September - CNMI PSS

CNMI Public School System
Founded
1947
Autonomy
Jan. 11, 1988
Students First
Accountability • Responsibility • Transparency
September 2012
‘A sense of
readiness for
school year
2012-2013’
Straight from
the Classroom
A Bridge to
Learning
Through Multiage Classes
Continue...
on Page 2
Straight from
the Classroom
In onset of
challenge, difficulty
Creativity,
Flexibility in
‘Double Sessions’
Continue...
on Page 4
Capturing Students First
A Student-run
program
that helps give
a voice
Continue...
on Page 6
Capturing Students First
How Online
Program
Develops
New Student
Mindset
Continue...
A
t Kagman Elementary School, second grade teacher Bel Sablan was at
hand to welcome her second grade students.
Next door, teacher
Toyoko Chen eagerly
interacted with her
students when Education
Commissioner Rita A.
Sablan, who was touring
the
school
during
yesterday, walked in.
“How do you feel
today?” Dr. Sablan asks
Chen’s fourth grade class.
“Excited,” they said.
“Very happy.”
Continue...
Federal Funds
Provide ‘Safety Nets’,
P8 To Some Extent
The federal grants that the
school district receives supplement essential programs that
are not covered—or is unfunded
by local appropriation. But this
safety nets could change, perhaps, would be more difficult for
the PSS to tap into for the next
twelve months.
District on Edge of
P8 Fiscal Cliff
On September 7, the new
school year opened with a rosy
projection that the Public School
System would be able to maintain its growth, through existing
programs and initiatives that have
steered the school district into
unprecedented successes and
achievements in the last four consecutive years.
on Page 8
on Page 7
HISTORIC JOINT MEETING.
The State Board of Education,
the governing body of the
Public School System, and the
Northern Marianas College’s
Board of Regents met for the
first time in a joint meeting on
September 13 to set in motion
a partnership and working
relationship that will further
advance public education in
the CNMI. This photo, taken
after the historic-first meeting held at the Gov. Pedro
P. Tenorio Multi-Purpose
Center, shows BOE Chairwoman MaryLou S. Ada, Vice
Chairwoman D. Tanya King,
Secretary/Treasurer Galvin S.
Deleon Guerrero and Herman
T. Guerrero and Lucia Blanco
Maratita, Student Representative Aubrey Ada and Education
Commissioner Sablan, and the
BOR headed by Chairperson Juan T. Lizama, Vice
Chairperson Elaine H. Orilla,
Treasurer Frank Rabauliman,
and regents Andrew Orsini,
Maria (Malua) T. Peter and
William S. Torres, among others. (Contributed Photo)
BOE-NMC
establishes
sustainable
partnership
In a move that strengthens the ongoing
partnership of the CNMI Public School
System and the Northern Marianas College, the two learning institutions pledged
to further work together in providing easier pathways for high school graduates
pursuing higher education.
Continue...
on Page 9
Mei Reedstrom
2nd and 3rd grade classroom teacher
Elementary School
Straight from the Classroom
Students First
A Bridge to Learning Through Multiage Classes
One of Mei Reedstrom’s students has
both language arts and mathematics
learning abilities that are a grade level
higher. He is only on the second grade
but sits in with the group of third graders when these subjects are taught in
the classroom. He is one of the eleven
second-graders class that attend class
together or is combined with third grade
students – a total of seven of them –
at Gregorio T. Camacho Elementary
School. This is the multiage class that
has been implemented this school year
by the CNMI Public School System.
While it is easy to identify fast learners or learners with superior abilities
than the rest, in a combined class, having multiage classes is another approach
that directly zeroes in “low-performers”. Thus, it allows the teachers to give high
emphasis on the learning abilities of those low performers or needing more attention.
In essence, combining two grade levels has its perceived educational benefits.
This multiage learning was implemented out of necessity, mainly for administrative and economic reasons.
“This is quiet a good combination because you can bring (their level of learning
up) together and prepare them together, as well,” says Ms. Reedstrom.
But there are also its own “drawbacks”, as Reedstrom explains.
“The drawback is the difficulty of teachers to give (a single) focus to teaching and
improving student participation because not all are fast learners or not all are slow
learners,” she pointed out.
She added, “We do care a lot for out students, and their performance is a reflection of our teaching—regardless in a regular class or in a multiage class.”
While experts and educators have acknowledged that “graded classroom” grouping refers to the traditional practice of grouping students by age and assigning a
grade level to each grouping reflects the ability of students, multiage classes, on
the other hand, relies heavily on planning.
When planning lessons and activities for a multiage environment, the focus is to
be toward the philosophy that views children as working on a continuum regardless
of age or grade. It views the whole classroom as one community of learners.
And Reedstrom has adopted this thinking.
“We want to compare our students at the beginning of the school year and
at the end, if they have grown, if they are competitive and if they are ready to
go out there,” explains Reedstrom.
Planning
She believes that a successful multiage classroom take much initial and ongoing planning. And one of them was a method she called “centers” or grouping the class depending on the students’ ability or their grasp of the lesson
taught.
“It really took me a lot of time in researching for materials and how to incorporate them into my combo class,” she pointed out.
Having this method efficiently establishes her target for student achievement, among others.
Every day since the beginning of the school year, Reedstrom begins her
class with a group lesson to her multiage class.
“It is an approach for me that works,” she explained, adding that after “establishing” the lesson and subject structure, she then is able to identify among
her students needing reinforcement and those that can “go up little by little.”
Then she divides them into groups— or “centers.”
As an example, for her language arts subject, she generally has three centers: listening center for her students with the good listening grasp; a grammar
center for another segment of students whose learning ability is in the grammar area. The third center is dependent on the “need” of the students: it can
either be vocabulary or “reinforcement” of the lesson being taught.
The third center is situated closer to the blackboard wherein Reedstrom
provides additional reinforcement or one-to-one lesson while the two other
centers are performing independent work or learning.
And all of these are taking inside one classroom.
Reedstrom method in teaching a multiage/multigrade class reflects to the
school of thought that students themselves collaborate and share whenever
they are in the classroom.
Studies have shown that children sometimes work on collaborative projects
or task independent of grade level designation. Whatever they are doing, they
work alongside each other throughout the day, sharing materials, idea, and
expertise.
“In essence, they also learn from each other. And this is one (unique) way
that our students will learn in a combo class,” she pointed out.
In essence, with planning and with goals constantly kept in focus, it is not a
difficult transition after all for students of two different grade levels to be competitive and ready after school.
“What our students need are support and (valuable earning) experience
while in school. And that should matter,” Reedstrom noted.
Students First
EDITORIAL BOARD
CNMI BOARD OF EDUCATION
Editorial Board Chair
RITA ALDAN SABLAN, Ed. D
Commissioner of Education
Founder & Editor-In-Chief
CNMI PSS
SCHOOL PRINCIPALS
Staff Writers
STUDENTS FIRST is published through BISON RELATIONS, a CNMIregistered private entity engaged in public and private media relations/publications.
STUDENTS FIRST
Is a non-profit publication established by the Commonwealth of the Northern
Mariana Island Public School System on 2008 with the main objective of
bringing the islands’ educational system – its leaders, staff and personnel,
and students – closer to the community as part of its mission to offer equal
educational opportunity for all students by providing curriculum, instruction,
community service, and work experience in academic and career— technical
education so that they become productive and contributing members of
the Commonwealth and the global world; to provide certified, qualified,
and effective personnel; to plan, building, and maintain school facilities
conducive to learning, safe, orderly, and accessible to all; to establish effective
communications and collaboration of all stakeholders for meaningful and
productive partnership; and to allocate financial and technical resources to
meet the educational needs for all students.
P.O. Box 501370, CK, 2nd Floor, Marianas High School Compound, Saipan MP 96950
www.cnmipss.org
12
September 2012
Straight from the Classroom
Students First
In onset of challenge, difficulty
Creativity, Flexibility in ‘Double Sessions’
This school year, the CNMI Public School System has
implemented “double sessions” in some classes, for
economic and administrative reasons (lack of budget and
lack of qualified teaching pool) – essentially, to balance the
school district’s ability to provide quality learning and the
lack of needed resources to pursue its goals.
Essentially, having “double sessions” may be unavoidable
at present time for the CNMI. It must, however, be carefully
observed the effect of this makeshift arrangement upon
students and teachers, themselves.
And there is no better way to initially gauge this “transition” than the teachers/educators themselves talking about
how they can ensure that education remains accessible to
students despite this classroom arrangement.
Students First has looked at four classrooms, all at Kagman Elementary School, who has classes in two shifts: one
in the morning and another in the afternoon.
- Editor
“I want you to look at the table. Does it make any sense to you? What do you
see?” ask Lavena Babauta, a fifth grade teacher at Kagman Elementary School.
Ms. Babauta was teaching Mathematics to her 5th grade class. Her students
were learning numbers—in six digits, and the use of tables and graphs. It was a
“Problem Solving Skills: Use A Table” lesson for the day.
Ms. Babauta has less than an hour to teach the particular lesson. A quick check
of the time, she told her class to get ready for their Chamorro Carolinian Language
and Heritage Studies subject. (Her class has to move to another room for their
CCLHS class.)
At the outset, it was every bit of “normal” or regular classroom learning: students
listening, opening every page of the mathematics book before them, responding to
every question posed by their teacher.
But there is a change in condition— the “time” that all the subjects are taught by
Ms. Babauta, and so as with three other classes, that of teachers Seth Beazley,
Mike Talon and Shawna Chong.
Although there are classrooms in many school districts in the nation accommodate a one grade-one class in the morning and another grade or class in the afternoon, research indicate that this arrangement is not universal. Hence double-shift,
per se, in teaching a double session class is temporary and its effectiveness relies
heavily on teachers/educators in managing the class.
“As a teacher if we are not going to find ways to ensure that our students will get
the (optimum) knowledge, then we will not be meeting our expectations,” explains
Babauta.
After all, within the CNMI
PSS the situation facing
teachers and or school(s)
having double-sessions is
economic in reason: lack of
local resources to fund the
growth in student population
and for the hiring of qualified
teaching staff.
Embracing this approach is a matter of practical concern for teachers and educators. But what is paramount to them is how, in spite of having a double session
classroom model, can student get the best learning.
In Babauta’s morning class – or Block A – she has 25 students. She begins her
class at 7:45 a.m. and by the end of her morning class, at 12:15 p.m. her second
class, of 18 students, comes in and she teaches them until 4:15 p.m.
The shortened school day for some elementary students within the CNMI Public
School System presents a real challenge to teachers and their methods. No longer
can the school day be thought of as a divided day in which a certain amount of time
is devoted to reading, to math, to language arts, to social studies, etc. The day has
now become so short that this double session teachers cannot afford to divide it
into segments and still hope to maintain even a minimum level of education.
