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PSS Annual Report 2014/2015 1

STUDENTS FIRST

ANNUAL REPORT2014-2015

CNMI PUBLIC SCHOOL SYSTEMwww.cnmipss.org

Founded1947

AutonomyJan. 11, 1988

PSS Annual Report 2014/20152


BOE – message 1

COE – message 4

Student Data 5

Student Academic Achievement Report 6

Personnel data 16

Related Services Data 19

Audit 2014 21

General School Information 29

School Facilities Data 38

Major Accomplishments 43

Policies, regulations 54

CONTENTS


BOE MESSAGE

The CNMI State Board of Education, through the CNMI Public School System, present to you the 2014-2015 Annual Report. Featured in the report are student achievements, student-teacher accomplishments, leadership goals and objectives and other school matters.

Board members voluntarily contribute their expertise and time to the entire CNMI. Your Board, through the CNMI PSS, works hard to deliver the best education that it can within financial constraints imposed on it by the registered voters of the community.

Every effort is made to address issues related to a specific student or class with the teacher, principal and commissioner before being brought to the Board.

School Year 2014-2015 was another challenging year. Thanks to the hardworking and dedicated staff, the system continues to overcome obstacles, accomplish goals and make improvements for a better education for our students. Parents, students and other members of the community let your voices be heard by contacting the CNMI State Board of Education via phone and or email. Thank you for your continued excellent work!


COE MESSAGE

Our quest for quality is an unending journey and we are excited to share with you through this 2014-2015 PSS Annual Report the initiatives, programs and activities that we continue, along with our CNMI Board of Education, to work on together with our school administrators, teachers and staff, our students and our parents and community.

The achievements, successes and the challenges that marked this school year indicate that we have a lot of work to do as we continually strive to raise the bar in student learning.

This school year is notably special for all of us stakeholders in public education. We have pushed for improvements by how our public school students work and respond to classroom learning; we have adopted and put in place innovative practices and opportunities for our teachers and staff and for our students and parents, and for our leadership strategy to continually work in ensuring that public education in the CNMI is fundamentally rewarding and enriching.

This 2014-2015 PSS Annual Report is a must-read evidence that as a learning institution, there is opportunity for everyone of us to commit and support our growth, by contributing to our school district’s and of our children’s growth and development process.

Guided by our Strategic Priorities PLUS, we approach the delivery of public education through making sure that every classroom, that every school and every stakeholder of public education are part of a meaningful opportunity that we afford our students.

As you sift through every page of our PSS latest annual report, I ask everyone that continue to stand next to us in partnership with our work to better the quality of education and services we provide our children, the children of this commonwealth.

Sincerely,

Rita A. Sablan, Ed.D.Commissioner of Education


Statewide Enrollment By Grade And Ethnicity

General DemographicEthnicity

Black-American 1Carolinian 899Caucasian 58

Chamorro 3633Chamorro/Carolinian 158Chinese 323Chuukese 493Filipino 3509Japanese 106

Ethnicity

Korean 192Kosraean 24Marshallese 26Palauan 343Pohnpeian 179Yapese 90Other Pac. Isl. 32Others 279

Total: 10,345Source: Administrators Plus & Head Start Program As of September 22, 2014

Source: (Administrative Services)-Maintaining, Collecting, and Reporting Racial & Ethnic Data: U.S. Department of Education, Federal Register (Vol. 72, No. 202)

Number of Students

3,709

468

44 8

5

1

4,937STUDENT

DEMOGRAPHICSETHNICITY

0%

53%Native Hawaiian or Other Pacific Islander

Two or More Races

Hispanic/Latino 0%

0%

4%

1%

5%

0%40%

American or Alaskan Native

Asian

Black or African American

Head Start 462

Early Intervention Services 86

Kindergarten 573

Elementary 4,364

Secondary 4,946

PSS Total Enrollment 10,431

STUDENT DATA

Secondary

Head Start

Kindergarten

Early Childhood Birth to 5

Early Intervention

Services

Elementary

ENROLLMENT

47%

42%


SECONDARY SCHOOLSSY 2014-2015

Average Daily Pupil Attendance

Elementary Middle School High School

97%97%

RHIJSH

98%

HJSH

97%

CHA

97%

MHS

96%

KHS

98%

SSHS

96%

SMSDMS

98% 99%

TAN

Gregorio T. Camacho Elementary School

Tinian Junior Senior High School

Kagman Elementary SchoolKagman High School

Tanapag Middle School

Dr. Rita H. Inos Junior Senior High School

William S. Reyes Elementary School Saipan Southern High School

Garapan Elementary School Hopwood Junior Senior High School

Koblerville Elementary School

San Antonio Middle School

Oleai Elementary School

Chacha Oceanview Middle School

Marianas High SchoolTinian Elementary School

Dandan Middle School

San Vicente Elementary School

Sinapalo Elementary School

77

90

84

411

2015SENIOR EXIT

SURVEY SUMMARY

Post Secondary Institution 62%13%

12%13%

Armed Forces

Employed/Seeking Emplyment

Other/No Response

STUDENT DEMOGRAPHICS

ELEMENTARY SCHOOLS

SY 2014-2015

GTC95%

GES97%

OES97%

SVS98%

KAG96%

WSR98%

KES96%

TIN98%

SNP97%

TJSH


School Staffing Pattern Data

SPEDRegular

Secondary Principals Vice Classroom Classroom Instructors Teacher Counselors Support Total Principals Teacher Teacher Aides

