Saipan Southern High Schoolsaipan.com/edu/sshs/SSHS Action Plan 2006-2009 MTR Full.doc.pdf ·...

SAIPAN SOUTHERN HIGH SCHOOL - 0 -

Saipan Southern High School

“HOME OF THE MANTA RAY’S” _______________________________________________________________________________________________________________

Western Association of Schools & Colleges Self-Study Follow-up 6 Years Mid-Term in Review 2006-2009 Peter James Le’au, Principal Andrew Golden, Self Study Coordinator (SC) Craig H. Garrison, Site Administrator


C O M M O N W E A L T H O F T H E N O R T H E R N M A R I A N A I S L A N D S P U B L I C S C H O O L S Y S T E M P . O . B O X 1 3 7 0 S A I P A N M P 9 6 9 5 0 P H O N E 6 7 0 - 6 6 4 - 3 7 0 0 F A X 6 7 0 - 6 6 4 - 3 7 9 8

Saipan Southern High School Grades 9 – 12 Enrollment : 741

District Demographics: 12 Elementary Schools 4 Junior High Schools 5 Secondary High

Schools Total enrollment : 11,008 Public

© Saipan Southern High School P.O. Box 500268 Saipan MP 96950

[email protected] http://www.saipan.com/edu/sshs


Forward Saipan Southern High School was founded August 19, 2002 by the Commonwealth of the Northern Mariana Islands Public School System Board of Education. Initial enrollment at Saipan Southern High School introduced 744 students in grades from 9th to 12th to the newest high school in the Commonwealth of the Northern Mariana Islands. Current student enrollment has remained relatively same in numbers with +/- 50. In the spring of 2006 Saipan Southern High School received a full self study review. The WASC team visit resulted in a full term accreditation award of six (6) years with a midterm review scheduled for year three (3). Since the full self study visit the school has continued to use the follow-up process in monitoring the accomplishment of the revised school wide action plan. As we strive to continue towards higher achievement and learning for all students we have faith in the belief that the Home of the Manta Rays is a welcoming and convincing learning environment where all students have access to the resources they need to achieve.

Table of Contents Forward ii

WASC Visiting committee 3

Board of Education 4

Administrative Staff 4

Schoolwide Leadership Team 5

Focus Groups 5

Home Groups 6

Self Study Process 9

Chapter I: Student/Community Profile 10

Demographics on Ethnicity 12

SAT Achievement Data 15

General School Information 19

Chapter II: Expected Schoolwide Learning Results (ESLR’s) 24

Chapter III: Progress Report 27

Chapter IV: Self Study Findings 30

Quality of the Schools Program 30

Category A. Organization for Student Learning 30

Category B. Curriculum & Instruction 57

Category C: Support for Student Personal and Academic Growth 70

Category D: Resource Management & Development 83


Chapter V: Action Plan 85

Glossary 116

Addendum 118

Teacher Timetables

School Calendar

Bell Schedule

WASC Visiting Committee Members Saipan Southern High School

3 Year Follow-up WASC Visit February 26th, 2009

Mr. Joseph Peter Laturnau School Renewal Specialist Aiea High School 98-1276 Ulune Street, Q7 Aiea, Hawaii 96701

Ms. Ann Horiuchi Educational Specialist 1209 Haloa Drive Honolulu, HI 96818


CNMI Public School System State Board of Education

P.O. Box 501370 Saipan, MP 96950

Mrs. Lucia Linda Blanco-Maratita Chairman Mr. Herman T. Guerrero Vice Chairman Ms. Marylou S. Ada Secretary/Treasurer Ms. Galvin S. Deleon Guerrero Member Mr. Denise Tanya King Member Mr. Scott Norman Non public School Representative Ms. Louvelle Borja Student Representative Vacant Teacher Representative

SSHS Administrative Staff

Mr. Peter James Le’au Principal Mr. Craig H. Garrison Vice Principal Mrs. Romona Maratita Administrative Officer for Business Mr. Donald San Nicholas Acting Secretary for Administration


SSHS Schoolwide Leadership Team

Principal : ………………………………………………………………..Peter James Le’au Vice Principal:.………………….…………………………………...…...Craig H. Garrison Self-Study Coordinator: ……………………………………………….…Andrew Golden PTA President: ………………………………………………………..…Frank Cabrera Focus Group Chairs Technology Chair ………………………………………………..…….…James Lizama Standards & Benchmarks Chair ……………………………….…….……Jesse Tudela Mission Vision Philosophy Chair …………………………………...……Shawna Sablan Safe & Healthy Schools Chair……………………………………….……Jennifer Brown PTA Committee Chair ……………………………………….…………..Michelle Rasa

FOCUS GROUPS

Technology Committee James Lizama, Chair Dianne Torres Craig Garrison Janet Guiao

Standards and Benchmarks Committee Jesse Tudela, Chair Jocelyn Manibusan Jacinta Clemon Sudi Napalan Ben Wood Arisa Peters

Mission and Philosophy Committee Shawna Sablan, Chair Arisa Peters Ben Wood Andrew Golden

Safety Committee Paul Miura, Chair Jennifer Brown Joel Punzalan Kelvin Babauta Arnold Mendiola Hilario Guiao

PTA Committee Michelle Rasa, Chair Shawna Sablan Velma Leon Guerrero Diane Torres Cheryl Indalecio Darrah Tagabuel Larry Guiao

Parent/Community Task Force Mr. Frank Cabrera, PTA President Student Task Force

Janine Maratita STUCO President


HOME GROUPS

Computer Department (Voc Ed) James Lizama, Chair Dianne Torres Jesse Tudela (Health Occ) Will Dewitt

English Department Rebecca Read Shawna Sablan Michelle Rasa Jacinta Clemon Paul Miura JROTC Department SGM. Joaquin Kiyoshi, Chair SFC Leonardo Rabago Math Department Velma Guerrero, Chair Peter Le’au Janet Guiao Joleen Punzalan Jennifer Mendiola Special Education Department Mrs. Marie Quintanilla, Chair Alfonso Yangirelit, Jr. Julie Guerrero Regula Gutzwiller Science Department Jesse Tudela, Chair Jennifer Brown Andrew Golden Joel Punzalan

Music and Arts Department Will DeWitt, Chair Sudi Napalan Physical Education Department Glenn Smith, Chair Social Studies Department Michelle Rasa, Chair Shawna Sablan Floyd Masga Paul Miura Grade Levels 9th Grade Advisors

10th Grade Advisors 11th Grade Advisors 12th Grade Advisors Counseling and Registration Department Cheryl Indalecio Jocelyn Manibusan Darrah Benevente-Tagabuel Joleen Borja


Category A: Organization for Student Learning

Counseling/Registrar J. Borja– A Computer Technology J. Lizama – A English Department P. Miura (Chair) -A J. Clemon – A Fine Arts Department A. Peters – A Math Department D. Muira-A Science Department J. Punzalan – A

Social Studies Department F. Masga- A Special Education Department G. Regula – A Support Staff K. Babauta – A PTA Officers Frank Cabrera PTA Pres – A JROTC Department J. Kiyoshi (Chair) – A

Category B: Curriculum & Instruction

Counseling/Registrar J. Manibusan-B Computer Technology D. Torres (Chair, Computer) – B English Department A. Beechler– B Fine Arts Department B. Wood) – B JROTC Department R. Haugh – B Math Department J. Taisacan (Chair) – B Physical Education Department G. Smith - B

Science Department J. Tudela (Chair) – B Social Studies Department M. Rasa (Chair) – B Special Education Department

A. Yangirelit – B B. M. Quintanilla-B

Support Staff P. Camacho – B Raul Blanco-B STUCO Janine Maratita (STUCO Pres) – B


Category C: Support for Student Personal & Academic

Growth

Counseling/Registrar D. Tagabuel – C English Department J. Cabrera – C R. Read– C Fine Arts Department D. DeWitt – C Math Department V. Guerrero – C

Science Department J. Brown – C D. Taisacan

Special Education Department J. Guererro – C Support Staff J. Salas – C L. Guiao – C L. Rabago (JROTC)

Science Department J. Brown – C D. Taisacan

Social Studies Department S. Sablan – C

PTA Officers

Category D: Resource Management & Development

Counseling/Registrar C. Indalecio (Counseling) – D English A. Elkins-D Math Department J. Guiao-Anicete – D J. Mendiola-D Physical Education Department G. Smith – D Science Department A. Golden – D

Support Staff M. Maratita (Chair) – D D. San Nicolas – D A. Mendiola – D Library S. Napalan-D PTA Officers Social Studies Department M. Rasa – D

Special Education Department M. Quintanilla – D


Self-Study Process Introduction: Our campus opened with its ribbon cutting ceremony on August 16th, 2002. We opened the doors to all secondary grade levels 9-12. Students were transferred from MHS high school on the island to make up the student population within our district plan for attendance. The Focus on Learning Self-Study process began following our initial visit application for accreditation. The WASC initial visit was met with great success and we continued to develop the school and its programs. The Focus on Learning self study began to first address the need to work within the parameters of the FOL. The involvement and collaboration of all stakeholders was, and still is, a continued approach to a successful program at SSHS. In the first year the school staff and teachers convened in staff development and all day training sessions starting the week prior to school opening. During the training, teachers, parents, and students were introduced to the Data Driven Assessment Program (DDAP) undertaken at SSHS. This program involved the entire staff and faculty at SSHS and had several components which allowed the school to develop a case study of itself during the first year of operation. The case study under the DDAP also included progressive steps towards the FOL Self-Study for accreditation as one of its components. The DDAP training sessions were ongoing and sometimes required attendance several days in a week to stay abreast of the criteria. As progress continued in the development of the Focus on Learning Self Study, the weekly staff development training schedule included the identification of specific committees to address the self study process for accreditation. Several training sessions were held to introduce the staff to the formal accreditation process. As SSHS is a new school, many of the teaching staff were also first year teachers and in need of further training in that arena. The staff and faculty formed their respective home and focus groups to begin the process of reviewing the School Wide Action Plan and the relative data collected to insure continued assessment and progress in meeting high student achievement directed at the school ESLR’s. Additional training was provided to teachers, students and parents at both state level and school level to enhance the commitment by all stakeholders.

Through this process of review and reflection, the clarification of the schools Mission, Vision, Philosophy and our Expected school Wide Learning Results, were ongoing. As data was collected from various programs and surveys as well as state and national examinations, the assessment of the student programs and their impact on student learning with respect to the criteria outlined in the school ESLR’s, was reviewed and subsequent changes or modifications were made.

Preface


Following the initial development of the School Wide Action Plan (SWAP), it was distributed to all stakeholders in both draft form and in final copy during the beginning term of the schools opening. Following, the SWAP was reviewed in a continued process of development and reflection of where we were meeting goals as outlined by the SWAP and where we needed changes as goals were being met. The criteria to be addressed from the schools initial WASC visit was taken to task as a priority following the initial visit report and has subsequently been addressed. Further review of the SWAP by the stakeholders has resulted in changes

to areas which help further integrate subject area/programs and supports our plans to address identified growth needs.

Overall we feel we are moving forward with our achievement goals. The data clearly shows that the trend is positive with some areas meeting and exceeding expectations and others still showing progress last year. The data is consistent with the significant progress from the opening of school in 2002 where we have seen continued increase in scores. The critical areas of follow-up after the full self study visit were addressed by looking at the previous years disaggregated scores in the given areas and the focus teams were formed by department to task the areas which needed improvement.

Although, the CNMI and its schools face some unique challenges in education and student learning, the overall process of the Focus on Learning Self Study towards accreditation does not present a need to significantly modify the model self-study process.

CHAPTER I: Student/Community Profile and Supporting Data Saipan Southern High School currently is the third public High School on the island of Saipan in the Commonwealth of the Northern Marianas Islands. It is home to a student body approaching 750 students from a diverse background of culture and ethnicities. The student body is made up of children from many islands throughout the pacific in addition to China, Korea, Philippines, and Thailand. The islands of Chuuk, Pohnpei, Marshall’s, Fiji, Samoa, Guam, Palau and others are all represented including the local population of Chamorro and Carolinian students form the majority.

These students have a wide division of educational backgrounds and cultures. The task of education in Saipan is often wrought with the obstacles of multi- language classrooms, and for many, a lack of formal education prior to entering high school. Whilst the teaching staff is majority of local island hires, many off island hires have been in the CNMI for years taking to task the arduous job


of helping the students get to where they want to be and to become self directed. The economic opportunities are limited on Saipan and many students face the challenges of poverty everyday. The families of many students are fractured at best, with many students living with an extended family member or relative other than their biological mother or father. The family unit is often well behind the student in education and this aspect continues to effect the learning of the students and the school environment. The fact is that many students following graduation face uncertainty unless college is in their future

plans, given the economic status of many students this is the challenge. Hence, in the face of problematic social and economic conditions, schools which are willing to educate socially and educationally challenged students are a vital necessity. Such a school is Saipan Southern high School.

Whilst many of the problems that we face at SSHS often mirror those of inner city schools we are fortunate that they are not at the levels that we see nationally. However, we still face a very unique situation here in the CNMI where the academic abilities of our students continue to test in the lower rankings. This we attribute mainly to the extreme diverseness of our student population and the cross cultural and socio-economic impact from the Pacific on the development of the child’s education. Whilst we do experience substance abuse, minor violence, and adolescent discipline problems, we try to support all aspects of the student’s mental and physical well being. Our free and reduced lunch program enrollment continues to grow each term, although, we feel that we want to continue to make changes to allow a greater participation in this area to insure that no child is left behind nor hungry while at school. Our school population is near equal in gender and we tend to offer equal programs for both in athletics and in academics. The JROTC program is key to many students who find that the military can often be the only way to a college education. The school provides both before school and after school tutoring as well as job training for many of its students. The normal school day at SSHS seems to welcome new and innovative programs which set the pace at a higher level of learning. This we feel can be accomplished where the ideal setting is a community of learners both day and night.

Student David Bautista: Accepted into the US Military School of Music


General Student Demographics SSHS is home to a student body approaching 740 students from a diverse background of culture and ethnicities. The student body is made up of children from many islands throughout the pacific in addition to China, Korea, Philippines, and Thailand. The islands of Chuuk, Pohnpei, Yap, Palau, Samoa, Guam, and others are all represented including the local population of Chamorro and Carolinian students form the majority.

Student Population by Gender 2008-2009

1st Term 2008-2009 Student Population by Grade Level

1st Term 2008-2009 Average Daily Attendance by Grade Level

Student enrollment has remained fairly constant for the opening of the 2008-2009 year during the first semester and the school continues to see one the highest average daily attendance rates in the CNMI with the first term averaging approximately a 97% ADA rate. We feel the school programs and school climate have largely contributed to this and early indicators are showing that future achievement data is aligned with the expected achievement results.

1st Term 08’-09’ 9th 10th 11th 12th Total

Male 160 111 54 48 373

Female 126 125 52 62 367

Total 286 236 106 110 740

1st Term 08’-09’ 9th 10th 11th 12th Total

1st Term 2008-2009 291 234 106 102 733

2nd Term 2008-2009 288 236 106 110 740

1st Term 08’-09’ 9th 10th 11th 12th Totals

1st Term 2008-2009 282.8 227.1 100.3 101.2 711.4

2nd Term 2008-2009 275.7 228.5 103.1 109.6 717.6


General Student Demographics on Ethnicity The data in the table below is displayed to show the actual breakdown of different cultural influences on campus. This is significant because many students have language barriers in addition to deep seeded cultural beliefs both of which are the biggest challenges facing the community at large as well as the learning and instruction. These challenges may be shown to have higher rates of differences in grades or dropout rates for a given population. The graph on the following page displays this information.

Citizenship Ethnicity Fiji 1 American/Other 7 FSM 33 Carolinian/Others 20 Korean 9 Carolinian 63 Palauan 9 Chamorro 323 Philippines 7 Chamorro/Carolinian... 33 Rep of China 2 Chamorro/Filipino... 17 Thai 1 Chamorro/Other 61 United States 709 Chinese 2 Chuukese 27 Fijian 1 Filipino 80 Japanese 2 Korean 14 Kosraean 1 Marshallese 10 Bangladeshi 1 Palauan 43 Ponapean 14 Samoan 3 Thailand 2 Yapese 8


Number of students eligible for free or reduced lunch. 212 students applied and 198 were eligible in 2008. SSHS continues to try and make changes to try and improve the free & reduced participation for free meals. Which currently reflects a 27% participation rate. We still feel this is not reflective of what it could be as so many students do not wish to participate that otherwise may be eligible but fear of the stigma attached to free & reduced meals. Graduation Rates Graduation rates are produced based on tracking the number of students entering in the beginning of the transfer year as freshman class and then following them through year four to determine what percentage has been able to complete the four year study. The results for this purpose exclude students who have graduated but entered within the four year period such as a senior grade student.

Graduating Seniors Class of 2008 169 Graduation Rate 89% Retention/Drop Out Rate 11%

One of the biggest contributing factors to dropout is that many of the students in this small island community have relatives living in other parts of the island, or what are other districts, and so what happens often enough, is any given student may leave their home to live for a year or even a term, with an extended family member and then subsequently change schools and re-enroll at a different one. In addition, students often do not tell the school when they are doing this, as well as that there is no district policy enforcement of the residency requirement. The district has also redefined the graduation requirements in an effort to display rigorous academics by increasing the number of credits in subject areas such as 4 to 8 in English and 4 to 6 for mathematics. Hence, the data that shows students that may be included in a dropout rate becomes very subjective and lends itself to inaccuracies. Although the ratio for teachers is appearing to be at an acceptable level, the reality is that due to some classes having lower student numbers such as resource rooms and selected fine arts or AP classes etc, this results in other classes having a much higher teacher to student ratio such as 30:1 in some cases. Larger classrooms in terms of square footage and methods training for larger class sizes are being utilized to help alleviate some problem areas. As a school we are faced with many of the challenges of those similar to international schools due to our location. Teachers usually will spend one to three years as part of their career. Usually we see those at both ends of the career spectrum. First time teachers out of college and then those who are embarking on a new career. However, every effort has been made in the past to recruit our own graduates back to teach as there is a likelihood of longevity in their teaching. In the end, the HRO officer and the current PSS program tries to do all the recruitment, however, again we are attempting now to build a campaign to do our own recruitment to supplement those efforts at the district level that may fall short of expectations so that we can be fully staffed each year.


Student Academic Achievement Data Based on SAT 10 scores Across Subject Areas This data on the following page describes the performance of the typical student in this group compared to the same students in the same grade across the nation. The battery scores provide an overall indication of this groups performance. The typical student in this group scored in the middle range for the grade which means that the group’s performance was average.

The graph above shows the overall battery scores on SAT 10 since our last full self study show that the school has EXCEEDED the Public School System wide target goals for achievement.

The graph above marks the SAT 10 Complete Battery data for the past three years under the follow-up review. The goal of an increase in 5%ile rank points was successfully met and exceeded at the 11th grade level for the 06-07 school year and remained relatively flat for 07-08, however there still showed a marked increase at the 9th grade in year 06-07-08 scores. We believe that the 07-08 school year was exceptionally difficult due to many environmental factors including power outages and overall the disruption was negatively influencing the ability of students and even faculty to stay focused and on task. However, we believe this has passed and that the 2008-2009 school year will bring continued success at a higher rate.

Total Reading 36 PR Language Expression 48 PR Reading Vocabulary 26 PR Spelling 56 PR Reading Comprehension 43 PR Science Thinking Skills 46 PR Mathematics 43PR Social Science 46 PR Language 44 PR Thinking Skills 44 PR Language Mechanics 40 PR COMPLETE BATTERY

2008 44PR


3246 4338 44 49

0

10

20

30

40

50

60

Mathematics 2006

Mathematics 2007

Mathematics 2008

11th

9th

Overall Reading combined SAT 10 (RT) scores shown reporting comprehension, vocabulary, and reading data for the past three years under follow-up review. The goal of an increase in 5%ile rank points was successfully met and exceeded at the 11th and 9th grade levels for the 06-07 school year, although the score remained relatively flat for 07-08 at the 11th grade. However there still showed a marked increase at the 9th grade in 06-07-08 scores. The chart on the left shows the reading trends since the opening of school as increasing or constant each year.

Mathematics SAT 10 data for the past three years under follow-up review. The goal of an increase in 5%ile rank points was successfully met and exceeded at the 11th and 9th grade levels for the 06-07-08 school years, although the score remained flat for 07-08 at the 11th grade. However there still showed a marked increase in years 06-07-08.

Overall English SAT 10 data for the past three years under follow-up review including language, mechanics, and expression combined. The goal of an increase in 5%ile rank points was successfully met at the 11th grade levels for the 06-07 school year, although the score remained flat for 07-08. Whilst the 9th grade scores remained flat for 06-07, there was a noteworthy increase in the 07-08 scores meeting and exceeding the 5%ile rank points goal for the school

111134 132

99 99 111

020406080100120140160

Overall English 2006



11th

9th

4.3

2.53.5

2.4

4.4

1.8

0

1

2

3

4

5

Overall Reading 2006




.


The graphs on the previous pages represent scores achieved through the taking of the Standards Based Assessment (SBA) which is a state developed tool to measure academic achievement. It should be noted that although the data seems to reflect a significant deficiency in reaching the goals of the PSS. It is the opinion of the school and its leadership that there may be serious concerns regarding the validity of the scores due to the manner in which not only the test is administered. But the number of errors found in the exam. The delivery schedules, print layout of the documents, qualifications of scorers, preparation materials, practice tests, and the editing of final copies by people other than those who are determined to be highly qualified in the area of expertise. For these reasons and more as we continue to develop the SBA exams every year and change it, we cannot place a high validity score on the actual exam and thus do not feel it is an adequate measure of achievement, rather that the SAT 10 data is a more accurate and realistic value of student achievement at the school level.


Employment Goals

Many of the students are staying on island first year. They have not decided to attend college or to seek employment first year out of high school. Some are waiting for the spring semester for entrance to college and or the workplace, others have chosen to take the ASVAB and enter the military. The social impact of job placement with the government as a fall back position is rampant. A majority of the jobs in the CNMI are under the government purview. This currently exceeds 60% of the employment data. Many students find these positions. We are also currently the lead school for the Health Academy Program where are students work in rotation at CHC (Commonwealth Health Center) hospital after training and are selected based on their desire to pursue a career in the Health occupations field as this is a major needs area for the CNMI. Students who train under the Microsoft labs will seek local employment in the computer fields and additional training in college.

Our Special Education and resource department receives occupational and rehabilitative training through assistance from Voc Rehab and the NMPASI (Northern Marianas Protection & Advocacy Systems Inc.) and the Council on Rehabilitative Services. Faculty / Staff Demographics

Teacher / Counselor Education level

General School Information Average years of experience of professional staff and advanced degrees earned.

