Executive Summary


William S. Reyes Elementary School (WSRES) is located in Chalan Kanoa village, on the island of Saipan, Commonwealth of the Northern Mariana Islands. The school is home to the largest enrollment of students over 722 from Grades K-5 as of September 2018. WSR SY2018 School Demographic.pngPrior to SY 2016, the CNMI Public School System (CNMI ­ PSS) changed the make-up level of the schools. The system merged Grade 6 to middle school. As a result, WSRES became a K-5 elementary school, which ultimately impacted student enrollment. WSRES' student population dropped by 150+, with 653 enrolled in SY2016. In SY 2017, the school observed an increase of 25 more students enrolled and another drastic increase of 47 students in SY 2018. A large part of the increase was attributed by the fast-growing casino industry and related establishments in the mid-north region of the island where the standard of living drastically increased and families no longer could afford residency in those areas. As a result, nearly 75 students in a span of two years has brought our student population over 700. The growing number of students enrolled at WSRES reflects increasingly diverse groups based on ethnic, social-economic backgrounds, special needs and personnel. The student population comprise of 17 ethnic groups. The diversity of our students in SY 2017 was at 19, and 20 different ethnic groups back in SY 2016. With the new English Learner (EL) screening and progress monitoring assessments in place, and with instructional support for EL students, the school had an improved system to effectively identify ELs and provide services. Consequently, the EL population gradually reduced over the three-year period by 12%- with students exiting the EL program and/or promotion to middle school. In SY 2016, there were 196 students (30%) from the total student population that were identified as ELs, 165 (24%) in SY 2017, 131 (18%) in SY 2018, and now at 129 (18%). With the boost in student population in the last couple of years, students with Individualized Education Plans (IEPs) grew in number as well- 52 in SY 2016 to 84 in the current school year, a 5% increase. The growth occurred not only as a result of the migration of families to the south side of the island, but also due to increased eligibility of students in Special Education. The school also provides Title 1 services in reading today, however in previous years to about SY 2016, math was instituted. From SY 2017 to present, the Title 1 services are catered to struggling readers in Grades 1-3. Due to the implementation of the State Systemic improvement Plan (SSIP, much of the concerted efforts were pushed to help raise student reading achievements, hence the direction of the Title program was focused in reading. In SY 2016, students received services in reading and math. There were 70 students in the program in SY 2016, 95 in SY 2017, 84 in 2018 and 87 were recommended this school year. With the demand for services, the school had realized the need for more staffing. In SY 2016, WSRES' faculty and staff totaled 53. By SY 2017, with the SSIWSR SY2018 School Demographic 2.pngP reading initiative and increased student enrollment, one literacy coach, a Title 1 teacher, a SPED paraprofessional and a second counselor were hired. The school recognized the need for more staffing in the Special Education program since SY 2017, however with the adjustment  of school system's personnel compensation plan, additional staffing in special education and other positions were unfeasible. The school held steadfast in carrying through the services for students in the program. By SY 2018, with the highest enrollment of students in Grade 4, the school presented a case of extremely overcrowded classrooms and was therefore granted an additional FTE by  the district. To a degree, the thriving economy may have influenced the possibility of additional staffing. The school's personnel needs have been satisfied this school year with a new 5th grade classroom teacher to keep the student-teacher ratio on par, a second literacy coach to accommodate the ratio of one coach for every 10 classroom teachers in K-3; a SPED teacher position was reopened and filled, three paraprofessionals that were transferred to the school, and a longterm paraprofessional sub in place for the special education program. In SY 2016, there was a hike in the percent of students qualified for the free school meal program. About 86% of students were eligible for the program as a result of super typhoon Soudelor that devastated the island in August of 2015 and many families became eligible for the Nutrition Assistance Program (NAP). Those families that became eligible for NAP allowed free meals for the children in school as well. By SY 2017, normalcy was in place and the percent of students in the Free meal program dropped to 74%, and then an increase of 1 % the following year at 75%. This school year, the district became eligible to have all students attending public school on the free meal program.


CNMI PSS Vision Statement: Students will graduate college and career ready to be productive and independent in a global society.