DMS 1 1 17 1 2 4 1 3 30

TMS 1 10 1 2 5 3 22

SMS 1 14 2 1 4 1 4 27

HJHS 1 2 37 2 2 14 3 7 68

CHA 1 1 9 1 2 6 1 6 27

TJSH 1 13 3 6 1 6 30

RHIJSH 1 1 7 1 4 3 1 14 32

MHS 1 2 42 3 3 6 4 4 65

KHS 1 2 20 2 3 5 3 9 45

SSHS 1 2 26 2 3 6 2 6 48

Secondary Total 10 11 195 15 25 59 17 62 394

Total Elem. & Sec. 19 16 374 27 37 122 21 95 711

SPEDRegular

Note: The above information includes all teachers. Ie: SPED, Reading Resource, Bilingual, and Computer teachers, etc.Source: PEDMS Staff Demographics as of September 22, 2014

STAFFING PATTERN

Elementary Principals Vice Classroom Classroom Instructors Teacher Counselors Support Total Principals Teacher Teacher Aides

GTC 1 10 1 2 2 16GES 1 1 31 2 4 6 3 48SVS 1 1 30 2 2 11 1 2 50OES 1 18 1 10 1 3 34WSR 1 1 31 3 1 10 1 5 53KAG 1 1 18 2 8 1 4 35KES 1 1 23 1 3 7 2 38TIN 1 9 5 8 23SNP 1 9 1 1 4 4 20

Elementary Total 9 5 179 12 12 63 4 33 317


School Staffing Pattern Data

Elementary Student-Teacher Ratio Student-Administrator Ratio

Gregorio T. Camacho Elementary School 31:1 1:1Garapan Elementary School 27:1 2:1San Vicente Elementary School 24:1 2:1Oleai Elementary School 29:1 1:1William S. Reyes Elementary School 27:1 2:1Kagman Elementary School 21:1 2:1Koblerville Elementary School 26:1 2:1Tinian Elementary School 33:1 1:1Sinapalo Elementary School 22:1 1:1 Elementary Ratio 26:1 14:1 Secondary Student-Teacher Ratio Student-Administrator Ratio

Chacha Oceanview Middle School 29:1 2:1Dandan Middle School 22:1 2:1San Antonio Middle School 21:1 1:1Tanapag Middle School 17:1 1:1Hopwood Junior High School 27:1 3:1Tinian Junior Senior High School 40:1 1:1Dr. Rita Hocog Inos Jr. & Sr. High School 40:1 2:1 Marianas High School 41:1 3:1Kagman High School 40:1 2:1Saipan Southern High School 37:1 2:1 Secondary Ratio 32:1 19:1

STAFFING PATTERN


What is ACT Aspire?

FAST FACTS

Act Aspire Readiness Levels

• ACT Aspire is an assessment system that measures academic achievement in English, math, reading, science, and writing in grades 3 through 10.

• ACT Aspire is linked to the ACT College and Career Readiness Standards, research-based information that makes test results meaningful by connecting a student’s ACT Aspire score to specific skills and knowledge important for college and work success.

• Teachers can use this information to address areas for improvement, build on strengths, and most importantly—impact your child’s potential.

March of last year the CNMI Board of Education has approved that the beginning of School Year 2015-2016, ACT Aspire will replace the Stanford Achievement Test.

This assesses students’ readiness in English, math, reading, science and writing.

ACT Aspire aligns student testing with the Public School System’s implementation of the Common Core State Standards. The CCSS were implemented nearly three years

In Need of Support • Substantially below the ACT Readiness

Benchmark

Close • Below but near the ACT Readiness Benchmark

ACT ASPIRE

Ready • Met the ACT Readiness Benchmark • On target for College Readiness in Grade 11

Exceeding • Substantially above the ACT Readiness

Benchmark • Higher chance to be College and Career Ready

ago by PSS, becoming the 44th jurisdiction to implement this widely recognized education initiative that details what K-12 students should learn at the end of each grade.

ACT Aspire is necessary to assess elementary and high school students’ knowledge and skills that are critical to ensure that all learner receive the support and services necessary to succeed in school and after high school, and their pursuit for higher education and or career.


