Executive Summary
Description
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. 
Purpose
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.
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)
| 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.
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.
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.
