade 6
SBA Data Trends
Reading Math Science Social Studies0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
48%
63%
45% 45%
24%
38% 35%
24%
Standards-Based Assessment3rd Grade
Adequate Yearly Progress (AYP)
2009-20102010-20112011-2012
SBA Data Trends
Reading Math Science CCLHS0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
63%67%
61%67%
Standards-Based Assessment4th Grade
Adequate Yearly Progress (AYP)
2009-20102010-20112011-2012
SBA Data Trends
Reading Math Science Writing0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
44%53%
30%
45%
Standards-Based Assessment5th Grade
Adequate Yearly Progress (AYP)
2009-20102010-20112011-2012
SBA Data Trends
Reading Math Science Social Studies CCLHS0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
35% 34% 33%
15%
26%
Standards-Based Assessment6th Grade
Adequate Yearly Progress (AYP)
2009-20102010-20112011-2012
PSS INITIATIVES
Common Core State Standards (CCSS)Title 1 ProgramELL ProgramUnderstanding by Design (UbD) CurriculumPSS Standards and Benchmark Maps
Common Core State Standards (CCSS)
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
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.
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
41
Let’s Play:Myth Matches
Myths v. Facts About the Common Core Standards
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!
Title 1 Program
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
English Language Learner (ELL) Program
VISIONThe 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.
MISSIONIt is the Mission of the CNMI Public School System’s English Language Learner Program to promote and support academic language learning.
GOALThe 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.
WIDA(World class instructional design and assessments)
http://www.wida.us/membership/states/
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.
WIDA ACCESS (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.
UNDERSTANDING BY DESIGN (UBD) CURRICULUM PLANNING
Stage 1: Identify Desired ResultsStage 2: Determine Acceptable EvidenceStage 3: Plan Learning Experiences and Instruction
CNMI Public School System Understanding by Design
Collaborative Curriculum Unit Planning
Determine Acceptable EvidencePlan Learning Experiences and Instruction
Identify Desired Results
Stage 1: Identify Desired Results
Established Goals
Enduring Understandin
gsEssential Questions
Knowledge and Skills
ESTABLISHED GOALS• PSS Standards and
Benchmarks• Common Core Standards• Content and Language
Objectives
ENDURING UNDERSTANDINGS
• What specific insights about big ideas do we want students to leave with?
“Students will understand that…”
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?
KNOWLEDGE AND SKILLS• What will students know and be able to do?
Stage 2: Determine Acceptable Evidence
What evidence will show
that students understand
?
Consider evidence of the understanding(s), knowledge and skills identified in Stage 1
Use the 6 Facets to identify needed
evidence of understanding
Identify appropriate criteria and use them
to develop the scoring RUBRIC
Use the G.R.A.S.P.S. elements to design
authentic PERFORMANCE TASKS
Test your ideas against the Stage 2
Design Standards and revise as needed
Identify the OTHER EVIDENCE that will be
needed
SIX FACETS OF UNDERSTANDING
Self-Knowledge
Empathy
Perspective
Application
Interpretation
Explanation
SIX FACETS OF UNDERSTANDINGSIX FACETS OF UNDERSTANDING
Example of Using 6 Facets of Understanding
(Topic: Nutrition)1. EXPLANATION: What are the key ideas in..? What are examples of..? What are the characteristics and parts of..? What caused..? What are the effects of..? How might we prove, confirm, justify..? How is..connected to..? What might happen if..? What are the common misconceptions about..? How did this come about? Why is this so?
Develop a brochure to help young students understand what is meant by a balanced diet
2. INTERPRETATION: What is the meaning of..? What are the implications of..? What does…reveal about..? How is…like…(analogy or metaphor)? How does…relate to me or us? So what? Why does it matter?
Discuss what the popularity of fast foods say about modern life?
3. APPLICATION: How is…applied in the larger world? How might…help to..? How could we use… to overcome..? How and when can we use this (knowledge or process)?
Plan a menu for a class party consisting of healthy, yet tasty snacks.
4. PERSPECTIVE: What are the different points of view about..? How might this look from a different perspective? How is this similar to or different from..? What are other possible reactions to..? What are the strengths and weaknesses of..? What are the limits of..? What is the evidence for..? Is the evidence reliable? Sufficient?
Conduct a research to find out if the Food Pyramid guidelines apply in the other regions (e.g. Antarctica, Asia, 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 reach an understanding about..?What was…trying to make us feel and see?
Imagine: How might it feel like to live 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 “blind spots” about..? How can I best show..? How are my views about…shaped by..(experiences, habits, prejudices, style)? What are my strengths and weaknesses in..?
Reflect: To what extent are you a healthy eater? How might you become a healthier eater?