The teachers attention are now shifted at how they are expected to contribute
“most” in student learning with “less” time in teaching each subject.
“It is about being creative and flexible to changes,” opines Babauta.
In order not to lose sight of her objectives in this period of double sessions, Ms.
Babauta keeps in mind constantly that if she won’t deliver, it will not be hers only
but the students’ failure, as well.
Thematic teaching across all content areas was the approach she implemented.
“I have to incorporate at least three subject areas into one hour to ensure there is
maximum learning for my students.”
Assuming this works, the result of teaching a class in a much-shorter day is not
evident as of yet or until the end of the semester when evaluation through statemandated testing is conducted.
“To me as a teacher, I am a bit scared of my outcome,” she admitted. “But I still
see hope because for nearly a month now (since classes began) my students
come to class regularly, hungry to learn,” she noted.
Straight from the Classroom
Students First
“We are in this situation that we do not have to fault the school or the system. It
is because of factors that are beyond our control. What we have to do is to make
the most of what we can offer,” she added.
This double-session approach was another thinking of the CNMI PSS leadership
to emphasize the importance of minimizing school cost, for a district that is also
faced with teacher shortage and lack of needed local resources.
***
Mike Talon is a sixth grade classroom teacher. He is aware of how difficult and
challenging it would be for him this school year, teaching 19 students in the morning
and 20 students in the afternoon.
“Actually, it is the load—the double load that we have to continue to work on,” he
jested.
Like Ms. Babauta, Talon’s approach to teaching his class under a short period of
time requires alternatives that will utilize the limited time available to the best possible advantage.
He looks at integrating all of his classroom activities in such a way that multiple
outcomes are expected.
One approach is giving his students – both blocks – daily assignments and homework, to “make up” and “catch up” with the lack of time while in school.
“Having my students work on some seat works and assignment at home also allows them to catch up especially those who are slow learners,” he explained.
He teaches four subject areas in three-and-a-half hours every shift. His technique
is, at the end of every class/shift, he prepares his students of the next day’s lesson
by allowing them to read and work/answer questionnaires after school, at home.
For him, even with a shorter period of time, he is still able to provide learning and
obtain “near results” even with a shorter period of time.
“I think this is just (as fine as having the regular whole day class session). Every
student can still catch up of all the lessons by having us – teachers – creative
enough,” he added.
Still, he admits, “there will still be some gaps.”
“As an example, it depends if the students are at a reading level—do they have
the needed support at home to reinforce what we do in school?” he asked.
Rather than a challenge, he sees this as another opportunity to “make a difference.”
“Even in regular classroom time, there are always gaps. More so with a shorter
time. But it is our responsibility to fill and address those learning gaps.”
***
In the case of Shawna Chong, a double-shift class is more complex than they
had appeared at first sight.
Chong is also a sixth grade teacher. In the morning shift, she teaches 22 students, and in the afternoon, another group of 20 students also attends her class.
“It is a very fast-paced teaching environment… if you are not prepared,” Chong
pointed out.
In as much as it is difficult for education policymakers and planners having this
adjustment, the challenge is also similar to teachers directly handling a larger class
with limited time.
What teacher Chong and the rest of “double-session” teachers are faced with is
how to balance a wide range of competing factors, and how they must find strategies which are not only cost-effective but also provides optimum level of learning
to their students.
Hence, teacher Shawna notes the need “to be prepared” ahead of time. “If needed, double your preparation.”
In essence, the new “teaching situation” for double-session presents a strong
managerial challenge to teachers like her.
“Honestly, I prepare over the weekend. And one of those preparations is to take a
look at the progress of my students on a daily basis and at the end of every week,
I consider making (addition) to the lesson that I will teach in the upcoming week, to
ensure that my students will not miss out anything in a short period of time,” she
explained.
Such managerial structure Chong and her colleagues implement is desired to
reinforce techniques and or methods in teaching a double-session class.
“But we have to remind ourselves that we have to constantly change (or adjust
our teaching) technique… a sort of trial-and-error,” she added citing the impact of
shortened teaching time may require the need to be “creative and flexible.”
Like her colleagues, one approach that Chong has initiated is to “break up” or
evenly divide the school days by giving more time on subjects with “heavy content
areas.”
“Personally it is difficult because I find myself constantly worrying whether they
are getting enough learning but still, it is our obligation as teachers to ‘move them
up’ the ladder of learning,” she explained.
In addition to that, Chong also provides good textbooks and special self-instructional materials to help her student prepare.
From economic to practical reasons, double shifting of classes may too work well
for the CNMI Public School System because of a strong management/leadership
culture.
With highly skilled and qualified personnel, there is sufficient classroom management and teaching competence to handle this temporary shift in learning landscape,
currently in place at Kagman Elementary School.
Students First
6
September 2012
Hope Leilani R. Gomez
Capturing Students First
18, Senior, Saipan Southern High School
A Student-run program
that helps give a voice
It was a personal achievement for student Hope
Leilani R. Gomez when she spoke before her fellow
high-achieving students-participants to the Junior
State of America (Junior Statesmen of America) at
Stanford University this last summer.
Gomez presented her paper of how social networking sites can be seen as what they really are: tools
for effective communication, including and particularly to students.
If used responsibly, she pointed out, it can also
provide better learning opportunities for students
who are “shy”, “afraid,” or “needing” more support
to improve communication skills in classroom.
It was part of her debate class’ requirement wherein all of the participants to the program will present a
paper/study that will be used as subject for a discussion—or “debate” by the class.
This is one of the intent of the JSA program,
highlighting participation and promotion of friendly
discourse in a manner that students would be more
politically aware.
As a nationwide nonpartisan program, the JSA
program exposes/engages students about being politically aware. Important to this participatory program is the promotion of discourse or debate.
“I was debating based on my paper why teachers should be allowed to interact with their students
through social media,” explained Gomez, a senior at
Saipan Southern High School.
The importance of student participation and inclusion in many critical and important discussions in
today’s economic/political/social landscape reflects a
generation of politically-aware students.
It is not only about political awareness though,
but it is also a forum that gives students a voice. For
them, the JSA program is a lever for future career,
engagement and involvement in politics or activities/
programs that promotes political participation.
In the case of Gomez, it was an opportunity for
her to send her message across, of how today’s classroom learning should no longer be confined within
textbooks and other instructional materials that traditionally used.
realm of communication, it can help and facilitate
(student-teacher) communication,” she explained.
“It is more effective because today most of us uses
(recognizes) that social media is also (an effective)
means of communication. (Per se), it is unavoidable,”
she added.
Gomez’ presentation generated a thunderous applause among the JSA participants at Stanford University this past summer.
Opportunity
Above all, Gomez highly
considers the JSA program as
“an opportunity” for students
to understand the mindset/
thinking of other students
who has keen interest in the
subject area of politics and
civics.
It was late last year that the
JSA program was introduced
to Gomez through the presentation of Dr. Stephen Calliendo, who flew in from the
mainland to talk before public and private school students of the program.
Over the years, the school district has been sending
high-achieving, active student leaders to the program,
giving them the choice of which to attend the summer program among the top universities in the nation
that implement it.
“The presentation got my attention,” jest the 18year old student. “The idea of being in the program
and to be at Stanford and being on my own was a
great opportunity.”
“I cannot trade my experience with my summer vacation,” Gomez coyly noted.
With the onset of modernization and information
technology, Gomez said using social networking sites
responsibly and effectively would help promote student learning.
It was the experience of meeting young thinkers
that Gomez said was rewarding. “I heard about it
before but I wasn’t really that interested until I had
somebody actually from JSA come and speak to us
about it.”
“My argument was that some kids are afraid to
speak up in class. And with social media being a new
It was, indeed, a good opportunity; an “amazing
one,” she described it.
She wrote to Education Commissioner Rita A. Sablan of her intention to pursue the program at the
end of school year 2011-2012. “I told our commissioner (of education) that if I was able to go that I
would represent the CNMI and with the things that I
will learn there I will also take it back and share it with
my peers at school.”
Dr. Sablan, who for the past four years, has led
the school district with the implementation of several pioneering student-led
programs and activities, saw
that opportunity in Gomez
that public school students
should continue to be given
the opportunity to not only
experience but excel as well
at the national level.
“It was an opportunity for
me to met other people from
all over the United States and
territories and our commissioner has helped me a lot,”
shares Gomez.
For the entire month of
July, Gomez took Advance Placement US Government subject under professor Myron Lavine during
day time.In the evening she took congressional workshop class on speech and debate under Professor
Ashley Grisso.
“I gained a deeper understanding how our system
of government work, deeper appreciation not only
about our history but to be politically-aware,” she
noted.
To cap her experience, she was invited through the
Office of US Delegate Gregorio Kilili Camacho Sablan to join other JSA students in attendance at both
the US National Republican Convention in Florida
and the National Democratic Convention in North
Carolina.
“From establishing good relations with my peers to
letting them understand of my position (on various
issues), and seeing how our political system actually
works, I feel I am now prepared for that,” she revealed, adding that “soon I will be able to vote and I
have to be politically aware starting now.”
Students First
7
September 2012
Capturing Students First
Samuel Sant
os
18, Sophomore, Kagman High School
How Online Program Develops New Student Mindset
“The teacher academy program pushed me to do
better while I am still in high school. I am reminded
now that college entry is not easy; that we have to
push harder to get the best grade in high school for
me to get to where I wanted to be,” he opined.
Dr. Sablan, the education chief, was his online instructor. “She was clear of what we students (of the
teacher academy program) wanted. This is something
that I can tell you that the program actually caters to
our needs,” jest Santos.
“She not only give us online lecture but provides us
with insights…valuable insights,” he added.
In a larger context, the online/distance education
program responds to the needs of students, by providing optimum curriculum, optimum instruction,
opportunities for community service and experience.
After completing his teacher academy program last
summer, Santos is now in the phase two of the teacher
academy program: human growth and development.
Since the inception of the online/distance education program last school year, its impact among public school students has been clear: knowledge and
skills can be acquired even in the outside (formal)
classroom setting.
To the CNMI Public School System, which pioneered this program in the region, the online program is a bridge – or an “additional method of delivering quality instruction. It is also an investment
for equity for public school students on Tinian and
Rota, availing them of the same learning opportunities through programs and courses taught among
Saipan public schools.
But the greater and more apparent reason is how
the program has changed the mindset of high school
students, how they weigh in about college and career.
In essence, it was the needed link for PSS students
to be “college and career ready.”
