COLTS Staff MeetingAugust 27, 2012

AGENDA• Welcome/Sign-In• Housekeeping• PSS Strategic Priorities PLUS

• School Café

SCHEDULESSCHOOL SCHEDULE

• 7:15-7:55 Breakfast• 7:55-8:00 1st Bell• 8:05 Tardy Bell• 10:30-12:00 Lunch• 2:00 Dismissal

BUS SCHEDULE• 6:45-7:15 (AM Pick-Up)• 2:00-2:30 (PM Drop-

Off)

SCHEDULES

TIMEPeriod Ms. Jennifer San

NicolasMs. Lou Connie

MangonaMs. Mariana Omengkar

Mrs. Suaad San Nicolas

Mrs. Rinenta Hofschneider

P MAC-A MAC-B MAC-C MAC-D MAC-E8:00-8:45 1 Language Arts

Language Arts

Language Arts

Language Arts

Language Arts

8:45-9:30 2 CCLHS Language Arts

Language Arts

Language Arts

Language Arts

9:30-9:45 B BREAK BREAK BREAK BREAK BREAK

9:45-10:30 3 Language Arts CCLHS Math

Math Math

10:30-11:15 4 Math

Math CCLHS Science

Science

11:15-11:45 L LUNCH

LUNCH

LUNCH

LUNCH

LUNCH

11:45-12:30 5 Science

Science

Science CCLHS Social Studies

12:30-1:15 6 Social Studies

Social Studies

Social Studies Social Studies CCLHS

1:15-2:00 7 PE/MUSIC/ART PE/MUSIC/ART PE/MUSIC/ART PE/MUSIC/ART PE/MUSIC/ART

SCHEDULESHomeroom Teachers Period Ms. Joann Cepeda Mrs. Chavelyn

EpityMrs. Jenina Manglona

TIME P 4/5A 4/5B 4/5C8:00-8:45 1 Lang. Arts

Lang. Arts Lang. Arts

8:45-9:30 2 CCLHS Lang. Arts Lang. Arts

9:30-10:15 3 Lang. Arts CCLHS Math

10:15-10:30 B BREAK BREAK BREAK

10:30-11:15 4 Math Math CCLHS

11:15-12:00 5 Science

Science Science

12:00-12:30 L LUNCH LUNCH LUNCH

12:30-1:15 6 S.S. S.S. S.S.

1:15-2:00 7PE/MUSIC/ART PE/MUSIC/ART PE/MUSIC/ART

SCHEDULESTime Period

Mrs. Christina Zuccaro-

TemengilMrs. Brenda Safer

8:00-8:45 16A Math 6B Language Arts

8:45-9:30 2

9:30-10:15 3 6B Math 6A Language Arts

10:15-10:30 B BREAK BREAK

10:30-11:15 4 6B Math 6A Language Arts

11:15-12:00 5 6B Science 6A Social Studies

12:00-12:30 L LUNCH LUNCH

12:30-1:15 6 6A Science 6B CCLHS

1:15-2:00 7 6A CCLHS 6B Social Studies

SCHEDULESCCLHS 4th-6th

Schedule Senora Carmen Dela Cruz

8:00-8:45 PREP

8:45-9:30 4/5A

9:30-10:15 4/5B

10:15-10:30 BREAK10:30-11:15 4/5C

11:15-12:00 6A

12:00-12:30 Lunch12:30-1:15 6B

1:15-2:00 PREP

SCHEDULESDATE Location Morning K-3rd BREAK 4th-6th BREAK K-3rd LUNCH 4th-6th LUNCH

6:45-7:25 9:30-9:45 10:10-10:25 11:20-11:50 11:55-12:25MONDAY Bldg. K (Front)

Playground I/H Playground K

TUESDAY Bldg. K (Front) Playground I/H Playground K

WEDNESDAY Bldg. K (Front) Playground I/H Playground K

THURSDAY Bldg. K (Front) Playground I/H Playground K

FRIDAY Bldg. K (Front) Playground I/H Playground K

ADMINISTRATIVE STAFFName Position DepartmentDionne Santos Principal AdministrationLou Connie Manglona

Vice Principal Administration

Carmen Farrell Admin. Officer III AdministrationCarolina San Nicolas

Supply Specialist Administration

Magdalena Sarmiento

Secretary Administration

Rodel Manlulu Trades Technician MaintenanceJulita Diaz Custodian MaintenanceVictor Linan Bus Driver Pupil

