Executive Summary

Description

Location

Kagman High School, opened in 2001, is located on the island of Saipan, which is part of a 15 island chain that makes up the Commonwealth of the Northern Marianas Islands (CNMI), located in the Western Pacific. It is one of six public high schools in the CNMI. It is located on the eastern side of Saipan and has spectacular views of the surrounding hills and Pacific Ocean. The location of the school is within the largest homestead residential area on the island. There are very few commercial surroundings and therefore, jobs. There is an elementary and middle school within close proximity, and serve as feeder schools.

School

Kagman High School is a comprehensive four-year public high school enrolling just under 600 students in grades 9 through 12. The school opened in the Fall of 2001 and graduated its first senior class in the Spring of 2003. Kagman High school is accredited by Advanc-ED.

Student Demographics

Due to our island's location, the population of the CNMI is culturally diverse. The indigenous people, the Chamorros and Carolinians, comprise the largest ethnic groups at Kagman High School of more than 62% (48% Chamorro, 14% Carolinian). The third largest group represented are Filipinos at 15%. Our student population is also influenced by a blend of students from the various Micronesian island states, Republics of Palau and Marshall Islands, Japan, China, Thailand, and Pakistan. The majority of these non-native ethnic groups emigrate to the Mariana Islands in search of higher paying jobs and a chance to work within the outlying possessions of the United States. 59% of our students come from low income homes and qualify for free meals. 54% of our student population is male. 16% of KHS students report english is not their first language. 78% of KHS students report being bilingual. 16% of KHS students report speaking more than two languages. Parent education levels reported that 58% of parents completed high school with 10% of that population continuing their education earning degrees up to a Masters. Notably, 31% of enrolled students did not indicate a father figure in the home.

Staff Demographics

All of KHS’ core content teachers must possess a bachelor's degree, be state certified, and demonstrate competency in their subject area by passing PRAXIS II. Instructors may be state certified with an associates degree, in addition to certification in trades, to teach Career Technical Education (CTE) courses. Additionally, to maintain their state
certification, all faculty are required to complete 60 hours of professional development annually. 46% of KHS faculty possess Bachelor degrees. 43% of KHS faculty possess Masters degrees. We have several team members enrolled in masters programs currently so this number will change in the near future. 7% of KHS faculty have Doctorate degrees.

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75% of the faculty and staff have been with the school for 3 years or more. The mean years of experience for teachers at KHS is 9 years. The mode years of experience at KHS is 2 years. 32% of KHS teachers are professionally certified. 18% of KHS teachers are standard certified. 11% of KHS teachers are Basic II certified. 18% of KHS teachers are standard certified. 11% of KHS teachers are not yet certified, but are taking necessary steps to become certified.

Enrollment

Historic enrollment at KHS in SY02-03 began with close to 700 students. At its peak in SY05-06, KHS accommodated up to 840 students. In subsequent years, there was a steady decline in enrollment, averaging -4% with some years peaking out at -15%. More recently, we have seen two years of +2% growth in enrollment. With respect to student teacher ratio, the number of KHS teachers has not fluctuated by much in all of its years of expansion and retraction of student enrollment. At its peak, KHS served 31-32 students per teacher. Currently, KHS is able to schedule some classes to 25-27 students : 1 teacher, with electives and CTE courses smaller ratios. Our language arts and history classes however, are peaking at a 30:1 student/teacher ratio because of a higher need for credit recovery in language arts classes.

Curriculum

The academic program is organized on a rotating block schedule. Block Scheduling was instituted in 2001. Four (4) credits per semester is the maximum course load of courses that students can take on campus. However, online classes are available in most content areas. On campus, students may take four 75-minute classes daily. All courses are one semester long with the exception of Language Arts and Math classes, which are year-long.