PARTICIPATION RATE: ENGLISH

PARTICIPATION RATE: AVERAGE

ENGLISH 3RD 4TH 5TH 6TH 7TH 8TH 9TH 10TH

SUBJECTS 3RD 4TH 5TH 6TH 7TH 8TH 9TH 10TH

TOTAL ENROLLMENT 715 695 739 763 742 817 1,030 867

STUDENTS TESTED 700 686 719 742 726 795 773 623

PARTICIPATION RATE 98% 99% 97% 97% 98% 97% 75% 72%

ENGLISH 98% 99% 97% 97% 98% 97% 75% 72%

MATH 98% 98% 97% 97% 98% 98% 76% 81%

READING 98% 98% 97% 97% 98% 98% 77% 79%

SCIENCE 98% 98% 97% 97% 98% 98% 77% 71%

WRITING 75% 88% 94% 94% 97% 96% 76% 75%

AVERAGE 93% 96% 96% 96% 97% 97% 76% 76%

ACT ASPIRE

The overall test results indicated that students in Grades 3 through 10 ranked highest in English. The English test consists of test items in conventions of Standard English, knowledge of language, and production of writing. The test results further ranked Grade 7 as the highest grade level with 66 percent of the student that participated in the English test to be at ready and exceedingly ACT Readiness Benchmarks. Students with IEP test results in English showed that Grades 3, 4 and 5 ranked highest with 16 percent of the students performing at the “Exceeding and Ready” levels of the ACT Readiness Benchmarks followed by Grade 7 at a close 15 percent.

EnglishThe overall result for English for Grade 3 had a total

60 percent based in the combined “exceeding” and “ready” ACT Readiness Benchmarks.

This is 20 percent higher if compared to combined ACT Readiness Benchmarks of “Close” and “Need Support”, which has a combined percentage of 40.

Grade 4 has a combined 60 percentage overall ACT Aspire result (Exceeding and Ready), while for Grade 5 it yielded 64 percent in combined “Exceeding” and “Ready” ACT Readiness Benchmarks.

English ACT results for Grade 6 was at 59 percent (Exceeding and Ready) and for Grade 7 it had 66 percent (combined Exceeding and Ready)—the highest.

Grade 8 had 57 percent for combined Exceeding and Ready ACT Benchmarks, while Grade 9 has 35 percent overall Exceeding and Ready benchmarks results.

Grade 10 had 33 percent combined Exceeding and Ready ACT benchmark results.

MathFor math, across all eight grade level tested the

results varied between “Close” and “Exceeding/Ready.” Students in Grade 3 ranked highest with 31 percent of the students are at Reading and Exceeding ACT benchmarks.

Grade 3 math results showed 46 percent “Close” and 31 percent combined Exceeding and Ready, while for Grade 4 it was 58 percent “Close” and 27 percent “Exceeding” and “Ready.”

Grade 5 had 62 percent “Close” and 26 percent “Exceeding/Ready.”

Grade 6 had 57 percent “Close” while 26 percent “Exceeding/Ready.”

Overall Results


ACT ASPIRE

For Grade 7, 21 percent showed “Exceeding/Ready” levels and 41 percent were at “Close” levels.

Grade 8 results showed 28 percent at the “Close” level and 12 on the “Exceeding/Ready” level.

Ninth grade showed 16 percent “Close” level and 13 percent at the “Exceeding/Ready” Level.

And Grade 10 showed 12 percent “Close” level and 5 percent “Exceeding/Ready” levels.

For the ACT Aspire testing for reading, the results indicated that 28 percent of the students in Grade 8 are at “Exceeding and Ready”, ranking highest amongst all grade levels that participated in the test.

Grade 3 had the same levels—17 percent for Exceeding/Ready and Close levels.

Grade four: 23 percent Exceeding/Ready while 27 percent are Close.

For 5th grade, the result was at 20 percent Exceeding/Ready and 31 percent at the Ready level.

6th grade showed 21 percent at Exceeding/Ready level and 22 percent at the Close level.

For Grade 7, there was 20 percent who showed they are Exceeding/Ready and another 25 percent at the Close benchmark.

Eight grade has 28 percent indicated they were Exceeding/Ready and a close 31 percent showing they are Close.

Grade 9 had 18 percent showing they are Exceeding/Ready for reading and 24 percent at the level indicating they were at the Close benchmark.

10th grade showed 14 percent at Exceeding/Ready levels while 20 percent are Close to the benchmark.

ScienceIn Science, the result were almost evenly divided in

student performance, in meeting between Exceeding/Ready and Close levels ACT Aspire Benchmarks. Students in Grade 6 ranked highest in Science with 30 percent of the students at the “Exceeding/Ready” levels of the ACT Aspire Benchmarks.

WritingWhile for writing, the close to 6,000 public school

students showed similar performance. Except that students in Grades 9 and 10 ranked highest with over 40 percent of the students participating in the test performed at “Exceeding/Ready” at the ACT Aspire Benchmarks. And students with IEPS in Grade 10 ranked highest with 9 percent of the students performing at “Exceeding/Ready” levels at the ACT Aspire Benchmarks.


