DUE TO TROPICAL STORM CONDITION 2, PSS CLASSES ARE CANCELLED FOR THE REMAINDER OF TODAY, 9/23/2021.
PSS SAIPAN, TINIAN, AND ROTA SCHOOLS AND OFFICES WILL REMAIN CLOSED TOMORROW, 9/24/2021.

Kagman Elementary School

Kagman Elementary School

 

Executive Summary

 

Kagman Elementary School (KAG), Home of the Blue Marlins, is located in the village of Kagman III, on the island of Saipan in the Commonwealth of the Northern Mariana Islands.  KAG first opened its doors for students on September 5, 2000.  The predominant ethnic groups are Chamorro and Carolinian; however there also are students from Chuuk, Republic of the Philippines, Palau, Pohnapei, Japan, Yap, Pakistan, Kiribati & Thailand.
KAG served 469 students from Kindergarten through fifth grade. An enrollment increase of 9% from previous year’s of 420 students. All of our students received free meals in SY 2019-2020. The residents, for the most part, are low income.

The faculty and staff at KAG was made up of 21 general education teachers, two Special Education teachers with six teacher aides, one Chamorro Language (CCLHS) teacher, and two CCLHS instructors. It included a librarian, a counselor, 3 Title-1 Reading teachers, a Literacy Coach for K-3rd teachers, registrar, administrative assistant, maintenance and custodian. The school’s administration is composed of a Principal and Vice–Principal.

The Title I Consolidated Grant allowed the school in procuring supplemental materials/resources needed to support student learning. KAGES continued the focus in the implementation of the Rigor, Relevance & Relationship framework, evidence-based strategies and instructional support.  Through our School-wide Improvement plan (SWP), KAG leadership team developed leadership responsibilities and actions to guide all staff and stakeholders in collaborating to achieve the school initiative. This School-wide Improvement Plan is aligned to the CNMI Public School System’s Strategic Priorities.
 

In SY 2019-2020, KAGES was faced with a challenge at the start of the school year due to electrical problems. We conducted half-day sessions at COVMS campus for six months.  Despite this, we continued the school level quarterly Data Dialogue that engaged each grade level team with progress monitoring of our student learning growth.  However, due to the COVID 19Pandemic outbreak, school closures occurred on 16th of March, and ended with the 3rd quarter period.  We provided “Enrichment Learning Packets” for all of our students on April 13-15, 2020 as a response to the unprecedented closure of the school year.

 

 

SWP: Goals, Number of Objective Met/Number of Objectives


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#

Goal Name

Number of Objective Met/Number of Objectives

1

By the end of SY 2019-2020, 60% of KagES students in grades K-5th will have met their required minimum grade level scaled score in READING, as measured by the STAR Early Literacy and STAR Reading/SEL Assessments.

Objectives: 0 /1
Activities: 6/6

2

By SY 2019-2020, 68% of KagES students in grades K-5th will have met their required minimum grade level scaled score in MATH, as measured by the STAR Math/SEL Assessments.

Objectives: 0 /1
Activities: 3/4

3

By the end of SY 2019-2020, all KagES Instructional Staff will have increased the overall use of the 3 highest levels of Bloom’s Taxonomy (Analyze, Evaluate, and Create) to 45%,  as measured by the McRel Power Walkthrough Tool.

Objectives:  0/1
Activities: 1/3

4

By the end of SY 2019-2020, KagES will reflect an increase of parental involvement to 90%, in regards to attending quarterly parent/teacher conferences by providing incentives to parents as measured by the Quarterly Parent/Teacher Attendance Sign-In Sheet.

Objectives: 1 /1
Activities: 2/3

5

By end of SY 2019-2020, All teachers and students will demonstrate an increase in the utilization of technology by 80% to 90% in regards to Student Centered Technology and Teacher Directed Technology.

Objectives: 1/2
Activities: 6/6

6

By end of SY 2019-2020, KagES will maintain the passing or compliance rating for a safe, clean, and healthy environment, between 90% to 100%, as measured by the Bureau of Environment & Health (BEH) Inspection Results.

Objectives: 1 /1
Activities: 4/6

7

By the end of SY 2019-2020, Kagman Elementary School will maintain district level competition participation (Spelling Bee, Geography Bee, Math Court, STEM Fair, PGFC/CCLHS at 100% as measured by competition student registration.

Objectives: 1 /1
Activities: 4/5

8

By the end of SY 2019-2020, KagES will demonstrate a decrease in referral rates to 10%, as measured by the AdminPlus Discipline Referral Data.

Objectives: 0 /1
Activities: 0/2

9

By the end of SY 2019-2020, All KagES students will demonstrate progress towards achieving a “healthy” weight category to 57%,  as measured by the KagES BMI Data.