“I never thought of college that way before…that
you have to do certain things when pursuing college;
that it is not easy to go to college; and that you have
to work hard for it,” admits Samuel “Sam” Santos, a
sophomore student at Kagman High School.
The online/distance education program was
launched in February this year at Sam’s school, drawing an unexpected number of enrollees during the
last semester of school year 2011-2012. When the
new school year opened this month, the number of
enrollees for KHS has doubled.
Throughout all public high schools on Saipan, Tinian and Rota, those enlisted in the program is “reassuring that the programs really works,” teachers and
school administrators admits.
The program is part of the five year strategic plan
of PSS’ Career and Technical Education Program, an
initiative pioneered by the current leadership of PSS
led by Education Commissioner Dr. Rita A. Sablan
and the state Board of Education.
It was in 2008 that Dr. Sablan decided that in reviving/revamping the former PSS Vocational Program,
it should include programs that reflect the intent of
a 21st Century Learning Skills. Paramount to the program was the role of technology and online programs
in student/classroom learning.
Thus, the revival of the program became a pioneering initiative for PSS as the only school district
to immerse technology and innovation in promoting
student learning.
And Santos is one of those who spoke of its benefit. “It is a perfect tool for us students whose mindset
is not only about graduating high school but to go to
college and eventually land a decent job.”
The way Sam thinks about the future may not be
you average 15-year old high school student. And
when the program was introduced to his school, in
his own words, he said it “opened up… to something
that I am now willing to consider.”
His calling was to be in the teaching profession and
it never dawned on him until he enlisted in the teacher academy program this past summer. The teacher
academy program is just one of the over 40 courses/
programs under the distance/online education program.
And he find this phase two of the program as
“equally beneficial” and relevant to his desire to be in
the academe.
“Teaching is something that I have been considering. I have always wanted to be a teacher and this program is a big help,” he pointed out.
With the change and challenges in the education/
learning landscape, classroom learning has also to
adapt to this transition, and Sam acknowledge that
without the online program, “we cannot meet our desire direction.”
And his psychology/human growth and development online class has amplified this thinking.
“I see clear path not only about theories but how
can I be an effective person,” he noted.
What this 15-year old student has revealed is both
encouraging and motivating. Barely seven months
into its implementation, the program has already
raised awareness and promotes the value of readiness.
“I am definitely thankful for the program. I recommend that to my friends by telling them that it will
help them get ready for college.”
Students First
A Sense of Readiness...
September 2012
from Page 1
“Great, we too, are excited seeing you back,” the
education chief jested back.
Yesterday’s resumption of classes for all public
schools students on Saipan, Tinian and Rota is the most
important—and exciting day of the year. The nineteen
elementary, junior and senior high school campuses
opened their doors to an estimated of more than 10,500
students, returning and new.
“For everyone, there is a sense of readiness for school
year 2012-2013,” Education Commissioner Sablan told
Variety in an interview yesterday.
School buses rolled out on time and by 7:30 a.m. school
leaders and staff were greeting students with handshakes
and hugs.
“We are happy there is smooth opening of the school
year,” adds Dr. Sablan. “I went to several classrooms and
there was preparation to welcome back our students and
for those who are new to our schools.”
It has been an on-going process for all public schools
in the CNMI to ensure for a smooth opening, and
yesterday’s school year opening was reaffirmed the
“culture of orderliness and safety.”
Federal Funds...
8
“In every school there is the culture of orderliness and
safety. That has been the norm that was established every
year and are our school leaders are continually reminded
of that,” Education Commissioner Sablan explained.
“And I can say that we have a good day yesterday. We
had an orderly process and a safe opening of the new
school year.”
“Ready”
For fifth grade teacher Lavena Babauta, every opening
of the new school year is about setting the tone for high
student achievement.
“There is always a sense of excitement for us educators
and teachers, but above all this is the culmination of our
continued preparation and learning for our children
to not only finish their primary education but be high
achievers,” she said.
Education Commissioner Sablan said every new
school year is the beginning – or continuation – of the
important work outlined by the Board of Education and
the PSS leadership, which is to provide quality education.
At the close of the last school year, PSS scored high
on statewide mandated testing – Stanford Achievement
Test 10th Edition and Standardized Based Achievement,
high student graduation rates, attendance rates and high
number of high school graduates pursuing college and
career.
In yesterday’s opening at Kagman High School, the
online program for public school students began with
close to 60 seniors signing up for various courses/
subjects. This online program is a pioneering initiative
in the CNMI that was launched last school year by
Education Commissioner Sablan, the PSS leadership
team and the BOE.
Last school year, Jian Li, a junior student of Saipan
Southern High School, graduated a year early after
enrolling in the online program.
“I signed up for the online program to help me finish
high school early,” Sandra, a senior Kagman High School
student, proudly said.
“This is a good start for me, “ adds Brandon.
gains, on all public schools.
In hindsight, federal funding has supplemented the growth
of student learning within PSS even with the lack of local
resources.
“As our local funds decline due to various factors impacting the local economy, PSS sought for grants and funding
opportunities with the federal government aimed at supplementing and, to some extent, even increasing federal assistance on existing programs, that support programs and
service to students in pre-school, elementary and secondary education,” Education Commissioner Dr. Rita A. Sablan
said told lawmakers during several of her appearance on
the run up to the CNMI Legislatures passing of the fiscal
2013 budget.
Of the projected $30.4 million federal assistance to PSS,
one third of that will fund 268 teaching and support staff positions or FTEs (full time equivalents). And the remaining
two-thirds will fund program operations specifically identified
by the grantor.
A portion will fund separate 86 teaching and staff positions under the Consolidated Grant, including Troops-ToTeacher programs, direct allocation to schools based on
student enrollment. It also funds equipment utilization of all
schools including existing technology program that linked all
schools to the PSS central office, and funding for student
competitions and professional development and trainings
for teacher and school administrators.
A separate funding is explicitly used for all of the more
than 11,000 public school students’ breakfast and lunch programs, and the more than 2,000 students enrolled in public
schools. The Nutrition Assistance Grant directly funds school
meals programs including cost associated in the training of
support staff, teachers, parents, student and school leaders
directly involved in the preparation of “healthy and nutritious
meals” as mandated by the federal government.
Some $5.2 million directly funds the CNMI PSS-Special
Education Programs. The SpEd program provides direct
education and related services to over 900 children with
special needs that attend public schools.
Another chunk is funneled directly to the Head Start Program, a comprehensive preschool program that provides
half-day education, health and social services to nearly 500
children and families.
There is another area that PSS provides through funding
from the federal government: free transportation. The Federal Transit Administration provides at least $1 million for
purchase, maintenance, of buses and specialized vans – to
cater students with special need.
There are also several, including the Reading Mastery,
which provides intervention activities for students.
The cost of telecommunications, through the PSS E-rate
Program, is another specific spending area that the federal
government is particular about.
it is earmarked for the next twelve months.
Both 2012 and 2013 funding for PSS is the lowest it has
received in nearly 10 years. It has recommended a $40 million budget for this year but agreed for a $33 million funding
level, after “crunching some numbers”.
“But with $30 million, this is just going again to be difficult
for everyone,” Tenorio admitted.
Of the $30 million, PSS is spending $29 million for personnel cost – or 90 percent of the total local funding is for the
salaries and benefits (retirement and personnel insurance)
of its personnel and staff.
PSS has already effected stringent cost-saving measures
for the last two fiscal years. Among them, freezing of full-time
equivalents (critical positions that are left unfilled), power/
energy saving programs on all schools including the central
office, and streamlining of programs/activities, among others
And beginning this new school year, double-sessions or
teachers handling two separate classes in one day and combining two grade levels into one classroom teaching have
been implemented. This was needed rather than letting go
and furloughing teachers and staff.
To top it all, teacher-student ratio has soared, with classrooms now accommodating more than 30 students, to some
extent 55 students to one teacher.
Further confronting the meager local funding for PSS, it
has also has to find ways how to pay for its utility cost—another area that significantly has been underfunded for many
years now. PSS in the past averaged at least $4 million and
$5 million in utility cost for all of its 20 elementary, junior high
and high school campuses, including 10 Head Start Centers,
and the central office.
In the last four years, it managed to reduce the utility cost
down by a $1 million. PSS utility cost is now at $3 million,
but with $30 million for personnel, utility and all other cost for
PSS and the district is expected to incur shortfall by the next
twelve months.
All others—or the operation cost for maintaining all school
facilities cost PSS annually at $1 million. And with $29 million going to personnel salary, education leaders have to find
ways to juggle the remaining $1 million between utility and
all other cost.
“We have already streamlined the operation for the last
year and we do not know how or where else we can cut cost,”
Tenorio pointed out.
from Page 1
The “change” is mainly because of the strict utilization
of federal monies, as required by the federal government
– through various grantors such as the US Dept. of Education, US Dept, of Agriculture, US Dept of Health and Human
Services, Office of Special Education, Federal Transit Administration, and the US House of Representatives through
Delegate Gregorio Kilili Camacho Sablan’s Office.
In essence, each federal grant has very specific purpose
and can only be used based on the direction and purpose
established by federal law and the grant agreement.
The CNMI Public School System is anticipating t of receiving over $30 million in federal program funding this new fiscal year, but its utilization will go to at least seven programs/
areas, mandated by the federal government.
These programs are all implemented on all 20 public
elementary, junior high and senior high school campuses,
including 10 Head Start Centers, Special Education/Early
Intervention Programs and the central office, PSS Federal
Programs Officer Tim Thornburgh said.
In contrast, in the last twelve years federal program funding has more than doubled. It increased from just under $15
million in 1999 to $30.4 million in 2012.
Across the same period, local funding has decreased:
from $42 million to $30 million.
Worth nothing also is that even with the downtrend in local
funding, PSS has added 2,800 additional students, opened
six new schools and shown sustained student learning
District On Edge...
from Page 1
During this period, the school district managed to sustain
and replicate its success, mainly academic achievement
which tops the lists of its priority. These programs and initiatives are managed and handled by highly trained and qualified personnel.
However, the enactment of the fiscal 2013 CNMI government budget (spending plan) has set the tone, albeit,
threatens to derail the programs that have been in place and
have proven for its effectiveness, through high student performance on state-mandated testing, high attendance and
graduation rates, and those pursuing college and career after high school graduation.
The $30.3 million local funding earmarked for PSS for the
next twelve months, beginning October 1, however, is expected to push the school district on the edge of fiscal cliff:
how can it sustain growth with leaner budget.
“This is just not enough,” PSS financial management consultant Edward S. Tenorio told Students First in an interview.
To put things in perspective, at the September 30-ending
of the current fiscal year, PSS is expected to incur a deficit of
about $7 million— a figure that is expected to be the same
for this new fiscal year.