TransportationAngela Reyes Bus Conductor Pupil

TransportationLeonardo Aveina Bus Driver (SpEd) Pupil

Transportation

INSTRUCTIONAL STAFFTeacher Grade-Level Room Assignment

Celina Farrell Kindergarten K-21/22Jennifer San Nicolas

MAC-A K-24

Lou Connie Manglona

MAC-B K-25

Mariana Omengkar

MAC-C K-26

Suaad San Nicolas MAC-D K-27Rinenta Hofschneider

MAC-E I-23

Joann Cepeda 4/5A I-24

Chavelyn Epity 4/5B I-25Jenina Manglona 4/5C I-26Carmen Dela Cruz CCLHS (4th-6th) H-5

INSTRUCTIONAL STAFFTeacher Grade-Level Room Assignment

Christina Zuccaro-Temengil

6A H-2

Brenda Safer 6B H-1

Julian Hofschneider

Title 1 I-22

Vacant ELL H-6

INSTRUCTIONAL SUPPORT STAFF

Teacher Aide Grade-Level Room Assignment

Teresita S. Lazaro 4th-6th I-24

Monica Sanchez Kindergarten K-21/22

Carrie Kiyoshi MAC (1st-3rd) K-26

Jose Justo Reyes MAC (1st-3rd) K-24

George Manglona MAC (1st-3rd) K-25

PARKING LOTAny questions and miscellaneous items?

PSS STRATEGIC PRIORITIES PLUSHigh Student Performance

Highly Qualified and Effective PersonnelEffective and Efficient Operations

Safe and Orderly SchoolsParent Engagement and Community PartnershipHigh Performance with High Reliability Systems

HIGH STUDENT PERFORMANCE

PSS Goals and ObjectivesStudent Achievement Data

HIGH STUDENT PERFORMANCE

• Goal 1: By 2012, all CNMI PSS students will be proficient at or above 47 percent of reading, math, and science benchmarks as measured by the PSS Standards Based Assessment (SBA).

• Goal 2: By 2013, all CNMI PSS students will be proficient at or above 53 percent of reading, math, and science benchmarks as measured by the PSS Standards Based Assessment (SBA).

• Goal 3: By 2014, all CNMI PSS students will be proficient at or above 59 percent of reading, math, and science benchmarks as measured by the PSS Standards Based Assessment (SBA).

HIGH STUDENT PERFORMANCE

• Objective 1: By September 2013, 80% of K-12 teachers will teach with a focus on research-based teaching and learning strategies for ALL students.– STATE LEVEL – Guaranteed and Viable Curriculum,

Challenging Goals and Effective Feedback– SCHOOL LEVEL – Instructional Strategies and

Guaranteed and Viable Curriculum– INDIVIDUAL LEVEL – Instructional Strategies,

Classroom Management, Challenging Goals and Effective Feedback, and Guaranteed and Viable Curriculum

HIGH STUDENT PERFORMANCE

• Objective 2: By September 2013, student attendance will increase by 5%, through personalizing learning for every child.

• Evidence of Accomplishment:– Collaborative Conversations with PLCs on Making

Learning Meaningful and Relevant (Focus:PLCs September-June)

– Student Competitions, Junior Achievement, RWDC, JROTC, CCLHS, STEM, Performing Arts, NFL/PGFC November-June

– Embraced WHOLE CHILD in Curriculum, Instruction and Assessment

– Striving Readers, SIOP Training and Development of ELL Program, August-June

HIGH STUDENT PERFORMANCE

• Objective 3: By September 2013, promotion and graduation rate will increase as a result of personalizing learning and maintaining positive school climate.– STATE LEVEL – Safe and Orderly

Environment, Motivation, and Guaranteed and Viable Curriculum

– SCHOOL LEVEL – Classroom Curriculum Design and Safe and Orderly Environment

– INDIVIDUAL LEVEL – Challenging Goals and Effective Feedback

HIGH STUDENT PERFORMANCE

• Objective 4: By September 2013, professional learning and resources support system for teachers and staff will be provided in their work around student learning.– STATE LEVEL – Guaranteed and Viable Curriculum,

Collegiality and Professionalism, Challenging Goals and Effective Feedback and Instructional Strategies

– SCHOOL LEVEL – Challenging Goals and Effective Feedback, Instructional Strategies, Guaranteed and Viable Curriculum, Classroom Management and Collegiality and Professionalism