95 percent Percentage of student that took the tests

2015 ACT Aspire Results: IEP

ENGLISH (n=45) ENGLISH (n=62)MATH (n=46) MATH (n=59)

Exceeding ExceedingReady Ready

READING (n=45) READING (n=63)

CNMI PSS Accountability System CNMI PSS Accountability System2015 ACT ASPIRE: Grade 3 All Subjects 2015 ACT ASPIRE: Grade 6 All Subjects

PERCENT OF STUDENTS IN EACH READINESS LEVEL


IEP IEP

SCIENCE (n=46) SCIENCE (n=63)WRITING (n=22) WRITING (n=59)

14%

2%

15%




CNMI PSS Accountability System CNMI PSS Accountability System

In Grade 3 for All Subjects, there were 46 that took the test

In Grade 6, there were 59 that took the test





2015 ACT ASPIRE: Grade 4 All Subjects 2015 ACT ASPIRE: Grade 7 All Subjects



IEP IEP


2% 2% 2%3% 3%5%

1%

16%




CNMI PSS Accountability System CNMI PSS Accountability System2015 ACT ASPIRE: Grade 5 All Subjects 2015 ACT ASPIRE: Grade 5 All Subjects



IEP IEP


5%5%

2% 2%2%

2%

BY THE NUMBERS

16% 7%4%

2%

2%6%

7%

3% 3%


SBA, a criterion-referenced test, developed locally to measure students’ knowledge of the standards and benchmarks in Chamorro Carolinian Language and Heritage Studies and Northern Mariana Island History. Students performance are compared against the body of knowledge they’re expected to learn. SBA is reported in four performance levels: Beginning, Developing, Proficient, and Advanced. The Chamorro and Carolinian Language and Heritages tests were administered to students on Grades 4, 6 and 8.

NMI History is administered to students at the end of their coursework.

6%

20%

GRADE 4CHAMORRO

(n=605)

GRADE 6CHAMORRO

(n=428)

GRADE 8CHAMORRO

(n=304)

GRADE 4CAROLINIAN

(n=83)

GRADE 6CAROLINIAN

(n=34)

GRADE 8CAROLINIAN

(n=40)

NMI HISTORY (n=721)

Exceeding Ready

2015 SBA RESULTS: CCLHS & NMI History


PSS OVERALL

20%22%25%20%

6%7%8%

6%

12%

3%

24%

8%

ALTERNATE ASSESSMENT- BASED ON ALTERNATE ACHIEVEMENT STANDARDS [AA-AAS]

Alternate assessments allow students with significant cognitive disabilities to be assessed on alternate standards that are aligned with common core state standards. This test administered to students with significant cognitive disabilities in Grades 3, 4, 5, 6, 7, 8, and 11.

62 – the total number of students that took ELA.

63 – the total number of students that took Math

STANDARD- BASED ASSESSMENT


PORTFOLIO-BASEDThis was administered to students in Grade 9 and 10 in reading, math, writing and NMI history.

Reading 15 students

Math 17 Students

Writing 11 students

NMI History 4 students

ALTERNATE ASSESSMENT


1. Number of certified staff - 5422. Number of non-certified staff - 457

457

non-Certi

fied Staff

542Certified Staff

3. Average years of experience of professional staff:

• Average number of years of experience of Classroom Teachers – 7.12 years

• Average number of years of experience of School Counselors – 6.35 years

• Average number of years of experience of Classroom Instructors – 8.6 years

• Average number of years of experience of Related Service Providers – 10.8 years

• Average number of years of experience of School Administrators –12.7 years

Advanced degrees earned:

• Classroom Teachers with degrees- • Bachelor of Arts/Bachelor of Science-274• Master of Arts/Master of Science-168• Doctoral Degree - 5

• School Counselors with degrees• Bachelor of Arts/Bachelor of Science –12• Master of Arts/Master of Science –12

• Classroom Instructors with degree

• Related Service Providers with advanced degrees • Master of Arts/Master of Science - 10• Doctoral Degree - 1

• School Administrators• Bachelor of Arts/Bachelor of Science - 7• Master of Arts/Master of Science - 23• Doctoral Degree - 1

4. Average teachers’, administrators’, counselors’ and related service providers’ salaries.

5.a Staff of the Year RecognitionStaff of the Year Recognition is awarded to the top selected nominee each year during Education Month. At the end of each school year the selection process for school level nomination of the staff of the year for various categories take place at the school level. Once the list of names of all nominees are certified and submitted by the school administrator or program manager, the nominee will move on to the state level selection.

Staff of the Year Categories awarded during SY 2014-2015 include the following:

1. Teacher of the Year2. Instructor of the Year3. Teacher Aide of the Year4. Counselor of the Year5. Librarian of the Year6. Administrative Professional of the Year7. Trades and Maintenance of the Year8. Pupil Transportation Staff of the Year

5.b New and Aspiring School Leaders ProgramThe New and Aspiring School Leaders Program is a three(3) year program designed to assist new and aspiring teacher leaders, school principals and vice principals to become effective school administrators now and in the future. The program focuses on the National School Principal Standards, PSS certification and licensure requirements, leadership theory of action and on the job training.