60
G.R.A.S.P.S.CONSTRUCTING A PERFORMANCE TASK USING GRASPS
Goal Role Audience SituationProduct,
Performance and Purpose
Standards and Criteria for
Success Your task
is… The goal is
to… The
problem or challenge is…
The obstacles to overcome...
You are… You have
been asked to…
Your job is…
Your clients are…
The target audience…
You need to convince…
The context you find yourself in is…
The challenge involves dealing with…
You will create a __ in order to___.
You need to develop___ so that___.
Your performance needs to…
Your work will be judged by…
Your product must meet the following standards
A successful result will…
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.
Identify appropriate criteria and use them to develop the scoring RUBRIC
CriteriaAdvance
(4)Proficient
(3)Developin
g (2)Beginning
(1)
63
Other Evidence(s)• Quizzes• Tests• Prompts• Observations• Dialogues• Work Samples• Student Self-Assessment & Reflection• Others??
64
Stage 3: Planning Learning Experiences and
Instruction• Activity Bank– “WHERETO” Elements
• Response to Intervention (RtI)• Step-Wise Process
– Special Education– ELL
ACTIVITY BANK
WHERETO ELEMENTS
W H E R E T O
Where are we going? Why? What is expected?
How will we hook and hold student interest?
How will we equip students for expected performances?
How will we help students to rethink and revise?
How will students self-evaluate and reflect on their learning?
How will we tailor learning to varied needs, interests, styles?
How will we organize and sequence the learning?
REFERENCES• Bloom’s Taxonomy• Classroom Instruction that Works (CITW)
– Instructional Strategies– Technology– Student Work
• Curriculum Unit Planner
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)
HIGHLY QUALIFIED AND EFFECTIVE PERSONNEL
Professional DevelopmentPower-Walkthrough ObservationsTeacher Evaluation System
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
PROFESSIONAL DEVELOPMENTState-Level
October 2012
March 2013
Professional Learning
Communities
School-Level
10 designated throughout the
school year
In-service training
HIGHLY QUALIFIED & EFFECTIVE PERSONNEL
English 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
HIGHLY QUALIFIED & EFFECTIVE PERSONNEL
Title I TeacherRoles1) 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
HIGHLY QUALIFIED & EFFECTIVE PERSONNEL
Project 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.
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
HIGHLY QUALIFIED & EFFECTIVE PERSONNEL
Teacher Evaluation Professional Development Plans
• Individual Plan:
• Monitored Plan:
• Directed Plan:
https://mxweb3.mediax.com/home/cnmipss/
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.
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.
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.
POWER-WALKTHROUGH• Segment of Class• Primary and Secondary Instructional Strategies• Bloom’s Taxonomy• Grouping• Technology• Indicators of Learning
Power Walkthrough Data
1. Se
tting O
bjecti
ves
2. Pra
ctice
3. No r
esearc
h-base
d strat
egy
4. Pro
viding
Feed
back
5. Cu
es/Que
stions
6. Su
mmarizin
g
7. Pro
viding R
ecogn
ition
8. ISD
- Com
pare
9. Ad
vance
Organize
r
10. R
einfor
cing E
ffort
11. G
TH - P
roblem
Solving
12. N
ote Ta
king
13. G
TH - H
istoric
al Inv
estiga
tion
14. N
LR - K
inestheti
c
15. N
LR - G
raphic
Organize
r
16. N
LR - P
hysic
al Mod
el
17. G
TH - E
xperi
mental
Inquir
y
18. G
TH - D
ecisio
n Maki
ng
19. N
LR - M
ental
Imag
ery/Se
nses
20. IS
D - Clas
sify0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
Power-WalkthroughsPrimary Instructional Strategy
SY2010-2011SY2011-2012
Power Walkthrough Data
1. Non
e (on
ly prim
ary ob
served
)
2. Pra
ctice
3. Cu
es/Que
stion
s
4. Pro
viding
Feed
back
5. Ad
vance
Organiz
er
6. NLR
- Grap
hic Orga
nizer
7. Pro
viding
Recog
nition
8. NLR
- Kine
stheti
c
9. Se
tting O
bjecti
ves
10. N
ote Ta
king
11. N
LR - Ph
ysical
Model
12. S
ummari
zing
13. G
TH - P
roblem
Solvin
g
14. N
LR - M
ental
Imag
ery/Se
nses
15. R
einfor
cing E
ffort
16. G
TH - H
istori
cal In
vestig
ation
17. IS
D - Clas
sify
18. IS
D - Com
pare
19. G
TH - D
ecisio
n Maki
ng
20. N