Objectives: 1 /1
Activities: 2/2

10

By the end of SY 2019-2020, KagES will demonstrate an increase of 30% parental involvement in parent events, as measured by the attendance log sheet.

Objectives: 0 /1
Activities: 1/ 2

11

By the end of SY 2019-2020, KagES will demonstrate an increase of prevention support activities from 50% to 100%, as measured by the participation attendance sheet.

Objectives: 0/1
Activities: 1/4

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School Budget (Local, Federal, Non-Appropriated Funds, Others)


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Funding Source

Total Budget Allocation (including all benefits)

Personnel Local Budget /CCLHS (including all benefits)

$1,271,209

Local Budget - Operations

$44,000

Personnel Federal Budget (including all benefits)

$340,376

Federal Consolidated Grant (School-wide Plan)

$270,000

Federal Wellness

$10,305

Federal Parental Involvement

$3,000

Non-Appropriated Funds (Educational Tax Credit)

$1,300

Federal - ANA Grant (Chamorro & Carolinian Immersion)

-0- (Grant Ended in July 2019)

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School Successes / Highlights

  • Due to Electrical problems, KagES started SY19-20 @ COVMS campus with half day sessions, 7:30-11:30 a.m., for six months.  Electrical work was completed on Feb. 28, 2020.  We moved back to our campus on March 9, 2020.  Then school closures started on March 16, 2020 due to COVID 19 Pandemic crises.
  • All KagES teachers inclusive of SpEd teachers prepared “Enrichment Learning Packets” for our students and distributed on April 13-15, 2020 at 100% completion rate.
  • KagES hosted the Korean Cultural Exchange program from January 8  to 28, 2020.  There were 14 Korean students and 3 staff members entourage.  The Korean students wanted to experience american style classrooms and learn local traditional dances and songs.  They in turn taught our students songfacebeol.  On Jan. 28, 2020, a small Song Festival took place at Minachom Atdao pavillion. The students  performed what they learned from each other.  Education officials, teachers, local parents, and parents from Korea were  invited for the festival. Korean style dinner was served for free.
  • Eight of KagES classroom teachers completed their Masters degree with Framingham University.
  • KagES successfully completed a  six weeks, June 22-July 31, 2020, Summer Bridge Program  called COVID19 Intensive Reading & Math, for 100 students in grades K-5 and 10 students in ESY for the Special Education program.  Students were identified as Tier 2 & Tier 3 in our RtI process as their 1st Intervention.  The program further assisted students in reaching acceptable levels of academic achievement.  The evidence of AAP was assessed to determine if the students made growth on their Reading and Math Scale Score as measured by the STAR Assessment.  Ninety-three (93%) of our students met their growth goal and were awarded with a Kindle Fire device.  All of the students also received Summer Backpacks to continue practicing Reading during their vacation.  We thank the COE, PSS Key Management and CNMI COVID 19 Task Force for their support, where they did a walkthrough/assessment with our summer school plans and gave their approval to proceed with our summer school.  Safety protective measures were put in place. The students learned in a safe, friendly and supportive environment and are better-prepared students, despite the prolonged interruptions due to the COVID 19 Pandemic crises.

 

 

STAR Reading (as of Screening #3)

 
  • Table of students (% at or above, below, etc)

 

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STAR Early Literacy

Grade Level

At/Above Benchmark

On Watch

Intervention

Urgent Intervention

K

23 (34%)

14 (21%)

9 (13%)

22 (32%)

1st

32%

31%

21%

16%

2nd

35%

13%

22%

29%

3rd

17%

9%

26%

48%

4th

20%

0%

20%

60%

5th

0%

0%

0%

0%

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STAR Reading

Grade Level

At/Above Benchmark

On Watch

Intervention

Urgent Intervention

K

0

0

0

0

1st

26 (30%)

8 (9%)

30 (35%)

22 (26%)

2nd

43 (50%)

8 (9%)

15 (17%)

20 (23%)

3rd

32 (44%)

8 (11%)

19 (26%)

13 (18%)

4th

30 (36%)

17 (20%)

19 (23%)

18 (21%)

5th

28 (37%)

17 (22%)

15 (20%)

16 (21%)

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STAR Math

 
  • Graph/table of students (% at or above, below, etc)

 

 

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STAR Math

Grade Level

At/Above Benchmark

On Watch

Intervention

Urgent Intervention

K

0%

0%

0%

0%

1st

60%

10%

16%

15%

2nd

45%

12%

26%

17%

3rd

42%

24%

18%

17%

4th

36%

18%

30%

16%

5th

37%

17%

25%

21%

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