The first year of the program was a success. There were a total of twenty four (24) teachers, school principals and vice principals that were recognized for completing the requirements for year one. All 24 new and aspiring school leaders will continue to move into year two of the program and will have the opportunity to shadow

PERSONNEL DATA

STAFF


PSS Pay Scale

PSS Pay Scale

PSS Pay Scale

$38,950.10

$38,554.58

$23,693.35

per annum

per annum

per annum

Classroom Teachers

School Counselors

Classroom Instructors

and be mentored by their school principal, vice principal, Commissioner of Education, Associate Commissioner for Curriculum and Instruction, Associate Commissioner for Student and Support Services, Associate Commissioner for Administrative Services on the day to day operations and activities of the school.

PSS Pay Scale

PSS Pay Scale

$44,033.70

$52,031.90

per annum

per annum

Related Service Providers

School Administrator

PERSONNEL DATA

5.c School Level Professional Development

School Level Professional Development –Head Start ProgramNew Hire Orientation


Student Profiles There are 13 disabling conditions as per the Individuals with Disabilities Education. In School Year 2014-2015, the student demographic data indicate that the PSS served students in all categories. Graph V below indicates that of the 892 students with disabilities served in the Public and Private Schools, the majority of the students are served with a Specific Learning Disability or Developmental Delay. The least number of students are categorized as Deaf Blindness, Traumatic Brain Injury, Visual Impairment, and Emotionally Disturbed.

Graph V: IDEA Disability Categories by Percent

SPECIAL EDUCATION PROGRAM

Specific Learning Disability

Development Delay

Autism

Other Health Impairment

Intellectual Disabilty

Multiplel Disabilty

Speech or Language Impairment

Hearing Impairment

Emotional Disturbance

Orthopedic Impairment

Visual Impairment

45%

13%

12%

11%

6%

5%

3%3%

1%1%

0%

0%

0%

IDEA Disability Categories


Related Service Providers Vacant Staff

Audiologist Angie Mister 1

Counselor/Behavior Specialist Lynn Corella 2

Tai Doram

Educational Psychologist Mary McGee 3

(resigned 12/2014) Mary Anne Stewart

Thu Tran

EC Occupational Therapist vacant (JVA) 2 2

EC Occupational Therapist Barbara Sher

Occupational Therapist vacant (JVA)

Occupational Therapist Karri Fisher

OT Assistant Rose Diaz 1

Physical Therapist Laurie Allen 2

Physical Therapist Nicole LeBlanc

Adaptive PE Cherry Johnson 1

APE Assistant Justin Hunter 1

Speech Language Pathologist Shannon Reaves 1

EC Speech Teacher Leilani Neilsen 2

EC Speech Teacher Kristina Hayes

Secondary Transition vacant 1

Total 3 16

Early Intervention Program Vacant Total Staff Occupational Therapist vacant

Speech Pathologist Ginger Carlucci 1

Physical Therapist Independent Contract

Psychologist Independent Contract

Independent Contracts:

Tiny Eye - Online SLP 17

Tiny Eye - Online OT 6

Pacific Consulting Services Psychologists 3

Dr. Tracy Copp Psychologist

Eucon Physical Therapist 1

Sign Language Interpreters 2

RELATED SERVICES DATA

Inclusive of Special Education, Early Intervention Program, and the contracted professional services:


RELATED SERVICES DATA

Related Service Providers Vacant Staff

Audiologist Angie Mister 1

Counselor/Behavior Specialist Lynn Corella 2 Tai Doram

Educational Psychologist Mary McGee 3(resigned 12/2014) Mary Anne Stewart Thu Tran

EC Occupational Therapist vacant (JVA) 2 2

EC Occupational Therapist Barbara Sher

Occupational Therapist vacant (JVA)

Occupational Therapist Karri Fisher

OT Assistant Rose Diaz 1

Physical Therapist Laurie Allen 2

Physical Therapist Nicole LeBlanc

Adaptive PE Cherry Johnson 1

APE Assistant Justin Hunter 1

Speech Language Pathologist Shannon Reaves 1

EC Speech Teacher Leilani Neilsen 2

EC Speech Teacher Kristina Hayes

Secondary Transition vacant 1

Total 3 16

PSS Related Service Provider staff listing for SY 2014-15:

*This list does not include the Early Intervention Program staff.


Assessed valuation or value of all capital assets, total value is $40,797,250.