William S. Reyes Elementary School lives by the vision statement of the CNMI PSS. The school takes responsibility for the learning growth of every student. In order for students to be college and career ready, WSRES provides all the necessary services in its capacity to ensure st udents ' needs are met. The school aligns its goal and objectives to the school system's strategic priorities in terms of high student performance, highly qualified and effective personnel, effective and efficient operations, parent and community engagement, safe and orderly campus, and systems of high performance and reliability.

Purposeful Community Building Statement

At William S. Reyes Elementary School, we are a community of self-motivated 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.

To develop responsible and productive innovators who are respectful and positively influential to their community and around the world, school staff share in the beliefs led by the following operating principles:

Operating Principles

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.

Program Offerings & Expectations

  • School Goal and Objectives
  • Standards Mastery-ELA & Math CCSS, NGSS, CNMI Social Studies Standards Daily 5 / Cafe
  • Math Daily 3
  • Quarterly Academic & Behavior Awards Token Economy System- Student Incentive
  • School, District and National Level Competitions Library Services
  • Comprehensive School Counseling Program Wellness/ Health Program

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.

Program Offerings & Expectations

  • Governance & Leadership
  • Student Interventions and Assessments Professional Development Opportunities Certification
  • Evaluation Systems
  • Research-Based Best Practices


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 de cision-making .
  • set high expectations and achievable goals.
  • are accountable for all decisions, goals, and outcomes.

Program Offerings & Expectations

  • School-Wide Plan
  • SSIP
  • Stakeholder Surveys School level Data Dialogue
  • Monthly Accreditation Focus group Meetings
  • Weekly Professional Learning Community Collaborative Sessions Inter-Gr ade Level Meetings
  • Parent Advisory Council (PAC) & Parent-Teacher-Student-Association (PTSA) Monthly Meetings School Leadership Meeting

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 diversi ty.
  • demonstrate high level of acceptance.

Program Offerings & Expectations

  • Special Education Program Services
  • Child Study Team/ Section 505 / Student Attendance Review Committee (SARC) process Title 1 Program Services
  • Character Education Program/ Second Step Program Chamorro/ Carolinian Language Heritage Studies Program School Counseling Program Services

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.

 Program Offerings & Expectations

  • Collaborative School Culture
  • Student Record Security/ StudentAdminPlus Database System Student Discipline
  • Code of Ethics
  • School Staff Professionalism

Notable Achievements and Areas of Improvement

The school's continued efforts in raising student  achievement  in  Reading  remains  at  the  forefront  of  the school's priorit ies . Based on  previous  year  results,  more  emphasis  on  effectively  teaching  reading  is necessary in order to  continue  the  upward  trend  in  student  reading  success.  This  year  presents  the  SSIP Phase 3, Implementation Year II of the State Systemic Improvement Plan (SSIP). The SSIP continues  to  be a critical component stemming across all classes from Kindergarten through Grade 3, however, the school has included Grade 4-5 in many of the activities  of SSIP.  Prior to  SY 2017, the  school  used  a  different  reporting data point (Grade Equivalence-GE) from the STAR Reading Assessment to measure reading gains.  In SY 2016, 32% of students in Grades 1-5 scored on/above reading level. By school year SY 2017, a universal screening assessment was adopted by the district. Schools reported using the STAR  Reading  and  Early  Literacy Assessments using Scaled Scores (SS).  The  scaled  score  data  point  was  determined  best  for  measuring  reading proficiency. The table below shows the gain within the last couple of years.


Performance Benchmark All Students All Students Students with IEP Students with IEP
  SY 2017 SY 2018 SY 2017 SY 2018
At/Above 41% 45% 8% 10%
On-Watch 14% 18% 0% 8%
Intervention 19% 17% 5% 15%
Urgent Intervention 26% 20% 87% 67%


Although the school recognizes the high percent of students with JEPs in the urgent intervention level, the school continues to make strides in moving the needle gradually towards proficiency. This school year, the SSIP added close monitoring of students who are identified as English Learners.

In the recent state assessment, students in Grades 3, 4 and 5 met the target setting goal for  reading in SY  2018. Much of the gains are attributed to the following:

  • Implementation of the SSIP
  • BOE adopted curriculum
  • Acquisition of researched-based supplemental resources and materials
  • Improved professional development offerings, instructional collaboration and student motivation

ACT Aspire Reading Summative Assessment

Grade 3 Target Setting Goal Grade 4 Target Setting Goal Grade 5 Target Setting Goal
Target: 25% (+5%) Target: 30% (+4%) Target: 19% (+5%)
2018 Actual: 39% (+14%) 2018 Actual: 33% (+3%) 2018 Actual: 29% (+10%)
Met Met Met


However, more needs to be done to reflect better reading results as the data shows an average of 24% subject proficiency for Grades 3, 4 and 5 combined.