– INDIVIDUAL LEVEL – Guaranteed and Viable Curriculum and Classroom Curriculum

SAT-10 RESULTS

Total Reading Total Math Science Social Studies Complete Battery0

5

10

15

20

25

30

35

40

45

50

Grade 3SY11-12

Perc

entil

e Ra

nk o

f M

ean

NCE

SAT-10 RESULTS

Total Reading Total Math Science Social Studies Complete Battery0

10

20

30

40

50

60

70

Grade 5SY11-12

Perc

etile

Ran

k of

Mea

n N

CE

SAT-10 RESULTS

Total Reading Total Math Science Social Studies Complete Battery0

10

20

30

40

50

60

70

Grade 6SY11-12

Perc

entil

e Ra

nk o

f M

ean

NCE

Grade 3 SAT-10 Data Trends

2007-2008 2008-2009 2009-2010 2010-2011 2011-20120

10

20

30

40

50

60

70

80

90

100

4045

50 50 5054.3

49.6

3932

41

Stanford Achievement Test 10th EditionTinian Elementary School - Grade 3

Complete Battery

Perc

entil

e Ra

nk-S

tani

neM

ean

Nat

iona

l NCE

Grade 5 SAT-10 Data Trends

2007-2008 2008-2009 2009-2010 2010-2011 2011-20120

10

20

30

40

50

60

70

80

90

100

4045

50 50 5049.241.1

5349.1 50

Stanford Achievement Test 10th EditionTinian Elementary School - Grade 5

Complete Battery

Perc

entil

e Ra

nk-S

tani

neM

ean

Nat

iona

l NCE

Grade 6 SAT-10 Data Trends

2007-2008 2008-2009 2009-2010 2010-2011 2011-20120

10

20

30

40

50

60

70

80

90

100

56.551.3

34

48.744

Stanford Achievement Test 10th EditionTinian Elementary School - Grade 6

Complete Battery

Nat

iona

l Per

cent

ile R

ank

Mea

n N

CE

Standards-Based Assessment (SBA)

Reading Math Science Social Studies0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 3

Standards-Based Assessment (SBA)

Reading Math Science CCLHS0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 4

Standards-Based Assessment (SBA)

Reading Math Science Writing0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 5

Standards-Based Assessment (SBA)

Reading Math Science Social Studies CCLHS0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Grade 6

SBA Data Trends

Reading Math Science Social Studies0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

48%

63%

45% 45%

24%

38% 35%

24%

Standards-Based Assessment3rd Grade

Adequate Yearly Progress (AYP)

2009-20102010-20112011-2012

SBA Data Trends

Reading Math Science CCLHS0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

63%67%

61%67%

Standards-Based Assessment4th Grade

Adequate Yearly Progress (AYP)

2009-20102010-20112011-2012

SBA Data Trends

Reading Math Science Writing0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

44%53%

30%

45%

Standards-Based Assessment5th Grade

Adequate Yearly Progress (AYP)

2009-20102010-20112011-2012

SBA Data Trends

Reading Math Science Social Studies CCLHS0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

35% 34% 33%

15%

26%

Standards-Based Assessment6th Grade

Adequate Yearly Progress (AYP)

2009-20102010-20112011-2012

PSS INITIATIVES

Common Core State Standards (CCSS)Title 1 ProgramELL ProgramUnderstanding by Design (UbD) CurriculumPSS Standards and Benchmark Maps

Common Core State Standards (CCSS)

CCSS in the CNMI• Intend to provide a framework for knowledge

and skills that students need to develop in K-12 to be prepared for success in college and workplace

• Deep “dive” in instruction with defined practices (CITW), equitable, challenging learning experiences

• Monitor and account learning for ALL with multiple sources of data to inform instruction

• Evaluation System– Holding teachers accountable for

instruction

CCSS in the CNMI• Working purposefully, deliberately, and

intentionally that would make new standards a classroom reality.

• Start measuring student performance against the new standards by 2014-15 school year.

• Individual and collective effort to assess the quality and comprehensiveness of our implementation plan and our progress.

Focus of CCSS Align with best evidence on college and

career readiness and expectations Build on the best standards work of the states Maintain focus on what matters most for

readiness

40

STANDARDS DEVELOPED FOR:

ENGLISH LANGUAGE ARTS includingLITERACY IN HISTORY/SOCIAL STUDIES,

SCIENCE, AND TECHNICAL SUBJECTS

AND

MATHEMATICS

41

Let’s Play:Myth Matches

Myths v. Facts About the Common Core Standards

Each team will receive myths and facts regarding the CCSS in either math or ELA

•Please work with your team to match each myth with the correct fact to debunk the myth!