Appropriation Data is as follows

OPERATIONS $ 33,613,903.00CW PERMIT FUNDING $ 500,000.00COMPACT-IMPACT $ 220,004.00TOTAL APPROPRIATION $ 34,333,907.00OPA 1% $ (336,139.00)AVAILABLE FOR OPERATIONS $ 33,997,768.00

Another way of looking at the appropriation with BOE shown separate from overall operations:

OPERATIONS $ 33,441,646.00BOE $ 172,257.00CW PERMIT FUNDING $ 500,000.00COMPACT-IMPACT $ 220,004.00TOTAL APPROPRIATION $ 34,333,907.00OPA 1% $ (336,139.00)AVAILABLE FOR OPERATIONS $ 33,997,768.00

Local Appropriation Allocation:

PERSONNEL $28,721,139.00OPS $2,834,629.00CUC $2,442,000.00TOTAL ALLOCATION $33,997,768.00OPA 1% $336,139.00TOTAL $34,333,907.00

For Per Pupil Expenditures based on local appropriation: $3,291.53. This is based on student population of 10,431.

Procurement:

2,864 Purchase Orders processed. 925 funded through local appropriation and 1,939 federally funded.

81 total contracts processed. 55 federally funded contracts and 26 locally funded contracts.

Travel office processed 2,107 total travels in FY 2015.

Financial statements are pending completion of the audit.

Notable accomplishments for FY 2015 -- implementation of automated cash receipt system. Unmodified audit of internal controls and financial statements in FY 2014. Regulation amendments adopted January 2015. The hiring of a Comptroller also greatly improved operations within Finance. Successful execution of debris removal work at PSS campuses and head start centers after Typhoon Soudelor event.

ASSESSED VALUATION

AUDIT 2014


STATEMENT OF NET POSITIONSEPTEMPER 30,2015

Assets

Current assets:

Cash and cash equivalents

Receivables from the CNMI Government

Receivables from Federal agencies

Other receivables, net

Total current assets

Noncurrent assets:

Capital assets, net

Total Assets

Liabilities

Current liabilities:

Accounts payable and accrued expenses

Current portion of long-term debt - CUC

Compensated absences due in one year

Total current liabilities

Noncurrent liabilities:

Long-term debt - CUC

Compensated absences

Total noncurrent liabilities

Total Liabilities

Deferred Inflows of Resources

Grants received

Net Position

Investment in:

Capital assets

Restricted for special purpose

Deficit

Net Position

6,897,988

132,298

1,273,703

562,400

8,866,389

77,939,922

86,806,311

3,060,360

1,100,000

1,087,126

5,247,486

2,741,202

1,547,288

4,288,490

9,535,976

1,081 ,518

77,939,922

2,281,353

(4,032,458)

76,188,817

$

$

$

AUDIT 2014


STATEMENT OF ACTIVITIESFOR THE YEAR ENDEP SEPTEMBER 30,2015

Governmental activites:

Instruction:

Regular $ 35,384,191 $ 620,673 $ 12,375,075

Student services 11,142,824 9,910,464

Special 8,308,027 6,523,991

Co-curricular 3,426,985 1,993,959

Total instruction 58,262,027 620,673 30,803,489

Support services:

Other 677,014

School administration 2,203,341 417,899

General administration 3,189,148 663,477

Individual programs 320,868 274,379

Depreciation - unallocated 1,832,189

Total support services 8,222,560 1,355,755

Total governmental activities $ 66,484,587 $ 620,673 $ 32,159,244

CNMI appropriations

Miscellaneous

General revenues

Change in net position

Net position, beginning of year

Net position, end of year

Functions/Programs

(22,388,443)

(1,232,360)

(1,784,036)

(1,433,026)

(26,837,865)

(677,014)

(1,785,442)

(2,525,671 )

(46,489)

(1,832,189)

(6,866,805)

(33,704,670)

33,614,198

279,800

33,893,998

189,328

75,999,489

$ 76,188,817

Charges for Services

Operating Grants and

Contributions

Net (Expenses) Revenues

Program Revenues

Expenses

AUDIT 2014


BALANCE SHEETGOVERNMENTAL FUNDS

SEPTEMBER 30,2015

Assets

Current Assets:

Cash and cash equivalents $ 3,378,844 $ 761,737 $ 2,757,407

Receivables from CNMI 132,298

Receivables from Federal agencies 250,573 921,399 101,731

Other receivables 553,612 8,788

Due from (to) other funds (493,569) 493,569

TOTAL ASSETS $ 3,821,758 $ 1,683,136 $ 3,361 ,495

Liabilities, Deferred Inflows of Resources and Fund Balances

Liabilities:

Accounts payable and accrued expenses $ 2,076,083 $ 984,277 $

Total liabilities 2,076,083 984,277

Deferred Inflows of Resources:

Grants received 13,625 1,067,893

Total deferred inflows of resources 13,625 1,067,893

Fund Balances:

Restricted 685,234 1,596,119

Assigned 758,569

Unassigned 1,745,675 (61,086)

Total fund balances 1,745,675 685,234 2,293,602

Liabilities, Deferred Inflows of

Resources and Fund Balances $ 3,821,758 $ 1,683,136 $ 3,361,495

Capital assets used in governmental activities are not financial resources

and therefore are not reported as assets in governmental funds.