ACT Aspire 3-Year Trend

(Subject Proficiency)

READING 2015 2016 2017 2018 Average 2019 Target
Grade 3 14% 25% 21% 39% 25% 30% or better
Grade 4 22% 24% (+10) 34% (+9) 33% (+12) 28% 34% or better
Grade 5 17% 19% (-3) 6% (-18) 29% (-5) 18% 24% or better


ENGLISH 2015 2016 2017 2018 Average 2019 Target
Grade 3 50% 60% 57% 65% 58% 59% or better
Grade 4 57% 55% (+5) 64% (+4) 59% (+2) 59% 62% or better
Grade 5 63% 61% (+4) 57% (+2) 63% (-1) 61% 64% or better


ACT Aspire English Summative Assessment

Grade 3 Target Setting Goal Grade 4 Target Setting Goal Grade 5 Target Setting Goal
Target: 57% (+2%) Target: 60% (+2%) Target: 62% (+2%)
2018 Actual: 65% (+8%)

2018 Actual: 59% (-1%)

Decrease by 5% from SY 2017 and 1% short on SY 2018 target.

2018 Actual: 63% (+1%)
Met Not Met Met


For the past three years, the English summative assessment in all three grade levels averaged above 50% of students on subject proficiency. This would be the strongest subject area in which our students Grades 3, 4 and 5 perform well on.

ACT Aspire 3-Year Trend

(Subject Proficiency)

MATH 2015 2016 2017 2018 Average 2019 Target
Grade 3 33% 33% 27% 33% 32% 39% or better
Grade 4 27% 30% (-3) 29% (-4) 20% (-7) 27% 36% or better
Grade 5 19% 31% (+4) 28% (-2) 21% (-8) 25% 34% or better


ACT Aspire Math Summative Assessment

Grade 3 Target Setting Goal Grade 4 Target Setting Goal Grade 5 Target Setting Goal
Target: 35% (+4%) Target: 32% (+4%) Target: 30% (+4%)
2018 Actual: 33% (-2%) 2018 Actual: 20% (-12%) 2018 Actual: 21% (-9%)
Growth by 6% from SY 2017 less 2% of SY 2018 target Decreased by 9% from SY 2017 and 12% short of SY 2018 target Decreased by 7% from SY 2017 and 9% short of SY 2018 target
Not Met  Not Met Not Met


For the last three years, the ACT Aspire math assessment results show dips in the total percent of students on subject proficiency, however, based on the target annual goals for SY 2018 , a slight growth was evident in Grade 3.  The SY 2016 cohort has shown the greatest dip, and the school recognizes the need  to address  the needs of the current 5th grade cohort for SY 2019. During school year 2016 , a new curriculum was adopted by the school system and was implemented in SY 2017. The school realized that the implementation fidelity of the curriculum was not fully adhere to. After addressing the concerns of the teachers,  the school  made the decision  to utilize the curriculum with fidelity by design with students on their appropriate level placements , grouped by skill levels.

WSR 2017 STAR Math Results.png

In SY 2017, the school continued to use the grade equivalence (GE) scores to report students performance on or above grade level. Math data shows that 32% of all students in grades 1-5 were on or above grade level. By SY 2018, students were measured by scaled scores using performance benchmarks. With the implementation of the adopted curriculum and the additional math block for Math Daily 3, students had a double dose of math instruction on a daily basis. Although, students did not perform as well on the state ACT Aspire math assessments, the school's secondary math assessment showed better results where 52% of students in Grades 1-5 were identified at/above performance benchmark.