PSS received $31 million last fiscal year, the same amount
Students First
9
September 2012
Marianas High School
An Opportunity to Learn
Marianas High School, Home of the Mighty Dolphins, opened the
school year with a record of 1472 students! Although the first days of
school were rainy, the dolphins were all smiles the first days back to
school.
This year marked many new changes and some reinstated ideas—all
aimed at helping our students be college and career ready by the time
they graduate. One change, felt by all in the school was the drastic reduction in teachers. Class sizes for some classes reached as high as 50+ while most
others were closer to 40 students per class. The student to teacher ratio is currently 42
students per 1 teacher. Although these numbers are alarmingly large, the students, staff
and teachers are doing their best to try to give quality instruction in spite of our large
classes. Also due to the increase in student population and decrease in teachers, certain
classes Career and Technical Education classes had to be cancelled to accommodate the
demand for core classes.
One opportunity for students that was not available before are the online classes
also known as Distance Education. This option helps to serve our students needs for
graduation when the face to face classes are not available. Several students with serious
BOE-NMC..
illnesses or situations that
keep them from attending
classes regularly, have reported excitement over the
online classes so they can
study from home and still
earn credit towards graduation. Online students have
the same opportunities at
school for the breakfast
and lunch program, sports, as well as club and class activities. MHS encourages parents
to be involved in their child’s education for both online and face to face classes.
The other huge change is the Common Core State Standards, adopted by PSS, for
all students in Language Arts and Mathematics. These standards are a shift from the
CNMI Standards and include components such as the college and career readiness standards so that teachers can help prepare students for the 21st century skills. MHS’s goal
for each student is “All Students with Options”, meaning each student will have at least
three viable options for a future career or college path upon graduation.
Also new for SY2013 are the new Parent Teacher Association Officers and members.
The PTA had their first PTA meeting on September 18, bringing up concerns about
the class sizes, lack of cafeteria seating and flooding when it rain on campus. Parents
showed their concern but also their support to help support MHS.
PTA members volunteered to continue to help with grounds keeping such as mowing
the lawn and trimming trees signed up to help MHS every other month. Others volunteered to help increase the morale of the school by hosting a PTA back to school dance
to help pull the MHS community closer in spite of the budget challenges. The new
PTA elected and placed into office since the end of last school year have worked hard
since being elected to energize the other parents. In the past few months, MHS’s PTA
has supported the school’s repair of broken stairwells, fence and gate repair, mowing
the lawn, repainting the school and other assistance. We encourage all teachers, parents
and guardians to actively participate in the PTA.
When asked, “Are you glad to be back in school?”, students surveyed yelled, “Yes,
Miss!” Teachers and students report that their students are excited to be back in school.
Clubs and Classes have formed, elected officers and are well on their way to provide the
co-curricular support for students. The following pictures are the back to school smiles
in and out of the classroom.
from Page 1
PSS governing-and policy-making body, the state Board
of Education and NMC’s Board of Regents held its historicfirst joint meeting on September 13 and both described their
joint conversation a success.
“This meeting is to reaffirm our partnership together, for
joint collaboration between two learning institutions,” BOE
chairwoman Marylou S. Ada said.
“This is a meaningful partnership for our children and we
at the (board of regents) recognizes the importance of why
we have to come together,” said vice chair Elaine Orilla.
It is all about achieving good results that PSS and NMC
have to “formalize” its ongoing partnership. This tie-up is
aimed at further building an effective and sustainable relationship that advances opportunities for the success of
students by promoting and developing of more and effective
Commonwealth education system.
Recent data culled by the school district showed that between 40 and 45 percent of all public high school graduates
enroll yearly at NMC—and the partnership between the two
learning institution is central to their efforts of improving the
Commonwealth’s education system.
“This is very significant in achieving and fulfilling our goal
of ‘Students First’,” Dr. Sablan said separately, adding that
the school district continue to ensure that all of its graduates
transitions smoothly to NMC.
Dr. Sharon Hart, NMC president, assured her counterpart
that the college continues to prioritize PSS graduates.
Hart on the same token noted that there are “some overlapping” between PSS and NMC and what this “means is
PSS and NMC are working on the same priority and direction.”
“We may overlap in some areas of functions but this
means we are focused in preparing our students for college
and beyond,” Dr. Hart separately said.
To begin the “work” as “partners”, an ad-hoc committee
was created and is aimed at identifying areas and directions
where both board can collaborate on and begin the work.
The BOE will have three members to the ad-hoc committee. Chairwoman Marylou S. Ada named vice-chairwoman
D. Tanya King, and members Herman T. Guerrero and Lucia
Blanco-Maratita to the panel.
Board of Regents chairman Juan T. Lizama named vicechair Orilla and regents William Torres and Andrew Orsini to
represent NMC to the panel.
Students First
10
September 2012
Oleai Elementary School
Setting Sights for a Productive School Year
Oleai Elementary School’s mission is to provide every student with a safe, healthy, nurturing and diversified learning environment facilitated by skilled creative and highly
qualified professionals who promote lifelong learning. OES has 42 staff which includes
our administrator, support staff, teachers, teacher aides, instructors and counselors. Included new this year is three Title 1 teachers assigned to our school for resource support
in reading and math. We continue For the start of school year 2012-2013, the OES
team welcomed our 526 students in grades Kindergarten through sixth grade. To service our students, parents and community in the best possible light, OES is continually
motivated to align its goals, and sets its standards, to reflect our Public School System’s
Strategic Priorities. We have outlined just a few of our efforts that are in place to help
make this work for our school.
I. High Student Performance
OES continues to strive to increase student achievement in all content areas in the
Standards Based Assessments and SAT 10. OES continues its Fractal Improvement
Plan by improving instruction to meet the needs of our students. This is done through
using Classroom Instruction That Works, increasing our levels in reading (specifically in
vocabulary development), and using data to plan instruction and provide workshops for
teachers and parents geared towards improving student skills.
II. Highly Qualified and Quality Personnel
The OES faculty are trained professionals and experienced classroom teachers. They
have met the State Board of Education requirements of Highly Qualified Teachers,
Counselors, and Administrator. Teachers continue their educational endeavors at graduate levels while teacher aides continue their educational backgrounds at under-graduate
levels and certification endorsements. Many of the teacher aides are in the process of
obtaining or already hold certifications in areas such as Non-Violent Crisis Intervention,
Related Service Technician, and American Sign Language (ASL) Interpretation.
III. Safe and Orderly Schools
OES provides an environment that is safe, nurturing and conducive to learning. This is
shown through positive behavior support expectations that are posted in the cafeteria
and playgrounds. Teachers also emphasize pro-social behavior by posting visual cues
and prompts of behavior expected in and outside the classroom. OES provides daily
supervision to al.
IV. Effective and Efficient Operations
OES is committed in its movement for a systemic and comprehensive operation to
maintain optimal level for serving our school community. The first start is being in
alignment with the BOE policies and regulations and the standard operating procedures. Our goal for effective communication and information sharing between school
and home is highly valued.
V. Partnership with Parents, Families and Community
We jump started our year with a student orientation before the opening of school as
well as a beautification day project for families to be involved and connected as part
of the OES community. As we know, parent involvement plays a vital role in student
success. Our PTSA leads the way by sponsoring a clever “Three-For-Me” campaign.
This year, families promise to volunteer three hours of their time in school, at home
or in the community on behalf of OES utilizing their own skills, strengths and talents.
Anyone from the family is welcome to make the commitment by filling out a promise
card. This could include dads, moms, grandparents, aunts, uncle or any adult that is
actively involved in the child’s life. Plans are also in the works is our First Semester Parent Summit. It is proposed for next month, hopefully on October 27, to continue our
school-home teaming to achieve high student outcomes for all. .
OES administration, faculty and staff looks forward to another exciting and great year!
Kagman High School
Rasing the Bar of Excellence
Schools are back in session for the 2012-13 school year. With a new year there are
always new challenges, but at Kagman High School we are committed to raise the bar by
responding to those challenges with new insight, ideas, and inspiration. The opening of
the school year is an excellent example of organization and effective processes in action.
Despite the challenges our entire system faces with an insufficient budget and a lack of
teachers, the Kagman High School team pulled through for another successful opening.
Things that are new at Kagman High for SY12-13
As of this first term, 150 Kagman Students are enrolled in Online Courses. This
online program allowed us to address the lack of teachers on campus, overcrowding in
the core content areas and keep students on track for graduation. Most students who
are taking online courses are also taking their full regular schedules of the core requirements and electives on campus. In order to support students who have limited internet
access at home, we will be offering a 5th period after school where students will have
access to the wireless network and computers if their student lap top is damaged. The
Kagman village students are welcome to use the KHS campus computer lab or wireless
network between 3PM and 4:30PM Monday to Friday. Students who live in the North
have access to the internet through the Distance Learning room D2 at GTC Elementary
school. Any online student using the services at GTC must comply with all PSS rules
and Regulations. Students interested in using these after school services must sign up
to gain access. See your counselor to sign up.
This year is the first phase of a new community based bicycle project. Our PE program is a community based program due to the fact that are no PE faculties on cam-
Students First
pus. The surrounding area is jungle, mountain and cliffs. We have a growing number
of students that now riding their bicycles to school and use them as their main means
of transportation. This type of transportation is affordable to high school students &
environmental friendly. With this in mind, KHS used funding from its Federal Wellness
budget to purchase 30 new bicycles with safety gear to put to use this school year. Students will use the bicycles to travel during the PE class to various sites in the community,
such as Lao Lao Bay Golf Resort and the Kagman Community Center basketball court.
In previous years, students relied on walking OR the use of the school van to transport
11
September 2012
to these locations. However with the lack of funding to provide the gas, the PE program came up with the solution of a classroom set of bicycles.
Also new to Kagman High is the use of the EDLINE Program. This program allows parents to have access their child’s attendance and progress report EVERY time
they log into the internet at the EDLINE website. This program is being launched this
school year as a way to increase the home-school communication lines. Any parent who
is interested in availing of this service need to call or send us an email address and we
will provide you with access. Call the main office at 237 3840 or email Kagmanhs@
gmail.com. This is free for all students enrolled at Kagman High School.
Data for SY12-13
KHS enrollment has decreased for the third year in a row. At this time there are 651
students enrolled at Kagman High School. This is a 2% drop from the previous year.
The teacher pool also decreased for the second year in a row due to budget cuts. This
year Kagman High has 23 teachers and instructors. This is a 25% decrease from last
school year. The year before that KHS lost 31% of its teachers. The student teacher
ratios for this school year are at a hefty 31 students to every 1 teacher. This is an increase of 8 students per teacher per class compared to last school year.