• Average years of experience: 4.5 • Degrees: 17 BA’s 8 MA’s • 5 out of the 17 BA holders are currently enrolled in a Master’s Program

School Year Number of Certificated Number of Classified 2006-2007 26 13 2007-2008 27 12 2008-2009 27 12

School Year Doctoral M.A. (+30) M.A. B.A. (+30) B.A. Total Staff

02-03 0 1 8 12 13 34 03-04 0 1 9 10 14 34 04-05 0 1 10 12 11 34 05-06 0 1 10 12 11 34 06-07 0 1 10 12 11 34 07-08 0 1 10 12 11 34 08-09 0 1 8 9 8 26


Average salaries for teachers, administrators, counselors, and related service providers combined.

• Average Teacher: …………………….…..$31,115.96 • Average Administrator: ……………….…$47,500.00 • Average Counselor:……………………... $39,210.46 • Support Staff: …………………………….$15,266.75

Related Services Data Average salaries of non-certified personnel.

• Support Staff is: ………………………….$15,266.75 Fiscal Data

Average per pupil expenditures for the PSS as a whole and for each building in the PSS. • per student ………………………………..$2,112.46

Percent of the PSS operating budget received from the state, federal, and local sources. (This is our PSS, IAP, and non-appropriate funds)

• PSS:………………………………….. $47,643.00 (local funds) • IAP: …………………………………....$102,000.00 (Fed) • Non-Appropriated :…………...….…….$64,720.02 • Educational Tax Credit : ……..…….….$71,880.77

School calendar information, including the number of days and hours for student attendance. 180 days of instruction with 10 days make up in the event of typhoon. Calendar is on a 4 x 4 block schedule with 80min periods. The school day is 8:00am-3:00pm. Teachers work day is 7:30am – 4:30pm.

Parent-Teacher Meetings and Rates of participation. Our monthly PTA meetings were held with an average of 48 parents per meeting. Our Report Card Nights were very popular with a turn out +70% of our students Reports to be picked up each semester. Mid Progress is picked up at the classroom level for higher participation and intervention for failing students. School Accreditation We are on our third year of our initial 6yr accreditation. As a school we have been collecting data as evidence of student learning. We have also been preparing our community on Accreditation and the Focus On Learning. We completed many of the recommendations requested from the team. The challenge is PSS on CIP improvement projects for the physical education facilities. This continues to be a problem.


Parental Involvement For this school year we have had a close relationship with our parents involving them in all school activities throughout the year. For example, report card night we have a +70% turn out of parents. Parents have also been involved in our Chigasaki Japan student exchange, Career Day, all club functions, JROTC, NHS, Close Up, Music and Band are our main student clubs that have the most interaction with Parents, Teacher Parent Conferences.

Community Involvement Saipan Southern High School has always been involved with the community, through the clubs previously mentioned and through community service. We have represented the CNMI on numerous national competitions as well as island wide school competition. Because of the morale and pride that our students have for themselves, we have always been no less than second place. It is this competitive attitude that has kept the support from our community to the school. Special Education Programs As of the end of the school year 2007-2008 we were in 100% compliance with our student data and IEP’s. We were fortunate to receive a female teacher aide. Currently serving 42 students in the program We also received one additional SPED teacher. We have additional challenges in SPED with new needs such as Autism, Down Syndrome children which can often require more one-one intervention staffing.

Vocational/Technical Education programs

Our fifth year with Health Occupations II, we have 14 students doing clinical rotations at CHC in 2008. They were all evaluated and passed all physicals and requirements to work at the Hospital. Our students shadowed Lab Technicians, Medical Assistants, Radiology Techs, Pharmacists, Physical Therapists, Respiratory Therapists, Nurse Midwifes, and Nurses at CHC and were able to have the hands on experience to further their education after high school. In Spring 2008 Health Academy students were also certified in CPR Basic Life Support. For the spring 2009 there are 11 students actively participating in the clinical rotation. Our computer and computer electronics classes have been revamped

and upgraded with the help of our IAP grants. We have summer programs at University of Hawaii. Next school year we will be able to provide the education for our students to advance in these fields. Fine Arts department has flourished to be a State side level course. We also have students that will be continuing their education off island in music and the armed services.


Gifted or enrichment programs NHS, JSA, Upward Bound and Close Up are programs that enrich students in certain content areas. Social studies and mentoring in all program areas. Jazz band for Community. NFL, Math Counts, and Academic Challenge Bowl. These programs allow our students to attend colleges such as Yale, Harvard, and Stanford as well as visiting the House and Senate buildings in Washington D.C. and the White House.

Advanced Placement Programs We tested students for the first time in 2003 with AP Biology, AP Art, AP English. In 2004, AP groups were tested in AP English, History, Calculus. 2008 year students were tested in AP History. AP Calculus, AP English, and AP Biology. We currently seek ways to have additional programs through distance and other means being explored. JROTC Again in spring 2008 our JROTC program took top score in inspection additionally the island wide competition was awarded in 07-08. Our JROTC program participated for our Regional Formal Inspection this school year receiving the Gold Star Award which commends them in Honors Unit

with Distinction. Our program has always continued to provide top notch leadership and teamwork courses and programs for our students. They have always had our students well prepared for work or college after high school. Our program has expanded to be offered to more freshmen that will help build our program for next year. They have provided numerous activities for our students to participate in. Encampments, military competitions, fundraisers, Service Learning projects, as well as Community Service Projects, Honor guard and our Military Ball are examples of some of

the programs that our cadets are involved with. The Administration received a score of 2000 points out of a possible 2000 for their efforts to maintain the program, which earned the Distinguished School Support for Administration. School Facilities Data School/classroom conditions are still maintained and kept in excellent condition. Other than the holes and damage done to the soft exterior of the building, we still need to paint and fix the exterior. Some air-con issues are always present and addressed. Grounds and maintenance is also a daily event. Grass cutting has been done by our support staff and students. Tree planting has been done by our students and sponsored by Rotary Club International.

Major Accomplishments 1. Annual social studies fair within the school. 2. Completion of Wind Generation Project


3. AP testing program implemented. 4. Health Academy Clinical Rotation at CHC and CPR Cert. 5. Completion of our Basketball Court. 6. Completion of Volleyball Sand court 7. Wireless Campus connection improvements for students 8. E-portfolios for teachers and Seniors Grad 9. Senior Exit Exams 3yr pilot 10. Library Pro (software for library system integration to WinSchool) 11. Yearbook (printing of annual yearbook journalism grant) 12. Library Center (increase library books & magazines yearly) 13. Music Room Additional Band equipment from Rotary Club 14. Print Resource Station (multiple printer stations resource for students) 15. STAR Math Labs (computers and software for all math classrooms) 16. Language Arts Online (all grades access to online textbooks for 6 years) 17. LCD (overhead mounted LCD projectors for every classroom and café) 18. Ceiling mounted Sound systems for classrooms 19. Data Portfolio (publishing of student data portfolio handbooks each year) 20. Electronic Classroom (computers and desks for Microsoft training) 21. TestOut (software and license for Microsoft training) 22. Speech Presentations (podium and speaker microphone along with

conference style display boards for public presentations)

Federal funding provided from PSS requires each school to submit projects in grant applications that will be awarded annually. SSHS has been very successful in writing these grants and receiving a wide variety of materials especially in the area of technology for the school. These programs continue to allow the students greater opportunities to succeed and achieve in the area of our school ESLR’s. Training and support is constantly updated and provided to all teachers in staff development opportunities. Student Exchange Opportunities that promote academic connections to programs on campus as well as cultural exchange will continue to be vigorously sought out. We believe that Asia is a partner with untapped resources to prepare our students for the Global undertaking of the challenges they will face. While many students will attend American universities it is widely accepted that in the Global village students from universities all over Asia will have the skills and education to fill the top positions around the world. We all too often overlook what Asia has to offer and just how important Asia is to the American ways of life. The fields of production in textiles such as garments, shoes, media services, electronics, auto manufacturing, alternative fuel source vehicles and homes, media production and many other job fields make up a majority of Asian connections to the US mainland ways of life. Countries like Japan, Thailand, Korea, and the Philippines can be assets to the students learning. We feel that our students have an opportunity to advance themselves through a greater understanding of


the reliance of the US mainland on Asia by being a member of the Asia Pacific Region island entities and being involved.

The school approaches the implementation and monitoring of school wide programs in creative ways that are designed to seek substantially improved student performance. District support for school planning, fund management, research and evaluation, innovative programs, compliance monitoring, parenting, and staff development is supported at the school level. SSHS serves an estimated 742 students The initial evidence examined in the AYP shows that when comprehensive school planning, accompanied by school-based funding and commitment, becomes an integral

component of school district philosophy, it is a win-win situation. SSHS has been highly effective in the timely acquisition of materials both in instruction and infrastructure through administrative efforts.

CHAPTER II: Expected Schoolwide Learning Results (M-A-N-T-A-S)

MASTER CURRICULUM AND MAXIMIZE CRITICAL THINKING • Develop individual thinking by using a variety of problem-solving techniques. • Analyze various types of information. • Demonstrate creativity and flexibility. • Use critical evaluation to select positive outcomes. ACHIEVE EFFECTIVE COMMUNICATION • Demonstrate a clear understanding of verbal and written information. • Articulate clearly and concisely through oral, written, and artistic expression. • Receive, interpret and respond to verbal and non-verbal messages NEUTRALIZE CULTURAL BARRIERS • Demonstrate tolerance. • Exhibit strength by embracing individual and group responsibilities. • Gain awareness and experience from sharing the significance of a multi-cultured environment. • Achieve global awareness from shared experiences. TAKE TECHNOLOGY INTO THE FUTURE • Demonstrate knowledge of contemporary technology. • Implement appropriate technology for individual and team benefit. • Utilize technology for research, preparation and inspiration. ASPIRE TO BE SOCIALLY RESPONSIBLE • Develop an understanding of local and world issues • Contribute to the school and the community.


current ELSR’s have a strong

foundation as to the direction we

want our students to go.

• Manage relationships within culturally-diverse settings. • Demonstrate self-awareness, social skills and ethics. • Take responsibility. • Demonstrate punctuality and preparedness. STRIVE TO BE A LIFELONG LEARNER • Function as self-directed independent learners. • Assist others in achieving personal and academic success Upon review and reflection the ESLRs’ original development was lacking a wide participation from all stakeholders as the new school got started. In subsequent meetings with PTA, staff and students resulted in the ESLR’s taking a more definitive direction. The original group consisted of the members of the student body under STUCO, the SSHS student council, the PTA members and community, and the school staff and administration. Since then, the Expected School Wide Learning Results for Saipan Southern have been continually reviewed and targeted for achievement while in the pursuit of the best for our students. ESLR’s make up a core aspect of the direction and commitment to any school program. The ability to meet the goals of the ESLR’s are in the instructional techniques and the guidance of the teachers. Expected School wide Learning Results SSHS adopted its Student ESLR’s during its first school year 2002-2003. A task committee was formed consisting of teachers, district and school administrators, community representatives,

parents and students. The Student ESLR’s express the fundamental goals of all of the school’s programs, and ultimately serve as indicators of success in the attainment of our vision of creating life-long learners. In the initial stage of the research and development process for the Student ESLR’s, SSHS looked at a number of models, not only throughout the CNMI, but across the nation as well. The SSHS staff adopted the school’s Student ESLR’s as its Expected Schoolwide Learning Results during the initial start of the schools opening. Each fall, faculty, students and parent groups once again review the Student ESLR’s to determine if changes should be made to them. SSHS’s faculty, students and parent

groups meet to discuss observable examples of SSHS students demonstrating the six Student ESLR’s. These ESLR’s represent characteristics that all Saipan Southern High School students should possess upon graduation as they prepare to navigate through post secondary life.

Involvement and Collaboration of the Stakeholders in the Self-Study Each program aspect of the FOL is tasked individually. That is the approach is systematic by taking one particular task at a time start to finish until all stakeholders are satisfied we have achieved our immediate goals for the task One of the main tasks for all teachers is to constantly be aware of the ELSR’s and integrate them into lesson planning and implementation. All stakeholders were given a pre-comment package with the ELSR’s for their independent review and to survey


how they are being used in the classroom, ie: as evidenced. Those documents were then brought to the subsequent FOL meetings and compiled by the accreditation chairman. The results were displayed in follow-up meetings and all stakeholders discussed any changes and the direction of those changes as the ESLR’s were reviewed. The ESLR’s were found to have a few changes as selected by the stakeholders, however, many were in agreement that most of the current ELSR’s have a strong foundation as to the direction we want our students to go. In the discussion on criteria of ‘What and How’ students learn several subsections addressed the ESLR’s. These are outlined below as excerpts from the meetings notes amended. What Students Learn Criterion

a. Evidence that ESLR’s have been used as the basis for development of:

* curricular goals * teaching processes * evaluation of learning * instructional competencies

• incorporating ESLR’s into lesson plans and learning activities (documented in lesson plan) • re-design of lesson plan template to prioritize ESLR’s and Benchmarks followed by teaching

activities and lessons. • Create department goals that will meet ESLR’s and Benchmark • Each department looks at standards and benchmarks and aligns them to ESLR’s

b. Evidence of Student work and engagement in learning that demonstrate the implementation of the curricular goals including effective communications, critical thinking, problem solving and application of concepts and skills in realistic situations in alignment with ELSR’s. c. The assessment processes used by professional staff to measure the expected school wide learning results. lacking: develop or attained standardized test for grade level or course, exist exam, standardized pre and post test.

“How Students Learn Criterion” (Bullets 1-7) Chairpersons and students agreed to evaluate each criterion separately according to department. We graded each department’s degree of accomplishment for each criterion on a scale of 1 to 5. Departments included were English, Math, Science, Fine Arts, Health and PE, JROTC, Computer Technology, and Social Studies. The following areas were evaluated: • (1) Students’ working and their work that demonstrates critical thinking, problem solving,

knowledge, and application. • (2) Student portfolios, projects/performances/discussions.


• (3) The degree of involvement of students with diverse backgrounds and abilities. • (4) Observations of student working. • (5) Perceptions of students about the learning experiences and their relationship to the expected

school wide learning results. • (6) The degree to which various learning styles are addressed through the

instructional processes. • (7) The level of teacher currency and master of instructional content

relative to the subject matter.

Partnerships and Collaborations

A standing committee is in place to coordinate with the community and staff, students for ESLR’s review. A solid base of contacts was established including back up guest speakers and or lectures and listing of phone numbers and contacts on a master list for the chairperson.

Leveraging resources

The job of connecting to the community is tasked to the administrative chairperson and local student governmental representative to identify those community members ready to take part in the projects at SSHS. All key meetings and appointments are scheduled by the chairperson.

Ensuring Diversity

The task ensuring diversity of the programs will be reviewed by a standing committee that will look at the development of further programs in addition to those already in place to ensure that all aspects of the students needs and those needs of the community are being met and continued to be assessed under the FOL at Saipan Southern High School

Chapter III Progress Report Significant developments

The school continues to pursue capitol improvement projects and their respective funding. The Board of Education and the Public School System have continually tried to secure funding for these projects through a 20 million dollar bond issue with the help of the CNMI government however; it has not produced any results yet. However, the school administration and its community efforts have been able to complete the development of two additional Sand volleyball Courts for the physical education facilities and are working towards the private funding of the handball and climbing wall construction. The PTA president and members have tasked this year to make every effort to recapture the property in the rear of the school form its original construction plan and so that the school may benefit


from the clearing and additional space which will provide the intended baseball diamond and other facilities as outline in the PSS 7 year-plan for school improvement. The PTA president has been researching and making necessary contacts for the review of existing permits and original designs through the local agencies such as Dept of Environmental Quality and Dept of Public Works among others as we put together a plan of action for the governing boards review. The school had suffered major interruptions due to constant power outages and closure of school facilities. The island wide problem saw its biggest impact on essential services such as to the schools and the hospitals. The school administration developed a plan to use alternative energies to assist the school so that no school closures would occur. As a result, the school has been successful in acquiring the installation of a ‘Windmill’ generation system for alternative power along with a solar panel system that will provide continues power to the schools water pumping sources and several classrooms for the operation of computers and instructional projectors etc during phase I of the program. The school also has phase II plans to make each classroom a green energy classroom by installing a solar panel and battery bank with inverter to supply the necessary power for all instructional lighting and computers. Although the green energy classrooms will not be able to provide the air-conditioning units to be operating, there is currently research being done to look at additional alternatives for cooling. The SSHS Manta Band continues to excel in their performance after taking regional band competition on the neighboring island of Guam. This was a first ever sweep of the event for a CNMI school. One outstanding graduating band member has been inducted into the United States Military School of Music and will be an active band member for the US Armed Forces. The SSHS Chemistry teacher Mr. Andrew Golden was selected the CNMI National Teacher of Year for 07-08 and met President Bush along with other state national champions. Mr. Golden’s classes continue to see improvement in the area of science across all grade levels on the SAT 10 data. The public school system has developed the exit exam for the area of mathematics which is piloted this academic year. This test follows the SSHS test for overall academic achievement. SSHS is continuing to administer the Saipan Southern Assessment of Academic Skills (SSAAS) for graduating seniors. This test is in its third and final year of pilot study.


SSHS has also completed the development of the Service learning graduation requirement for all students using a three tiered award system for hours completed recognizing during the graduation ceremony. SSHS has re-developed its E-Portfolio requirement for graduation for all students so that they can use their model accomplishments as part of college entrance portfolio. SSHS has also put in place the No Student Without Options program where all graduating seniors will have applied for college with a minimum of 3 colleges selected and all students will have also filled out the FAFSA application with the assistance of their respective counselors. This is a very bold program as it requires the counselors in many cases to help the student’s family by filling out tax papers etc and ensuring they have all the right documents step by step to college. The school hosted their Second Annual Technology Fair this year, we are also host to the SSHS National Honor Society sponsored Academic Challenge Bowl for all schools, students participate in Math Courts, Mock Trial, the Island Wide Science Fair. SSHS JROTC Manta Rays Battalion was awarded again this year the highest score on mid review inspection by the visiting team staff. Additional grant awards continue to be received with grants in the areas of library books, classroom resources, technology for students such as flash drives, a laptop loan program, software for reading, mathematics, and e-book technology. Grants have provided infrastructure improvements in each classroom with ceiling mounted sound systems and wireless podiums. The cafeteria has been transformed into a multi-media production studio and conference center with multiple projection screens with digital recording and editing software and equipment.

The school continues to achieve in areas related to the above discussions and it is the belief of the school that the overall positive school climate contributes significantly to the achievements that have been made even in the face of the change in the external climate of the island as a whole due to economic turmoil and uncertainty.

Self-Study Findings Process

Step I. The development of a systematic approach to the implementation and monitoring of the school wide action plan involves core S.W.A.P Review Committee” (SRC) team members to meet on Saturdays once a month to review and recommend further action needed in the individual action plans, based on the review of the students classroom data, quarterly mid-progress reports and any demographic data. At this time parents and students as well as PSS central office personal are invited to participate. The teams then come together the following week during the general


weekly school wide Professional Development and disseminate that information. They will make further recommendations based on any additional input from stakeholders. Step II. Each team action plan is then integrated into the overall school wide action plan by the leadership team after careful review and consideration of all stakeholder input. The final recommendations are placed in the overall school wide action plan for ongoing evidence of the process for monitoring the accomplishments of the school wide action plan and annual yearly progress reports, which contain most of the empirical data that is needed for the stakeholders to understand that process and the progress that has been made. Step III. At the conclusion of each review and the final updated version of the school wide action plan has been amended for the school year, a permanent copy is published by the school and distributed to all stakeholders and the governing board through the Commissioner of Education.

Chapter IV – Focus Groups (Quality of the School’s Program)

A. Organization for Student Learning: A-1 School Purpose Criterion: To what extent has the school established a clear statement of purpose that reflects the beliefs and philosophy of the institution? Is the purpose further defined by adopted expected schoolwide learning results that form the basis of the educational program for every student? What is currently in place? For the past three (3) years, the school has operated under the six (6) Student ESLR’s. The Student Expected Schoolwide Learning Results (ESLRs) have been incorporated thoroughly into the curriculum at SSHS. Charts of the ESLRs are posted in every classroom and refer to the relationship between the curriculum and the ESLRs. Currently the Student ESLR’s, which have been consistently posted in classrooms are embedded into the curriculum along with State frameworks and State Standards for the various course curriculum. Evidence Location ESLRs Chart Classrooms, Parent/Student Handbooks, Faculty Handbook Mission Statement Parent/Student Handbook, Faculty Handbook PTA Council Meetings Agendas & minutes on website Content Area Standards District publications, posted in Classrooms

What has been started? The SSHS Focus Group on Vision and Mission developed additional Belief Statements. We believe this Vision Statement embodies our community’s needs and beliefs. It emphasizes the importance of collaboration and compassion for high levels of student achievement. The group is made up of


representatives of all stakeholders. Evidence supports these are the “Beliefs” of the High School. The school’s commitment to each of the Beliefs’ is evident in the following: Saipan Southern High School believes: 1. That each member of our school community plays an integral part in making student success a certainty. 2. That all students are provided the necessary resources and opportunities to become successful, critical thinkers, effective communicators, culturally sensitive, technologically literate, and socially responsible. 3. That all students are capable of learning and as such, we educate the whole person, providing students the necessary support to achieve their potential. 4. That we value diversity and promote tolerance, and espouse understanding and compassion. 5. That the aesthetic value of our campus is an important part of student achievement.

Evidence Location All SSHS Educational Community members reviewed and signed off on beliefs Evidence Box

Evidence Examined Leadership Team, Department/Staff Meeting, Parent Meetings and contacts: phone, e-mail, syllabus, Principal’s Newsletter, Back-To-School Night, College Evening Programs, Student Achievement Assemblies, PTA, Representation of parents, students, community members, and teachers. Vertical Alignment Meetings, Joint school Meetings. Business and Community Partnerships: Universities and sponsors. All support staff: Security, Cafeteria Personnel, Aides, Custodians, CNMI State Content Standards, National Standards, Staff Development Meetings, Parent Advisory Meetings, conferences, workshops, etc. STUCO assists in problem solving. Blood Drive. Police Department SSHS School Resource Officers (SRO), College and Career Center, Academy of Visual and Performing Arts, Athletics, Clubs and Organizations, Math and English Proficiency Courses, before and after-school Tutorial, after-school Math Academy, one Assistant Principal, three full-time counselors, Peer Mediation, Graduation Rate, Advanced Placement Exams, PSAT, SAT, ACT, clubs, athletics, service learning, Community Service, student member of the Board of Education, dissemination of health information by the students to their family, peer mediation conflict resolution, Toy Drive, Recycle Program, Environmental Club, school newspaper, students of art successfully complete prestigious programs and have their artwork displayed in many noteworthy places throughout the CNMI, Honors and Advanced Placement Courses, English Language Development Program, Special Education, Japanese Immersion Programs, and playoffs, Discipline Intervention Program, AP Program, Health Center, Continuing Ed/Adult School, Proficiency Classes, JROTC, College & Career Center, Parent Education & Community Outreach Program, Administrators visit all Classes, religious and ethnic clubs, can goods drives, penny drive, Recycling Club, Various Clubs, Student Assemblies, restroom facilities, athletic fields, HS Grants, (campus networked, e-mail, computers), teacher websites, Desks, Access to online, reference sources, E-portfolio’s Library: (thousands of textbooks).