Title 1 Program

Title 1 Program• Content Area Focus: Reading and Math• Target Audience: Students two or more

grades below-level• Instructional Schedule: dependent on the

needs of participants• Grouping: 5-7 students per cohort• Assessment: STAR Assessments

English Language Learner (ELL) Program

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

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

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

WIDA(World class instructional design and assessments)

http://www.wida.us/membership/states/

WIDA MODEL (Measure of Developing English Language)

Is a series of English language proficiency assessments for Kindergarten through Grade 12.

Can be used for the following:• To identify students who may be

candidates for English as a Second Language (ESL)/bilingual services;

• To determine the academic English language proficiency level of students new to a school or to the U.S. school system;

• To place students into the necessary amount and type of instructional services and support; and

• To serve as an interim assessment during the school year, providing information that informs instructional planning and other decisions related to students' education.

WIDA ACCESS (Assessing Comprehension and Communication in English State-to-State for English Language Learners)

Large-scale English language proficiency assessment given to Kindergarten through 12th graders who have been identified as English language learners (ELLs).

It is given annually to monitor students' progress in acquiring academic English.

UNDERSTANDING BY DESIGN (UBD) CURRICULUM PLANNING

Stage 1: Identify Desired ResultsStage 2: Determine Acceptable EvidenceStage 3: Plan Learning Experiences and Instruction

CNMI Public School System Understanding by Design

Collaborative Curriculum Unit Planning

Determine Acceptable EvidencePlan Learning Experiences and Instruction

Identify Desired Results

Stage 1: Identify Desired Results

Established Goals

Enduring Understandin

gsEssential Questions

Knowledge and Skills

ESTABLISHED GOALS• PSS Standards and

Benchmarks• Common Core Standards• Content and Language

Objectives

ENDURING UNDERSTANDINGS

• What specific insights about big ideas do we want students to leave with?

“Students will understand that…”

ESSENTIAL QUESTIONS• What essential questions will frame the

teaching and learning, pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content?

KNOWLEDGE AND SKILLS• What will students know and be able to do?

Stage 2: Determine Acceptable Evidence

What evidence will show

that students understand

?

Consider evidence of the understanding(s), knowledge and skills identified in Stage 1

Use the 6 Facets to identify needed

evidence of understanding

Identify appropriate criteria and use them

to develop the scoring RUBRIC

Use the G.R.A.S.P.S. elements to design

authentic PERFORMANCE TASKS

Test your ideas against the Stage 2

Design Standards and revise as needed

Identify the OTHER EVIDENCE that will be

needed

SIX FACETS OF UNDERSTANDING

Self-Knowledge

Empathy

Perspective

Application

Interpretation

Explanation

SIX FACETS OF UNDERSTANDINGSIX FACETS OF UNDERSTANDING

Example of Using 6 Facets of Understanding

(Topic: Nutrition)1. EXPLANATION: What are the key ideas in..? What are examples of..? What are the characteristics and parts of..? What caused..? What are the effects of..? How might we prove, confirm, justify..? How is..connected to..? What might happen if..? What are the common misconceptions about..? How did this come about? Why is this so?

Develop a brochure to help young students understand what is meant by a balanced diet

2. INTERPRETATION: What is the meaning of..? What are the implications of..? What does…reveal about..? How is…like…(analogy or metaphor)? How does…relate to me or us? So what? Why does it matter?

Discuss what the popularity of fast foods say about modern life?

3. APPLICATION: How is…applied in the larger world? How might…help to..? How could we use… to overcome..? How and when can we use this (knowledge or process)?

Plan a menu for a class party consisting of healthy, yet tasty snacks.

4. PERSPECTIVE: What are the different points of view about..? How might this look from a different perspective? How is this similar to or different from..? What are other possible reactions to..? What are the strengths and weaknesses of..? What are the limits of..? What is the evidence for..? Is the evidence reliable? Sufficient?

Conduct a research to find out if the Food Pyramid guidelines apply in the other regions (e.g. Antarctica, Asia, the Middle East) and the impact of diverse diets on health and longevity.

5. EMPATHY: What would it be like to walk in …’s shoes? How might…feel about..? How might we reach an understanding about..?What was…trying to make us feel and see?

Imagine: How might it feel like to live with a dietary restriction due to a medical condition>

6. SELF-KNOWLEDGE: How do I know..? What are the limits of my knowledge of..? What are my “blind spots” about..? How can I best show..? How are my views about…shaped by..(experiences, habits, prejudices, style)? What are my strengths and weaknesses in..?