LR - Pi
ctogra
ph
21. G
TH - S
ystem
s Ana
lysis
22. G
TH - E
xperim
ental
Inqu
iry
23. IS
D - Meta
phor
24. IS
D - Ana
logy
25. G
TH - I
nventi
on0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
Power-WalkthroughsSecondary Instructional Strategy
SY2010-2011SY2011-2012
Power Walkthrough Data
1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create
0% 5% 10% 15% 20% 25% 30% 35% 40% 45%
Bloom's Taxonomy
2011-20122010-2011
Power Walkthrough Data
1. Cooperative Group
2. Individual
3. Pair
4. Small Group
5. Whole Group
0% 10% 20% 30% 40% 50% 60%
Grouping
2011-20122010-2011
Power Walkthrough Data
1. Artic
ulated
learni
ng ob
jectiv
e(s)
2. Part
ially a
rticula
ted ob
jectiv
e(s)
3. Cou
ld no
t artic
ulate
objec
tive(s
)0%
10%20%30%40%50%60%70%80%90%
100%
40.20% 42.70%
17.10%
58.80%
32.40%
8.80%
Student Interview
2010-20112011-2012
Power Walkthrough Data
1. None
2. Brai
nstorm
ing/Id
ea Mapp
ing So
ftware
3. Calc
ulator
4. Click
ers
5. Coll
aborat
ive ap
plicat
ion
6. Com
munica
tion t
ool
7. Data
colle
ction t
ool
8. Diag
nostic
/presc
riptiv
e syst
em
9. Disp
lay to
ol
10. In
teract
ive whit
eboard
11. Ed
ucatio
nal ga
me
12. Mult
imedi
a (sho
wing)
13. Mult
imed
ia (watc
hing)
14. Sp
readsh
eet
15. Vi
rtual
manipu
lative
16. W
eb-ba
sed re
search
17. W
ord pr
ocessi
ng
18. Othe
r (make
note)
0%10%20%30%40%50%60%70%80%90%
100%
TechnologyTeacher Directed
2010-20112011-2012
Power Walkthrough Data
1. Non
e
2. Brai
nstorm
ing/Id
ea Mapp
ing So
ftware
3. Calc
ulator
s
4. Click
ers
5. Coll
abora
tive a
pplica
tion
6. Com
munica
tion t
ools
7. Data
colle
ction t
ools
8. Diag
nostic
/presc
riptiv
e syst
em
9. Disp
lay to
ols
10. In
teract
ive whit
eboard
11. Ed
ucatio
nal ga
mes
12. Mult
imed
ia (cr
eatin
g)
13. Mult
imed
ia (w
atchin
g)
14. Sp
readsh
eet
15. Vi
rtual
manipu
lative
s
16. W
eb-ba
sed re
search
17. W
ord pr
ocessi
ng
18. Othe
r (make
note)
0%10%20%30%40%50%60%70%80%90%
100%
TechnologyStudent Centered
2010-20112011-2012
Power Walkthrough Data
1. Dramatization/simulation/modeling2. Experiment3. Assessment
4. Independent practice or worksheet5. Individual student interview/demonstration
6. Learning game7. Oral reading
8. Peer teaching9. Student discussion
10. Student drawing/graphic organizing11. Student performance/presentation
12. Silent reading (little evidence)13. Student writing/journaling
14. Teacher directed lecture (little evidence)15. Teacher directed question/answer
16. No evidence
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%
Indicators of Learning
2011-20122010-2011
BREAKPlease take 10 minutes.
EFFECTIVE AND EFFICIENT OPERATIONS
Financial Management SystemProcurement
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
SAFE AND ORDERLY SCHOOLS
PSS Goals and ObjectivesEmergency Management Drills
SAFE AND ORDERLY SCHOOLSGoal:• 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
SAFE AND ORDERLY SCHOOLSEmergency Management
Dionne Santos, PrincipalAdministrator/Commander/PIO
Lou Connie ManglonaStaff Support Services
Teachers/Teacher AidesStudent Support
ServicesSpEd Progam
Carmen FarrellParents Support
Services
Rodel ManluluTraffic Director
SAFE AND ORDERLY SCHOOLSGoal:• 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
SAFE AND ORDERLY SCHOOLSGoal:• 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.
PARENT ENGAGEMENT AND COMMUNITY PARTNERSHIP
PSS Goals and ObjectivesPTSA OrganizationParent Literacy and Training
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.
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
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.
PTSA OrganizationPTSA Officers• President: Shirlin Abaga• Vice President: Angela Reyes• Treasurer: Sheila Dela Cruz• Secretary: vacant• Teacher Representative:• Student Representative(s):
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.
SCHOOL-HOME COMPACT
School Parent
Teacher
Student
School-Home Compact
HIGH PERFORMING WITH HIGH RELIABILITY SYSTEMS
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
SYSTEM –WIDE ACCREDITATION
• Success in Sight with McREL• ASSIST
PARKING LOTAny questions??
SCHOOL CAFÉ Operating Principles
OPERATING PRINCIPLES