There are also 2 Special Education teachers on campus and 5 teacher aides to assist
our students with special needs and require a One on One aide. This school year there
are 9 special needs students whose IEPs require they be provided with a one on one
aide. To date, we have 5 teacher aides to provide this federally mandated service to the
9 students who are taking classes on our campus. Our Special Education Team has
always been understaffed yet Kagman High is proud to have the highest graduation rate
for students with special needs year after year. Our success is tied to the organization
and flexibility of our SPEDtacular team members who go above and beyond providing
services to ensure success for this student population.
Focused with Fresh Possibilities
GTC Elementary School
SY2012-2013
Principal: Charlotte Camacho, 237-3122
Email: [email protected]
Admin Assistant: Gloria Nauta, 237-3134
Email: [email protected]
Secretary: Angie Atalig, 237-3121
Counselor: Pao Camacho, 237-3131
“To a teacher, the true beginning of the new year is not
January 1, but the first day of school”. GTC, Home of
the Binadu opened its doors for 155 families amounting
to 210 students for SY2012-2013. The new school year
brings excitement as well as challenges, and our students
are sponges ready to soak up the vast learning with the
guidance, care, and support that we as partners provide in this journey for growth.
Faced with a debilitating budget, we stand ready and optimistic to continue setting high
expectations and focused on the right solutions – thinking outside of the box for possibilities to ensure that we do not compromise student learning.
With only nine classroom teachers, we have optimized the skills and expertise of our
ELL teacher, Title 1 teacher, and Special Education teacher to work closely with the
classroom teachers to provide intervention and additional support for our students.
We’ve partnered with community agencies and parents to facilitate extra-curricular activities such as Project Familia, Motheread/Fatheread, and Partners in Print (Family
Literacy Program) so that teachers can focus on instruction. More than ever, we seek
parental and community engagement through volunteerism or service in the classroom
or in maintaining an inviting and clean campus. As this year unfolds, we envision a
shared responsibility and collaborative effort between the school, home, and the community in meeting our purpose - preparing our students to competent and well rounded
individuals as they transition into their next phases of higher learning. As our motto so
eloquently says, “Making Leaps and Bounds in Education”, let us begin!
• Enrollment
• 210studentsK-6
• StaffingPatternandClassSize
• 9classroomteachers
• Ms. Maribel Igitol, Full Day Kindergarten with 24
students
• Ms.FrancineCamacho,1stGradewith19students
• Mrs.Yolanda DLC – Benavente, 1st Grade with 19
students
• Ms.PatriciaDLGuerrero,2ndGradewith20students
• Mrs.MeiReedstrom,2ndand3rdGradeComboClass
with19students
• Mrs.ThinthinConlon,3rdGradewith19students
• Ms.RaenaBermudes,4thGradewith30students
• Mrs.TawnyBarcinas,5thGradewith31students
• Mrs. Jennifer Villagomez, 6th Grade with 30 students
• SpecialPrograms
• Counselor,Ms.AmparoCamacho
• SpecialEducationTeacher,Ms.LaurenFrancis
• Librarian,Ms.CorazonSanNicloas
• ELLTeacher,Ms.ErinMortensen
• SpecialEducationTeacherAides,Ms.ChassieCastro
andMr.SpencerMarchadesch
• OfficeStaff
• Secretary,Ms.AngieAtalig
• AdministrativeAssistant,Ms.GloriaNauta
• Principal,Ms.CharlotteCamacho
• SchoolInformation
Students First
12
September 2012
Welcome Back to School
By: Josh Mendiola and Mary Jane Pepito (Journalism Students)
The administrators/staff of Admiral Herbert G. Hopwood Jr. High School are proud
to take the responsibility to provide a quality education for its students, as it welcomed
them with the opening of the new school year.
“Despite the large number,” as AHGHJHS’s Principal Jonas M. Barcinas stated, “the
school is ready to shoulder the pain that we will endure provided that effective instruction is there for all
students.” Let us work together to make every day the
best and have a successful school year.
The school opened its doors this school year
smoothly, adds Principal Barcinas.
Future Plans for the School Year
Admiral Herbert G. Hopwood Jr. High School Admin and staff are planning in ahead for activities and
programs throughout the school year.
“My future plans for the school is many but I would
like to first put together my priorities that will help
improve student learning and build a much improved
campus for all students. My biggest concern is the
drop and pick up area. I want to build an ideal parking
area for safety purposes. This way, the congestions will
not hinder parents from the overwhelming traffic congestions during the morning and
after school.”
The school is also setting its sights for improvements. On the drawing table is the re-
pair and renovation of all the Special Education building,
also the walls in building A, C, E, Vo-Ced Building, LMA
building, M1, and Multi Stage that are affected by the termites. I will repair all the rest rooms, shower rooms, windows in Building D and PE Building. Expand the school
cafeteria. Put fencing on all the basketball area, soccer
field, benches and tables with awnings at the beach area
for the students to use during break and lunch time.
Academic Achievements
Every year, Hopwood Jr. High School expect for high
student performance on SA 10 and SBA testing. The
school is optimistic it can surpass the prior school year’s
testiung results.
Teaching staff and those involved directly in the education of children pledges to sustain the success of its
programs, with the continued implementation of learning/teaching tools that includes, among others the Classroom Instructions that Works,
Common Core State Standards, Understanding by Design Unit Planning, SIOP, RTI,
ELL, Power Walk Throughs, and Teacher’s Performance Evaluation, just to name a few.
Dandan Elementary Schol
Committed to Delivering Quality Education
Administration/Support Staff
Position
Principal
VicePrincipal
AdministrativeAssistant
Librarian
TradesandMaintenance
AgingOfficeVolunteer
Volunteers
Welcome back Tottots! Dandan Elementary School (DAN) started the school year
2012-2013 with 360 Tottots under our wings. Even with the budget shortfalls and the
shrinking number of staff, DAN is ready to take on the school year with an experienced, capable, and caring staff. We’ve set high standards for all out students and we
are committed to promote a safe and positive learning environment that stimulates
academic achievement and intellectual curiosity.
We look forward to providing students opportunities to make responsible choices,
build self-esteem and self-respect, participate actively in the learning process and develop a sense of responsibility to the world around them. We will endeavor to provide students with quality teachers and the tools needed to become successful learners. With
the implementation of the Common Core State Standards (CCSS) and Understanding
by Design (UbD), the teachers will design their lessons to have students assume a
greater responsibility for their own; actively participating in completion of individual
and group tasks and by problem-solving and critical thinking skills in an awareness and
appreciation of individual and mutual cultures.
Name
MarthaKintol
ReoArriola
JessicaBorja
CatherineFlores
AbelValenzuela
FaustinaTeregeyo
KeolaniNgiracheliong
JennylynDelaCruz
Students First
13
September 2012
Faculty/Staff
Administrativesupportstaff:3
PupilTransportation:3
Maintenance:2
Instructionalstaff:10teachers,1instructor,5teacheraides
Grade-Level
Kindergarten
1stGrade
MAC(2nd-3rd)
MAC(4th-5th)
6thGrade
CCLHS
No. of teachers
1
1
3
3
2
1
Student-Teacher Ratio
1:35
1:35
1:18
1:23
1:27
Variesbyclass
Pupil Enrollment
AsofSeptember4th,wecurrentlyserveastudentpopulationof
277studentsfromgradesKindergartenthrough6thgrade
Schedules
General schedule
7:15-7:55
Breakfast
8:00am
FirstBell
8:05am
TardyBell
2:00pm
Dismissal
Kindergarten Schedule
AMSession
7:15-7:55
Breakfast
8:00am
FirstBell
8:05am
TardyBell
11:00am
Lunch/Dismissal
PMSession
11:00-11:30 Lunch
11:30am
FirstBell
11:35am
TardyBell
2:00pm
Dismissal
Tinian Elementary School
A
‘ Big Leap for a Brighter Future’
As Tinian Elementary School begins another school year “Making a Big Leap for a
Brighter Future”, we would like to extend our warmest welcomes to all faculty/staff
and students, both new and returning, across the CNMI Public School System.
First Days of School and Beyond
The “Home of the Colts” opened its school gates on September 4th with much
excitement and anticipation. The Colts “stampeded” safely to their classrooms anxious
to meet new classmates and teachers ready to start a new beginning with hopes of an
even better and more successful year.
Double-Session schedule (1st grade)
AMSession
7:15-7:55
8:00am
8:05am
12:30pm
Breakfast
FirstBell
TardyBell
Lunch/Dismissal
PMSession
12:00-12:30 Lunch
12:30pm
FirstBell
12:35pm
TardyBell
4:30pm
Dismissal
Class schedules vary in grades K-3rd, 4th-5th, and 6th grade. Details are provided in the Student-Parent
Handbook.
COLTS Vision
The staff, parents, and community collectively embrace the development of our students holistically by
nurturinganenvironmentthatmeetsindividualstudents’growthandneeds.UponleavingTinianElementary
School,ourstudentswillbeRESPONSIBLE,RESOURCEFUL,andREADY.
The faculty and staff embrace new challenges ahead as opportunities for school
improvement and do so with pride, perseverance, and commitment. With the collective
efforts of our stakeholders, we strive to maintain a culture of excellence that embodies
the vision and mission of our school. It is our goal to ensure that “Upon leaving Tinian
Elementary School, our students will be responsible, resourceful, and ready” (Colts’
Vision)
COLTS Mission
Leadership
The leadership team in the administration includes Ms. Dionne Santos (Principal) and
Ms. Lou Connie Manglona (Vice-Principal).
EXPECTED SCHOOL-WIDE LEARING RESULTS (ESLRs)
The Parent-Teacher-Student Association officers include: Shirlin Abaga (President),
Angela Reyes (V-President), Augusta Famaw (Secretary), and Sheila Dela Cruz
(Treasurer)
Createanenvironmentthatpromotesacademic,socialandphysicalgrowth.
Offeropportunitiestoachievethehighestlevelofliteracy.
Leadstudentstobecomeactiveparticipantsinthelearningprocess.
Teachstudentstobecomeindependentthinkers.
Supportstudentstobecomeproductivemembersoftheircommunity.
OurESLRsaretohavestudentsbecome:
1.EffectiveCommunicatorsinliteracy,technology,andtheChamorro/CarolinanLanguageHeritageStudies
(CCLHS)
2.ProblemSolversandCriticalThinkersbyapplyingknowledgetoreal-lifesituations.
3.Teamplayersbyworkingcooperativelyatschoolandinthecommunity.
4.SuccessfulCitizensbysettinggoalsanddemonstratingsocialresponsibilities.