Reflect: To what extent are you a healthy eater? How might you become a healthier eater?

60

G.R.A.S.P.S.CONSTRUCTING A PERFORMANCE TASK USING GRASPS

Goal Role Audience SituationProduct,

Performance and Purpose

Standards and Criteria for

Success Your task

is… The goal is

to… The

problem or challenge is…

The obstacles to overcome...

You are… You have

been asked to…

Your job is…

Your clients are…

The target audience…

You need to convince…

The context you find yourself in is…

The challenge involves dealing with…

You will create a __ in order to___.

You need to develop___ so that___.

Your performance needs to…

Your work will be judged by…

Your product must meet the following standards

A successful result will…

ACTIVITY• Read the following vignette, write a brief

description of Performance Task framing the G.R.A.S.P.S elements. Share with the whole group.From the country to the Islands. (History, geography; grades 6-8). A group of 10 foreign students are visiting your school for one month as part of an exchange program. The principal has asked your class to plan and budget a four-day tour of Saipan to help the visitors understand the island’s impact on the history and development of our nation. Plan your tour so that the visitors are shown sites that best capture the ways Saipan has influenced our nation’s development. Your task is to prepare a written tour itinerary including an explanation of why each site was selected. Include a map tracing the route for the four-day tour and a budget for the trip.

Identify appropriate criteria and use them to develop the scoring RUBRIC

CriteriaAdvance

(4)Proficient

(3)Developin

g (2)Beginning

(1)

63

Other Evidence(s)• Quizzes• Tests• Prompts• Observations• Dialogues• Work Samples• Student Self-Assessment & Reflection• Others??

64

Stage 3: Planning Learning Experiences and

Instruction• Activity Bank– “WHERETO” Elements

• Response to Intervention (RtI)• Step-Wise Process

– Special Education– ELL

ACTIVITY BANK

WHERETO ELEMENTS

W H E R E T O

Where are we going? Why? What is expected?

How will we hook and hold student interest?

How will we equip students for expected performances?

How will we help students to rethink and revise?

How will students self-evaluate and reflect on their learning?

How will we tailor learning to varied needs, interests, styles?

How will we organize and sequence the learning?

REFERENCES• Bloom’s Taxonomy• Classroom Instruction that Works (CITW)

– Instructional Strategies– Technology– Student Work

• Curriculum Unit Planner

2012-2013 BENCHMARK MAPS

• K-12th Common Core Standards and Benchmarks in Language Arts and Math

• PSS Standards and Benchmarks in Science, Social Studies, and Chamorro/Carolinian Language Heritage Studies (CCLHS)

HIGHLY QUALIFIED AND EFFECTIVE PERSONNEL

Professional DevelopmentPower-Walkthrough ObservationsTeacher Evaluation System

GOALS AND OBJECTIVES

Goal:• To recruit, retain, and renew

highly qualified and effective personnel for the CNMI Public School System.– Objective1: RECRUITMENT– Objective 2: RETENTION– Objective 3: RENEWAL

PROFESSIONAL DEVELOPMENTState-Level

October 2012

March 2013

Professional Learning

Communities

School-Level

10 designated throughout the

school year

In-service training

HIGHLY QUALIFIED & EFFECTIVE PERSONNEL

English Language Learner TeacherRoles1) Instruction of students at levels 1 and 2 & Support

of students at levels 3,4, & 52) Coach / Train teachersResponsibilities• Administer required summative & formative

assessments• Monitor progress of students• Provide coaching and training of ELL strategies and

instruction to classroom teachers

HIGHLY QUALIFIED & EFFECTIVE PERSONNEL

Title I TeacherRoles1) To provide individualized instruction for

students performing two or more grades below in reading and math.

2) Coach/Train Teachers

Responsibilities• Administer required summative & formative

assessments• Monitor progress of students• Provide coaching and training to classroom

teachers

HIGHLY QUALIFIED & EFFECTIVE PERSONNEL

Project Teacher MentorGoal 1:• By the end of SY2012-2013, all new teachers will be

oriented with BOE policies and regulations, as well as, school-level policies and procedures.

Goal 2: • Mentees will participate in professional development

trainings (i.e. state-level, school-level) to expand the repertoire of the 9 instructional strategies, best practices, 21st Century skills and use of data to design effective lesson plans.

Goal 3: • New teachers will become familiar with the culture of the

classroom, school and community.Goal 4: • By the end of SY 2012-2013, mentees will demonstrate

proficiency in all teaching standards as indicated in McRel’s Teacher Evaluation System.