Cost of capital assets $ 105,160,568

Accumulated depreciation (27,220,646)

Long-term liabilities that are not due and payable in the current

period and therefore are not reported as liabilities in the Funds.

Long-term debt - CUC (3,841,202)

Compensated absences (2,634,414)

Net position - governmental activities $ 76,188,817

General Fund

6,897,988

132,298

1,273,703

562,400

8,866,389

$3,060,360

3,060,360

1,081,518

1,081,518

2,281,353

758,569

1,684,589

4,724,511

77,939,922

Federal Fund Non-major Funds

Total

AUDIT 2014


STATEMENT OF REVENUES, EXPENDITURES, AND CHANGESIN FUND BALANCE GOVERNMENTAL FUNDS

FOR THE YEAR ENDED SEPTEMBER 30, 2015

Revenues:

Federal $ 1,024,190 $ 29,997,964 $ 550,642 $ 31,572,796

Local 586,448 586,448

Charges for services 620,673 620,673

Total revenues 1,024,190 29,997,964 1,757,763 32,779,917

Expenditures:

Instructional programs:

Regular 23,638,273 11,788,607 340,362 35,767,242

Student services 1,231,884 9,910,464 476 11,142,824

Special 1,776,107 6,523,991 7,929 8,308,027

Co-curricular 1,937,126 1,082,604 553,653 3,573,383

Total instructional programs 28,583,390 29,305,666 902,420 58,791 ,476

Supporting services:

Other 685,677 685,677

School administration 1,785,442 417,899 2,203,341

General administration 2,562,846 626,302 3,189,148

Individual programs 274,379 160,781 435,160

Total supporting services 5,033,965 692,278 787,083 6,513,326

Total expenditures 33,617,355 29,997,944 1,689,503 65,304,802

Excess (deficiency) of revenues over

expenditures (32,593,165) 20 68,260 (32,524,885)

Other Financing Sources:

Operating transfers in 33,278,059 336,139 33,614,198

Total other financing sources 33,278,059 336,139 33,614,198

Excess of revenues over expenditures

and other financing sources 684,894 20 404,399 1,089,313

Fund reclassification (991,095) (298 ,985) 1,290,080

Fund balance, beginning,

as restated 2,051 ,876 984,199 599,123 3,635,198

Fund balance, ending $ 1,745,675 $ 685,234 $ 2,293,602 $ 4,724,511

General Fund Federal Fund Non-major Funds Total

AUDIT 2014


RECONCILIATION OF THE GOVERNMENTAL FUNDS STATEMENTOF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCE

WITH BOE DISTRICT-WIDE STATEMENT OF ACTIVITIES FOR THE YEAR ENDED SEPTEMBER 30,2015

Total net change in fund balances - governmental funds $ 1,089,313

Amounts reported for governmental activities in the

statements of activities is different because of:

Change in compensated absences 349,222

Capital outlays to purchase or build capital

assets are reported in governmental funds

as expenditures. However, for governmental

activities, those costs are shown in the

statements of net assets and allocated over

their estimated useful lives as annual

depreciation expense in the statements of

activities. This is the amount by which

capital outlays exceed depreciation in

the period.

Capital outlays $ 582,982

Depreciation expense (1,832,189) (1,249,207)

Total change in net position $ 189,328

AUDIT 2014


STATEMENT OF REVENUES, EXPENDITURESAND CHANGES IN FUND BALANCE - BUDGET AND ACTUAL

BUDGET AND ACTUAL (GAM BASIS) - GENERAL FUNDFOR THE YEAR ENDED SEPTEMBER 30,2015

Expenditures:

Personnel

All other

Total expenditures

Operating Transfers-In

Excess of revenuesand other financing sourcesover expenditures and otherfinancing uses

Reconciliation of Budget to GAAP Basis

2015 Budget

Appropriations including Compact Impact funds and Commonwealth Worker Fund $ 34,036,258

Prior year carryover 783,620

Reimbursement from FEMA 250,573 35,070,451

2015 Expenditures

Actual (GAAP) $ 33,617,355

Transfer to GO Bond Fund 400,000

Transfer to Textbook Fund 336,139

Payment of past due utilities 560,000 34,913,494

Variance per statement $ 1,453,096

Transfer to GO Bond Fund $ 400,000

Transfer to Textbook Fund 336,139

Payment of past due utilities 560,000 1,296,139

Favorable variance $ 156,957

Favorable variance $ 156,957

$ 28,337,636 $ 31,882 $ 28,369,518 $ 28,254,061

5,698,622 1,002,311 6,700,933 5,363,294

34,036,258 1,034,193 35,070,451 33,617,355

34,036,258 1,034,193 35,070,451 35,070,451

$ 28,337,636 $ 31,882 $ 28,369,518 $ 1, 453,096

$ 115,457

1,337,639

1,453,096

$ 1,453,096

Revision

Budget

Original Final Actual

VarianceFavorable

(Unfavorable)