Classroom Teachers
Grade Teachers
We will also work towards reaching out to all our stakeholders in these times of need,
knowing that our parents and our community are our partners and that we must work
together to ensure academic success and respect for individual differences.
This school year, we welcome back our Tottots with the following staff members:
SPED
ELL
Title I
PaulJoyce
DanielJack
McQueenMasaharu
AmorleenPoblete
ValrickWelch
AnnaBaer
LourdesMendiola
KatharynTuten-Puckett
Grade
K
1
2
Teachers
RamonaTaro-Laniyo
ElaineCabrera
DonniaIshizaki
LyzandraBarcinas
VivianSkilang
ValenciaTasi
3
4
5
6
CCLHS
JudithCastro
AliciaOliva
DeanaVillagomez
WilliamHarwood
RachelReyes
ChristineInos
WilliamHarwood
PatrickAntonio
AnaBlossomMacDuff
JamesRamon
CarolineAgulto
CabriniHambros
JemmaManibo
Students First
14
September 2012
Optimism and Inner Strength
This school year opened with a theme on “FOCUS,” which now resonates in minds
of our school community. By the end of the day, all that matters ultimately is that
students are afforded a day of great learning. Despite the economic disruption which
plagues the system, our teachers and staff stand firm in pursuing the fulfillment of our
school system priorities for this school year.
With the growing enrollment at William S. Reyes Elementary School, there are
currently 724 STUDENTS and 27 teachers that fill the classrooms each day. Majority
of the classrooms are occupied by a ratio of 27:1 student-teacher ratio. Though with
the high student enrollment, bearing in mind that our students come to school happy
and ready to learn, encourages our faculty and staff much more to do what it takes to
ensure that ALL our students are gaining great learning experiences.
The implementation of the National Common Core State Standards has prompted
our school teachers with higher expectations to provide effective and strategy-based
instruction. With this in mind, the school also echoes the same expectations of our
students’ PARENTS- to be more present in the educational life of their children; to be
PROACTIVE in facilitating learning in the home. With increased parent engagement,
in addition to the availability of school programs, effective and meaningful daily
instruction, and continued school improvements, student achievement will not falter.
Purposeful Community Building Statement
We at William S. Reyes Elementary School are a community of selfmotivated learners who are committed to developing responsible and
productive innovators, who will respect each other’s differences and
rights; and who will make a positive difference in the world.
Operating Principles
Contact Information
Naomi M. Nishimura
SchoolPrincipal
[email protected]
Excellence: WSRES staff will guide students in achieving outstanding quality
performance and products. Excellence requires of us that we …
• motivate students to excel.
• facilitate successful goal setting.
• aide in becoming role-models for our future generation.
Quality: WSRES staff will do things well and our products have values. Quality
requires of us that we …
• be diligent, constant in our effort to achieve.
• show effort.
• make time.
• persevere.
Responsibility: WSRES staff will demonstrate a high degree of responsibility
to the students, staff, and parents (stakeholders) for the success of the school.
Responsibility requires of us that we …
• involve all stakeholders in decision-making.
• set high expectations and achievable goals.
• are accountable for all decisions, goals, and outcomes.
Diversity: WSRES staff will provide an inviting environment that nurtures high
student academic achievement by being accepting and respectful of individual
differences. Diversity requires of us that we …
• are sensitive to cultural and individual differences.
• celebrate cultural diversity.
• demonstrate high level of acceptance.
Ethical Behavior: WSRES staff will conduct themselves in a manner that
respects all stakeholders. Ethical behavior requires of us that we…
• be involved in a mutually beneficial relationship.
• uphold integrity, fairness, empathy, and confidentiality.
A quality and effective school begins with quality and effective teachers. Quality and
effective teachers, in addition to their professional expertise, care for ALL students
and will therefore make sure that everything at school contributes to maximum
learning. START WITH THE END IN MIND.
Aim High, Fly High Kingfishers!
Marji B. Pangelinan
SchoolVicePrincipal
[email protected]
SchoolTelephoneNo.:237-3542
SchoolFaxNo.:664-3973
Notice to WSRES Parents/ Guardians:
Themainparkinglotgateswillbeclosedat1:30p.m.eachdayforstudentsafetyreasons.
Novehicle,withtheexceptionoftheschoolbusandvehicleswithdisabilitypasseswillbe
allowedtodriveintocampuswhenstudentsaredismissed.
Tinian Jr. Sr. High School
Commited In Providing
the Best
Hafa Adai para todos hamyu! The Stallion Family of Tinian Jr. Sr. High School would
like to welcome our parents/guardians, students, staff, and community stakeholders
to the new School Year 2012-2013. We opened our doors to 250 students and 27
staff members that includes 13 teachers, a SPED Contact teacher, 2 instructors, 2
SPED teacher aides, a school counselor, 7 support staff (2 MOU staff members from
the Office of the Mayor), and 1 administrator. Although, we started this school year
shorthanded, our school is committed to providing the best education for our students.
In addition, with the continued support of the Honorable Mayor Ramon M. Dela Cruz
through his 2 MOU staff members, administrative services continue to be delivered.
Although we run both a Junior High and a Senior High on the same campus, we are
fortunate enough to still have manageable class sizes with the highest at 1:27 teacher to
student ratio. Despite being short 1 junior high English, 1 junior high Science teacher,
as well as 1 senior level English teacher, the implementation of online courses for these
grade levels is ongoing to address these needs. At this point, this is our best shot at
Students First
15
September 2012
Welcome back to school!
CONTACT INFORMATION
P.O. BOX 501370
SAIPAN MP 96950
TEL.(670)237-3622/23
FAX (670)664-3964
School Time
8:00am-2:00pm
Mon. to Fri.
Breakfast schedule
7:15am-7:50am
Dismissal time
2:00pm
Lunch Schedule
Kinder to 1st Grade
10:50-11:20am
2nd-4th Grade:
11:30-12:00 pm
5th-6th Grade:
12:10-12:40 pm
Meet our SY2012-13 Teachers and Staff...
Kobler ville
Elementary
School would
like to welcome our 427
students and
their parents who are currently enrolled in our Kinder
to 6th grade classes. This year, we will begin the classes
at 8:00am and will end at 2:00pm. Kindergarten students
will have an alternate scheduling for two days and will be
combined every Friday.
Students are expected to attend school regularly, complete all assignments and behave appropriately. It is important for parents to contact their children’s teacher
immediately when he/she fails to report to school. Parents are also encouraged to help their children at home
with their homework and their lessons. Each student was
provided with the quarterly benchmark map to guide the
students with our coherent curriculum. This year is also
a full implementation of the Common Core standards
from K-6th grades.
Our school will implement 2 Success In Sight Fractal Improvement Plans. These are the following:
1. A Quarter Million Books to Read. Our goal is for our
students to be proficient readers. This program will allow
students to read at least 2 to 3 books a day at school or at
home and log in the number of books each student have
read using accelerated reading quiz. By the end of the
school year, all KES students should have read at least
250,000 books
2. A Quarter Million Problems to Solve. Our goal is for
our students to be proficient problem solvers. This program will allow students to solve at least 5 math problems a day using IXL at school or at home. . By the end
of the school year, all KES students should have solved
250,000 mathematics problems.
Principal
RizalinaPurugganan
Admin. Assistant
EdManibusan
Building Maintenance
NormanArda
ELL Specialist
MercedesDLGuerrero
LynnMendiola
Troops to Teach:
GeorgeCruz
JohnSiren
SPED Teacher
JohnJimeno
SPED Aides:
JoeReyes
FrancesHosono
MargaretSoalablai
KevinAdachi
MarijaneVillagomez
We are positive that our plans will be very successful to
increase students’ achievements.
Kinder Teacher
AdelaKapileo
1st Grade Teachers:
LoisDewitt
IgnaciaTorres
VernaReyes
2nd Grade Teachers:
DamianaLee
CassandraSumor
TriciaDelRosario
3rd Grade Teachers:
ElizabethMendiola
EllenRayphand
4th Grade Teachers:
KarenAlla
KatherineLizama
MarinaReyes
5th Grade Teachers:
KarenAlla
JeremiahBenavente
JoeEtpison
6th Grade Teachers:
FrancisMendiola
ValerieMendiola
CCLHS Teachers:
EricaEvangelista
AlmaKisa
GloriaRasiang
Title 1 Teachers:
MarjaLeeTaitano
DianaF.Taisacan
Koblerville Elementary School Guiding Principles
Provides quality learning experience that results in high Provides variety of learning opportunities and experiences to develop student excellence
student performance
• Programs that enhance talents and skills
• Programs and activities that result to high student
• Activities that promote healthy individual
achievement
• Activities that promote leadership skills
• Uses research based teaching strategies for effective
instruction
Provide parental support and community involvement
• Programs that promote parent literacy
Provides safe and orderly environment
• Programs that promote good character education
Provide culturally diverse staff and students
• Non-threatening and organized classroom
• Program/s that address cultural languages and tradienvironment
tions
• Program that provides literacy for ELL students
providing the educational needs of our students as we await and hope for great news
relating to PSS’s budget.
Ground maintenance continues to be an additional challenge as a result of budgetary
constraints. With the help of the Office of the Mayor, the Department of Public Works,
and the 13th Tinian Municipal Council, we are addressing some of these challenges and
we look forward to more collaboration and support.
Our 9th Graders and 11th Graders from SY 2011-2012 were recognized for their overall
student performance in the SAT 10. We are committed to working towards another
great year of high student performance both in the SAT 10 and in our Standards Based
End of Course Assessments. And despite the challenges we are facing and will be facing
this school year, our goal this year is to accomplish our school vision and mission, and
work towards repeating and exceeding the many successes we had in SY 2011-2012.
At the end of the day, we are committed to our school’s mission “which is to provide
educational opportunities for all students to become responsible, contributing members
of the global community.”
Si Yu’us Ma’ase and Thank You to the Honorable Mayor Ramon M. Dela Cruz, Members
of the 13th Tinian Municipal Council, Members of the 17th Tinian Joint Legislative
Delegation for supporting the budget needs of PSS and our school, and to our Tinian
Community for the continued support and assistance.
Un Sen Dangkalu Na Si Yu’us Ma’ase,
Students First
16
September 2012
WE ARE MANTAS!
Despite financial
challenges…Manta Rays
Are Leading The Way!
At Saipan Southern High School Home of the Manta Rays we are poise to continue
to go above and beyond high expectations in both academically and extra-curricular
activities this school year. This school year will be special as we will officially implement
Common Core State Standards for English Language Arts and Math. It will also be a
challenging year as well financially but will persevere because “WE ARE MANTAS!”
We are leading the way every time because that is how we roll since establishment.