What are our areas of strength? • The WASC process served as the impetus for re-examining our communal focus. • What are we all about? What do we hold true and dear? What are our dreams and

aspirations, and, What is it that will make each individual a better person and even higher achiever?

• These were our guiding questions. • The Focus Group’s inquiry and conversations resulted in our most recent Belief

Statements. • As outlined above, the school presently embodies the beliefs set out in the Belief

Statement. As outlined in the coming sections, the school also can more fully exemplify these beliefs.

What are our areas for growth? • Enhance Parent/Teacher communication by making available technology, record keeping,

better communication (Goal) • More collaboration by faculty (Goal) • Help students become more Involved Citizens through Service Learning activities in the

community (Goal) • Enhance Clubs, expand and invite parents (Goal) • Parent guest presenters to increase parent involvement (Goal) • Volunteer Presentations promoting education (Goal) • More Classroom (door) decorations (Goal) • Classes meeting in “non-traditional” classrooms • Adjust lunch schedule to accommodate activities. (Goal) • Implement recycling program (Goal) • Student groups “adopt” areas of campus, create murals, display artwork, maintain

cleanliness (Goal • Increased maintenance Staff (Goal ) • Create Green Energy profile

To what extent is the school’s purpose further defined by adopted expected schoolwide learning results that form the basis of the educational program for every student? What is currently in place? The ESLR’s are embedded in the Belief Statement and offer guidelines for shaping subject matter to “educate the whole person.” Displayed in each classroom are posters of the ESLR’s and Content Standards. Each day, teachers display the particular Standard to be addressed. Saipan Southern High School has many programs that have valuable knowledge and opportunities for students from all performance levels and with varying needs. Evidence Location Discipline Intervention Program Evidence Box AP Program Evidence Box


Tutoring Program Evidence Box Academy of Visual & Performing Arts Evidence Box Special Education Programs Evidence Box Special Education Department Evidence Box At-Risk Counselor Evidence Box Programs/On Job Training Evidence Box Programs/Job Prep Evidence Box Continuing Education/Adult School Evidence Box Clubs and STUCO Evidence Box Sports Program Evidence Box Proficiency Classes Evidence Box Workability Department Evidence Box JROTC Evidence Box College and Career Center Evidence Box Parent Ed & Community Outreach Program Evidence Box

What has been started? The school is working to improve and expand the programs already in place. All stakeholders work at improving the current supports and assessment measures by their suggestions to improve our student performance level. Evidence Location Teacher made assessments Teacher rooms/Evidence Box PSAT, SAT, SBA Results Guidance Office records Fitness testing PE Department Psychological testing Guidance Office records Department Exams Department Chair & classrooms Textbook Standards Based Exams In classrooms Resumes, portfolios, in classrooms Guidance Office has results of testing

Evidence Examined Teacher made assessments, PSAT, SAT, Fitness Testing, Psychological Testing, Department Exams, Textbook Standards Based Exams, Advanced Placement Exams, Resumes, Portfolios, Inventories, and District Assessments. What are our areas of strength?

• The school’s strengths lie in the expertise of our staff and the support we receive from our school, District Administrators, and from the Board of Education.

• The staff works with students and implements the various support systems. • SSHS’ strengths also include a clear commitment by teachers and administrators to

structure curriculum based on Content Standards and ESLR’s. This is evidenced in each


department as well as the display of Content Standards and ESLR’s in each classroom, in the Principal’s letter, and the Student/Parent Handbook.

What are our areas for growth?

• Need availability of more classrooms to allow more choices (study hall, electives) before and after school (Goal)

• Better dissemination of health service provided (Goal) • Make students more aware of technology resources on campus (Goal) • Reduce teacher to student ratio (Goal) • Increase number of vocational classes offered on campus (Goal) • Improve ELD testing rate of students in Special Education (Goals)

A. Organization for Student Learning:

A-2 Governance Criteria: To what extent does the governing authority adopt policies which are consistent with the school purpose and support the achievement of the expected schoolwide learning results for the school? Does the governing authority delegate implementation of these policies to the professional staff? Does the governing authority monitor the results?

What is currently in place? New facilities have been added to the campus to support student learning. The classrooms are adequate, clean, and have been connected to the campus computer network. PSS assists our certificated professionals obtaining their Masters degrees to further support student learning. PSS federal program grants have provided every instructor with a computer and printer capabilities both school wide and departmental, televisions, VCR, and LCD overhead projectors, sound systems, lecterns, provide a variety ways to address meeting the ELSR’s and improve student performance. The human resources of PSS and SSHS are utilized on a constant and continual basis. The office staff, counselors and assistant principal support students in various ways including academic and emotional counseling; academic advising; college and career advising; emotional support; proctoring and administering tests; producing transcripts; maintaining records; maintaining and processing grades, transcripts, letters of recommendations, and other documents. The School Board and Central administration adopt the PSS regulations and establish the guidelines for the school to procure needed items and the act as enforcement when the school needs to implement policy and regulations to students and or parents. The school’s staff offers an open office for all students and parents at any time for one-on-one and group support. No individual is ignored. All of this support is aiding the students in furthering their education. Material resources are sufficient and utilized completely and effectively in supporting the students academically. With our counseling office implementing the school wide testing and maintaining and managing the students records, the school utilized all of its funds in providing such things as pencils, papers, books, schedules, handbooks, letters, certificates, transcripts, report cards, etc. to the students, as well as pencils and boxes supplied for the testing, and office equipment from pens to computers, to copiers and fax machines for the office staff to support our student body effectively from the office standpoint.


The school’s records are maintained in accordance with the Board policy and PSS regulations, both physically and electronically for the benefit of each student by the school’s staff. PSS supports the SSHS financial resources and are sufficient and utilized completely. These resources support everything from supplying the paper to each student for a transcript to the pencils for testing to the office equipment used to maintain records and academically support the students. Financial resources come from a variety of sources, including state and federal funding that is allotted to our district student and staff fundraisers, and donations. All of these are used sufficiently and effectively. The Nutrition Program in the Cafeteria has new items that have been purchased this year to increase the information relating to nutrition and health choices students can make. These items are student friendly and are designed to help and encourage all levels of learners. The cafeteria has wireless network to the Internet for students to access other sources of information. Classrooms have access to VCR’s DVD’s, LCD’, etc. and will soon have large Flat Panel wall mounted TV’s to display instructional videos for the audio and visual learners as well as student led announcements. Through the Federal Grant program, the school was able to purchase new and better equipment, and updated learning materials such as videos, posters and instructional models and games. These instructional resources help the students with more of a visual understanding about abstract concepts. These keep students engaged and motivated and encourage learning by different teaching strategies to help improve learning and test scores from all levels of achievers.

Evidence Location Staffing Ratios Principal’s Office Classified Employee Increase Guidance Office Teacher Aides Resource Classrooms New Textbooks and books Library Supplies Budget Office Federal Grant Assistant Principal’s Office New Classroom / Facilities School Site

What has been started?


Through the district, mentoring programs for new teachers are in place to ensure the high level of instructional quality specifically targeting to improving student learning. Also through the district, teachers on special assignment have been allocated to the mathematics department, who specifically identifies mathematical programs, curriculum, or activities that address the state driven standards. Through the Federal programs office, grants opportunities are provided to those proposals that can identify a student need and demonstrate measurable student achievement. The BTSA Program is also being implemented at the school level although it continues to lack support from all stakeholders.

Evidence Location District Mentoring Program District Office Federal Grants, District Office Teachers on assignment District Office BTSA (Vice Principals Office)

What are our areas of strength?

• The SSHS campus has a strong relationship with the community, and is able to tap resources within the community to fund various programs. The Saipan Rotary Club, Korean Business Association, CNMI Local Government, are some of the organizations that make major contributions to the school.

• SSHS continues to be successful in writing grants, providing over to $1,300,000 dollars since the opening of school.

• PSS and Community support for the use of funds for numerous development programs continues to be available.

• The school partnered effectively with the community in the recent green energy wind project

What are our areas for growth? Need to establish communication between school and community businesses promoting the success of students. (Goal) Need to develop more community liaisons between the school and business sector. (Goal)

A. Organization for Student Learning: A3. School Leadership Criteria: To what extent does the school leadership make decisions to facilitate actions that focus energies of the school on student achievement of the expected schoolwide learning results? does the school leadership empower the staff? Does the school leadership encourage commitment, participation and shared accountability for student learning? What is currently in place? As a result of reviewing data driven decision making assessment, many of the programs needed are taken on by teachers who volunteer to oversee or direct the project. In this review of student achievement, it has become one of the primary goals of the mathematics department to ensure the greatest number of students satisfy the minimum completion of Algebra 1. Within the past year, the CNMI and SAT assessment results have directly influenced the curriculum. Practical Math is offered


to students who repeatedly fail to progress beyond Algebra 1. These students are also targeted to improve their Pre-Algebra math skills. After-school mathematics tutoring has been expanded, identification of students who need tutoring has been added to report card comments. All counselors, administrators, and instructors are actively encouraging students to attend tutoring sessions as needed. The math department chairperson has taken the lead on the STAR math computer lab project and computer assisted testing. The school started the Health Academy for the PSS which

sends our students to work at the local hospital which is plagued with staffing shortages and are in need of trained staff. This program is designed to bring the student into the field thus fulfilling the need of the CNMI’s healthcare. Common ongoing, semester, and year-end standards-based assessments among instructors of the same discipline are being implemented. For example, Algebra students who lack the necessary math skill sets or prerequisites are being identified through early standardized testing in the math computer labs during the first month of school. Academic standards and expected school-wide learning results drive the school’s programs. This can be observed in the standardized testing which are administered by the Counseling Office every year. These tests are offered either on a mandatory or voluntary basis, with the Counseling Office, overseeing, collecting, and counting tests, while upholding all academic standards. Mandatory tests, which are funded by State and Federal governments, such as the SAT and SBA, are given to measure student subject learning and are used to uphold academic standards, SSHS maintains filing and document all changes with forms and papers and keep records of any and all changes, and track and account for the academic progress of each student. Evidence Location New Equipment, including copiers, computers, and printers. Front Offices Health Academy Evidence Box Algebra 1A Math Department STAR Lab Student Test Results Guidance Office

What has been started? Algebra curriculum has been enhanced with the use of Accelerated Math, specifically targeting state directed standards through computer technology. Accelerated Math programs have been introduced to the Practical Math, Geometry, and Trigonometry curriculum as well. Professional development activities have been introduced at the district level and high school site. Assessing current levels of student achievement, has indirectly led to state compliance. Multi-level learners are emphasized through the course. Instructors are encouraged to attend outside institutes, conferences and workshops to help improve their professional skills in increasing student achievement. In-house computer technology workshops help staff keep current with technology and seek new ways to


improve instructional methodologies to improve student achievement in the classroom. The Saipan Southern campus also provides an opportunity for community members to fund various projects. These grants are reviewed for educational merit, and are allocated on a competitive basis. Standard assessment of student achievement has also identified a large number of students who require additional mathematical courses to ensure compliance with graduation.. Included are additional course proposals to introduce Trigonometry (pre-calculus), and AP Calculus. With a number of students completing AP Calculus, additional courses must be created to insure that these students have four quality years of mathematics to retain their competitiveness to university admission requirements.

Evidence Location Accelerated Math Department Professional Development District Office Grants District Office ( Federal programs Office) High School SPED Coordinator

What are our areas of strength? • SSHS staff and administration are receptive toward adapting the school’s programs to

address the needs of the students and teachers. • Assessment data is used to plan the course offerings to better use limited instructional

resources, and most effectively deliver standards-based material. • Creation of smaller classes, tutoring programs, different class offerings, and various other

adjustments to the curriculum reflect this flexibility.

What are our areas for growth? • Rigid class schedules for AP and honor students do not allow flexibility for elective

courses nor for the interaction between themselves and lower achieving students who would benefit from such collaboration. (Goal)

• Lack of adequate funding for elective classes due to the lower number of AP and Honors enrolled students. (Goal)

A. Organization for Student Learning A4 Staff Criterion: To what extent are the school leadership and staff qualified for their assigned responsibilities? Are the school leadership and staff committed to the schools purpose? Does the school leadership engage in ongoing professional development that promotes student learning?

What is currently in place? The administrative team at SSHS and the CNMI School District support the faculty in facilitating student achievement by providing valuable leadership and resources. Both administrators have been together as a team for nearly a decade of administrative experience in the CNMI. The Principal is a proud recipient of the presidential award in Mathematics for the US Territories and Insular Areas and the Assistant Principal is a professional grant writer and


professional teacher trainer. Both having attended graduate schools in California. Teachers are provided with opportunities for professional development and resources to aid in the improvement of teaching methods. Teachers are formally and informally observed and evaluated by administrators every year or by term. Evaluation criteria is based on the CNMI Standards for the Teaching Profession. As part of the evaluation process, administrators support teachers in creating plans for professional growth as an educator. New teachers are provided with in-services and materials to aid them in classroom management, and are monitored and supported through the BTSA program. All new teachers attend district trainings before school starts to familiarize them with district policies and procedures. Staff development in-services are held for all faculty members twice a year during State development days address topics relative to areas of importance to providing successful education. As data is evaluated concerning student achievement, administrators develop plans of action to address areas of weakness in student performance. Additionally, the school has experienced dramatic changes relating to the use of technology. Trainings have been made available to teachers for the development of skills relating to email usage, digital movie production, electronic grade reporting, and district webpage usage. The high school staff now communicates primarily electronically through the school orientations to incoming students regarding academic planning at the high school level. They are a support system for students and faculty by ensuring that students are appropriately placed in classes and by maintaining student records and data. Counselors attend technology trainings to achieve proficiency in the use of WinSchool, our student information system, and to acquire a working knowledge of the allowed use of technology and inter-net as it relates to minors. They maintain student transcripts and grades, and are vital in the facilitation of state testing.

Faculty members collaborate with peers inside and outside of their departments to design semester and unit plans that are consistent within departments and that compliment others. The entire faculty meets monthly for briefings from administration. The meetings also feature presentations from teachers to promote awareness of issues at the school concerning a variety of issues, such as training and enrichment opportunities, student productions and community projects, and basic awareness of SSHS programs. Teachers meet regularly within their departments to discuss curriculum issues, opportunities for professional development, and pertinent issues that arise during the school year. In some departments, teachers also meet informally with teachers within their subject matter to discuss and plan curriculum. Teachers maintain classroom environments that are conducive to learning, and post information relevant to student success (such as standards for mastery, intended Student ESLR’s, and daily agendas). Teachers increasingly use technology in classrooms to support instruction. Additionally, students receive training in the use of technology for research and presentations. Many teachers maintain class web pages for communication with students and parents.


Evidence Location Administration New teacher orientation in-service materials Evidence Box Staff development calendars for 2002 through 2006 Evidence Box Teacher evaluations based on the CNMI Standards for the teaching profession Evidence Box Samples of goals and plans developed by teachers during the evaluation process Evidence Box August welcome letter from administration to faculty (outlines professional development) Evidence Box

What has been started? A recent mandate has been announced that requires all teachers to obtain the Praxis I & II for their CNMI credential. Our district offers training to teachers who qualify. Our district has implemented the practice of only hiring teachers that are fully credentialed and have the Praxis I & II to meet High teacher Quality. All teachers are expected to meet this requirement by the start of 2006-2007 school year. This year, due to the school’s focus on improving the mastery of Math and Reading for our students, our Math and English departments are attending professional development opportunities to be exposed to different methods in teaching Math and Reading. Evidence Location SSHS WASC Self-Study

Evidence Examined? BTSA Program; Record of professional developments and scheduled planning time; Bell Schedule Committee; Records of Community Collaboration; Site memos; Snapshot of SSHS information; Social Studies Guide to Success; Leadership Team roles and responsibilities; PTA minutes and information; In-services documentation; Winschool program; student work; district memos and programs; course syllabi; school brochures.

What are our areas of strength? • CNMI PSS School District is a considerably small district. Communication is good among district staff and faculty. • To support new teachers, the school provides the BTSA program. A qualified BTSA mentor monitors new teachers, and meets with them to provide support. • The SSHS administration recognizes the importance of staff development and allocates funds for that purpose. • In addition to the scheduled time for departments to meet and evaluate curriculum, many teachers collaborate on their own time to insure that the academic standards are adequately embedded into their course content.


• Many of the school’s teachers attend staff development opportunities outside of school in areas of interest to them. Though some opportunities are funded by department budgets, many teachers invest their own money into personal professional development. • The Saipan Southern High School staff is collaborative and cooperative. Because the CNMI is a small district, Saipan Southern High School has the opportunity to have key businesses in its community get involved in the high school.. Our small community, both within the school and the surrounding community, affords opportunities of partnership between local individuals and local businesses with our school.


• Though the site administration has a strong record of providing faculty and staff with training opportunities and allocating funds, recent budget constraints have severely stifled the allocation of funds for professional development. Increased state funding remains a primary means for improving this situation, however there is also room for furthering community relationships that will support the high school with financial contributions. Community relationships should be nurtured and expanded. • The schedule needs to be changed to allow for teacher collaboration and professional

development opportunities. Teachers have formed a committee to address possible schedule alternatives to improve the situation.

A. Organization for Student Learning

A4. Staff Criterion Cont’d To what extent are leadership and staff involved in ongoing professional development that promotes student learning?

What is currently in place? Records of staff credentials and training are maintained at the school and district office. The district now employs the policy of hiring only credentialed instructors to the best of its ability. Additionally, the district has mandated that all faculty members obtain the Praxis I & II certification, in compliance with No Child Left Behind (NCLB requirements). The administration is pro-active in addressing the needs of students. At the school-wide level, faculty is provided with semi-annual professional development trainings at the state level that are specific to student /teacher needs as identified by the central administration. Student learning needs are identified annually using the results of annual state SBA testing. These include such trainings as differentiated instruction, teaching literacy skills across the curriculum, and vertical teaming and curriculum alignment. Additionally, weekly staff meetings serve to inform faculty of outside professional developments that are available, such as, technology trainings, etc. At the department level, subject specific trainings and professional development opportunities (within and outside of the CNMI) are announced at weekly meetings. Departments are allotted a limited amount of funds from the unit budget to be used for professional seminars, supplemental instructional materials, field trips, or other resources.


Evidence Location Administration

Records of Faculty Credentials Evidence Box Listing of all school-wide staff development the last three years Evidence Box Hiring Policy Evidence Box Samples of Staff Meeting Agendas Evidence Box

Counseling Personnel

Sample evidence of trainings attended by counseling personnel On file at District Office Evidence Box Student survey Evidence Box Special Education in service each year Records on file at the District Office

Faculty

Various flyers and memos regarding professional development opportunities Posted in faculty lounge and near mailboxes in Main Office

What has been started? The district has formed a Professional Development Committee to plan professional development opportunities for our educational community. Their hope is to plan and arrange opportunities to address the needs of the school’s teachers and students. Additionally, as monetary donations come in to the school the site administration directs some of that money towards staff development opportunities that are linked to the State Standards.

Evidence Location Professional Development Committee meeting Minutes Next meeting will take place in Spring 2006

Professional Development teacher surveys Evidence Box AP Meeting Agendas Evidence Box Math department training plan SI Plan BTSA Program Evidence Box CIF Trainings Evidence Box Professional Development Committee at district level Next meeting will take place in Spring 2006 Technology Trainings Evidence Box Grade machine, email Evidence Box Inventory of AP Professional Development Evidence Box Sample of teacher workshop attendance Evidence Box


Evidence Examined? Communications from Principal and Assistant Principal, Curriculum; Record of staff development topics; Communications from ELL Coordinator; Communications from AP Coordinator; Communications from Bell Schedule Committee; School Improvements funds usage. What are our areas of strength? • The site administration supports students and faculty in providing instruction that is

conducive to all students learning. Decisions about curriculum are made at administrative levels in the interest of student success.

• There is an apparent drive to provide AP courses and challenging curriculum to students on the college track.

• Support for students with special needs remains a priority. Teachers are regularly updated with information related to students’ in their classes with I.E.P. accommodations and plans.

• The site administration advocates differentiated instruction. Teaching to all levels of students

in the classroom is an ongoing theme at SSHS.


• Most teachers continue to agree that the delivery of differentiated instruction would improve tremendously if there were more time worked into the schedule for teacher planning and collaboration. Teachers need more planning time to fine tune lesson plans so that every child is reached during lessons. (Goal)

• The SSHS faculty is very busy with class preparations and assessments, participation in student clubs and organizations, and committee involvements. Many times the business of teachers prevents them from pursuing the betterment of the school or department on a larger scale. SSHS has room to grow in the area of pursuing grants, and furthering the educational resources of the school. (Goal)

• Though the school has made tremendous advancements in the development of the library and technology department, subject departments could continue to expand personal libraries of supplementary materials for use specific to differentiated instruction. (Goal)

What is currently in place? New facilities have been added to the campus to support student learning. The classrooms are adequate, clean, and have been connected to the campus computer network. Certificated professionals obtaining their Masters degree have been added to the campus staff to support student learning. Every instructor has a computer, laptop, & printer capabilities both school wide and departmental, television, VCR, and overhead to provide a variety ways to improve student performance. SSHS’ human resources are utilized on a constant and continual basis. The office staff, counselors and assistant principal support students in various ways including academic and emotional counseling, academic advising, college and career advising, emotional support, proctoring and administering tests, producing transcripts, maintaining records, maintaining and processing grades, transcripts, letters of recommendations, etc. The school’s staff offers an open


office for all students and parents at any time for one-on-one and group support. No individual is ignored. All of this support is aiding the students in furthering their education. Material resources are sufficient and utilized completely and effectively in supporting the students academically. With our office implementing the school wide testing and maintaining and managing the students records, the school utilized all of its funds in providing such things as pencils, papers, books, schedules, handbooks, letters, certificates, transcripts, report cards, etc. to the students, as well as pencils and boxes supplied for the testing, and office equipment from pens to computers, to copiers and fax machines for the office staff to support our student body effectively from the office standpoint. The school’s records are maintained both physically and electronically for the benefit of each student by the school’s staff. Financial resources are sufficient and utilized

completely. These resources support everything from supplying the paper to each student for a transcript to the pencils for testing to the office equipment used to maintain records and academically support the students. Financial resources come from a variety of sources, including state and federal funding that is allotted to our district student and staff fundraisers, and donations. All of these are used sufficiently and effectively. The schools installation of a Wind Generation system begins the first phase of becoming the first green energy school in the pacific. The Nutrition program in the Cafeteria has items that have been purchased to increase the information relating to nutrition and health choices students can make. These items are student friendly and are designed to help and encourage all levels of learners. The cafeteria has wireless network to the Internet for students to access other sources of information. Classrooms have access to VCR’s DVD’s, LCD’, etc. and large Flat Panel wall mounted TV to display instructional videos for the audio and visual

learners. Through the Federal Grant program, the school was able to purchase new and better equipment, and updated learning materials such as videos, posters and instructional models and games. These instructional resources help the students with more of a visual understanding about abstract concepts. These keep students engaged and motivated and encourage learning by different teaching strategies to help improve learning and test scores from all levels of achievers.


