Executive Summary


Kagman Elementary School (KagES), 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. KagES 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, Pohnpei, Japan, Yap, Pakistan, Kiribati & Thailand.

Kagman Elementary School is currently serving 450 students. This is an enrollment increase of 31 students from 419 students in SY2017-2018. There was an enrollment increase of 5% in school year 2016-2017 of 400 students from 375 students in SY2015-2016. For the breakfast & lunch program, 75% or 298 of our student population received free meals in SY2016-2017 and 72% or 300 students received free meals in SY2017-2018. In SY 2018-2019, our school system adopted a policy to provide free meals to all public school students.

The Title I Consolidated Grant allows the school to purchase supplemental materials/resources needed to support student learning. KAG’s main foci this school year is to implement Rigor & Relevance framework, evidence-based strategies and instructional support.

The school’s 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.

For school year 2016-2017, the KagES school leadership team shared the Rigor, Relevance & Relationship Framework with our teachers, as a result of attending their first “Model School Conference” in Tennessee. Additionally, our teachers were provided the professional development on the 3R’s by Dr. Linda Jordan. With this, we will gradually “bump up” instruction using the Rigor & Relevance rubrics and monitor student performance data quarterly, and apply the necessary intervention needed by the students.

In the summer of school year 2017-2018, the School Leadership Team (SLT) attended their second Model School Conference in Orlando, Florida. At MSC 2018, we had the opportunity to attend innovative sessions and experience hands-on learning environments to help us build our content knowledge and gain new strategies that we can share with our teachers and colleagues. We were exposed to the most timely and relevant topics and trends in education. By passing on the information and resources we gathered, we help position our school and district as leaders in rigorous and relevant learning in the digital age.

We continue to implement the Response to Intervention (RtI) framework with classroom teachers, Title 1, Literacy Coach, Counselor, and Special Education supports, and the implementation of Classroom Instruction that Works (CITW) in all classrooms through the use of technology.

Additionally, we purchased and renewed online subscriptions and technology to support and enhance the school’s Technology Programs and Assessment (i.e., Renaissance Learning, Achieve3000, Lexia Core5, and Smarty Ants). The technology also supports research, writing, and projects to keep students engaged, but more importantly guides students in making connections with the curriculum as global learners in the 21st Century.

All funding has contributed to the success of student achievement by providing the needed resources and materials for classroom instruction, as well as the daily operations of the school. KagES depends on the School Wide Program fund allocations to provide equitable and challenging learning experiences that are aligned to the school’s curriculum, instructional design and assessment to develop learning, thinking, and life skills that lead to college and career ready of our students” [High Student Performance (HSP) Goal, CNMI PSS Strategic Priority, 2015-2016].



Kagman Elementary School will create a positive, nurturing school climate that yields high academic student performance through rigor, relevance, and relationships.


Kagman Elementary School will be an exemplary 21st Century Learning community whose students are prepared to adapt and excel in the rapid technological changes in our society. Where children learn;

M – Moral values,

A – Achieve academic excellence,

R – Respect one another along with their

L – Love for learning to become

I – Intellectual leaders who are technologically capable and

N – Noble individuals with high expectations and

S – Self-esteem in the 21st Century global community. ​​​


At Kagman Elementary School, we strive for consistency and predictability to the quality of behavior. We trust in the power of our 8 guiding principles, knowing that they are strong  enough influencers of behavior to shape every employee into a desired representative of the organization. Therefore, we expect our behaviors to be consistent for every  employee  at Kagman Elementary School.

1.           Purposeful

KagES is rooted within its Vision, Mission, and Strategic Priorities PLUS, reflecting and continually reviewing new and current needs, priorities, goals, and focus appropriately

2.           Accountability

KagES is responsible and accountable for our work, the way we behave, and our relationship with each other and our students.

3.           Integrity

KagES is mission driven as we continue to create a positive school climate by maintaining an environment of respect, trust, dignity, and fairness with our students and each other.

4.           Equity

KagES holds ourselves responsible to ensure that our decisions reflect services for all students.

5.           Transparency/Openness

KagES is open to share our decision-making process with our stakeholders so that they understand how decisions are made.

6.           Quality

KagES models effective practices and beliefs to promote diversity, collaboration, and shared responsibility towards a personalized learning system that prepares every student for college, work and global citizenship.

7.           Ethics

KagES is ethically responsible in our work, being fair, just, and serving our students following our policies.

8.           Collaboration

KagES works together as a system, each having a significant role to contribute in the making of that system, and being sensitive and responsive to the desires of the community.