HIGHLY QUALIFIED & EFFECTIVE PERSONNEL

Teacher Evaluation System• The purpose is to assess the teacher’s performance

in relation to the Professional Teaching Standards and to guide the creation of a plan for professional growth.

Professional Teaching Standards• Standard I: Teacher Demonstrate Leadership• Standard II: Teacher Establish a Respectful

Environment for a Diverse Population of Students• Standard III: Teachers Know the Content They Teach• Standard IV: Teachers Facilitate Learning for Their

Students• Standard V: Teachers Reflect on Their Practice

HIGHLY QUALIFIED & EFFECTIVE PERSONNEL

Teacher Evaluation Professional Development Plans

• Individual Plan:

• Monitored Plan:

• Directed Plan:

https://mxweb3.mediax.com/home/cnmipss/

HIGHLY QUALIFIED & EFFECTIVE PERSONNEL

T & FASEG

Goal 1:• Teachers, principals and administrative leaders will

participate in research-based professional development and training focused on instructional strategies.

Goal 2: • Teachers will increase the integration of 21st century

technology in their instruction.Goal 3: • Schools will provide research-based parent literacy

activities for parents focused on literacy and language development.

HIGHLY QUALIFIED & EFFECTIVE PERSONNEL

T & FASEG– Objective 1: By 2015, 90% of CNMI PSS teachers and

leaders who receive professional development and training for Sheltered Instruction Observation Protocol (SIOP) will complete the training as measured by certificates of completion.

– Objective 2: By 2014, 75% of CNMI PSS teachers enrolled in ELL courses will complete the ELL training program as measured by certificates of completion and an endorsement in ELL.

– Objective 3: By 2015, 75% of 92 teachers teaching 6th grade, 8th grade, Algebra I (9th), Geometry (10th), Algebra II (11th-12th), Trigonometry and Pre Calculus (12th) will complete professional development and training in mathematics as measured by certificates of completions.

HIGHLY QUALIFIED & EFFECTIVE PERSONNEL

T & FASEG-Objective 4: By 2015, 75% of CNMI PSS teachers enrolled in the Instructional Technology cohort will complete the instructional technology program as measured by certificates of completions and an endorsement in instructional technology.

• Objective Activities have been scheduled throughout the school year.

POWER-WALKTHROUGH• Segment of Class• Primary and Secondary Instructional Strategies• Bloom’s Taxonomy• Grouping• Technology• Indicators of Learning

Power Walkthrough Data

1. Se

tting O

bjecti

ves

2. Pra

ctice

3. No r

esearc

h-base

d strat

egy

4. Pro

viding

Feed

back

5. Cu

es/Que

stions

6. Su

mmarizin

g

7. Pro

viding R

ecogn

ition

8. ISD

- Com

pare

9. Ad

vance

Organize

r

10. R

einfor

cing E

ffort

11. G

TH - P

roblem

Solving

12. N

ote Ta

king

13. G

TH - H

istoric

al Inv

estiga

tion

14. N

LR - K

inestheti

c

15. N

LR - G

raphic

Organize

r

16. N

LR - P

hysic

al Mod

el

17. G

TH - E

xperi

mental

Inquir

y

18. G

TH - D

ecisio

n Maki

ng

19. N

LR - M

ental

Imag

ery/Se

nses

20. IS

D - Clas

sify0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

Power-WalkthroughsPrimary Instructional Strategy

SY2010-2011SY2011-2012

Power Walkthrough Data

1. Non

e (on

ly prim

ary ob

served

)

2. Pra

ctice

3. Cu

es/Que

stion

s

4. Pro

viding

Feed

back

5. Ad

vance

Organiz

er

6. NLR

- Grap

hic Orga

nizer

7. Pro

viding

Recog

nition

8. NLR

- Kine

stheti

c

9. Se

tting O

bjecti

ves

10. N

ote Ta

king

11. N

LR - Ph

ysical

Model

12. S

ummari

zing

13. G

TH - P

roblem

Solvin

g

14. N

LR - M

ental

Imag

ery/Se

nses

15. R

einfor

cing E

ffort

16. G

TH - H

istori

cal In

vestig

ation

17. IS

D - Clas

sify

18. IS

D - Com

pare

19. G

TH - D

ecisio

n Maki

ng

20. N

LR - Pi

ctogra

ph

21. G

TH - S

ystem

s Ana

lysis

22. G

TH - E

xperim

ental

Inqu

iry

23. IS

D - Meta

phor

24. IS

D - Ana

logy

25. G

TH - I

nventi

on0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

Power-WalkthroughsSecondary Instructional Strategy

SY2010-2011SY2011-2012

Power Walkthrough Data

1. Remember

2. Understand

3. Apply

4. Analyze

5. Evaluate

6. Create

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

Bloom's Taxonomy

2011-20122010-2011

Power Walkthrough Data

1. Cooperative Group

2. Individual

3. Pair

4. Small Group

5. Whole Group

0% 10% 20% 30% 40% 50% 60%

Grouping

2011-20122010-2011

Power Walkthrough Data

1. Artic

ulated

learni

ng ob

jectiv

e(s)