There are online course offerings all students have access to if they meet enrollment requirements. Online courses are 14 weeks long. Completion of an online course equals the same amount of credit for a semester course on the ground.  Advanced Placement*, Honors and pre-honors courses are available on campus and online. All advanced courses are open enrollment programs. In an effort to address staffing shortfalls, teachers have offered honors credit for advancement in most courses through the use of differentiation. All classes are integrated.

Purpose

The KHS Vision and Mission statements were most recently revised by the KHS team in August 2017. This team included student leaders from our student council, in the professional development days before school began. Kagman High embodies it’s vision and mission through innovative efforts and collaborating with as many community partners as possible, to give our students access to as many opportunities as possible.

Vision

Kagman High's Vision is to implement diverse educational programs that are responsive to the needs of all students.

Mission

Kagman High will collaborate with the community to provide a safe, inclusive, and rigorous environment for students to enhance skills and knowledge essential to becoming ethical members of society.

College and career preparation has been a central tenant, guiding our program offerings over the course of the last several years. For our college bound students, we started the initial Million Dollar Scholar (MDS) club/program in SY15-16, which has since scaled up and now exists in almost every public high school in the Public School System. We have increased our college prep offerings, with AP courses in English and Social Studies. We have found alternate pathways to get our students prepared for rigorous math needed in college. More importantly, we mentored students through the college application process, and provided support for the small ancillaries, like paying for passports, and plane tickets and other incidentals needed to go to college, that many of our families who have never attended college, were not able to provide, either because of lack of financial resources or lack of experience. Most of our students who are in the MDS, will be the first generation to attend college in their family. With the help of our community partners, we have fundraised over $100,000 over the last 3 years to support our students to overcome the barriers of poverty and access. To date, since the program began three years ago, there have been over 70 Million Dollar Scholars who graduated from Kagman High School and are attending college.

With respect to career preparation, Kagman High collaborates to a high degree with the islands only trade school, Northern Marianas Trades Institute. KHS currently offers NMTI courses onsite and at the NMTI campus in Lower Base. Courses offered in the trades are: Auto Mechanics, H-VAC Air Conditioning, Carpentry, Construction, Culinary Arts, Electronics, Hospitality, and Plumbing.

KHS also collaborates with the private sector to a high degree to provide mentorship and internship activities for students in an effort to support their career wayfinding. Activities and programs such as Mentor for a Meal, Senior exit interviews, CIRCLES, Transitional Advocacy class, Junior Achievement, and Cooperative Education are all examples of how KHS embodies its purpose to support students and their futures.

Notable Achievements and Areas of Improvement

In the last three years, Kagman High has made great strides to address the required actions identified at the last visit by AdvancEd. Through consistent monitoring and by providing coaching and training, KHS teachers are actively implementing the schools instructional process to support student learning. This is evident through the success and adoption of our innovative programs such as the Million Dollar Scholars, Mentor for a Meal, Transitional Advocacy course and CIRCLES, just to name a few, which are now being adopted at other schools across the district. The Million Dollar Scholars in particular, is in its second year of implementation at other high schools on Saipan and Rota. Transitional Advocacy is a class designed by KHS SPED teachers for students with special needs, so they learn specifically about the IEP process, their rights and strategies to advocate for their needs in highschool and beyond. This course, in companion with CIRCLES, an innovative, research based approach to secondary transition for students with special needs, is changing the way we support student learning for students with disabilities at Kagman High School.

In addition to focusing on the instructional process, KHS has given hours of attention to training professional and support staff in the evaluation, interpretation and use of data to inform our decisions and planning at the school. KHS faculty and staff regularly use and analyze data at KHS team meetings and during data dialogue sessions. KHS faculty are expected to monitor their student achievement data connected to the schoolwide goals. We discuss our data and adjust our practices based on shared findings. We use the findings to guide our professional practice and instruction.

Notable achievements with respect to our programs and offerings, have been from our focus on College and Career Readiness. Collaborations with our community partners in the private sector have greatly supported both college-bound student goals and career-interest pathways. It is notable that other schools are interested in adopting many of Kagman High Schools practices mentioned already.