The Manta Ray café’ and studio is available to all classes for media development and daily bulletin.

Evidence Location Staffing Ratios Principal’s Office Teacher Aides Classrooms New Textbooks and books Library Supplies Budget Office Federal Grants Assistant Principal’s Office

What has been started? Through the district, mentoring programs for new teachers are in place to ensure the high level of instructional quality specifically targeting to improving student learning. Also through the district, teacher on special assignment has been allocated to the mathematics department, who specifically identifies mathematical programs, curriculum, or activities that address the state driven standards. Through the Federal programs office, grants opportunities are provided to those proposals that can identify a student need and demonstrate a measurable improvement to student achievement.

Evidence Location District Mentoring Program District Office Grants, District Office Teachers on assignment District Office


• The SSHS campus has a strong relationship with the community, and is able to tap resources within the community to fund various programs. The Saipan Rotary Club, Korean Business Association, CNMI Local Government, are some of the organizations that make major contributions to the school.

• SSHS has also been successful in writing grants, such as the Governor’s Computers in the Classroom Grant, Development Directors Grant and many more providing close to 2,000,000 dollars in the past three years.

• Community support for the use of funds for numerous development programs. • Saipan Chamber of Commerce and Saipan Mayor’s Office assistance.


• Need to establish communication between school and community businesses promoting the success of students. (Goal)

• Need to develop community liaisons between the school and business sector. (Goal)


A. Organization for Student Learning A-5. School environment Criterion To what extent does the school have a safe, healthy, nurturing environment that reflects the school purpose? Is the school environment characterized by a respect for differences, trust, caring, professionalism, support and high expectations for each student?

What is currently in place? SAFE Saipan Southern High School has a number of measures to assure that the students, staff and administration are in a safe learning and working environment. The school has a full-time truant officer on campus throughout school day. A security officer is also on staff in the evening and on weekends. A student and faculty committee looks at possible hotspots or dangers on campus and recommends ideas and solutions. Staff and faculty have an outstanding working knowledge of all school operations, floor plan and site layouts. Additionally, the SROs serve as liaisons between school officials and the police department and students, faculty and staff concerning law enforcement issues. Each classroom has a working telephone (that operates within the school, within the district and to the outside world) and when repairs are needed, work orders are available. Parking lot gates are supervised and locked and unlocked by security guards each morning. Teachers also have keys to the hallways and photocopy room. Saipan Southern High School is a closed campus and the only students allowed to leave are Seniors who have been approved by the Assistant Principal’s Office and have been given an off-campus pass. Saipan Southern High School uses a Student Information System (WinSchool), which is a computerized program that keeps accurate documentation on students. The Discipline Screen is used to record all infractions committed by students and the consequence received for the infractions. All teachers use a standardized discipline form created by the administration to report infractions. Saipan Southern High School also has a zero tolerance policy regarding weapons, drugs and fighting in place which is disseminated to students and parents in the Parent/Student Handbook. Issues covered in the handbook include: tardy policy, student identification, and other school policies and procedures. A Safe School Plan is on file at the district and on campus. There is a standing committee on school safety which reviews solutions that will improve student achievement, attendance, behavior and conflict resolution.


Evidence Location School Resource Officer Program Evidence Box Teacher Safe Survey Evidence Box Repair Orders Evidence Box Teacher, Parent, Student, Classified Surveys Evidence Box Sample computerized discipline records Evidence Box Published discipline policy Evidence Box Emergency Preparedness purpose statement Evidence Box Job description-At-Risk Counselor Evidence Box Tolerance Club Constitution Evidence Box Parent and Student Handbook Evidence Box Safe Schools Planning Workshop Agenda Safe School Plan Evidence Box

Orderly According to the evidence examined, Saipan Southern High School is an orderly campus. Each faculty member has a handbook which details an evacuation plan specific to each room in case of an emergency. In each handbook there are also step-by-step emergency procedures specific to different types of emergencies as well a response checklist. Each classroom has a sign with the room number on it so that students are able to see their teacher, and administrators can see each class represented when we line up outside during emergency drills. Students use a hall pass at all other times. Our library also maintains a high level of order. Each book is to be bar coded and the information is computerized so that it is easy to see which student has checked out a book. This enables the library staff to keep a detailed and accurate list of which books and materials each student and staff member has checked out. The office also helps to keep Saipan Southern High School orderly by assigning security team members to various locations around campus.

Evidence Location Evacuation plan Faculty handbook, Evidence Box Bar coded books Library, Evidence Box Library records Library, Evidence Box Emergency procedures Faculty Handbook, Evidence Box Emergency supplies list Evidence Box Room number and teacher names placards Each classroom Clipboard or hall pass Each classroom, Evidence Box Assembly procedures Faculty handbook, Evidence Box Security assignment Evidence Box


Clean The campus only has two custodians who work from 7:30 a.m. to 4:30 p.m. to serve 741 students, 26 certificated and 18 classified employees. There are no custodians that work after school. When graffiti is reported, it is photographed by security staff and removed by the custodial staff. A work order to remove the graffiti is submitted to our Maintenance Department and removed within hours.

The Student Council started a Clean Campus Campaign to motivate students to take more responsibility for keeping the campus clean. In particular, the campaign addresses the problem of students leaving their food wrappers and containers on tables and on the ground at lunchtime instead of putting them in the trash cans. Students’ privileges to use the basketball courts during the lunch can be suspended due to trash left behind.. The majority of the students, staff, and parents feel that the buildings and grounds of Saipan Southern High School are well maintained, clean, safe and comfortable. Although the classrooms, halls, and offices remain acceptably clean, according to informal interviews with students, they revealed that bathrooms particularly were usually clean. Cafeteria tables and chairs are in great shape after four years, now with table clothes and curtains. Evidence Location High School Employee Sign-in Sheets Main Office High School Custodian Sign-in Sheets Custodians’ Lounge Graffiti Removal Work notes Maintenance Yard

What has been started? Orderly Saipan Southern High School has begun the use of large clipboard-sized hall passes so that only one student per class can be out of class at one time and the pass cannot be misplaced. Each morning a security person directs traffic at the entrance of the faculty parking lot to maintain a safe and orderly flow of traffic. The emergency procedures have been updated since the last accreditation. Emergency procedures and supplies are described in the Faculty Handbook. At the entrance of the cafeteria teachers supervise the student lunch line admitting a few students at a time to maintain the orderliness necessary because of a growing student population.

Clean SSHS’ STUCO continues to explore ideas regarding cleanliness at our site. Homeroom representatives present information regarding cleanliness at the monthly STUCO meetings. STUCO also created a sub committee to explore options to address this problem.

Evidence Examined? Parent, student, teacher and classified surveys; interviews with students, custodians, teachers and administrators; brainstorming sessions with Focus Group; Parent/Student Handbook; Teacher Handbook; MOT work orders; Safe School Plan


What are our areas of strength? Safe CNMI School District, CNMI Police Department work closely with Saipan Southern High School to insure the safety of students and faculty. With our growing student population this has become a necessity and the needs are being met. The feeling of safety expressed by students and teachers is a great strength. Clean Despite the fact that the SSHS student population is increasing and our custodial and support staff is over-worked, the campus remains overall clean. Classrooms, halls and offices are tidy and comfortable. Graffiti is removed promptly. Orderly The Saipan Southern High School staff and administration has the awareness and flexibility to examine the changes that need to be made as a result of a expanding and ever-changing student population and to respond to the situations expediently.


Safe • The addition of an At-Risk Counselor on campus would be more effective. (Goals) • The perception is that there is an increasing amount of physical conflict between students that

may be a result of a more territorial condition; but in any case, should be addressed. (Goal) • We need more truant officers on campus to help oversee our campus. (Goal) • Due to the increased student population at SSHS, we need to add a counselor to our staff to

reduce the counselor to student ratio. (Goals)

Clean • Students need to take more responsibility to clean up after themselves in the cafeteria, the

basketball courts, and the lunch areas so that the custodial staff time can be better used. (Goal)

Orderly

• Saipan Southern High School faculty and staff need to assess the congestion in the hallways particularly between classes. This congestion is such that the students cannot navigate to their next classes on time. It also creates situations where students bump into each other causing confrontations/conflicts. (Goal)

What is currently in place? Trust Saipan Southern High School encourages a culture of trust and tolerance among students and faculty. All ninth grade students are involved in a in-service in during their first term on campus, additionally, students have produced and performed in assemblies which encourage trust and tolerance.


Evidence Location Student Intercultural Advisory Committee Evidence Box In-service calendar New student schedule Training Counseling Office

Professionalism Saipan Southern High School has a total staff of 42 persons. A site leadership team comprised of a principal and assistant principal lead the day-to-day operations of the school. All faculty have the right to consult the leadership team at any time. All discussions between faculty and the leadership team are strictly private. Issues that cannot be resolved between the leadership team and faculty members may be addressed via the CNMI PSS. Grievance Process. All staff is encouraged to resolve all complaints and problems insuring a professional environment in which to work.

Additionally, SSHS department chairs address concerns of the faculty and proposes change to the administration. Saipan Southern High School holds regular weekly staff meetings as well as regularly scheduled professional development activities. These staff meetings involve staff and faculty as equal members of the team therefore insuring professional relationship among all employees of the school. Additionally, members of each department meet regularly. These regular meetings promote professionalism in that all matters of student achievement, assessment, curriculum and other department matters are discussed in an open manner. Leadership Teams include a lead person from every program (athletics, activities, curricular). By having representation from all components of the school, every program has a voice in leading our school. All departments organize curriculum around the CNMI State Content Standards for their particular discipline. Textbooks in each department are aligned with State Standards as well. A Beginning Teacher Support and Assessment (BTSA) Program is in place to provide all new teachers with support in their new assignments.

Evidence Location

Beginning Teacher Support and Assessment Program Evidence Box BTSA Manual Evidence Box List of faculty and credentials Evidence Box Conference attendance/conference requests Principal’s office Number of faculty with BS, BA, MA, District personnel office Staff in-service and departmental sign in sheets Principal’s office


High Expectations Teachers have high expectations for all students. Each department has processes in place to make sure all students are challenged. All of the school’s core classes at Saipan Southern High School follow the CNMI Content Standards. For the first time in Saipan Southern High School history, the school has 5 AP classes for our students. This is the largest number of AP sections ever offered at our school. There are a variety of growth opportunities for our students. We have many clubs on campus, offering opportunities from art to technology to communications to health and human services. SSHS has a variety of career-oriented electives for our students ranging from JROTC to Music to Choir VOC. In addition, high expectations are achieved when our students take the courses offered by the local College. The school is beginning a Math Academy to help ourselves raise our low math scores. There is a tutoring program which is before school and after school to assist students with their understanding of various subjects. SSHS has a club on campus specifically designed to help English Language Learners with their high school experience.

Evidence Location STAR test scores Evidence Box School Exam results Evidence Box Honors and AP classes data Evidence Box SSHS clubs and organizations 03-04 Evidence Box Academy course descriptions Evidence Box Microsoft course description Evidence Box CNMI Content Standards Evidence Box

Continuous School Improvement SSHS has School Site Teams which meet 2-4x per month. Before and after school tutoring is available free of charge to students in the four core areas (Math, Science, English, and Social Studies) as well as Modern Language (Japanese) and ELD. A fifth period class was developed in core subject to help overcrowding. Saipan Southern High School is continuously making improvements to the physical facilities. Graffiti is removed from benches within hours. The athletic fields and grass areas are constantly cut and manicured. Due to the tropical environment this is a significant task. The gymnasium has yet top be built but is in the PSS 7 year plan. The sand volleyball courts were built. A wind power system was installed to guarantee 24hr water pumping ability to prevent closure of schools. The cafeteria continues to develop into a model center for nutrition and lunch time activity for students. The discipline and tardy policies undergo annual review. Teachers can fill out a form letter to be mailed home if students are habitually tardy. A Counselor is on-site for student consultation. College counseling services include a four-year college plan, workshops on college admissions requirements and financial aid, information on different colleges and universities, as well as individual appointments. Saipan Southern High School was awarded grants in 2003 and 2004, and also currently in 2005, allowing each classroom to be equipped with a Flat Panel TV, LCD Projector’s, computers and printer access. Each classroom was wired to support the equipment. SSHS receives 115 additional computers through federal grants for 2005-2006. There is a computer lab on campus where students can use computers and the internet to complete projects,


type papers, etc. Teachers have their own e-mail address. Saipan Southern High School recently installed a Technology Training Lab in the electronic classroom for student to become eligible to take the Microsoft and Cisco systems certification courses. The computer lab for instruction adjacent to the Microsoft lab is set up with computers, a color laser printer, a scanner, and a digital still camera for student projects.

Evidence Location School Site Council Minutes Evidence Box Tutoring schedule Evidence Box Remodeling plans/photos On file in Maintenance office Discipline and Tardy policy Evidence Box College and Career Center Services College and Career Center School grants Evidence Box Tech Training Lab Library

What has been started? High Expectations Saipan Southern High School has done many things to improve its level of expectations. SSHS has implemented the CNMI State Standards in all core curriculum courses. SSHS has created and implemented additional AP courses and added more course to meet many university requirements. Some dedicated teachers at the high school created the Academy of Visual and Performing Arts as well as other courses such as Computer Networking and many more courses and clubs than in previous years. SSHS is encouraging each other to be “caught making a difference” in its school community and to heighten the expectation of each other. Since 2002-03, site administrators visit all department classes at the beginning of the school day time permitting to touch base and to answer any questions. What are our areas of strength?

• High Expectations • Saipan Southern High School has made great strides in the creation of new clubs and the

expansion of our list of courses offered. The SSHS educational community is very proud of its clubs, JROTC, Art, Music and VOC programs.

• Completion of E-Portfolios for seniors is a graduation requirement. • Continuous School Improvement • Saipan Southern High School is very dedicated to continuous school improvement. • The facilities are continuously being cleaned, repaired, and upgraded. • Many programs exist to assist students with college and career planning, and extra help from

teachers is available on a regular basis. • Policies are continuously reviewed and updated when necessary.

• What are our areas for growth? • Professionalism


• In order to improve teaching practices and increase teacher enthusiasm, Saipan Southern High School should make conferences available more frequently to its professional staff. (Goal)

• School culture would benefit from a rewards program at faculty meetings in which faculty members would be able to raise issues that deserved recognition during that meeting.

• High Expectations • SSHS is lacking in technical and vocational courses. The school needs to add courses in these

fields. (Goal ) • SSHS student’s reading and English scores need to be improved.(Goals) • More teacher training regarding instructional practices need to be made available to further

student achievement. (Goal ) • Continuous School Improvement • Programs exist for helping students, students always have available time to listen.

A. Organization for Student Learning A6. Reporting Student progress Criterion To what extent does the school leadership and staff regularly assess student progress towards accomplishing the school’s expected school wide learning results? Does the school leadership and staff report student progress to the rest of the school community?

What is currently in place? Student progress in achieving both State Standards and Saipan Southern High School’s own desired Student ESLR’s are communicated to the district, community and the school itself through various means. The principal’s letter, student accountability report card, regular articles in the community paper The Saipan Tribune and Marians Variety, reports to the District’s Board of Education, student achievement nights, recognition assemblies, PA bulletin announcements over the intercom, and standardized test results all communicate student progress to the entire school community. District and High School websites provide current school information, regarding available resources at school.

Student progress reports, report cards, and parent/teacher contacts whether by telephone, e-mail, or person-to-person conferences communicate information on individual progress in an appropriately private manner. Timely, appropriate reports of student achievement are also made on a regular basis though the following, weekly announcements of achievements by the principal’s staff during homeroom, announcing and posting of scholarship lists and other awards, colleges acceptances, letters of merit, and open houses two times a year at SSHS establish links to parents which are used for frequent phone and Internet communications among teachers and parents to discuss challenges and accomplishments. Teachers use these opportunities to display student work and parent information on their standards content. Review of this information can be seen in faculty, department, PTA meetings, and School District’s Board of Education meetings, as well as parent/teacher communication, and informal discussions between staff.

Our Self Study Team, which includes parents as well as staff and students, provides site-specific leadership on a variety of projects. The Self Study Team explicitly seeks community input to


address the instructional needs of SSHS. The Team’s input can then determine how funding for various programs is allocated. PowerPoint presentations at Board of Education meetings with parent and student representatives present and inform audiences of achievements at SSHS and other projects.

Evidence Location

Principal’s letter School website and Evidence Box Report Cards Guidance Office Teacher email Evidence Box Web Page http://www.saipan.com/edu/sshs Site Council Agendas & Minutes Posted on school website SSHS Grants PSS Federal Office SSHS Bulletin Posted on school website

What has been started? The Self Study Team had reviewed school data in an effort to allocate resources toward areas of academic need. English and Reading scores are a particular focus this year, and resources have been prioritized for this purpose. Several tutoring programs have been implemented, and funds have been allocated. A school wide reading program was created this year to address the needs of students with deficiencies. The students are selected by teacher and counselor assessment. The class meets after school and is taken in addition to the students’ regular class. The demand for this class exceeds the current student allocation, and expansion of the program is being considered. Submissions are made approximately monthly to the Saipan Southern Tip of the Sword covering recent evidence of student achievement and involvement in academic and civil affairs for newspaper publication. These submissions include the listing of appropriate, analyzed reports of student progress toward achievement of academic standards and school-wide learning results. These results are also listed in the SSHS Web page, SSHS Bulletins, bulletin boards, and homeroom announcements. Evidence Location

Site Council Minutes Main Office, Evidence Box Tutoring Programs Evidence Box

• What are our areas of strength? • SSHS Web site • Newspaper articles • Site Council reports • PTA reports • Progress noted on student IEPs • SAT/SBA and other state exam reports • Microsoft project • STUCO club projects/reports


• Senior Awards/Graduation • Interact projects/reports • Green energy • Competitions • Student progress/grade reports • SSHS Bulletin • Data on student progress in achieving both state academic standards and Saipan Southern High School’s own desired Student ESLR’s is easily accessible and regularly reported. • Student progress is also apparent in the internships, and academic competitions they have participated in.

What are our areas for growth? • Proper reporting of all progress in academic and other learning segments to entire

student/parent/teacher/ involved community members through SSHS WEB Page, Bulletins, principal and general Newsletters, and Announcements. (Goal)

• SSHS needs to facilitate more systematic communication with the local political and business community. (Goal)

• The process for modification of instructional programs to reflect student achievement needs to be systematized and resources allocated for appropriate implementation. (Throughout Plan)

• The High School should provide the K-12 Access computerized attendance and grade reports on the High School web site. (Goal 5)

• The high school should list course requirements and assignments on departmental web pages. (Goal)

A Organization for Student Learning A7. School Improvement Process Criterion To what extent does the school leadership facilitate school improvement which is driven by plans of action that will enhance quality of learning for all students? does the school leadership have school community support and involvement? does the school leadership effectively guide the work of the school? does the school leadership provide for accountability through monitoring of the schoolwide action plan?

What is Currently in Place? The administration facilities the professional development and actions based on the direction of the school wide action plan and its components. There is always good community support for the ideas and projects that the school shares with the community. The principal and vice principal work closely with the staff in determining the best programs to be in place on priorities based on the action plan components. The school leadership constantly provides instructional methods and training to the staff to ensure they can empower themselves to be accountable in the classroom and check themselves and their lesson through the school wide action plan criteria. The school leadership is in constant review of


the many opportunities to enhance the quality learning for all its students by careful selection and thought out process to determine if it is the best approach.

Evidence Location District Web Site http://www.pss.cnmi.mp High School Web Page www.saipan.com/edu/sshs School Wide Action Plan School Professional Development Calendar PTA minutes and committee notes/survey’s

Evidence Examined? Saipan Southern High School web communications; Parent involvement in Athletics; Parent, Teacher, Student, Classified Surveys; Community outreach accomplishments of the students; island newspaper; telephone message logs

What are our areas of strength? • Saipan Southern High School has embraced technology and uses it proactively to reach out to parents and the community. • The Athletics Department is effective in building and maintaining relationships with parents and community. • The band program serves as a model to schools in the surrounding area for their successes in building relationships with community businesses and institutions that support the arts programs at SSHS. Remarkably, the band program offers classes in the hours following the traditional school day, the majority of which is taught by volunteers.

What are our areas for growth? • The strides made by the school in electronic communications are the beginning of many to

come. As the school further embraces and masters technology, the level of information exchange will continue to increase. Teacher’s need to continue to have access to technology trainings. (Goals)

• While relatively few, the most common complaint of parents is that there is a lack of communication on the part of teachers.