2. Part

ially a

rticula

ted ob

jectiv

e(s)

3. Cou

ld no

t artic

ulate

objec

tive(s

)0%

10%20%30%40%50%60%70%80%90%

100%

40.20% 42.70%

17.10%

58.80%

32.40%

8.80%

Student Interview

2010-20112011-2012

Power Walkthrough Data

1. None

2. Brai

nstorm

ing/Id

ea Mapp

ing So

ftware

3. Calc

ulator

4. Click

ers

5. Coll

aborat

ive ap

plicat

ion

6. Com

munica

tion t

ool

7. Data

colle

ction t

ool

8. Diag

nostic

/presc

riptiv

e syst

em

9. Disp

lay to

ol

10. In

teract

ive whit

eboard

11. Ed

ucatio

nal ga

me

12. Mult

imedi

a (sho

wing)

13. Mult

imed

ia (watc

hing)

14. Sp

readsh

eet

15. Vi

rtual

manipu

lative

16. W

eb-ba

sed re

search

17. W

ord pr

ocessi

ng

18. Othe

r (make

note)

0%10%20%30%40%50%60%70%80%90%

100%

TechnologyTeacher Directed

2010-20112011-2012

Power Walkthrough Data

1. Non

e

2. Brai

nstorm

ing/Id

ea Mapp

ing So

ftware

3. Calc

ulator

s

4. Click

ers

5. Coll

abora

tive a

pplica

tion

6. Com

munica

tion t

ools

7. Data

colle

ction t

ools

8. Diag

nostic

/presc

riptiv

e syst

em

9. Disp

lay to

ols

10. In

teract

ive whit

eboard

11. Ed

ucatio

nal ga

mes

12. Mult

imed

ia (cr

eatin

g)

13. Mult

imed

ia (w

atchin

g)

14. Sp

readsh

eet

15. Vi

rtual

manipu

lative

s

16. W

eb-ba

sed re

search

17. W

ord pr

ocessi

ng

18. Othe

r (make

note)

0%10%20%30%40%50%60%70%80%90%

100%

TechnologyStudent Centered

2010-20112011-2012

Power Walkthrough Data

1. Dramatization/simulation/modeling2. Experiment3. Assessment

4. Independent practice or worksheet5. Individual student interview/demonstration

6. Learning game7. Oral reading

8. Peer teaching9. Student discussion

10. Student drawing/graphic organizing11. Student performance/presentation

12. Silent reading (little evidence)13. Student writing/journaling

14. Teacher directed lecture (little evidence)15. Teacher directed question/answer

16. No evidence

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Indicators of Learning

2011-20122010-2011

BREAKPlease take 10 minutes.

EFFECTIVE AND EFFICIENT OPERATIONS

Financial Management SystemProcurement

GOALS AND OBJECTIVES• GOAL: To create systems alignment for

effective and efficient operations on how to use resources to achieve student learning goals and highly qualified and effective personnel.– Objective 1: Upgrade and fully utilize the

capabilities of the JD Edwards (pilot paperless procurement system using Laserfiche at select schools and CO within 6 months).

– Objective 2: Upgrade the network at schools and CO using the health assessment as a guide

– Objective 3: Implement the 5 Year Financial Resources and Management Plan

SAFE AND ORDERLY SCHOOLS

PSS Goals and ObjectivesEmergency Management Drills

SAFE AND ORDERLY SCHOOLSGoal:• To Annually establish and train safety teams that

will be responsible for the ongoing implementation of policies and procedures that ensure a safe and orderly environment.– Objective1: Identify Crisis Management Teams at each

respective school at the beginning of each school year.– Objective 2: Provide annual safety training for all PSS

Leadership and all school personnel as applicable (NIMS, DPR/First Aide, etc)

– Objective 3: Conduct annual Disaster Evacuation Drills (All Schools & Central Office) each semester to ensure safety measures and preparedness.