Other School Successes / Highlights

  • The KHS Schoolwide goal was an objective we did not meet but we still consider it a success and a highlight to the start of something awesome to come. 80% of KHS students will increase lexile growth by 50 Lexile points on average by June 2018 as measured by the Achieve3000 post test. By December 2017, 59% of KHS students had met the goal, with the entire school showing a growth average of 43 points. By March 2018, 61% of KHS students had met the goal, with the entire schools’ average growth at 66 Lexile points. By June 2018, 65% of KHS met the growth goal of 50 point or higher. On average, KHS students exhibited 83 lexile points of growth across all cohorts. We also consider this a success because we are seeing a major difference in the outcomes of our data.

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  • Another schoolwide objective that we did not meet but still consider a success is with our math objective. It was our goal that KHS students would demonstrate math proficiency with 5% growth on average in scaled score by 05/31/2018 as measured by the Star Math post test data.

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As noted in the table above, we were very close to meeting the 5% goal for growth in scaled score in every cohort except for grade 12. We also consider this a success compared to the previous years growth

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  • By the end of the school year, 23% of KHS seniors demonstrated College and Career readiness as measured by the Achieve3000 assessment. We exceeded our objective by 5%, with seniors showing a total increase of 8.7% in College and Career readiness for the school year.

  • The PSAT initiative has become a real success and something to pay attention to.  We are starting the career and college prep earlier with focused attention on math skill development in grades 9 and 10. The gains in the data over the course of two years speak for itself.

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  • Category 2 discipline incidents showed a reduction of 7% by the end of the school year. The areas we saw the biggest reductions were in bullying and harassment cases down by 68%. The second biggest shift was with respect to possession of drugs in school going down by 50%. Overall, discipline at KHS has shown a huge improvement as compared to previous years. There was a 51% decrease in overall discipline referrals. This huge reduction in discipline offenses was attributed to the implementation of progressive discipline and documentation with teachers. Progressive discipline focused on Category 1 offenses.

This data was collected over the course of the school year from KHS team members through a google survey. Staff were encouraged to submit entries documenting activities and collaborations with stakeholders in the community, and with parents.

  • Improved infrastructure/maintenance
    • The Counseling office was entirely renovated, bringing the building space up to code.
    • There are 17 Merakies installed across every building of campus, ensuring access and connectivity for all classrooms.
    • The Culinary room was renovated to include a floor drain and improved ventilation bringing it up to code.
    • There are over 20 security cameras installed across the campus to monitor and protect the buildings and resources from vandalism or theft.
  • Improved participation/enrollment in AP classes. This year we expanded our AP offerings to include one section of AP Literature and Composition and two sections of AP Language and Composition. We also had one class of Pre-Calculus participate in the AP exam, with over 90 KHS students taking AP exams this school year. This is an increase of 30% compared to previous years.
  • For the first time ever, we hosted After-school Enrichment Programs such as creative writing, skimboard making, gardening and Drama.
  • All KHS teachers completed a Facilitators Ropes Training and are now certified to facilitate ROPES activities.
  • Initial launch and implementation of the CIRCLES framework to support transition activities in special education. We had two sessions for the year with a plan to increase next year.
  • Graduated 18 students with disabilities in SY17-18 alone.
  • The completion of a mural with Mr. Aldan’s art class.
  • KHS JROTC earned a Gold star for the JPA .
  • KHS JROTC won first place in the CNMI Drill competition and got a chance to compete for the first time at the California Golden Bear Drill competition where we also won first place overall.
  • Parent Involvement at KHS showed an uptick in participation especially at PTSA meetings. Overall, there was a 17.6% increase in parent attendance at PTSA meetings from the previous year.

Additional Information

We have found success through our innovation of a Joint Kagman Schools PTSA. This was the result of a collaborative effort with the three Kagman schools that feed into each other. Parents who have children that attend all three schools have expressed strong support for this continued practice.