• Teachers burdened with large class sizes are hard pressed to keep up with the time consuming task of calling parents. Electronic communication provides

• possible solutions, enabling teachers to contact many parents frequently and simultaneously. SSHS needs to expand on this type of communication. (Goals)

• The use of electronic grading programs make possible quicker grading of papers can be done with relative ease. All SSHS teachers need to adopt these tools for better time management. (Goal)


• The successes of the Band program with community outreach suggest an opportunity for further community outreach from all departments. (Goals)

Category B: Curriculum & Instruction B. Curriculum & Instruction B-1 What Students Learn Criterion To what extent does the school provide a challenging coherent and relevant curriculum for each student that fulfills the schools purpose and results in student achievement of the expected school wide learning results through successful completion of any course of study offered? What is Currently in Place? Saipan Southern High School Staff have worked hard to align the curriculum with the State Standards and ESLR’s. All departments have either created or started creating programs to insure that all grade level classes are both horizontally and or vertically aligned. This insures that any student who changes schedules during second semester does not repeat work done in their previous class. In addition, all classes adhere to the state standards, which have been adopted as

district standards with appropriate benchmarks. All teachers provide syllabi to students at the beginning of each semester, copies are on file in the Principal’s office. There is significant evidence which supports that standards based instruction is alive and well at SSHS in conjunction with its ESLR’s (Student ESLR’s). Teachers in various departments meet periodically (when possible, also at lunch) to compare lessons and

progress on their classroom program. Regular (bi-monthly) Department meetings help to address other departmental issues and concerns. In addition, during the 2002-2003 school year, the weekly faculty meeting included a chance for departments to meet with other departments to plan interdepartmental lessons. Departments report back about the effectiveness and success of interdisciplinary lessons to better align horizontal subject matter. Leadership Team Meetings filter school wide information to all staff in a more personal way than the weekly faculty meetings, which address issues that affect the entire school.

In addition to counseling, scheduling plans, 10th grade academic checks and graduation check for 11th and 12th graders, the Counseling Office provides letters of recommendation, testing services for ACT, SAT, AP, Bilingual, and any other required state tests as well as career planning services.


All counselors are also available through for financial aid information and services, scholarship assistance, assistance with college applications and career planning services. Counselors implement scheduling programs and assist the school with all aspects of scholarships and Career Day and College Programs. When required, the Counseling Office acts as a referral service to all students needing additional services. There is also a Community Scholarship Program which gives scholarships to graduating seniors who apply to help them with their future college expenses. The vertical alignment of the Math Department and our English Language Learners program. A variety of school programs exist that offer equal access to standards-based curriculum including ELD (English Language Development Programs), Honors and Advanced Placement classes, Special Education, Computer application based classes, VOC classes, Service learning projects etc. A “Snapshot of SSHS” was created to obtain an overall impression of the entire school program. Students with IEP’s have classroom modification sheets that provide teachers with information regarding the necessary modifications the students need to promote their academic success. All classrooms, including Special Education classrooms, are teaching the content standards. Special Education classrooms provide a smaller learning environment with a lower teacher to student ratio along with an instructional aide to assist students in learning the content standards. Through this, Special Education teachers work with teachers in some regular education classrooms to assist the special needs students with their classwork to insure their academic success.

Evidence Location Evidence Location

Student Handbook Evidence Box Course Description Guide Evidence Box Homework Policy Evidence Box Student Work Evidence Box Department Meetings agendas and sign- in sheets Emails on all websites Every classroom, Evidence Box School Calendar SSHS website, Main Office Bulletin Board, Main Lounge, Evidence Box PSS/SSHS Adopted Content Standards Evidence Box

What has been started: Two areas to improve academic instruction have been identified based on data from a variety of standardized test scores, research, benchmarks identified in various frameworks and the FOL Review. These disciplines needing improvement are the Reading and English Language Development programs. The Math Department is considering a number of options for changes in the curriculum. Differentiated instruction across the curriculum has been implemented the past two years with an attempt to find the methods that are most effective for our student population. The ELD tutorials and Special Education programs also have to incorporate changes to try to be more compliant and meet the needs of these student populations being served in conjunction with the state guidelines and requirements. Curriculum development focuses on teacher desire in conjunction with student interest and district and state standards. If a teacher


wants to create a new course, the teacher writes the curriculum and there is a standardized process for approval.


• The library aligns work with the standards. • Teachers list standards on the board (standard-based curriculum) • Regular peer and administrator observations and evaluations for all

teachers continue to improve • Posters of ESLR’s in all classrooms and buildings. • A variety of instructional and assessment strategies used (i.e.

lectures, hands-on, authentic projects etc.) What are our areas for growth?

• More collaborative time is needed to insure additional interdisciplinary teaching,

• Curriculum development, evaluation and revision. (Goal) • Follow-up studies of graduates. (Goal) • Adding a technology component into the high school curriculum.

(Goal) • Additional time for observations

What is currently in place? A school-wide focus on CNMI State Standards and the high school’s Student ESLR’s are posted in every classroom and embedded in daily lesson plans. Teachers learn from each other as they observe their peers instructing. This allows faculty to see the diverse methods by which content standards and Student ESLR’s are being learned. A Snapshot of Saipan Southern High School created a picture of what goes on in classrooms on a given day at the High School. Each teacher provided a sample of a classroom lesson/activity they were doing that day…it was another way the school learned about it’s own instructional strategies. A Course syllabus, the Student Handbook, and District Adopted Standards are given to each student. Advanced Placement/Honors Classes are available to any interested student. To communicate to the students how they will be graded some teachers use a rubric to define the elements needed to achieve a certain grade in an assignment. The library has a list of all the required readings for each course and assists all students to obtain the necessary resources to complete class work assignments. The College and Career Center provides information on requirements for obtaining a job or mastering a career and further assists the student to focus on the subjects needed to realize future aspirations. Departmental meetings were developed to ensure that each class in the same department would be covering the same content standard at the same time during the school year. This ensures parity among the classes. Technology in-services for teachers have taken place in the past, and have paved the way to assist students. Tutorial programs serve students seeking help in all academic subjects. Inspirational assemblies further encourage students to succeed. Teacher E-Portfolio web sites are used, in some classrooms, to post required assignments.


This enables easy access to homework, projects and class notes in some classes by the student or parent. The Health Occupations Academy Program, The Math Academy, and The Academy for Performing and Visual Arts all provide opportunities for students to reach the expected Student ESLR’s while furthering their own interests. Study guide books in Math and English were distributed to students to assist students to pass the class exams. The District provides in-services on the latest learning theories; such as Multiple Intelligences and Differentiated Learning. SHOSHA is our Southern Health Occupations Student Association.

Evidence Location Assembly provides inspiration to learn All Freshmen attend this professional assembly Health Occupation Program offers enrollment in classes to obtain entry-level skills in chosen careers as well as computer skills for all careers. Library in College Career Center, schedule of classes in Evidence Box Clubs on campus coordinate field trips to colleges to promote college attendance and pursing professional careers Special Education students take Self Directed Surveys (SDS) to identify career interest Special Education classrooms, example in Evidence Box Teacher use of reflective journals Classrooms, example in Evidence Box Many electives are offered to meet diverse interests: drawing and painting, ceramics, photography, music, etc. Schedule of classes in Evidence Box Service Learning requirement fosters involved citizenry Coordinator in room and showcase outside room and posted on school’s website.

Evidence Location Teacher white boards re: Standards Classrooms Syllabus / Handbook Classrooms, Principal’s Office, Evidence Box Posters re: Student ESLR’s Classrooms Use of technology throughout Classrooms, Labs, Library, Tech Center, and Career Center coordinates Senior Advisement Night and College Fair, Guest Speakers, In addition the computer program CHOICES (career inventory) is utilized by all students. Library in College Career Center Academies (Math and Arts) Room Evidence Box Department and subject level Guides Classrooms and Evidence Box


What has been started? Evidence of student mastery can be seen through portfolios in some classrooms as well as E-Portfolios of both Teachers and Students. Informal Teacher Team Teaching has been implemented to improve cross-curriculum educational lessons. Peer Observations are being done to improve instructional strategies and to observe students in the learning process. Student recognition for achievement and citizenship are publicized at student achievement assemblies throughout the year and announced over the public address system on Fridays.

Evidence Examined? One basic requirement of teachers is to disseminate pertinent information regarding the school’s programs, services and student requirements to ensure a successful educational experience. In addition to teacher verbal communication, brochures, flyers, public address announcements, school assemblies, fall and spring outdoor festivals are used to advertise the many avenues available to students to fulfill their academic and social obligations. Teachers are also required to exhibit lesson goals and objectives, as well as CNMI State Content Standards and school wide expected learning outcomes in their classrooms on their white boards and or bulletin boards. It is through the interaction of student, teacher, parent and administration that school wide and state goals are realized. Teacher-peer observations and the Snapshot of SSHS activity also provided feedback to the faculty.

Evidence can be found in teacher, student and parent surveys, all testing results recorded in the Focus on Learning (WASC) Profile that includes report card grades, SAT9/10 scores, and CNMI scores. In addition teacher evaluations by administrators indicate how well teachers are using good strategies to teach the required skills and assess student learning.

• What are our areas of strength? • We are a small school, which allows for easy access to other staff

members and ensures collegiality. • We are a small community, which assists students with being

familiar with each other and ensures that school and other important information is shared.

• Interactive classroom activities are evidenced through the students’ projects.

n Student Portfolios Various Classrooms (e.g. room b101) and Evidence Box Peer Observation reports Evidence Box Teachers who team teach and in Evidence Box Awards for scholarship Guidance Office / Principal’s office/ individual students


• Parent and Teacher surveys attest to the widespread awareness of CNMI State Content Standards and school’s Student ESLR’s.

• We have started to use technology in the classrooms and to communicate to the community at large.

• What are our areas for growth? • Paid time for teacher collaboration. (Goal) • Technology trainings for teachers (embedding technology into the

curriculum) (Goal) • Increase student, parent and teacher awareness of Student ESLR’s

and State Standards. • Explore option to lower class sizes in all academic and non-academic

classes. (Goal) • Lowering the student /counselor ratio would improve student

performance by permitting more adult mentoring. (Goal)

B. Curriculum & Instruction B -2 How Students Learn Criterion To what extent does the professional staff use research-based knowledge about teaching and learning? Does the professional staff design and implement a variety of learning experiences that actively engage students at high level of learning consistent with the schools purpose and expected schoolwide learning results?

What is currently in place? Most, if not all, of the data produced for professional development training especially for new teachers is researched based. We believe that our school should have the opportunity to choose the programs and design that represent an unprecedented effort to take what research and experience say about how children learn best and use it to help schools work better for all students. We create an effective exciting learning environment in which student’s master basic skills, and are invested in their learning, allowing them to seek the connection between their schooling, their community and their lives. Many of the techniques and guidelines are taken from the California models that research produces. Conferences and lectures, power points online and notes form research in education form the bases for most professional development topics. Teachers use a variety of strategies to impart knowledge to their students by using the various resources available at the High School, in the Saipan Southern Community, and in the United States .On the campus the Career Center is a hub of activity on college and career related activities. College Admissions Officers visit the school to inform students about their schools’ programs. Guest speakers provide valuable information about professional and educational requirements for the positions they hold. Business people also participate in mentoring students via the Job Shadow Day and Career Day. NMC College and off island schools interact on campus. All 11th and 12th grade take the ASVAB test.


The Tech Center and its staff are valued resources providing access to computers for research on the internet, writing assignments and assistance in the creation of PowerPoint presentations, etc. Field trips are numerous throughout the year, even in lean times. Popular trips are to the museum and the many cultural centers of the CNMI as well as trips to our nation’s capitols. The Special Education department serves the Special Education students’ needs for job related skills and provides on the job training that segues into permanent employment. The Vocational Occupational Program allows students to earn certificates of completion in numerous careers. The local Youth Center offers youth summer employment programs for fifteen year-olds and up. There are many clubs and organizations on the campus that are sponsored by the staff and joined by the students. In the classrooms teachers use a variety of techniques to involve students in the CNMI Content Standards and district adopted Standards. In-services have trained staff in Cooperative Learning, Multiple Intelligences, Bloom’s Taxonomy, Authentic Assessment and more. Teacher evaluations by the administration and peer observations document the strategies teachers are using in the classrooms. Teacher, Student Surveys attest to the fact that teachers in the classroom use a variety of strategies. The varied student art projects and presentations visible in classrooms are testimony to the many activities in which students are engaged in learning. Evident is the use of technology, art supplies, pen, pencil and paper classwork assignments, journals, productions, mock trials, etc.

Evidence Location Student’s completed work Displayed in classrooms, in portfolios, and Evidence Box Saipan Southern High School Clubs and Organizations Evidence Box Field trip attendance sheets Evidence Box Office Visitation by community professionals and college admission officers College Career Center visitation log, Evidence Box

Evidence Location

Teachers in action Classroom teachers demonstrate teaching strategies, Evidence Box Teacher evaluation and peer observation reports Evidence Box Principal’s Office Health Occupational Program classes Room B105 and in classrooms after school , Evidence Box Special Education Project Room 76B, Evidence Box

What has been started? New clubs and organizations start throughout the year, Athletics Clubs, Student Associations, Polynesian Dance Clubs and Games Clubs. Added all other groups such as NHS etc.


Evidence Location

Clubs and Organizations Evidence Box Peer Observation reports Evidence Box

Evidence Examined? Parent, Teacher and Student Surveys, Interviews and questionnaires to the various offices such as Career Center, SPED Office, Principal’s files on field trips, School Improvement minutes documenting the awarding of grant money for teacher innovation in classrooms and for field trips. Grants awarded to teachers to purchase supplemental materials for projects. Daily bulletins, PA announcements, e-mail, and the Principal’s newsletter are all examples of how staff and students learn of the basic and extra-curricula programs available to students and staff.

What are our areas of strength? The strength of Saipan Southern is evidenced in the production of quality work by the students on a daily basis. Student work demonstrates their ability to translate lessons learned into activism by participation in the many services the school provides to them. Students are highly engaged and the attendance in clubs, organizations, use of the Tech Center, enrollment in VOC programs, attendance on field trips, successful completion of service learning for NHS all attest to the involvement of our student body. What are our areas for growth? On-going in-services for teachers in Technology (Goal) More opportunities for field trips More support staff to help teachers with secretarial needs would allow more time for teachers to prepare lessons.

B. Curriculum & Instruction B3. How Assessment is Used Criteria To what extent is teacher and student use of assessment frequent and integrated into the teaching/learning process? Are the assessment results the basis for measurement of each student’s progress toward the expected school wide learning results? Are the assessment results the basis for regular evaluation and improvement of curriculum and instruction? Are the assessment results the basis for allocation of resources? What is currently in Place? English teachers frequently use a variety of assessment tools to evaluate student learning ranging from traditional forms of assessment such as homework, tests, and essays to interactive and creative methods involving discussions, presentations, portfolios and projects. For example, freshmen generate career projects in English involving the creative presentation (often in speech form with costuming, etc.) of information about jobs they might pursue. Honors English students are demonstrating acquired knowledge and critical thinking in online textbook discussions using HRW.com. Various teachers employ methods of assessing student writing that provide opportunities to evaluate students’ skills in different settings, such as group essays. Seniors who


elect to participate in our E-portfolio class create interactive journals and evidence of learning with their peers to record and reflect upon the evolution of their secondary education, which provide opportunities for authentic assessment. The E-portfolio project culminates in an in-depth, multi-media presentation where an evaluating panel (comprised of a mentor, community members, and faculty members) responds to each student’s portfolio, presentation, and product. Surveys and interview forms reveal critical information that all students share in to adapt learning styles.

In the Mathematics Department, classes are set up for daily student evaluation. Teachers use strategies of quizzes, tests, daily homework, taking notes, class discussions, students’ work on whiteboards, and group and partner work. Additionally, students utilize the math computer labs three to seven times a month to evaluate their knowledge of conic sections and trigonometry. The Mathematics Department uses the results from these assessments to enhance students’ educational process on a daily basis. They give students points on various activities to help develop self-assessment in them, particularly in the lower performing students: checking answers; taking down homework corrections, Math Websites also offer help and evaluation.

Homework review, and oral discussions of homework; note collection; and homework quizzes. Moreover, many teachers have web sites that have self assessment tools. These are either teacher made or are linked to textbooks’ web sites. The Special Education Department collaborates with mainstream teachers and adjusts curriculum of individual students based on individual test results. These students are assessed with accommodations in accordance with their Individual Education Plan. Special Education IEPs The Foreign Language class has clear standards adopted from national standards in listening, speaking, reading and writing, in addition to cultural study of the target language countries. Listening comprehension skills are tested weekly in the resource language lab or the classroom, using various media (CDs, videos, DVDs or the Internet). Oral expression is evaluated through the use of a modified oral rubric. Students read articles and short literary passages as well as authentic novels and plays in the target language. Reading comprehension is assessed by question and answer, group discussion, paraphrasing and summarizing as well as dramatic interpretation. At every level, beginning through advanced, students provide writing samples such as short answers to elementary questions up to and including advanced essay writing. Teachers use a modified rubric for assessment. Culture is integrated throughout the program in many components of our curriculum. Science classes use a variety of projects that allow students to research topics within each discipline. Biology students work in small groups and evaluate each other and the lesson such as examining


the ecosystem of a local environment. This project is evaluated on a rubric addressing content, effort, participation, presentation, research procedures, analysis of the data and critical thinking skills. Advanced Biology students complete term research projects. Health Academy students complete duty at the local hospital in the regular rotation schedules of hospital staff. Students research topics of their choice and make a presentation of their findings to the class. Physics students participate in an egg toss, raft, catapult and bridge building competitions; each competition has a rubric that the students must follow in order to compete. Rubrics are reviewed beforehand so students know how their project will be evaluated. US History and World History students take end of the

year school wide and island wide essay assessments and are graded on a standardized rubric. The results are returned to the department so that teachers can provide feedback to their students and develop consistent writing standards through the grade levels. Students complete student interview forms that are provided by teachers following lessons that are used for evaluation of learning and reflection for teaching strategies. Teachers perform out take snapshots of their class and lesson for further reflection and evaluation in group meetings for collaboration and assessment of the bigger picture.

Evidence Location Departmental project Evidence Box Achievement awards Evidence Box HRW.com Website Evidence Box Teacher evaluations based on the CNMI Standards E-portfolio websites and files Evidence Box Samples of goals and plans developed by teachers during the evaluation process Evidence Box Mathematics Vertical Team plan and progress chart Evidence Box Classroom IEP sample collections Evidence Box Foreign Language Audio Lab materials Evidence Box Science Department classrooms Health Academy rosters and training schedules Evidence Box Physics Laboratory classroom


What has been started? Saipan Southern High School, in cooperation with the District, is committed to continuous review of student progress toward achievement of academic standards and reporting of assessment information to students, parents and the community in a timely manner. Saipan Southern High School and the PSS are committed to long-term professional development that improves the use of assessment data and the communication of the data analysis to students, teachers, parents, and the community. We have adopted a staff development plan that is focused on changing practice to improve student learning. Three of the strands focus on standards based alignment of lessons, assessment for learning, and communication of learning. To this end, the PSS has formed district-wide Assessment and Grading Teams made up of teachers, counselors, and administrators. The current WinSchool data management system provides capability to use and analyze data. That information is used for decision-making and resource allocation. Saipan Southern High School and the district are committed to open communication and easy access to information. Saipan Southern and the district have worked in partnership to maximize the use of the district email and site websites as a major source of communication. Saipan Southern leads the district in many ways in the use of technology on campus. One tool being utilized to provide communication to students, parents, teachers and the community is K12 Planet. We also have an email address that is used by the site and district to disseminate information to the community. The daily bulletin, parent notifications, forms, meetings, workshops and events are communicated instantly. The websites contain district standards, courses of study, staff development, literature for parents and staff, school profile, course descriptions, ESLRs, calendar, and much more. There are a variety of links to counseling, library, college/career center, Parents Club, Boosters, VPA, and much more. Student progress is reviewed in a variety of ways. Teachers check for understanding and learning in their classes daily. They modify lessons and plans to insure additional opportunities to re-teach material when needed. Students receive timely feedback and are encouraged to assess their own progress. Departments review test results, quarterly grades, STAR results, AP results and district Standards Based Assessments. They work with the administration to implement strategies to address identified deficiencies and work with identified students. Saipan Southern administration and staff use data from NCLB, WASC, SBA, and other information on culture and climate to write school-wide goals and to plan improvement in identified areas. The goals and plans are presented to the Board of Education by the principal. Each year the principal also reports to the Board of Education the progress made in reaching goals during the prior school


year. Academic counselors monitor student progress. Students and parents meet with their counselor as needed to discuss academic progress toward graduation.

Two evening meetings are held each year for incoming and new parents to explain the graduation requirements, course selection, and scheduling process. Evening meetings are also held for students and parents regarding the college selection and admissions process. The college/career center schedules numerous college representative visits for students. Teachers send home course syllabi at the beginning of each year. Teachers inform parents and students of the standards, expectations, requirements, and grading policy for their classes. All teachers use the Winschool electronic grading program and all teachers have email capability. Student grades are printed and posted on a regular basis. Many teachers also use a web-based system, to communicate information about curriculum, expectations, class notes, projects, review work, and homework assignments to parents and students. Saipan Southern is fortunate to have very supportive parent organizations. They each communicate and highlight student achievement. Through email and websites parents have immediate access to information. The groups meet and hear reports from the principal, vice principal, teachers, parents and students. Each group has a very organized structure and method of reporting student successes. A daily bulletin within the school, is used to communicate information to the students and staff. The daily bulletin also goes out over the network system. A Tip of the Sword Excellence program run by teachers and students recognizes students that go above and beyond to excel in Social Studies. The School Leadership Team serves as the umbrella organization reviewing monthly how the school is progressing in meeting school-wide goals. It oversees the funding for programs tied directly to our implementation plans. Each spring the Leadership Team provides input and direction to the principal in development of action plans and allocation of resources. The Saipan Southern Special Education student population is served by our resource teachers, district psychologists, behavioral specialists, and crisis counselors. Student achievement is monitored closely. The expectations and achievement for these students are no different than our regular education students. Most of the students plan to attend college after graduation. Saipan Southern is a technology based school. The school works closely with community organizations, the government and the district. Saipan Southern has an excellent relationship with organizations such as Saipan Rotary Club, and the Chamber of Commerce. Student organizations are very active in the community, and teachers, coaches, advisors and administration work hard to promote and highlight student progress and student achievement. Our local newspaper, The Variety News does an excellent job of covering the school’s successes and challenges.

Evidence Examined?

A variety of assessment sources are analyzed each year to gain the data and information needed to evaluate student achievement, progress toward our ESLRs and drive our site-based decision making process. Resources are then allocated based on those decisions. District and site resources are allocated each spring for the following school year based on identified district and school-wide goals.


Master schedule development process is driven by student achievement data, student interest in courses, district allocation and district financial support for intervention programs and class size reduction. Some funding from our education foundation is also used to support classes. In response to our concerns regarding student achievement on the SBA and SAT 10 an intervention math class is offered to provide students with more time and support to improve their math skills. We also instituted a peer tutoring program. Saipan Southern is very fortunate to have supportive parent and business organizations that contribute tax credits annually for student projects and school improvement. These organizations work closely with the school to develop budgets that support our identified school goals and needs. Each spring representatives from our various organizations meet with the principal to provide input into the process. Budgets are developed and brought to each organization for approval and adoption. Not only is the community very generous with their donations, but they also donate endless time and energy supporting our library, career center, performing arts, junior prom, JROTC ball, student programs such as mock trial, public speaking, and athletics.