Saipan Southern High School opened its doors on August 16, 2002, and has remained
a vanguard of excellence in education in the Commonwealth of the Northern Mariana
Islands (CNMI). SSHS is one of three public high schools on the island of Saipan,
and serves the village communities of Koblerville, San Antonio, and Dandan. Each
year the school has seen a steady increase in population currently at 846, and we have
reached the point where the idea of building more classrooms is no longer something
to seriously consider. We must build more classrooms to better serve our students and
community because a class size of 35 to 1 teacher today is not ideal.
SSHS has become a symbol of pride for the CNMI. Our students have represented the
Commonwealth in national and international competitions. Our Manta Ray Battalion
travelled to the 1st Annual JROTC Army National Drill Competition in Louisville,
Kentucky and captured 3rd place. Our Manta Band has travelled to New York to
compete, and recently performed at the 2012 Summer Olympics in London, England
and won a silver award. Our students matriculate at colleges and universities across the
United States and around the world, and they also serve in the U.S. Armed Forces.
“Un Eskuela. Un Korason. One School. One heart.” Each day every member of
our school family strives to live this motto. These words resonate with administrators,
counselors, teachers, staff members, and students who remain at our campus and those
who have passed through this campus and have moved on to other ventures.
Our students come from many parts of Asia and from many of the island territories
and nations of the Pacific. The students we serve come from families who have come to
the CNMI to work and many more who now call the CNMI home. Because of SSHS’s
high academic standards, many in our community have come to associate our school
with prestige and honor. With the severe economic downturn in recent years, and the
inability of many parents to pay private school tuition, many students who might have
otherwise been enrolled in private schools are now enrolled at SSHS. In addition, many
of our students come from the bottom of the socio-economic ladder, and SSHS stands
equipped to serve them regardless of ethnicity or socio-economic status.
Many members of our teaching staff are local hires, while many still come from the
U.S. For the first time in our school’s history, we have 5 alumnae who teach in the English,
math, and science departments. They are a testament to the work that SSHS has done
and the work that SSHS will continue to do with our current students today with the
Common Core State Standards. We will continue to analyze achievement data to drive
decisions for increasing student learning gains so that all of our students are college and
career ready.
Armed
with
a
“Students First” and
“We Are StudentCentered” work ethic
and a collaborative
spirit,
the
Manta
Ray faculty and staff
continue
to
work
towards their goal
of achieving a full
affirmation of the
school’s accreditation
status
through
the North Central
Accreditation affiliated
with AdvancEd. We will
lead the way because
“WE ARE MANTAS!
Tanapag ElementarySchool
Opens School Year with
Eager Lerners
As of September 17th, 2012, the school has been
accommodating 184 students. Tan has a total of 18 staff that
consists of the following:
Tanapag Elementary (TAN) warmly welcome back our Tataga teachers/staff, parents,
students to a new school year 2012 – 2013. During the first week of school, teachers
and staff welcomed the parents and students with a Tataga smile. The opening of the
school year went smoothly with parents escorting their children to their new classrooms
and meeting their children’s individual teachers. Students were excitedly discussing with
each other who their teachers would be this school year.
TAN has 9 classroom teachers from Kindergarten thru 6th
grade, 1 Special Education teacher, 1 CCLHS Instructor, 1
Special Education teacher aide, and 1 Troops to teacher aide.
The support staff consists of 1 interim principal, 1school
aide, 1 librarian aide, and 2 maintenance staff.
The student ratio for TAN is as follows:
Students First
17
September 2012
Kinder -- 20:1 (Full day session)
1st grade – 24:1
2nd grade – 26:1
3rd grade – 23:1
4th grade – 15:1
4th grade – 14:1
5th grade – 15:1
5th grade – 14:1
6th grade – 32:1
The Tataga warmly welcome Mrs. Erin Mortensen
(ELL Teacher) to the family. She will be providing
educational services to our students who are not
proficient in the English Language. Her hours at the
school are from 11:30 to 1:30pm.
Despite the challenges the Public School System is facing
right now, Tanapag Elementary School’s teachers and
staff will “Strive for Excellence” in student achievement.
With the help of various programs like the Title I
Program, which focuses in Reading and Math, we will
work together to help students’ improvement in these
skills.
San Vicente Elementary School
Aiming High
Brief
San Vicente Elementary School may have opened its
doors to fewer teachers this year, but what it lacked in
staffing, it more than made up in zeal. SVS Canaries aim
high no matter where they start off, and this year teachers
and staff took off flying from the lowest branches, facing
budget battles in the Legislature, deficient resources for
classroom instruction and more students in classrooms
than ever before.
Pupil Enrollment & Staffing Pattern
Twenty-three teachers welcomed 570 students to their
classes this school year. If you do the Math, that equates
to a 25 to 1 student-teacher ratio. In reality, some upper
grades are comprised of 30 or more students in each
classroom. Add the cost saving energy conservation
schedule and the result is overcrowded, warm learning
environments.
School Leadership
Leadership is shared in order to bring
accountability and balance to our school goals.
Teacher leaders organize, participate in and
facilitate learning targets. Student leaders
such as the Difference Makers and Student
Council are in charge of student led issues
as well as engaging in school wide activities
and parents play a large role in the school
based management (SCBM) and PTA boards.
School leadership however, is not limited
to structured groups. Leadership is a daily
exercise that involves communication, partnership and
an awareness of tasks both small and large that need to
be addressed.
Future Plans Highlighting Academic Achievement
As we move into the new school year, student success is
our main concern. Student achievement is a combination
of academic performance, personal growth and healthy
social interactions. This calls for a combined effort from
our teachers, counselor, staff and community.
In order to maintain the level of academic achievement
our students have demonstrated, SVS will need the
commitment of the entire community. Our district
strategic priorities guide our mission as a member of our
PSS family, as does our collective desire to “Aim High”.
This is evident in the results from state assessments.
How to Decipher Assessment Results
The PSS administers two large scale assessments each
Spring to 3rd, 4th, 5th and 6th graders in the Elementary
School. As a parent or community member, you might
have heard the names SBA or SAT10 shared by students
anxiously preparing for their week long tests. The SBA
and SAT10 Assessments not only give us a picture of
how well our students have learned the content taught,
they also help teachers plan for future instruction. In
addition, test results are useful to the Federal
Government, specifically to the U.S. Department of
Education. They help us get funding that is crucial to the
procurement of instructional materials and equipment,
training for teachers and support for striving students. If
you sometimes feel overwhelmed when looking at your
child’s results, you aren’t alone. The descriptions below
may help you understand exactly what the numbers
represent.
Standards Based Assessment (SBA): Rubric Score
based on four levels of performance: Beginning,
Developing, Proficient and Advance.
Example: Our students performed at Proficient (3)
and Advanced (4) in 46% of the CNMI Standards and
Benchmarks for Reading. A score of 45% means that
our students were competent or superior in 45 of the
benchmarks they were tested on.
Stanford Achievement Test 10 (SAT10): Percentile
Ranked Score based on Norm-referenced groups.
Example: SVS 3rd graders scored in the 38th percentile
as compared to students in the same grade level who took
the same kind of test at about the same time (nationally).
A score of 38% means that our students performed
as well as or better than 38% of students in the same
reference group.
Students First
18
September 2012
Dr. Rita H. Inos Jr. Sr. High School
Opens to a Festive Mood
For School Year 2012-2013, RHIJSHS currently has 262 students enrolled from
grades 7th through 12th with four junior high teachers and five senior high teachers. We
also have five instructors, two SPED contact teachers with three teacher aides. Eight
support staff are currently on board. The school has one Principal, one Vice Principal
and one counselor.
Since RHIJSHS lost a math and a science teacher, about 80% of the student
populations are taking online courses. Environmental Science, Biology, Chemistry, and
Algebra II are offered as online courses to have students meet graduation requirements.
Students also have the option to sign up for
more online courses, provided they do not
go over three courses.
This school year, RHIJSHS plans to
have 20 seniors and one junior complete
graduation requirements by January 2013 (ending of 1st Semester). These students will
be able to complete the 28 required credits needed to graduate early.
On September 04, 2012, the seniors made their grand entrance with cars honking and
students chanting “2 K 1 3”. Our seniors were excited to show their spirits and welcome
back the new school year. The underclassmen stood watching as the seniors cheered on
and greeted the principal.
In observance of the Disaster Preparedness Month in September, RHIJSHS conducted
a bus evacuation drill on September 11, 2012, a Disaster Preparedness Presentation on
September 13, 2012 and Active Shooter on September 14, 2012. Thanks to Homeland
Security, Emergency Management Office, Public Health, Department of Public Safety,
Fire Department, and all the various agencies who participated to make our drills
possible.
Sinapalo Elementary School
Take Advantage of Learning opportunity
Hafa Adai! Sinapalo Elementary School teachers and staff opened its doors to 195
students from grades Kinder to 6th on September 04, 2012. The Sinapalo Elementary
School teachers and staff believe that all children can learn therefore; we are working
cooperatively to empower and help our students learn academically, physically, culturally,
socially, and morally through positive character development. With the school’s
curriculum and nurturing environment, each student is encouraged to reach their full
learning potential. As we all strive to reach our goals as a team, we are excited and
pleased to introduce the 2012-2013 Luao Family…
Administrative Staff
NAME
DaisyQuitugua
DemyCatubay
EdwinaHocog
VannaSanNicolas
ConnieMaratita
LeslieBarcinas
AnnaLeeMendiola
CharleneCruz
LornaCalvo
LoletaBarrion
TBA
EnterinaCalvo
ArmiAtalig
LynneMichael
GeraldineDelaCruz
The goal of Sinapalo Elementary School is to…
•
•
•
•
•
promote high academic achievement.
monitor student progress and analyze data to improve instruction and learning.
inspire students to love learning in a caring, nurturing, and safe and orderly
environment.
work in partnership with the parents and community to fulfill the education
mission.
meet the needs of all students through a multitude of learning activities using
the multiple intelligence approach to address individual learning styles.