Notable Achievements and Areas of Improvement

As per an area needing improvement based on our SQF Diagnostics, we will be strengthening our leadership team to ensure the implementation of the continuous improvement process. In addressing the district goal, our school will be collaborating to improve parental and community engagement in regards to student achievement, specifically focusing on reading and math.

Our SY 2017-2018 school-wide reading goal was to reach the 50 Percentile Rank (PR) on the STAR Reading Assessment by the end of the year. Our students reached 54 PR in the STAR Reading Assessment. Our target is that all students will increase their scale score (SS) every quarter as measured by the STAR Reading (grades 1-5) and Early Literacy (K) assessments. Our Kindergarten students performed in the Early STAR Literacy Assessment with the trend data of 650 scale score (SS) in SY 2015, 656 SS in SY2016, 678 SS in SY2017, and 707 SS in SY2018. Our students in grades 1st to 5th performed in the STAR Reading Assessment with the trend data of 40 PR in SY2015, 41 PR in SY2016, 45 PR in SY2017, and 54 PR in SY2018.

Over the past three years, KAGES has shown growth in Reading; we attribute this growth to using Direct Instruction – Reading Mastery.

The school-wide math goal was to reach 50 Percentile Rank (PR) by the end of SY 2018 as measured by STAR math. Our students reached 51st PR in STAR Math Assessment.

At the beginning of SY 2016-2017, KAGES implemented a school level quarterly Data Dialogue that engaged each grade level team with progress monitoring of student learning growth. At the end of School Year 2016-2017, all KAGES staff collaborated to analyze our student performance data to determine areas of concern to be addressed for the following school year and the summer school intensive program.

From this collaborative effort, we have agreed that the continuous need in enrichment programs for achieving students and intensive intervention program for low achieving students is still apparent. Therefore, the summer intensive program is needed to bring low performing students up to or near grade level of the required scale score (SS) and/or prevent “Summer Learning Loss” for achieving students. We selected the use of Direct Instruction such as Reading Mastery and Connecting Math Concepts to support students’ academic success in the summer school program.

At the end of the six (6) weeks intensive summer school of SY2016-2017, students engaged in the DI Reading and DI Math Programs and reached or exceeded the required cut score for promotion. The required cut score (SS) for promotion was for reading only. The required scale scores were as follows: Kindergarten – 616 SS or Higher; 1st grade – 179 SS or Higher; 2nd grade – 265 SS or  Higher; 3rd grade – 362 SS or Higher; 4th grade – 443 SS or Higher; 5th grade – 531 SS or Higher. There were 107 students recommended to attend the summer program, and as a result, 78 or 73% of the students were promoted to the next grade level, and 26 or 24% were placed in the Bridge/CST, and 3 or 3% were retained.

For SY2017-2018 intensive summer school program, we used DI - Reading Mastery, Lexia Core5 and Connecting Math Concepts. KagES have a total of 116 students enrolled in the summer program. The required scale scores were as follows: Kindergarten – 645 SS or higher; 1st grade – 179 SS or higher; 2nd grade – 291 SS or higher; 3rd grade – 395 SS or higher; 4th grade – 476 SS or higher; 5th grade – 576 SS or higher. At the end of the summer program for SY2017-2018, there were 90 students or 78% promoted, 26 or 22% were conditionally retained with 1st Quarter Bridging, and no students or 0% were retained.

Additional Information

The Administration of Native Americans (ANA) granted Kagman Elementary School a Language Immersion Project for 3 years for SY2016-2017, SY2017-2018 and SY2018-2019. The ANA grant funds 80% of the project and CNMI PSS funds 20% matching through in kind. For SY2016-2017, the project director prepared the classrooms, materials, and hiring of the personnel. Beginning SY2017-2018, the immersion project was fully implemented.

The Leliyal Akkabwung “Places of Learning” or Sagan Manungo is for Kindergarten level only. There were 15 Chamorro students with a Chamorro teacher and teacher aide, and 10 Carolinian students with a Carolinian teacher and teacher aide who were enrolled in the first year of the project. We graduated a total of 24 students in the program.

The project goal is to improve Chamorro and Carolinian students’ language skills so that they can participate in rich oral conversations, better understand their culture, and enjoy cultural protective factors as a result of this improved understanding.

Kagman Elementary School was selected because it has the largest Chamorro and Carolinian populations. The school principal, Dr. Ignacia T. Demapan, is passionate about promoting and preserving her language, and the school has a record of the parents and community being highly involved in school projects and activities. In the opinion of the CCLHS program directors, Kagman Elementary is the school most likely to successfully implement project “Leliyal Akkabwung” and serve as a model school for the other CNMI Public School System.