The district also has a committees comprised of the Commissioner, students, parents, and teachers from various schools in the district. The committees provide input to the district and works with the schools to tackle district-wide issues or targeted programs for improvement. The process helps communication and dialogue toward allocation of district and site resources to identified areas.

• What are our areas of strength? • Educational stakeholders (staff, parents, and students) have a strong

work ethic, high expectations/goals, are knowledgeable, have pride in the school, give tremendous support.

• Communication is strong between stakeholders in the educational community (staff-students, staff-parents, school-community)

• Strong articulation within departments through course sequences (Math, Foreign Language)

• Teachers have autonomy and are respected by administration and supported by fellow staff

• Creative and innovative planning for motivation and participation • Unconventional thinking for needed growth areas • Acquisition of resources in community and governmental agencies

• What are our areas for growth? • Reading comprehension across the curriculum and improving reading

strategies (emphasis: English, Science, History, Math) • Writing organization across curriculum (emphasis: Science, Foreign

Language and History) • Change reporting out process for grades • Developing study skills in all courses • More emphasis on continued reflection and evaluation


C. Support for Student Personal and Academic Growth C-1 Student Connectedness Criterion To what extent are students connected to a system of support services, activities and opportunities at the school and within the community that meet the challenges of the curricular and co-curricular program in order to achieve the expected schoolwide learning results? What currently is in place? Articulation information with administrations from schools and colleges met with our administration and counselors last year to discuss strategies to continue to improve our capacity to meet student needs. Achievement Assemblies, On-site School Resource Officer, offering formal and informal additional level of support. SSHS students enjoy various support services, activities and opportunities in both the school and the community. Ranging from teacher availability for after and before school assistance, to clubs and interest groups on campus to local community groups that sponsor fundraisers and scholarships for SSHS students. SSHS students benefit from extensive teacher buy-in to both their professional duties and personal dedication to their students. Saipan Southern High School offers comprehensive counseling and guidance services including team approaches to serve all students who need special services in academics and social emotional development. All the counselors provide educational and psychological counseling, referrals, and act as liaisons between students and parents, teachers , administrators, law enforcement and the larger community. Counselors are available to all students and parents by appointment. The counselors review records, brainstorms solutions to assist the student and may recommend accommodations to be tried for a period of time in the classroom or during other school functions such as physical education or breaks. STUCO has traditionally functioned as a club at Saipan Southern High School. Students involved in STUCO meet with the Activities Director, students not only learn leadership skills through classroom lessons and activities, but they also apply their knowledge by monitoring the clubs, planning and monitoring activities on campus.

Evidence Location

Numerous clubs for students Evidence Box STUCO Representatives Monthly meeting - 2nd period Evidence Box

Service Learning requirement Evidence Box Accommodations for Special Education students Evidence Box Grief counseling Counselors/Guidance Office Evidence Box Extensive cultural awareness - Pride Club sponsors; guidance counselors


• What has been started: • Generally, Saipan Southern High School attempts to meet the needs

of all our students. • The school promotes a receptivity for differences among cultures.

The school offers its students a friendly "ear" through our Guidance options, Clubs and College Counseling staff.

Evidence Location

Individual Clubs reinforce our State Standards and multi-cultural awareness Classrooms - frequent meetings Clubs and Class Councils - our extra curricular activities reflect extensive faculty/student involvement

Athletic meets; weekly meetings games, Evidence Box Tutoring made available Various classrooms after school STUCO Representatives generates an awareness of the unacceptable actions of students…and makes suggestions for alleviating problems…this is a student group with clear benefits. Youth Congress.

STUCO Meeting once a month, Evidence Box

Evidence Examined: Focus Group participants brainstormed and provided the following: Clubs- Tutoring; Teacher office hours (availability); after school help; AP teachers are committed and dedicated; Multi-cultural Literature is a good example; Homeroom…has minimal vision… Counseling staff is overwhelmed…College bound students need more assistance, Various clubs; Budgeting consciousness; Individual Clubs promote a cohesion of the student body while fostering a deep sense of pride; Many of our Clubs reinforce our standards such as Microsoft Lab and The Academy and extra curricular activities reflect that involvement; our Schoolwide profile is always available on our web site; access to student profiles is limited to teachers and counselors. SSHS does have an intervention plan for troubled academic performers….Interviews with students; weak on implementation; English and Social Studies teachers do interview students more… we need more communication with Counseling staff…Students don't feel adequately served by counselors. Department to Administration has effective communication. Each department fares differently. SSHS students feel the teachers make an effort to meet their needs. Student ESLR’s reinforce the standards emphatically. Counseling is fine but there are too many cases for each counselor…Articulation between the Middle School and the High School has improved and we’ll continue to interact when possible…moderate to the college level.


• SSHS staff and students interact without conflict generally. When hot button issues do arise there are policies that attend to them.


• Much of our work is preventing problems and that prevention is accomplished through the Clubs, Councils, special programs that meet the specific needs of our students.

• Because the school advocates multi-culturalism, the tolerance level on campus is high. • The SSHS educational community comes together to solve problems and iron out our

differences through meeting one another in our activities and groups. • The faculty reinforces the counseling staff activities and functions as a team to benefit our

students. • Saipan Southern High School benefits tremendously from both the School Resource Officers

who are on campus daily working with students. Our school also benefits from being a “family-type” community where people willing to drop everything and “help out”

What our areas for growth are:

• Decrease student to counselor ratio (Goals) • Better advertise support programs so students, parents and teachers

know about them (Goal) • Reduce class size (Goal 8) • More collaboration time within departments (Goal) • More collaboration with the Junior High School (Goal) • SSHS needs more college counseling opportunities with the growth of

our student body.(Goals) • The addition of a Student Court might significantly increase the

consciousness of character among our students. (Goal)

C. Support for Student Personal and Academic Growth C-2 Parent/Community Involvement Criterion To what extent does the school leadership employ a wide range of strategies to insure that parental and community involvement is integral to the schools established support system for students?

What is currently in place? At the highest level of parental/community involvement is the presiding Board of Education, which is made up of community representatives and have the ultimate decision making power over CNMI Schools. The district maintains communication with the community through mailers, PTA emails lists, articles in the local newspaper, and through the district website. The website features pages for every district school. Parents have the ability to reach district employees via email links on our school’s website. Additionally, the school posts an Event Calendar on our website for the entire school year. By making this information available, we hope to include as many people of our educational community as possible.


The SSHS administration has increased the level of parent contacts by establishing messages that inform parents of student absences; announce community events, and alert parents to newsletters distributed to students. Parents are also contacted in the event of excessive tardiness and in events of truancy. In May 2003, SSHS conducted a survey of parents of SSHS students in an effort to evaluate community perceptions of the school. Parents are encouraged to attend PTA meetings to discuss issues that impact the school. Parents are also invited to the school to meet teachers in person and receive an overview of classes twice a year at Open House and Back to School Night. SSHS has parent information meetings. Information regarding these informational meetings is sent out through the newsletter, PTA email list, posted in the school’s online calendar and through telephone messages. In addition to the four grade/progress reports that are given each semester, the faculty is available to parents via email or by phone message to the Office. Teachers keep communication logs documenting parental contacts. Many teachers maintain web pages to keep parents apprised of class assignments. Some teachers that use an electronic grading system provide student performance reports to parents. The principal sends out a newsletter to parents through their student’s homeroom. The School Snapshot is posted to the district’s website and updated annually. Additionally, in order to reach parents who do not have access to technology; the Snapshot is distributed annually to students through their homerooms to take home to their parents. This Snapshot distribution is followed up by phone message from the principal to parents to let them know to expect the Snapshot. A very successful means the school has of involving parents and community is through athletic and performing arts programs. Local businesses and community members support SSHS sports teams. Attendance is high at sports events and draws parents of current students and alumni alike. Parents, community groups, and fine arts enthusiasts for the many band performances each year put on by the Academy of Visual and Performing Arts. Film productions and art exhibits are supported by the community as well. The school has fostered relationships with businesses in the community that have pledged major support for the advancement of the arts at Saipan Southern High School.

Evidence Location

Administration

Guidance Personnel

Agendas /fliers for parent information workshops provided by guidance staff Evidence Box Emails to faculty facilitating parent teacher communications Evidence Box Personal statements from counselors about frequency of parent contacts Evidence Box


Faculty

Student Clubs / Organizations

What has been started? The administration increased phone notifications through the telephone system to parents as a means of notification for general information. The World Wide Web has become a primary means of communication between school faculty and parents, and among district personnel. The abundance of paper bulletins, notices, memos, questionnaires, and official forms have been replaced with electronic version that are distributed via email and/or posted to the faculty web page. During the past three years the Saipan Southern High School web site has added features, including a detailed calendar of events, school bulletins, letters from the principal, a description of tests taken by students, information relating to college planning, and updates on the works of the School Improvement Council.

Evidence Location District Web Site http://www.pss.cnmi.mp High School Web Page www.saipan.com/edu/sshs Snapshot of Faculty E Mail Evidence Box

Evidence Examined? High School web communications; Parent involvement in Athletics; Parent, Teacher, Student, Classified Surveys; Community outreach accomplishments of the band program; island newspaper; telephone message logs What are our areas of strength? • Saipan Southern High School has embraced technology and uses it proactively to reach out to parents and the community.

Sample Academic Honesty Contract Evidence Box Sample First Day Form – survey contact info. Evidence Box Sample Back to School Night Sign-in Sheet Evidence Box Email addresses included in syllabi folders in classrooms Mid-semester letter to parents from teacher Evidence Box Class web pages Evidence Box STUCO Council meeting agenda Evidence Box Guest speaker log Front desk (sample included

Documentation of parental involvement in club meetings Evidence Box Fliers for team sports and club fundraisers directed at community members Evidence Box


• The Athletics Department is effective in building and maintaining relationships with parents and community. • The band program serves as a model to schools in the surrounding area for their successes in building relationships with community businesses and institutions that support the of arts programs at SSHS. Remarkably, the band program offers classes in the hours following the traditional school day, the majority of which is taught by volunteers. What are our areas for growth? • The strides made by the school in electronic communications are the beginning of many to

come. As the school further embraces and masters technology, the level of information exchange will continue to increase. Teacher’s need to continue to have access to technology trainings. (Goals)

• While relatively few, the most common complaint of parents is that there is a lack of communication on the part of teachers. Teachers burdened with large class sizes are hard pressed to keep up with the time consuming task of calling parents. Electronic communication provides possible solutions, enabling teachers to contact many parents frequently and simultaneously. SSHS needs to expand on this type of communication. (Goals)

• The use of electronic grading programs make possible the dissemination of student specific data via email with relative ease. All SSHS teachers need to adopt this tool for better communication with parents. (Goal)

• The successes of the Academy with community outreach suggest an opportunity for further community outreach from all departments.

What is currently in place? Assessments are standards-driven because the curriculum is based upon the CNMI State Standards in all subjects. Teachers at Saipan Southern High School recognize the importance of authentic assessment, a focus on a student's performance and work samples. Teachers employ a variety of strategies to evaluate student learning including examinations, discussions, projects, multimedia presentations, speeches, reports, essays, research projects/essays, laboratory experiments, and portfolios. By using multiple assessments, Saipan Southern High School teachers tap into the student’s multiple intelligences. Growth is determined by assessment outcomes. Assessment information is used to drive instruction to make sure all students progress and succeed. In every curricular area there is a set of State Standards that drives instruction and creates assessment; therefore assessment is embedded into the curriculum. The instruction is driven by the Standards so the assessment is driven by the Standards. Assessment results are used for re-evaluation of curricular objectives and instructional approaches, especially if a majority of students are not successful when completing a particular task. Teachers, in this case, revise instruction and teaching techniques. The use of the CNMI Content Standards is a tool teachers use to minimize this problem because these standards are developmentally correct for students' every grade level. Also, the CNMI Standards for the Teaching Profession, which are used in teacher evaluation require that teachers constantly evaluate their performance.


Evidence Location

Written examinations All department evidence lockers, teacher files. Written reports All department evidence lockers, teacher files Portfolios Evidence Box classrooms Oral Reports, Presentations Evidence Box classrooms Projects, including multimedia Evidence Box Displays of quality work Evidence Box classrooms Snapshot of SSHS Evidence Box Peer Observations Evidence Box

What has been started? Students' grades and performance levels are determined in subjective and objective ways. Saipan Southern High School is moving towards utilizing more objective assessment processes, such as rubrics, baseline reading and writing tests in English, and common finals in many subjects. For example, the Math and Modern Language departments are now developing common written exams for the majority of tests. Teachers determine grade and performance levels, and students have some opportunities for self-assessment. The Math department also performs regular norm-referenced computer-based testing to assure that students in the Algebra 1 and 1A programs are progressing. These test results allow the department to adjust its instructional techniques, and drives placement in classes at the Algebra 1 and 1A level. The Science Department sees its role as emphasizing critical thinking skills in addition to meeting the State Standards for the four subject areas tested. The department connects the specific curricular disciplines with a continuous emphasis on laboratory activities and skills. The department also offers advanced Science electives not covered by state standards (AP Biology, Health Occupation, Medical Terminology). The Science Department uses a variety of strategies as assessment tools. Students prepare lab reports, answer questions, and write unit summaries, prepare models, present written or oral reports, and take exams that meet and exceed state curricular standards. The need to pair or group students to participate in experimental work creates structures for additional cooperative learning modalities. While the majority of evaluation strategies remain individual, many learning activities are organized for students to work cooperatively in pairs or in small groups. Furthermore, teachers in some courses coordinate more frequently and prepare common unit exams or coordinate for subject area planning (i.e. Social Studies). Saipan Southern High School has teachers across the curriculum trained in AP teacher method. More authentic assessments are used to evaluate progress of students whose primary language is not English. TEOSL techniques are utilized for assessing and teaching our EL students (e.g. group or buddy assessments, visual cues, and project and performance work). Teachers were involved in re-examining character-building standards, referred to as the Six ESLR’s. Some English teachers use district writing rubrics, stemming from the district development workshops to grade essays. Most teachers prefer to create their own rubrics for assessment. These rubrics are better aligned to specific assignments and allow for student involvement. Student work is posted in all classrooms. Students in The Academy of Visual and Performing Arts display their quality work in the SSHS


Fine Arts fair and many music productions take place at the school site. Each department displays student work and recognizes student achievement in display cases prominently placed in front of the Main Office for students, faculty, and community members to enjoy.

Evidence Location

Common Tests Math department teachers/ math department evidence locker, English Department Finals in classroom, Modern Language department exams in classroom Assessments – Peer Observations Evidence Box Student Work Red Binders in classrooms, student notebooks, Evidence Box STAR Math (Renaissance Learning) Tech Center Lab Reports Science Department teachers


• Diversity of assessment tools to gauge student achievement • Supportive environment for teacher collaboration and communication • Written assessments, including exams and quizzes • Written assessments of essay or report type, including revisions and corrections reflecting

the writing process • Self-evaluations, including reflective writing examining the learning

process • Presentations, including oral, group reports and multimedia

presentations • Alternative assessments, including projects, group assessments and

reflection assignments • Portfolios • Internal nationally-normed assessments • External assessments, such as the STAR (Math Diagnostic Testing)

tests • L-100 Reading Program

• What are our areas for growth? • Ability to conduct systematic review of student assessment data

(Goal) • An ability to derive uniform instructional goals from assessed data

(Goals) • School focus on systematic review of student learning (Goals) • A uniform school-led data collection process. (Goals) • Portfolios to cover student academic progress that could be

reviewed by parents and faculty to gauge student long-term learning success.

• More progress towards school wide reading program.


D. Resource Management & Development D-1 Resource Criterion To what extent are the resources available to the school sufficient to sustain the school program and effectively used to carry out the school’s purpose and student achievement of the expected schoolwide learning results? What is currently in place? The Saipan Southern High School operating budget is determined by the decisions made through the central PSS office. The school submits a budget request each year, however, this is moreover a procedure as the request is never met, there is a standard budget allotment of $30,000 given to the school and we have to make do. That also is at 4 quarter intervals of $7500.00 each. For the most part the rest is federally funded. Local funds are quickly spent on items such as the off hours security, trash service, air conditioning repair and maintenance, janitorial supplies etc. With little funds left over for needed items such as light bulbs, breaker switches, and lawnmower parts etc.

. Evidence Location Administration offices, Budget office evidence box, Assistant principal’s office Grant evidence Box

What has been started? While quality program offerings are provided in all the mandated areas, allocation of resources is tied to the goals; more resources are invested in programs sought by the school community and where there are indications for sustained growth. A team of administrators, teachers and instructional staff works together to determine exactly where the school-wide needs are and where resources should be directed. Focus group and home group surveys, advisory committee feedback, along with student input as well as CNMI, national, and Pacific trends and issues are utilized in the decision-making process. For ongoing programmatic resource decisions, administrators, teachers, and instructors communicate in a variety of ways, including staff meetings, email, and a formalized written process for requests. Staff survey question #1 created for the purpose of addressing resource needs. This written process includes an NCR form that can be brought before the leadership team to decide if resources need to be allocated and if decisions need to be made about the priority for resource allocation. Current plans include placing this form as well as other administrative forms on the internet so they can be more accessible for teachers. Program needs have also been addressed when SSHS has received one-time monies. The leadership team, teachers, instructors, other staff and students worked together to prepare wish list items, which were submitted to an advisory committee of students and staff, who made final decisions. When changes occur to existing programs, the leadership team, teachers, and instructors work together to make the necessary resource decisions. For example, the Library grant allows for additional books, annually, however, the leadership team and the teachers have arranged for materials to be located in key classrooms that needed items such as classroom sets and small language labs, instead of the actual library so the decision was made to allow the


teachers to go to the store and select which books they needed that would most benefit their program. Evidence Location Administrative offices, evidence box Counseling bldg evidence box Teacher Classrooms

Evidence Examined: Staff within each program have also developed processes for decision

making; for instance, in the TEFL program, instructors are formally surveyed three times per year by the teachers for resource needs and wish list items. Feedback from instructors surveyed indicates that overall, awareness of the decision-making process is more successful in the program areas in which instructors work a larger number of hours, which allows them to have extensive contact with the administration and other staff. Vocational Education, Parent Education have ongoing, regular communication with staff members and which fosters a sense of understanding of the decision making process. The school receives the benefits of its federal programs office by having the opportunity each year to apply for federal grant monies to be spent. All stakeholders are given the opportunity to have their individual or group projects funded.

All grants are monitored both internally and externally by PSS. Reporting requirements are met quarterly. All procedures for the expenditure and acquisition of funds are provided by PSS central office and the terms of the grant proposals. In some cases federal money can be re-programmed. The school has one administrative assistant who handles all business accounts and non-appropriated funds for school clubs and organizations. There are specific rules as outline by the district and the school for protecting against the mishandling of funds including internal and external audits upon request. The financial procedures for the school are listed in the Faculty/Student handbook and are displayed below in a snapshot from the book.

Financial Procedures for protecting against the mishandling of funds: A. Opening Accounts:

• Fill out a Charter form • state purpose of club • have Principal, other officials approve/disapprove

• Fill out a fund raising form • state purpose of fund raising • give estimation on funds to be raised • have Commissioner approve/disapprove


B. Depositing into Club Account:

• Deposit all funds collected from fund raising, solicitations and donations before end of school day

• Obtain deposit receipt from financial officer C. Withdrawing from Club Account

• Only an officer of the club, preferably treasurer, may withdraw from account • Account must have enough funds to cover amount requested • Account must not have any debt pending or any obligations requiring clarification • Officer must fill out withdrawal form • state reason for withdrawal • get officers', advisors', principal's, and school treasurer's approval. Receipt required as

proof of purchase.

Club Rules/Regulations:

• Must keep receipts of all deposits and expenditures • Must keep a copy of all withdrawal forms • Funds are to be used only for club activities • Debts pending or obligations requiring clarification will result in freezing the account until all

claims are settled.

Financial Custodian (Student Activities Coordinator): The financial custodian is the accountant for SSHS Club and Administration Accounts. The financial custodian's duties are as follows:

• Monitor all deposits/withdrawals • Determine legitimacy of requests for withdrawals or monetary/check disbursements • Keep all receipts necessary for quarterly financial report • Balance accounts, close accounts, freeze accounts when necessary • Draw up quarterly financial reports on all accounts

Programs are Areas for improvement suggested by the instructional staff, include more regular, consistent communication between teachers and instructional staff and between the leadership team and the teachers. In addition, where appropriate and available, fundraising and grant funds should continue to be sought to augment program resources to further meet community needs. Adequate facilities to meet the purpose of the school Students and staff agree that facilities are safe, functional, and well maintained. Eighty-seven percent of students rated the school efforts to create an environment that encourages learning as either high or medium (50% high, 37% medium). Seventy percent of certificated staff and 67% of classified staff surveyed believe SSHS staff work to


create a safe environment at all sites. In order to better serve the student population, SSHS has been working with the School District (PSS) office to increase the amount of federal funding available for programs and classes.

Handicapped wheelchair students researched appropriate accommodations necessary by law, and made recommendations to the leadership team. Recommended changes were implemented. Some bathrooms and classrooms have been customized and adapted for students with disabilities so that their disabilities do not interfere with their learning. The JROTC Program, in designing a new obstacle course structure, utilizing ADA accommodations, Federal Safety Guidelines, and the classroom environment criteria from the National Association for the Education of Young Children (NAEYC). The Counseling office has been updated with functional tiles and new paint which allows for improved organization and provides a more pleasant workable environment for staff and students. The Tech program has set up computer labs at the three math sites to further the programs goal of supporting math students achieve. The same goes for lab sites in the library and the resource room with the reading program that can be used by ESL parents and community members so they can assist their children in school. The labs are available for computer-assisted instruction and for vocational skill building for students.

As reported by several of the instructors and students surveyed, the temperature of classrooms, especially during the afternoons, does not seem to be an issue for students and staff alike. The computer labs function well in the air-com classrooms. Scheduling classes earlier and using fans where possible have served as temporary solutions when a unit goes down. The Cafeteria is also a great resource and is soon to be partitioned into additional classroom or workshop space.

Currently, there is a full complement of custodial support, and bathroom and room cleanliness is consistently well above standards. Custodial schedules have been re-evaluated and adjusted to provide more consistent times for cleaning. The main campus has a disaster preparation plan and regularly practices fire and other drills with debriefings afterward. Procedures for acquiring and maintaining adequate instructional materials. SSHS provides adequate resources for student learning. Most program areas have specific procedures for making recommendations for purchases of instructional materials. In most cases, however, the instructor contacts the teachers in person, by phone or by email to request instructional materials. If the request clearly enhances instruction, is a small cost, and funds are available in the programs budget the teachers will work with the administrative assistant to purchase the item.