RonnieCalvo
MackJames
Education
ErmalynnOgo
MagdalenaMesngon
RebeccaCuevas
MarkMichael
KaylaMesngon
POSITION
InterimPrincipal
AdministrativeSpecialist
AdministrativeAssistant
SchoolAide
Classroom Teachers
Kindergarten(26students)
1stGrade(26students)
2ndGrade(20students)
3rdGrade(20students)
3rd&4thGrade(MAC)–22students
4thGrade(20students)
Instruction
5thGrade(25students)
6thGrade(18students)
6thGrade(18students)
Resource Teachers
TeacherLibrarian
TitleITeacher
Special Education
ContactTeacher
TeacherAideIII
EDUCATIONAL BACKGROUND
M.A.Education
A.A.LiberalArts
B.A.BusinessAdministration
HighSchoolDiploma
B.A.ElementaryEducation
B.A.ElementaryEducation
B.A.ElementaryEducation
M.A.Curriculum&Instruction
B.A.ElementaryEducation
M.A.EducationandCurriculum& M.A.Education
B.A.ElementaryEducation
M.A.Ethnomusicology
B.A.ElementaryEducation
B.A.ElementaryEducation
A.A.LiberalArts/A.S.emphasisin
TeacherAideI
HighSchoolDiploma
Chamorro Carolinian Language Heritage Studies
CCLHSInstructor/ClassroomTeacher
B.A.ElementaryEducation
CCLHSTeacherAideI
A.A.LiberalArts
Volunteers
ComputerTechnicianVolunteer
CongresswomanStaff
Students First
19
September 2012
ChaCha is off to a Great Start
The school year 2012 -2013 started out very well. Prior to the opening of the school,
we had a two day parent orientation. We had one for the 7th grade and one for the
8th. A total of 144 parents, 67-8th and 77-7th, showed up to attend the orientation and
meet with their child(ren’s) teachers. Pictures of parents and students in the orientation
are provided.
ers gave out their classroom supplies list which were very minimal and discussed some
their expectations from the students and parents.
The school admin, teachers and staff would like to thank the parents for coming to the
orientation for information purposes and to meet the teachers and staff of cojhs. The
huge turnout of parents made cojhs get off to a great start.
ChaCha was fortunate to have U.S. Delegate Kilili visit our school and donate boxes
of books for our library. He and some of the staff personally delivered the books and
spent some time talking to our students and staff about the importance of reading. He
also told some of our students how he got hooked on reading books. “Find what interest you and read to learn” those were Kilili’s words to our students and staff. Below
are pictures of the books that Kilili brought him having a discussion with the teachers
and students. This is the second time the U.S. Delegate brought books to our school.
One of the comments from a parent was the high expectations she has for the teachers.
I told her that she should have high expectations as these teachers are highly qualified
and well trained on how to effectively deliver instructions.
I thank the parent for her involvement and assured her that just like all the schools in
the Cnmi, all teachers are held to high expectations.
Some of the discussions in the orientation included reminders on free meals, the common core standards, and dropping off students after 7:00 a.m. Additionally, the teach-
The orientations and opening of the school went smoothly thanks in large part to the
school staff and teachers. Below is a picture of the school leadership team.
Again, we want to thank our parents and leader, Gregorio Camacho Sablan, for making
the opening of this school year successful. We look forward for your continued support
and involvement as we progress in to the school year.
Garapan Elementary School
An Eager Batch of Learners, A Revitalized Campus
Garapan Elementary School students and parents were greeted with a revitalized campus this school year. All the excitement flurried around campus about how happy they
are to be back at school. The most excited group of students is the kindergarteners.
Not only are all students served in one campus, the relocation has allowed for more
kindergarten enrollment which will result in school readiness.
Despite the challenges of larger class sizes and fewer staff, GES teachers and staff were
filled with much enthusiasm for what the new school year will bring. With the new
implementations and a higher standard set for continuous improvement, GES teachers
and staff will work effortlessly to continue meeting the PSS Strategic Priorities.
Each school year, GES enrollment grows. For school year 2012-2013 student enrollment is at 874 as of September 17th. GES has a total of 47 staff that consists of the
following:
•
•
•
•
27 classroom teachers from kindergarten to 6th grade. Kindergarten classes
run on a double session with a 20:1 class size. 1st grade is a 26:1 class size and
2nd to 6th grade is at a 32:1 average.
2 Special Education Teachers
3 CCLHS Instructors, 1 CCLHS Teacher Aide, 5 Special Education Teacher
Aides, and 3 Troops to Teach Aides
The Support Staff consists of one principal, one vice principal, one counselor, one school aide and one maintenance
In light of the obstacles that face our system, new programs are in place to support student achievement. Title 1 Pull Out services in reading and math will be offered to our
students to improve reading and math skills. The program is designed to help identified
students who are performing two grades below in the areas of reading and math. Another program that aims
to increase academic
achievement is the English Language Learner
(ELL) Program. Services are provided to assist ELL students with
the attainment of English language proficiency, develop high levels
of academic attainment
in English.
Students First
20
September 2012
Menus for
October 2012
CNMI Public School System Food
& Nutrition Services
This institution is an equal opportunity
Monday, Oct. 1
Breakfast
Tuesday, Oct. 2
Breakfast
Wed., Oct. 3
Breakfast
French Toast with Syrup
Fruit
Corn & Egg Soup
Breadsticks or Crackers
Fruit
Breakfast Omelet with
Rice, Fruit
Lunch
Beef & Bean Macaroni
Bake, Green Peas
Fruit
Chicken Adobo with Rice
Local Greens
Fruit
Secondary Second
Choice
Secondary Second
Choice
Chicken w/Stir Fried
Vegetables and Rice
Fruit
Secondary Second
Choice
Lunch
Lunch
Chilled Italian Sub
with the WORKS
Texas BBQ Beans
Fruit
Tuna Keleguen Wrap
Fruit
Chilled Turkey, Ham &
Cheese Sub with the
WORKS
Green Peas, Fruit
Monday, Oct. 8
Tuesday, Oct. 9
Wed., Oct. 10
Breakfast
Breakfast
Commonwealth
Cultural
Day
Public
Schools
Closed
Meat Lovers Omelet &
Rice, Fruit
Lunch
Chicken, Cheese, Onion
Pizza, Carrot & Cucumber
Sticks
Bean Dip, Fruit
Secondary Second
Choice
Chilled Turkey, Ham &
Cheese Sub with the
WORKS, Carrot Sticks &
Bean Dip
Fruit
Pancakes & Sausage
Fruit
Lunch
French Toast with Syrup
Fruit
Lunch
Lunch
Italian Lasagna
Dinner Roll
Steamed Broccoli
Fruit
Pulled Pork Sandwich
with the WORKS
Texas BBQ Beans
Fruit
Chicken, Cheese,
Onion Pizza
Carrot & Cucumber Sticks
Fruit
Monday, Oct. 22
Tuesday, Oct. 23
Breakfast
Breakfast
Ham and Cheese Melt
Fruit
Lunch
Pork Loin Chop with Rice
Stir fried vegetables
Texas BBQ Beans
Fruit
Secondary Second
Choice
Japanese Chicken
Yakisoba
Fruit
Monday, Oct. 29
Breakfast
Ham, Onion, Cheese
Omelet, Steamed Rice
Fruit
Lunch
Breakfast
Lunch
Secondary Second
Choice
Pork Stew with Rice
Fruit
Wed., Oct. 24
Breakfast
Pancakes & Sausage
Fruit
Lunch
Pepperoni & Bell Pepper
Pizza, Corn
Fruit
Thursday, Oct. 11
Friday, Oct. 12
Breakfast
Fried Rice with Grilled
Ham, Fruit
Lunch
Secondary Second
Choice
Breakfast
Tropical Fried Rice
Fruit
Lunch
Chicken Burger with
the
WORKS
Baked Sweet Potato Fries
Fruit
Secondary Second
Choice
Chef Salad
Garlic Bread
Fruit
Thursday, Oct. 25
Breakfast
Chamorro Sausage Fried
Rice, Fruit
Lunch
Breakfast
Peanut Butter & Jelly
Sandwich
Fruit
Lunch
Beef Broccoli with Rice
Corn Salad
Fruit
Secondary Second
Choice
Chilled Italian Sub
Corn Salad
Fruit
Friday, Oct. 19
Breakfast
Grilled Cheese Sandwich
Fruit
Lunch
Cajun Red Beans and
Sausage with Rice
Corn
Fruit
Secondary Second
Choice
Grilled Chicken Salad
Sub with the WORKS
Corn, Fruit
Friday, Oct. 26
Breakfast
Cinnamon Roll
Fruit
Lunch
Sweet & Sour Pork with
Rice, Peas
Fruit
Beef Bulgogi with Rice
Local Greens
Fruit
Secondary Second
Choice
Secondary Second
Choice
Pepperoni Pizza
Tomato & Cucumber
Salad, Fruit
Secondary Second
Choice
Secondary Second
Choice
Chilled Turkey, Ham &
Cheese Sub with the
WORKS, Potato Wedges
Fruit
Tuesday, Oct. 30
Breakfast
Wed., Oct. 31
Breakfast
Lunch
Beef & Bean Macaroni
Bake, Green Peas
Fruit
Chicken Adobo with Rice
Local Greens
Fruit
Secondary Second
Choice
Secondary Second
Choice
Tuna Keleguen Wrap
Fruit
Baked Fish with
Vegetables
Steamed Broccoli
Fruit
Spaghetti with
Meat Sauce
Potato Wedges
Fruit
Breakfast Omelet with
Rice, Fruit
Secondary Second
Choice
Lunch
Chicken Curry with Rice
Cucumber Salad
Fruit
Corn & Egg Soup
Breadsticks or Crackers
Fruit
Chicken w/Stir Fried
Vegetables and Rice
Fruit
Secondary Second
Choice
Thursday, Oct. 18
Bacon & Bell Pepper
Omelet
Steamed Rice, Fruit
Secondary Second
Choice
Secondary Second
Choice
Wed., Oct. 17
Breakfast
Secondary Second
Choice
Chilled Club Sub
Steamed Broccoli
Fruit
Frijoles con Carne with
Rice
Fiesta Corn
Fruit
Southwest Chicken Salad
with Chipotle Ranch
Garlic Bread
Fruit
Breakfast Pastry
Fruit
Chilled Italian Sub with
the WORKS
Carrot Sticks & Bean Dip
Fruit
Lunch
Secondary Second
Choice
Chilled Tuna Sub
Texas BBQ Beans
Fruit
Breakfast
Egg Salad Sandwich
Fruit
Cheeseburger
Orange Sweet Potatoes
Fruit
Tuesday, Oct. 16
Bisteak and Peas with
Rice
Roasted Local Eggplant
Fruit
Breakfast
Friday, Oct. 5
Fried Rice & Chicken
Nuggets
Fruit
Oven Fried Chicken
Red Rice
Texas BBQ Beans
Local Greens
Fruit
Monday, Oct. 15
Breakfast
Thursday, Oct. 4
Lunch
Chilled Turkey, Ham &
Cheese Sub with the
WORKS, Green Peas
Fruit
French Toast with Syrup
Fruit
Lunch
Chilled Italian Sub with
the WORKS
Texas BBQ Beans
Fruit
Enchiladas– Lasagna
Style, Rice
Peas
Fruit
Chicken Caesar Salad
Garlic Bread
Fruit