Performance Benchmark Screening 1 Screening 2 Screening 3
At/Above 43% 49% 52%
On-Watch 18% 16% 16%
Intervention 22% 20% 18%
Urgent Intervention 17% 15% 14%


ACT Aspire 3-Year Trend

(Subject Proficiency)

SCIENCE 2015 2016 2017 2018 Average 2019 Target
Grade 3 25% 29% 24% 28% 26% 34% or better
Grade 4 18% 19% (-6) 34% (+5) 23% (-1) 23% 31% or better
Grade 5 25% 40% (+22) 15% (-4) 22% (-12) 26% 34% or better


The school recognizes the need for improvement in the area of science. The science  results  for the past three  years has averaged below 30% on subject proficiency for all tested grades. Although there have been slight increases in two grade levels from SY 2017 to SY2018, much emphasis in the teaching and learning processes are necessary to address the root causes for low performance. This school year (2019), the school has embedded the STEM Carnival quarterly activity in hopes to spark the interest level of students and help  motivate students to build on their science critical thinking and inquiry skills. The experiential quarterly activity is school-wide where students are able to showcase their work. It gives way for students to engage in cooperative  learning  and  be able to collaborate as they actively engage in project-based learning opportunities. In terms of resources, the school is infusing web-based programs that incorporates the use of technology; at the same monitoring the delivery of instruction and interim assessment results.

ACT Aspire Science Summative Assessment

Grade 3 Target Setting Goal Grade 4 Target Setting Goal Grade 5 Target Setting Goal
Target: 30% (+4%) Target:27% (+4%) Target: 30% (+4%)
2018 Actual: 28% (-2%) 2018 Actual: 23% (-4%) 2018 Actual: 22% (-6%)
Growth by 4% from SY 2017 less 2% of SY 2018 target Decreased by 11% from SY 2017 and 4% short of SY 2018 target Decreased by 7% from SY 2017 and 8% short of SY 2018 target
Not Met  Not Met Not Met


ACT Aspire 3-Year Trend

(Subject Proficiency)

*Results for Writing Integrated with ELA report - SY2018- ACT Aspire Assessment Revision
WRITING 2015 2016 2017 2018* Average 2019 Target
Grade 3 3% 18% 26% No Available Data 15% 25% or better
Grade 4 16% 14% (+11 34% (+16) No Available Data 21% 29% or better
Grade 5 6% 15% (-1) 33% (+19) No Available Data 18% 28% or better


Although writing maintained the lowest averages in subjects assessed, scores in writing across Grades 3 to 5 for the last three years shows a continuing upward trend in all grade levels and by cohort. The gradual increases are attributed by incorporating best practices using the 6+1 Traits of Writing and vocabulary development strategies.

In SY 2016, the school launched parent home surveys, teacher observation/ survey forms to aid in qualifying student for ELL testing. The SY 2016 results only identified students by tier levels.


  • 12 students in grades 1-5 did not participate in the assessment
  • 11 kindergarten students were tested using STAR EL for Reading

By SY 2017, the WIDA ACCESS 2.0 state assessment was administered to ELs. Of the 165 students tested, 5% of students were exited from the program as a result of their assessment results at the end of the school year.

SY2017 WSRES ELL Acess 2.0 Assessment Result.png

In SY2018, 131 students were administered the WIDA ACCESS 2.0 state assessment. Of the 131 students tested, 2% of students tested out of the program. Students tested out of the program are monitored  another  two years to ensure that their language development is improving further. Teachers and support programs continue to work with the ELs to ensure that the acquisition of language is taking effect as a result of differentiated instruction and periodic monitoring of screening results.

SY2018 WSRES ELL Acess 2.0 Assessment Result.png

Professional development, implementation of the Daily 5 literacy center-based classroom practice across all grade levels, instructional collaborative, and intensive student interventions are the key elements the school is strengthening and will continue this school year from previous years, accompanied by amassing the necessary resources needed to aid in all improvement efforts.

Additional Information

  • WSRES has participated in various interscholastic sports and district level and community competitions where students have garnered championship titles and placements in Top 2 and 3.
  • WSRES has fully implemented the Daily 5/ Cafe in Grades K-3 in the last two years. Presently, the school is expanding its implementation to Grade 4 and 5.
  • WSRES has instituted a School-Wide Math Intervention using its CMC Direct Instruction program, where students are placed in their appropriate learning levels in math.
  • WSRES has expanded its English Language Arts Instructional Block by adding an additional 20 minutes of instructional time and doubling instructional time for the Math subject.
  • Implementation of a Token Economy system for students to be rewarded for leadership, good behavior, and improved attendance.