– Objective 4: Revisit the student discipline policies to ensure alignment with PSS policies

SAFE AND ORDERLY SCHOOLSEmergency Management

Dionne Santos, PrincipalAdministrator/Commander/PIO

Lou Connie ManglonaStaff Support Services

Teachers/Teacher AidesStudent Support

ServicesSpEd Progam

Carmen FarrellParents Support

Services

Rodel ManluluTraffic Director

SAFE AND ORDERLY SCHOOLSGoal:• To Annually establish and train safety teams that

will be responsible for the ongoing implementation of policies and procedures that ensure a safe and orderly environment.– Objective1: Identify Crisis Management Teams at each

respective school at the beginning of each school year.– Objective 2: Provide annual safety training for all PSS

Leadership and all school personnel as applicable (NIMS, DPR/First Aide, etc)

– Objective 3: Conduct annual Disaster Evacuation Drills (All Schools & Central Office) each semester to ensure safety measures and preparedness.

– Objective 4: Revisit the student discipline policies to ensure alignment with PSS policies

SAFE AND ORDERLY SCHOOLSGoal:• To Annually establish and train safety teams that

will be responsible for the ongoing implementation of policies and procedures that ensure a safe and orderly environment.-Objective 5: To create needs assessment at each school annually for repair, replacement, and installation of electrical updates, roof replacement, coating and installation; AC replacement and upgrades; and general repairs and maintenance to meet ADA compliance and building codes.-Objective 6: Publish the CNMI PSS Technology Policies on the CNMI PSS Website for technology policy, updates, troubleshooting and adherence notification.-Objective 7: Maintain and implement annual safety training and procedures for Pupil Transportation Services and school vehicle operators.

PARENT ENGAGEMENT AND COMMUNITY PARTNERSHIP

PSS Goals and ObjectivesPTSA OrganizationParent Literacy and Training

Goals and ObjectivesGoal 1:• Each school, Head Start Center, and program will create a

family and community friendly environment that encourages collaborative partnerships with parents and community.

Goal 2:• Each school, Head Start Center, and program will increase

parental engagement and community involvement by 5% yearly to promote student achievement.– Objective 1: Create welcoming environment– Objective 2: Establish formal and uniform Title I policy on

Parental Engagement and Community Involvement– Objective 3: Quality customer service– Objective 4: Implement research-based parent

engagement programs– Objective 5: Mutual communication between home &

school.

Goals and ObjectivesGoal 1:• Each school, Head Start Center, and program will create a

family and community friendly environment that encourages collaborative partnerships with parents and community.

Goal 2:• Each school, Head Start Center, and program will increase

parental engagement and community involvement by 5% yearly to promote student achievement.– Objective 6: Provide training programs and tools that

support partnership among school, parents, and community

– Objective 7: Create community partnership to leverage resources to better serve needs of children and families

– Objective 8: District policy on parental engagement and community partnership

– Objective 9: Conduct two annual Parent Summit

Goals and ObjectivesGoal 1:• Each school, Head Start Center, and program will create a

family and community friendly environment that encourages collaborative partnerships with parents and community.

Goal 2:• Each school, Head Start Center, and program will increase

parental engagement and community involvement by 5% yearly to promote student achievement.– Objective 10: Review Parental Engagement and

Community Partnership data to make informed decisions– Objective 11: Support School to build capacity and to

effectively address parental concerns.– Objective 12: Develop parental self-assessment to

encourage involvement– Objective 13: Work with the public sector to include

strategies to promote parental involvement in ensuring student attendance.

PTSA OrganizationPTSA Officers• President: Shirlin Abaga• Vice President: Angela Reyes• Treasurer: Sheila Dela Cruz• Secretary: vacant• Teacher Representative:• Student Representative(s):

Parent Literacy and Training

T&FASEG Grant• Objective 5: The CNMI PSS will increase

parent participation through parent literacy activities by 3% annually to reflect a 9% increase by 2015 as measured by sign in sheets.

SCHOOL-HOME COMPACT

School Parent

Teacher

Student

School-Home Compact

HIGH PERFORMING WITH HIGH RELIABILITY SYSTEMS

WHAT MATTERS MOST• Challenging, engaging, and intentional

instruction• Curricular pathways to success• Whole-child student supports• High performance school cultures• High reliability data driven systems

SYSTEM –WIDE ACCREDITATION

• Success in Sight with McREL• ASSIST

PARKING LOTAny questions??

SCHOOL CAFÉ Operating Principles

OPERATING PRINCIPLES