If the request clearly enhances instruction, but is a considerable cost, the teachers will complete the written process described above, and submit the paperwork to the assistant principal. In terms of maintenance of instructional materials after purchase, some program areas have developed accessible, centralized resource areas for material collection and sharing. Instructors are free to take instructional materials needed to support their classes. General audio-visual equipment for use by multiple programs is maintained in a decentralized way. Over the years it has been difficult


Prospective on-island instructors and are invited to observe in one or more classes and present a 20-minute demonstration lesson prior to completing the employment application.

to manage the equipment in a centralized location since storage space is at a premium. Although there have been several strategies used to centralize materials, the size of the campus, the hours of

operation, and inconsistent oversight have led to a more decentralized approach. A master list has been created so that the leadership team, teachers, instructors, clerical staff, and custodians know the location of audio-visual equipment. Other resources for instructors include a laptop computer with an internet connection available for each instructor. Every classroom on campus has an overhead LCD projector, overhead sound systems and several programs maintain TV/VCRs in convenient locations for instructors. At satellite sites, tape recorders and other audio-visual resources are available in different configurations. Many programs have created checkout procedures to keep track of individual equipment. Copy machines are located in several locations on the campus. For print orders, instructors have access from their desktop to a networked printer copier. A capable and highly qualified Technical Support Team is on the teaching staff to address computer maintenance issues for SSHS. An effective on-line process is in place for contacting the Technical Support Team about computer problems and concerns. Response time has been steadily improving so that computers on the campus are repaired in an efficient, timely manner. In terms of consumable items for students, there are different arrangements in each program. In some programs, participants receive free materials, like book bags and portfolio’s with special slots for library cards. In programs like ceramics or art, students are charged lab fees to be used for purchase of consumable items such as sketch books and pencils.

Hiring and Nurturing a Well Qualified Staff Saipan Southern High School has a history of recruiting an excellent corps of full-time instructional staff. Word of mouth has been the best recruiting and hiring tool used by the school. The administration has its own extensive network of connections, which can be put into action when openings occur. SSHS has also placed advertisements through emails and on the web. Occasionally, students have been inspired to become SSHS aides or instructors. Most are former

graduates of the first high school in the CNMI. Prospective on-island instructors and substitutes are invited to observe in one or more classes and present a 20-minute demonstration lesson prior to completing the employment application. During this process, they familiarize themselves with the staff, the facilities, students, and resources. This year begins a site based recruitment program where the school will conduct most of the recruitment activities.

The school administration is introduced at that time to the strengths and needs of the candidate. In terms of compensation, continuous efforts to increase teachers salaries and rewards have allowed greater ability to recruit and retain qualified staff. Some classified staff, including those in secretarial and accounting positions, participates in monthly district meetings. SSHS provides


ongoing meetings for the classified staff and regular professional development training. Activities to honor staff occur throughout the year. Long-time instructors are encouraged to provide support for new instructors through BTSA. The leadership team is continuing to seek creative solutions to ensure professional development opportunities for staff. Each department has ways for allocating program resources for professional development. Some do fundraising, and some use a small percentage of existing program funds. Some program areas also have grant funds, monies that can be utilized for professional development. However, the home group surveys suggest that establishing a consistent procedure for creating a staff development budget is an area for improvement. D2. Resource Planning Guide Question: To what extent does the governing authority and the school execute responsible resource planning for the future? SSHS implemented a strategic plan in its inaugural year, which has been updated and reviewed over the subsequent years. The leadership team meets on a regular basis to review new needs and monitor the progress of the current plan. Action items which have not been completed are revisited and addressed as appropriate in order to ensure continuous improvement. The four goals of the organization and the ESLRs drive the plan. For example, those programs which have been identified for expansion (see Resource Allocations Decisions above),receive appropriate resources to support anticipated growth. In reviewing the home groups input, knowledge of the strategic plan seems to be inconsistent. Some instructors and seem to know a plan is in place, but not the details. One of the suggestions from the leadership team is that there was some confusion on the part of the home groups.

The leadership team meets monthly to review progress on the strategic plan and to review monthly attendance, expenses, and income. Regular budget meetings are held, and the principal and accountant review the various budgets. On-going budget meetings are held with the districts business office. The principal has monthly meetings with the commissioner where resources and resource planning are discussed. The assistant principal and the federal grants specialist continually review funding opportunities. If potential grants look promising, teachers are invited to work with the grant specialist to proceed. This is also an opportunity for the teacher to discuss changing needs or trends with the leadership team. Remaining up to-date with local, and federal mandates is a high priority for SSHS. Potential grant

projects are then presented to the leadership team and evaluated to ensure that they address one of the ELSR goals. The teachers, grant specialist and assistant principal and any other appropriate staff then work together to complete the grant application. If the grant is funded, a proposal is submitted to the Federal Programs Office at a regularly scheduled meeting with a synopsis of the grant provided, assurances that there will be no adverse consequences to the district general fund, and recommendations made by SSHS as to how these grant funds will further the education of the students. Securing grant


funds has been an area of strength for SSHS, and is reflected in the range of programs and services offered. It is also reflected in the percentage of the overall budget: annually, grants and contracts contribute the majority of the entire SSHS budget. Research and information used to form the master resource plan is gathered through school events such as the annual Teacher Orientation where teachers and staff review the existing resource information and make suggestions for improvement. Teachers also gather input from students. The leadership team takes all input and finalizes the plan. Various processes, including comparing of attendance reports and budget figures for multiple years, are used to evaluate the plan for any changes that may need to be made. Student and community surveys as well as advisory committee input also contribute to the master resource plan. Teachers meet with their teaching staff regularly to identify current and future needs and completed projects. Staff in many programs serve on advisory committees and gather information and ideas to bring back to the program. The leadership team meets regularly to discuss current projects and planning. The results of these surveys are shared with the teachers and brought to the leadership team if warranted. Involvement of governing authorities and school leaders, several school board members participate and attend school events. One of the school board members is a parent of the school. The district administrators are becoming increasingly aware of the tremendous resources available to SSHS by having a quality education program that can provide programs and services to parents, community members, students and staff. In November 2003, SSHS held two days of staff development training for classified employees in the district. The topics offered included Writing Skills for Instructional Assistants, Math for Instructional Assistants, CPR and First Aid, Stress Management, and computer training. SSHS is also coordinating another day of staff development in March, 2004. added to the weekly trainings and meetings already in place. The Principal attends the secondary principals meetings each month, and the assistant principal attends the elementary principals meetings each month. COE weekly Leadership meetings. Meetings are held with school principals and their staff for purposes of collaboration. The central office and schools have ongoing cooperative meetings where projects are discussed The school board agenda process allows for items regarding decision-making for education to be presented in a proposal form, and program and school leaders can then attend school board meetings to provide further information as needed. Several programs participate in regional PREL network meetings which discuss the issues in their program areas, staffing needs, trends and issues in the field, and other relevant information for staying current and responsive to community needs. Many instructors, teachers and administrators belong to Educational organizations and attend meetings

and conferences where information is disseminated relative to SSHS programs. The school also has an internal newsletter to connect with staff. Newsworthy articles are placed in the local paper. The media in the area is informed about special events.

Strength Areas Saipan Southern has: 1. Made significant progress in developing computer labs to allow for the continued expansion

of needed services. 2. An integrated process for resource allocation and decision making which is tied to

organizational goals and community needs. 3. Worked effectively in seeking and procuring outside funding to augment limited resources.


4. Awarded significant amount of competitive grant funds annually. 5. Exceptional and innovative program work with limited budget. Growth Areas Saipan Southern needs to: 1. Improve communication between the various segments of the organization in a systematic way so that all levels of the organization are familiar with and can participate in the process for resource allocation. 2. Publicize communication about facility needs and improvements throughout the organization so that priorities can be discussed, clarified, and implemented with staff knowledge of how decisions made fit within the organizational goals. Make more consistent program to capture educational tax credits. 3. Develop key strategic planning sessions to finance school operations

and meet goals for CIP (Capitol Improvement Projects)

Comprehensive School Wide Action Plan Goals and Objectives

Curriculum & Instruction Professional Development Comprehensive School Wide Action Plan

General Goal Area: (specific need for improvement) To establish for new school which has effective and efficient routines, a clear Mission, Vision, Philosophy and to develop ESLR’s for the creation of a school with a high standard of academic excellence.

Blueprint- Curriculum & Instruction Professional Development

Program Objective #1: (an accomplishment or outcome which supports the goal) Creation of the School Vision, Mission, Philosophy and ESLR’s

S A I P A N S O U T H E R N H I G H S C H O O L

86

Strategy to meet Objective Action steps / Activities

Responsible Team Member

Individual

Resources required & Constraints Financial or

others

Time line

Measure of Completion

How will objective be monitored evaluated

Current s ta tus

Survey teachers and parents as to what they envision to be the

important aspects of a new secondary school

Administration PTA Council,

Teachers, Students

Printing in house of survey

Aug-Sept 2002-2003

Annual Review

Feedback from survey and comments

All tasks completed

Analysis of surveys and discussion

Administration Teachers Collection time Aug-Sept

2002-2003Feedback from

survey All tasks

completed

Draft of statements School Vision, Mission, Philosophy

and ESLR’s

Administration Teachers Time Aug-Sept

2002-2003 Completion All tasks completed

Final drafting and Publication of School Vision, Mission,

Philosophy and ESLR’s

Administration PTA Council

Teachers

Time for layout, printing,

distribution

Aug-Sept 2002-2003 Final product

All tasks completed and in print

copy.

General Goal Area: (specific need for improvement) To establish for new school which has effective and efficient routines, a clear Mission, Vision, Philosophy and to develop ESLR’s for the creation of a school with a high standard of academic excellence. Blueprint- Curriculum & Instruction Professional Development

Program Objective #2: (an accomplishment or outcome which supports the goal) To establish a Student Handbook and outline inside what it looks like in terms of expected kinds of student actions, consequences, and school procedures in order to improve school safety and functioning

Strategy to meet Objective. Action steps / Activities


Individual


others

Time Line



Current s ta tus

Meet with teachers, parents and students as to what they envision to be the important aspects of a new

secondary school


Teachers Students

Time Aug-Sept

2002-2003

Feedback from survey

and comments

All tasks completed


87

Collect and gather internet based research ideas and other high school handbook data. Analysis of surveys

and discussion

Administration Teachers Collection time

Aug-Sept 2002-2003

Collections All tasks completed

Draft copy of handbook Administration Time Aug-Sept

2002-2003

Completion All tasks completed

Final drafting and Publication of School Handbook Administration

Time for layout,

printing, distribution

Aug-Sept 2002-2003

Final product

All tasks completed and in print

copy.

General Goal Area: (specific need for improvement) To establish for new school which has effective and efficient routines, a clear Mission, Vision, Philosophy and to develop ESLR’s for the creation of a school with a high standard of academic excellence. Blueprint- Curriculum & Instruction Professional Development

Program Objective #3: (an accomplishment or outcome which supports the goal) to establish efficient routines for all school activities such as; bus dismissal, lunch procedures, supply procurement, dismissal procedures, student health and safety procedures.



Individual


others

Time Line



Current s ta tus

Establish bus arrival and dismissal procedures in consideration of early

drop off and late pick up that provide for adequate supervision of

students

Administration Teacher

sub committee

Time for personnel duties

Aug 2002-2003

Review of time to evac campus and late pick ups

All tasks completed

and on-going

Establish lunch and break procedures that incorporate supervision roles

Administration Teachers

Time for personnel duties

Aug-Sept 2002-2003

Observation of

smoothness and line time

for eating

All tasks completed

and on-going

Establish common procedures for health and safety issues. Train all

personnel in critical health issues at our school. Provide training for all

staff in CPR-First Aid

Administration, Teachers Red

Cross Instructors

Saturday Time

Aug-Sept 2002-2003

Completion of Red Cross training and knowledge

survey

All tasks completed


88

Establish procedure for supply procurement that allows for tracking

of teacher supply use

Administration Supply officer Time

Aug-Sept 2002-2003

Teacher use values

All tasks completed


89

Curriculum & Instruction Professional Development Student Services

Comprehensive School Wide Action Plan

General Goal Area: (specific need for improvement) To improve student achievement in all academic areas through sponsoring of professional development opportunities and support for instruction that focuses on 1) the implementation of challenging, comprehensive and engaging curriculum, 2) the effective delivery of instruction, and 3) assessment-based guidance of instruction with the goal of creating a school community of motivated lifelong learners. Blueprint- Curriculum & Instruction Professional Development/Student Services

Program Objective #4: (an accomplishment or outcome which supports the goal) To improve student achievement through differentiated instruction and standards based instruction.



Individual


others

Time Line



Current status

Conduct professional development curricular workshops for staff and

provide opportunity to discuss questions “what does standard

based instruction mean, what is the goal, What does differentiated

instruction look like.

Teachers Administrators

Time for workshops

ON-going under

DDAP Sept-May

2002-2003

Evaluation of DDAP data and

teacher compliance rates

All tasks completed

Training conducted multiple

workshop data sheets collected

interviews of selected teachers

Analyze student writing samples at team level meetings and apply new

grade level rubrics

Teachers Administrato

r

Time Revised Rubrics

Feb-May 2003

Completion of rubrics, tracking of student progress

All tasks completed

Teacher meetings held to review

samples

Examine ways that current and promising practices in literacy

support standard-based teaching

Teachers Administrators Time Feb-May

2003

Teacher reporting data surveys on

differentiated teaching styles and DDAP data sheet

collection

Sharing of Articles and

Research

To Attend workshops and or training conference on

differentiating instructional practices

Admin / Teachers Time / Funding Jan-May

2003 Teacher /Admin

reporting data Completed

SWAP


90


Program Objective #5: (an accomplishment or outcome which supports the goal) To improve student achievement in reading and writing.


Responsible Team

Member Individual


others

Time Line



Current status

An administrative level class will be taught on the school site to examine research-based

practices in literacy instruction with a focus on effective Guided Reading practices, and the

investigation of the teaching of comprehensive strategies secondary grades. Use of

Apprenticeship in Literacy, Strategies that Work & Reading with Meaning

Vice Principal Curriculum &

Instruction Mr. Craig H.

Garrison

Commitment from staff to 36

hour course

$1300.00 for books and materials

Feb– Mar 2003

Staff compliance rate

Final products Staff assessment

Instructor assessment Information

sharing to non-participant level of

completion

All tasks completed

On-going

Analysis of Statewide Reading scores and island wide Subject area assessment exams.

Assessment of school developed reading assessment.


Counselors

Time on task to develop school

reading assessment tool.

Nov-April 2003

Use of test materials by

teachers and state test scores avgs

All tasks completed On-going research reading

Development

Peer Observation of reading program and comprehensive lessons

Teachers Administrator

Professional Development and substation

under observation

Feb-April 2003

Evidence of implementing of

concepts and ideas in classrooms. Return of test

score data.

All tasks completed Preliminary

Observations complete

Increase student use of non-fiction text in reading instruction and content with guided

reading titles.

Cont’d


Identification of reading level

texts and purchase of additional

research library reference

materials needs: $50k estimated

Feb -May 2003

Examination of student

independent daily reading. Number of library texts

checked out over weekly analysis

All tasks completed

Use of comprehensive school network wide reading program to enhance at risk learners

Teachers Special

Education coordinator

Tech Administrator

Teacher Training by

Special Education

Coordinator

Dec-May 2003

Analysis of grade level reading

weaknesses report and DDAP

classroom data

All tasks completed


91

Implementation of Reading Achievement Program for Parents and Students school based

library centered after-school evenings and weekends


Community volunteers Parents

Students Librarian

Existing reading materials,

Library room

Feb-May 2003

Number of participants books read

survey assessment pre-

post session

All tasks completed

Attendance at various reading and literacy workshops and Advanced Placement Growth Teacher Admin Time Funding

Jan-May 2003

Review and retraining of

teachers

All tasks completed


92

Community Involvement Comprehensive School Wide Action Plan

General Goal Area: (specific need for improvement) To create a vibrant and welcoming community, which includes parents as essential partners in the education of the students. Blueprint- Community Involvement

Program Objective #6: (an accomplishment or outcome which supports the goal) Establish multiple forms of frequent communication with the parent community to share in the learning and school life of their children.



Individual


others

Time Line



Current status

Establish monthly PTA council meetings to discuss issues of

concern. And to gather information


President Meeting venue

Aug 2002-2003 on-

going

Feedback from

comments

All tasks completed

Conduct parent open house and report card nights


President Personnel time

Aug 2002-2003 on-

going

Parent participation

values

All tasks completed

Create on-line communication avenue for school community for parents and feedback of

student data

Administration Time Purchase of software and

space $1500

Feb 2002-2003

Participation values as

measured by hit counter

and log on to site

All tasks completed

Provide opportunities for parents to come to school and engage on book reading and discussion groups with their

children


Teachers

Time for evening

personnel

Feb 2002-2003 On-

going

Participation values and

survey comments

All tasks completed

Foster individual and school wide celebrations of curriculum studies (in the form of parent breakfast or dinner shares etc) and school based social events such as science fair and math

night etc

Administration, PTA Council

Teachers Scheduling On-going Attendance All tasks

completed

SWAP SWAP


93

Community Involvement Student Services Comprehensive School Wide Action Plan

General Goal Area: (specific need for improvement) To create a vibrant and welcoming community which includes parents as essential partners in the education of the students. Blueprint- Community Involvement/Student services

Program Objective #7: (an accomplishment or outcome which supports the goal) To support and celebrate the multi-cultural nature of our school community



Individual


others

Time Line



Current status

Survey diversity and provide demographics

Administration Counselors Printing Aug-Sept

2002-2003 Feedback All tasks completed

Provide time for School performances from a variety of

traditions

Administration PTA Council,

Teachers

Time and fundraising

Aug-Sept 2002-2003 on going

Number of events

attendance

All tasks completed

Educational programs and events that celebrate the diverse traditions of our

student community

Administration, Teachers PTA

Council

Time and fundraising

Aug-Sept 2002-2003

Number of events

attendance

All tasks completed

Professional development for teachers around the education

of English as a second language students

Administration

Professional development time, possible

money for speakers

On -going 2002-2003

Attendance and survey use of techniques

learned

All tasks completed

PD sessions completed

Provide for exchange opportunities from other

cultural entities both on and off island to enhance the

understanding of cultures in Asia

Administration

Research and networking of schools abroad and visitors to

Saipan

On -going 2002-2003

Participation of presentations and interest

cads

All tasks completed Annually

SWAP SWAP


94

General Goal Area: (specific need for improvement) To instill school pride and respect for campus and facilities and the community. Blueprint- Student services

Program Objective #8: (an accomplishment or outcome which supports the goal) To provide resources for students have opportunities to show school spirit and pride both on and off campus



Individual


others

Time Line

Measurement of

Completion How will

objective be monitored evaluated

Current s ta tus

Identification of School Mascot Administration Student groups, teachers, staff

Time Aug-Sept 2002-2003

Mascot selection

All tasks completed

Provide school logo’s and apparel such as shirts for

students and staff


$$$ For purchase of

items

Aug-Oct 2002-2003 on going

Use of clothing All tasks completed

Identify transportation for bussing of students to athletic

games on island


$$$ For private bus

Ach-year 2002-2003 on going

Number of busses, student

attendance

All tasks completed

Creation of School groups centered in campus care

Administration Student leaders Time On -going

2002-2003

Number of participants,

projects

All tasks completed


95

Capitol Improvement Comprehensive School Wide Action Plan

General Goal Area: (specific need for improvement) To establish for new school which has effective and efficient facilities, a plan for continued improvement of facilities and construction of additional resources to meet the needs of the student population. Blueprint- Capitol Improvement

Program Objective #9: (an accomplishment or outcome which supports the goal) To improve existing facilities through the construction of a baseball diamond for physical education



Individual


others

Time Line

Measurement of Completion


Current s ta tus

Contact PSS central to get clearance on recovering 1/3 of

property behind fence line Administration Time Jan-Feb

2003 Feedback from

PSS Under Review

Identifying resources to move fencing and debris removal

beyond fence line Administration Time

Aug-Jan 2002-2003

Sources committed

Still waiting for PSS

approval to move

Identify Additional fence required for expansion Administration Funding

Aug-Jan 2002-2003

Source funding

Still waiting for PSS

approval to move

Final positioning of fence line Administration Contractors

Time for construction and removal

Jan-Apr 2003 Final product Pending

funding

Grading and layout of baseball diamond


and Contractor

Volunteer man hours

heavy equipment

Jan-Apr 2003 Final Product Pending

funding

Construction of backstop fencing and dugout bleacher

Administration PSS PTA Council

Contractor, source

funding, CIP coordination

Jan-Apr Final Product Pending funding

SWAP SWAP


96


Program Objective #10: (an accomplishment or outcome which supports the goal) To improve existing facilities through the construction of two new buildings for health academy and a distance learning center



Individual


others

Time Line



Current s ta tus

Contact PSS central to get CIP approval on classroom

construction

Administration CIP/PSS

2002-2004 school years

$430,000

Jan- 2003 June-2004

Feedback from PSS Final product

Under Review

Identifying resources to construct classrooms

Administration CIP / PSS

2002-2003 school year

Jan 2003-Apr-2003

Sources committed

Under Review

Identify Additional land area required for expansion Administration Time Jan

2003 Identification of

location All tasks

completed

Final Bid out to contractors for construction


Contractors

Time for bid development

criteria

Jan-Apr 2003 Final product Holding


Program Objective #11: (an accomplishment or outcome which supports the goal) To improve existing facilities through the construction a gymnasium for physical education instruction



Individual


Time Line

Measurement of

Completion How will

Current status


97

others objective be monitored evaluated

Contact PSS central to get CIP approval on Gymnasium

construction


2002-2004 school years $1,400,000

Jan- 2003 June-2004

Feedback from PSS Final product

Under Review

Identifying resources to construct Gymnasium


2002-2003 school year

Jan 2003-Apr-2003

Final product Under

Review for Bond

Identify Additional land area required for expansion Administration Time Jan 2003 Identification

of location All tasks

completed



Contractors


criteria

Jan-Apr 2003 Final product Holding


Program Objective #12: (an accomplishment or outcome which supports the goal) To improve existing facilities through the construction a Aquatic facility for water safety classes and competition



Individual

Resources required & Constraints Financial or others

Time Line

Measurement of

Completion How will

objective be monitored evaluated

Current status

Contact PSS central to get CIP approval on Aquatic facility

construction



$240,000

Jan- 2003 June-2004 Final product Under

Review

Identifying resources to construct Aquatic facility

Administration CIP / PSS Time Jan 2003-

June-2003 Final product Under Consultation

Identify Additional land area required for expansion Administration Time Jan 2003 Identification

of location All tasks

completed


98



Contractors

Time for bid developmen

t criteria

Jan-Mar 2003 Final product Holding


Program Objective #13: (an accomplishment or outcome which supports the goal) To improve existing facilities through the construction of the surface for the existing running track for physical education track n field events



Individual


others

Time Line



Current status

Contact PSS central to get CIP approval on construction of surface

for the existing running track


Funding $240,000

Jan- 2003 June-2004

Final product Holding

Identifying resources to construct surface for the existing running

track

Administration CIP / PSS Time

Jan 2003-June-2003




location All tasks

completed

Final Bid out to contractor for construction of the surface for the

existing running track


Contractors


criteria

Jan-June 2003



Program Objective #14: (an accomplishment or outcome which supports the goal) To improve existing facilities through the construction of the Outdoor Eating Area adjacent to the cafeteria


99



Individual


others

Time Line



Current status

Contact PSS central to get CIP approval on construction of the Outdoor Eating

Area adjacent to the cafeteria

Administration CIP/PSS Funding $24,000

Jan – June 2003

Final product Completed

Identifying resources to construct the Outdoor Eating Area adjacent to the

cafeteria


Jan –Mar 2003

Final product Partial

Identify Additional land area required for expansion Administration Time Jan 2003 Identification of

location All tasks

completed

Final Bid out to contractor for construction of the basketball courts and

bleacher for physical education


Contractors


criteria

Jan-Mar 2003 Final product All tasks

completed


Program Objective #15: (an accomplishment or outcome which supports the goal) To improve existing facilities through the construction of the basketball courts for physical education



Individual


others

Time Line



Current status

Contact PSS central to get CIP approval on construction of the basketball courts

for physical education

Administration CIP/PSS Funding $14,000

Jan – Apr 2003

Final product All tasks completed

Identifying resources to construct the basketball courts and bleacher for

physical education


Jan –Mar 2003



100



location All tasks

completed

Final Bid out to contractor for construction of the basketball courts and

bleacher for physical education


Contractors


criteria

Jan-Mar 2003



Program Objective #16: (an accomplishment or outcome which supports the goal) To improve existing facilities through the construction of the JROTC/NDCC training facility and obstacle course



Individual


others

Time Line



Current status

Contact PSS central to get CIP approval on construction of the

JROTC/NDCC training facility and obstacle course



$140,000

Jan – June 2003

Final product Under Review

Identifying resources to construct the JROTC/NDCC training facility and

obstacle course


Jan –June 2003

Final product Under Review

Identify Additional land area required for expansion Administration Time Jan 2003 Identification of

location All tasks

completed

Final Bid out to contractor for construction of the JROTC/NDCC training facility and obstacle course


Contractors


criteria

Jan-June 2003 Final product Holding


Program Objective #17: (an accomplishment or outcome which supports the goal) To improve existing facilities through the construction of the multi-purpose sports field


101



Individual


others

Time Line


How will objective be monitored

evaluated

Current status

Contact volunteer and donor individuals and agencies for the

construction of the multi-purpose sports field

Administration

Possible extra Funding needed,

most already committed free

Aug – June 2002-

2003 Final product Partial

Completed

Identifying resources for the grading and additional top soil in the

construction of the multi-purpose sports field

Administration Time Jan –June 2003 Final product

PTA Council level

committed

Identify Additional land area required for expansion Administration Time August


location All tasks

completed

Final construction phase of the multi-purpose sports field complex

Administration volunteer

contractors PTA Council

Time Jan-June 2003 Final product Progress partial


Program Objective #18: (an accomplishment or outcome which supports the goal) To improve existing maintenance facilities through the construction of the multi-use equipment storage and fabrication room



Individual


others

Time Line



evaluated

Current status

Contact volunteer and donor individuals and agencies for the

construction of room

Administration

Possible extra Funding needed

Aug – June 2002-

2003 Final product Completed

Identifying resources for the additional top soil in the construction of the multi-use maintenance room

Administration Time Jan –June 2003 Final product All tasks

completed

Identify Additional land area required for expansion Administration Time August


location All tasks

completed


102

Final construction phase of the multiuse maintenance yard

Administration volunteer

contractors PTA Council

Time Jan-June 2003 Final product Completed


103

Technology Improvement Planning Comprehensive School Wide Action Plan

General Goal Area: (specific need for improvement) Essential Condition: School wide Access to technology that is supported by process and procedures established for the safety security and education of all students in addition to utilizing the school wide student data system Win School. Blueprint- Technology Improvement Plan

Program Objective #19: (an accomplishment or outcome which supports the goal) To allow for an administrative computer station in every room for implementation of Win School program.



Individual


others

Time Line



evaluated

Current status

Purchase of computers through collateral equipment procurement

Administration central office

CIP $$$$ Aug-Sept

2002-2003 Units in every room Completed Annually

Provide time for teacher training on care and use of computers in

Win School Administration Time


Use of computers Completed Annually

Educational Student data grading and attendance program function

for each classroom teacher

Administration Teachers Time


Online and downloading

Completed Annually

Professional development for teachers around the continued use of grading and attendance software

Administration Professional development

time

On -going 2002-2003

Reports produced quarterly etc

Completed Annually


Program Objective #20: (an accomplishment or outcome which supports the goal) To allow for school wide student access

SWAP


104



Individual


others

Time Line



Current status

Review level of computer security (e.g.’ password protection) at SSHS

and evaluate for student access

Administration Tech Instructor,

central office tech coordinator

Time

Aug-Oct 2002-2003 Bi-

annually

Departmental feedback given to teachers showing improvement for

easier access

All tasks completed

Define and implement access standards for functioning of staff and

administrative server

Administration central office tech

coordinator Time

Aug-Sept 2002-

2003 on going

Staff server online 97% of the time with fast reliable

access and backup server in place

All tasks completed

Develop a communication plan for accessing and receiving technical help.

Designate department technology liaison (DLT) as technical point

person for each dept.

Manager of tech Admin, SSHS tech

facilitators, dept heads

Time

Aug-Sept 2002-

2003 on going

Staff receives published sheet with process for

accessing/receiving technical help.

All tasks completed

Provide access to instructional and productivity software in common

teacher workplaces. Library, labs and demo workstations in classrooms



Time

On -going 2002-2003

Agreed-upon common software

packages and installation of such

All tasks completed

Establish a plan to ensure access to and use of shared technology spaces and equipment to support student

achievement of technology benchmarks

Manager of techs Admin, SSHS tech

facilitators, dept heads

Time

On -going 2002-2003

Plan approved by tech committee

and admin

All tasks completed

Plan for server access to internet for all students

Administrative tech Time

Aug-Sept 2002-2003

On-line access with T-1

connection

All tasks completed

Implement plan for every lab to have universal design for adaptive

technology



Time Funding for Adaptive

tools

On -going 2002-2003

Adaptive technology and

ergonomic furniture

purchased and installed

On-going funding needs

from Sped-PSS

Begin feasibility study for remote access


central office tech coordinator,

teachers

Time

On -going 2002-2003

Discussion on how teachers and

students might benefit from home

school access to files software and distance learning.

All tasks completed

Establish computer access in student center for careers and counseling

Administration tech, and

Counselors

Time $$$ for additional

computers and software

Feb-March 2003

Installation and use of computers

All tasks completed


105

Establish student computer access points in library

Administration, librarian

Time $$$ for additional computers

Jan-Feb 2003

Installation and use of computers

All tasks completed

Creation of school wide acceptable use policy

Admin9strain, tech instructor teacher Time Aug

2003 Use and evaluation

of efficiency All tasks

completed


Program Objective #21: (an accomplishment or outcome which supports the goal) To allow for an administrative technologies to support accountability of resources and student discipline



Individual


others

Time Line



Current status

Creation of central textbook tracking with use of bar-coding software for use

in library also

Administration, school registrar

$$$$ For barcode reader and software

Jan-Feb 2003

Use and evaluation of

efficiency

All tasks completed

Provide time for staff training on care and use of handheld technologies Administration Time

Aug-Sept 2002-

2003 on going

Use of devices All tasks completed

Establish monitoring program of student out of class time and school violations

using handheld technology

Administration, Truant officers, School, aides

Time training, $$$ for

handheld technology

Feb 2003

Use and evaluation of

efficiency

All tasks completed

Professional development for staff on improving attendance in class time and

campus discipline Administration

Professional development

time

On -going 2002-2003

Reports produced

quarterly etc

All tasks completed

annually


106

Technology Professional Development Comprehensive School Wide Action Plan

General Goal Area: (specific need for improvement) To establish a solid base of technological knowledge within the school and its staff specific to the school and its environment and equip them with the training and tools they will all use in the course of their duties. Blueprint- Technology Professional Development

Program Objective #22: (an accomplishment or outcome which supports the goal) Training in computer generated data using the current Win School data system.



Individual


others

Time Line



Current status

Hold general staff meeting to discuss the professional development

technology plan and schedule activities

Administration Tech lab

Instructor

Use of laboratory

2002-2003 school year continuous

Feedback from skills tests comments

All tasks completed

Develop series of technology workshops covering all multi-media

related services available including MS Word, Digital cameras, video cameras, FTP uploading, web design, transfers MP3’s, Email clients, print services,

wireless technology and more.


Instructor

Use of laboratory

commitment from teachers for attendance

40 hours


Printed version of schedule,

Attendance log

All tasks completed

Production Teacher class portfolio’s posted to school website


Instructor

Use of laboratory

Teacher task time


Completion and review by

Tech Instructor

Re-development and continuous

Purchase of software for training in various programs such as Photoshop, Quicken, Page maker, Power point

etc.


Instructor

Use of laboratory

Some funding required



General Goal Area: (specific need for improvement) To establish a solid base of technological knowledge within the school and its staff specific to the school and its environment and equip them with the training and tools they will all use in the course of their duties. Blueprint- Technology Professional Development

SWAP

Program Objective #23: (an accomplishment or outcome which supports the goal) Training in Distance Learning Center and Facilities Management.


107



Individual


others

Time Line



Current status

Hold general staff meeting to discuss the professional development

technology plan and schedule activities


Instructor

Use of laboratory


Feedback from skills tests comments

All tasks completed

Identify professional Training in the area of Distance Learning


Instructor

Teacher task time

2002-2003-04 school

year continuous

Completion and review by Admin

All tasks completed

Purchase of software for training in various programs in distance learning


Instructor

Use of laboratory

Some funding required


products

Some purchases have been

made

Purchase of Teleconferencing Equipment

Administration PSS Tech

Coord.

Some funding required 2002-2003 acquisition All tasks

completed



Program Objective #24: (an accomplishment or outcome which supports the goal) To improve technology literacy through the E-portfolio graduation requirement.


Responsible Team Member Individual

Resources required Time Line


Current status

Develop graduation requirements to include Senior E-Portfolios for

incoming freshman 2007


counselors PD training Aug

2007 Successful completion COMPLETED


108

Produce student guide for E-

portfolio development

Administrators Tech team Time. Jan

2008 Successful printing COMPLETED

Train all students on E-portfolio development


Counselors Time June

2008 Completion certification

COMPLETED continuous

Create schedule for systematic

review of progress towards Senior E-portfolios


counselors

Time collaboration

Jan 2008

Schedule production COMPLETED

Inclusion of Senior E-portfolio completion on official transcript

Administrators counselors Time Jan

2008 Transcripts COMPLETED



Program Objective #25: (an accomplishment or outcome which supports the goal) To improve student achievement in reading and writing.



Resources required

Time Line


Current status

Increase site license for the L100 reading program for school wide

campus use.

Administrator PSS Fed Prog.

Grant proposal and

PREL

Aug 2008

Successful purchase

PARTIAL Received New Software

updates for installation 2009

Install L100 network wide to

reach all subject readers to enhance at risk learners and meet

2014 goals

Administrators Tech team Time. Oct

2008 Successful installation

PARTIAL Installed on Network still need

to conduct more installs on new users

Train all teachers on L100 and reporting analysis

Teachers Administrator Time Dec

2008 Completion certification Scheduled on PD calendar


109

Develop L100 reading schedule for classroom teacher time on

task


counselors

Time collaboration

Dec 2008

Schedule production Developing

Implementation of school wide

reading schedule for all computer access classrooms and locations


counselors Time Jan

2009 Data reports

on usage Review for cancellation

Produce rewards based program for student achievement in L100

to include certification


counselors Time research Jan

2009 certifications Developing



Program Objective #26: (an accomplishment or outcome which supports the goal) To increase school operations funding through fiscal planning and on campus sales



Resources required

Time Line


Current status

Develop fiscal plan for increasing school

revenue

Administrators Finance

Time collaboration

Aug 2007

Successful completion

COMPLETED

Develop business plan for investment into retail sales and operation of student store


Time collaboration

Jan 2008

Successful printing Restructuring

Perform cost analysis to determine benefits of outsourcing student store at minimum 5000k

monthly


Time collaboration

Feb 2008 Completion COMPLETED

Create schedule for systematic review of

progress in fund review


Time collaboration

Mar 2008

Schedule production

In progress*included in

annual report and monthly reports

Explore ways to keep funding of already in

place projects under grants

Administrators Time Jan

2009

Identification of source funding

COMPLETED


110

Curriculum & Instruction Professional Development

Program Objective # 27: (an accomplishment or outcome which supports the goal) Improve State Assessment scores to better meet and exceed PSS AYP projections

General Goal Area: (specific need for improvement) To establish for new school which has effective and efficient facilities, a plan for continued academic improvement in mathematics and additional teacher resources to meet the needs of the student population. Blueprint- Curriculum & instruction



Resources required

Time Line


Current Status

Mentoring Program for new math teachers

Administration, PREL Pacific

Regional Educational Laboratories

PREL funded mentors provided

and paid for

Jan 2007

Successful mentor funding

provided

COMPLETED in SY 05-06 but due to funding

was put on hold in 08-09

Professional development to help math teachers find other

methods of coaching mathematics

Administration, Math Dept members

PSS CIA Math

Local funding and time on task with technology

March 2007

User data reports from

training

COMPLETED continuous

Math core group monthly learning

communities

Teacher collaboration and evaluation of students

Administration, Teaching staff

Time collaboration,

training,

May 2007

User data from review committees

COMPLETED Pilot of end of

course exam on 12-15-08;

actual testing on May 2009

Increase math instruction from a one credit to two credit

course


Counselors

Collaboration with PSS

Counselors

August 2007

Student progress

report, Win School data

COMPLETED in SY 05-06:

change from 3 to 6 credits


111


General Goal Area: (specific need for improvement) To establish for new school which has effective and efficient facilities, a plan for continued academic improvement and construction of additional teacher resources to meet the needs of the student population. Blueprint- Curriculum & instruction

Program Objective #28: (an accomplishment or outcome which supports the goal) Establish strategy for ensuring students are at grade level math when entering high school.



Resources required

Time Line


Current status

Development of a more accurate math placement test for incoming

freshman

Administration, Math Dept Learning

Community

Time for collaboration

HS/JHS

May 2009

Feedback from Administration

PARTIAL Learning

community developing test and

field-test 09

Requirement for students at low placement to take Gen math

followed by Pre-Alg in first year under block schedule

Administration,

Counseling, Math teachers

Meeting and collaboration

Time Current Identified active

sequence

COMPLETED In practice

transition for General Math and

Pre-Algebra

Hiring of additional Math staff to fit current and future needs

Administration PSS HRO

PSS budget and available

teachers

August 2009

Final review of tools document

Collaboration phase

Acquisition of Textbooks and resource for 4x4 scheduling.

Administration Federal Programs

PSS

Time for development and printing

August 2009 Pending Order Need for Geometry

Text


112


General Goal Area: (specific need for improvement) To establish for new school which has effective and efficient facilities, a plan for continued academic improvement and construction of additional teacher resources to meet the needs of the student population. Blueprint- Curriculum & instruction

Program Objective #29 : (an accomplishment or outcome which supports the goal) Establish subject area master schedule for the systematic review of student work by committee to guide instruction.


Responsible Team Member Individual

Resources required

Time Line


Current status

Collaboration time for committee members

Administration, Committee members

Time for collaboration

August 2009

Feedback from Administration

PARTIAL schedule

Design sequence of the systematic collection of student work

Administration,

Committee members,


Time

May 2009

Identification of sequence

PARTIAL Developing

theories

Design and construct evaluation tools for committee assessment of student

work

Administration Committee members

Evaluation software

Time

August 2009

Final review of tools document

Collaboration phase

Implement master schedule for review and evaluation


Time for development and

printing

Dec 2009

Final product review in print

PARTIAL Development

Develop guidelines for decision making based on data collected


Time and collaboration

Jan 2009

Production of printed guidelines

PARTIAL Development


113


Program Objective #30 : (an accomplishment or outcome which supports the goal) To improve student achievement by developing subject area mastery tests for vertical alignment.



Individual

Resources required

Time Line


Current status

Collect national exam data on subject area exit exams

Administration, Staff

Internet US Postal May 2006

Feedback from Administration,

Staff

COMPLETED

Develop committee for analysis of appropriate test data for project

development

Administration, Teachers, PSS CIA


Time

May 2006

Identification of committee members

COMPLETED

Design and construct practice test format and electronic scoring

software Administration

OMB scoring and testing

software, Time on task

August 2006

Final review of document

COMPLETED

Conduct practice test on student body

Administration Counselors,

Teachers

Time for development and printing

Dec 2009

Final product in test mode

Scheduling Committee

Develop master schedule for implementation of student testing

Counselors, Administration

Time and collaboration

Jan 2010

Production of printed schedule

Scheduling Committee

Capital Improvement

General Goal Area: (specific need for improvement) To establish for new school which has effective and efficient facilities, a plan for continued improvement of facilities and construction of additional resources to meet the needs of the student population. Blueprint- Curriculum & instruction


Program Objective #31 : (an accomplishment or outcome which supports the goal) To improve existing facilities through the construction of a multi-purpose climbing wall and handball courts for physical education


114



Resources required

Time Line


Current status

Identify location for site construction

Administration, PE Staff Meeting Time March

2006


PE Staff COMPLETED

Perform cost analysis for project design and construction

Administration, Local construction

companies

Meeting and Quote Time

June 2009

Receipt of services and physical plans

COMPLETEDNeeds update

Identify funding through community and non-appropriated

fundraising

Administration, student body

Letters to requesting assistance

May 2009

Source funding and review of

documents

Collaboration phase

Construct Two multi-purpose climbing wall and handball courts

Administration Contractors

Time for construction

August 2009

Final product viewing Waiting

Capital Improvement


Program Objective #32 : (an accomplishment or outcome which supports the goal) To improve existing facilities through the construction of two sand volleyball courts for physical education



Resources required

Time Line


Current status

Identify location for site construction

Administration, PE Staff Meeting Time March

2006


PE Staff COMPLETED

Perform cost analysis for project design and construction

Administration, Local construction

companies

Meeting and Quote Time

March 2006

Receipt of services and

physical plans

COMPLETED

Identify funding through community and non-appropriated

fundraising

Administration, student body

Letters to government and

Community requesting assistance

March April 2006

Source funding and review of

documents

COMPLETED

Construct Two Sand Volleyball courts.

Administration Contractors

Time for construction May 2006 Final product

viewing

PARTIAL one court

needs sand


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General Goal Area: (specific need for improvement) To establish for new school which has effective and efficient facilities, a plan for continued academic improvement in mathematics and additional teacher resources to meet the needs of the student population. Blueprint- Curriculum & instruction

Program Objective #33 : (an accomplishment or outcome which supports the goal) Establish strategy for preparing more students to take higher math and AP coursework



Resources required

Time Line


Current status

Increase site licensing for Star Math program users

Administration, Math Dept Chairperson

Grant proposal application

March 2007

Successful funding provided

Developing grant

application

Development of Cognitive Tutor software license for network wide

application


Time on task software training

for instructor

Jan 2007

User data reports from software

Review of alternative software

Development of Higher Math lesson plan and activity bank for

teaching math across the curriculum

Administration, Teaching staff all

subjects

Time collaboration,

training, Printed resources

materials

May 2007

Lesson plan development and

user data from review

committees

Review grant approval

Acquisition of Online textbooks for higher math


Grant proposal application

August 2007

Successful funding provided

Review grant approval


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GLOSSARY

ADA - Average daily attendance

AP (Advanced Placement) - Rigorous college level course offered in high school.

At-Risk Counselor - Individual available for students in crisis (substance, emotional, child abuse, or

pregnancy consultation) needing immediate psychological, physical, or emotional assistance.

AVPA - Academy of Visual and Performing Arts

CCC - College and Career Center

Differentiated Learning - Offering instruction in mainstream classroom to special populations (RSP,

ESL, etc).

ELL - English Learner

ESLR - Expected School-wide Learning Result

Governor’s Educational Initiative Grant - Grant provided by the Governor’s Office to

purchase laptop computers and software for student use.

IEP – Individualized Educational Program

JROTC – Also referred to as ROTC. Junior Reserve Officer Training Corps

LRE – Least Restrictive Environment

PSS – Public School System School District.

PTA - Parent-Teacher- Association.

RSP - Resource Specialist Program

SBA (Standards Based Assessment Test) - State test based on content of CNMI Standards of learning)

SSHS – Saipan Southern High School

SDAIE - Specifically Designed Academic Instruction in English

Site Council - School improvement planning committee

SPED Special Education - Program for students that have discrepancy between achievement and

ability, offering services to help these students bridge that gap.

SRO (School Resource Officer) - Law enforcement liaison between educational community and local

law enforcement, providing preventative assistance in helping students make right choices.

Vertical Teaming - Curriculum and delivery of content area standards-based curriculum grades 9-12

WASC/FOL - Western Association of Schools and Colleges / Focus on Learning


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NOTICE:

This Comprehensive School Wide Action Plan is continually reviewed and updated to provide maximum direction and guidance in the goals achievement of the school, its faculty, staff and students. Any questions or comments can be made directly to the administration of Saipan Southern High School. Although every effort has been made to provide a comprehensive profile of where we are and where we want to be, there still lies external data which in whole or part may be included in the action plan herein.


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DAILY SCHEDULE School Year 2008-2009 The instructional program at Saipan Southern High School reflects the requirements established by the Board of Education. The instructional day is divided into four class periods of 80 minutes each. First Bell 7:50 8:00 – 9:20 1st Period

9:30 – 10:50 2nd Period

10:50 – 11:15 Prep Break

11:20 - 12:40 3rd Period

12:40 – 1:35 Lunch

1:40 – 3:00 4th Period

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