General Fund

AUDIT 2014


CNMI PUBLIC SCHOOL SYSTEMSchool Year 2015-2016 Kindergarten through Grade 12

Students First

Founded1947

AutonomyJan. 11, 1988

Approved Date

March 12, 2015

180 School Days1st Quarter 08/25/2015 - 10/30/2015 45 Instructional Days

2nd Quarter 11/02/2015 - 01/20/2016 45 Instructional Days

3rd Quarter 01/21/2016 - 01/31/2016 45 Instructional Days

4th Quarter 04/01/2016 - 06/0302016 45 Instructional Days

2016 Middle & Jr. High School Promotion SchedulesMay 25th Chacha Oceanview Middle School 9:00 AM

May 25th San Antonio Middle School 9:00 AM

May 25th Tanapag Middle School 9:00 AM

May 25th Dr. Rita Hocog Inos Jr. High School 9:00 AM

June 1st Adm. Herbert G. Hopwood Jr. High School 9:00 AM

June 2nd Dandan Middle School 9:00 AM

June 3rd Tinian Jr. High School 10:00 AM

2016 High School Graduation SchedulesMay 27th Dr. Rita Hocog Inos Sr. High School 5:00 PM

May 31st Kagman High School 4:00 PM

June 1st Saipan Southern High School 3:00 PM

June 2nd Marianas High School 5:00 PM

June 3rd Tinian High School 4:00 PM

LEGEND

Administrative & Statewide Professional Days

CNMI and Federal Holidays

Herman T. GuerreroChairman, CNMI State Board of Education

Rita A. Sablan, Ed.D.Commissioner of Education

12 3 4 5 6 7 89 10 11 12 13 14 15

16 17 18 19 20 21 2223 24 25 26 27 28 2930 31

S M T W TH F S

AUGUST 2015

1 2 3 4 5 6 78 9 10 11 12 13 14

15 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31

S M T W TH F S

MAY 2016

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

S M T W TH F S

SEPTEMBER 2015

1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 31

S M T W TH F S

OCTOBER 2015

1 23 4 5 6 7 8 9

10 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29 3031

S M T W TH F S

APRIL 2015

1 23 4 5 6 7 8 9

10 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29 3031

S M T W TH F S

JULY 2016

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30

S M T W TH F S

NOVEMBER 2015

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

S M T W TH F S

DECEMBER 2015

1 2 3 45 6 7 8 9 10 11

12 13 14 15 16 17 1819 20 21 22 23 24 2526 27 28 29 30

S M T W TH F S

JUNE 2016

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

S M T W TH F SMARCH 2016

1 23 4 5 6 7 8 9

10 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29 3031

S M T W TH F S

JANUARY 2016

1 2 3 4 5 6

7 8 9 10 11 12 13

14 15 16 17 18 19 20

21 22 23 24 25 26 27

28 29 30

S M T W TH F S

FEBRUARY 2016

3-7 Leadership Institute7 Certified Staff Report to Work17 Certified Staff Report to Work25 First Day of Classes

8 Constitution Day24-31 Student-Teacher Holiday Break

1 New Year’s Day18 Dr. Martin Luther King Jr. Day20 End of 2nd Quarter (45 Days)21 3rd Quarter Begins

15 President’s Day

30 Memorial Holiday 3 End of 4th Quarter (45 Days) Last Day of Instruction6 School Administrative Day

4 Independence Day

23 2nd State Level PD24 Commonwealth Covenant Day24-29 Student-Teacher Spring Break31 End of 3rd Quarter

7 Labor Day 12 Commonwealth Cultural day13 1st State Level PD 23 Education Day (School Level Celebration)30 End of 1st Quarter (45 Days)

2 2nd Quarter Begins 27 Student-Teacher4 Citizenship Day Holiday11 Veteran’s Day 26 Thanksgiving Break

1 4th Quarter Begins

GENERAL SCHOOL INFORMATION



Garapan Elementary SchoolPrincipal: Leila C. Yumul • Vice Principal: Derwin C. Johnson

School Profile

School Profile

SCHOOL STAFFING PATTERN: TOTAL STAFF = 48


Free Meal Eligibility 540 students (65%) Special Education Enrollment 056 Students (07%)


Principal: 01

Vice Principal: 01

Regular Classroom Teachers: 31

SPED Classroom Teachers: 02

Principal: 01

Vice Principal:



Instructors: 04

Teachers Aides: 06

Counselors:

Support Staff: 03

Instructors: 01

Teachers Aides: 04

Counselors:

Support Staff: 04

Grade Level/Student Enrollment/Staffing/Student-Teacher Ratio


OVERALL STUDENT-TEACHER RATIO – 27:1


Grade

Kinder

Grade

Kinder

1st

2nd

3rd

4th

5th

6th

Total

1st

2nd

3rd

4th

5th

6th

Total

081126132125110132120826

21173329254029194

0206060504040431

0101020101020109

40:121:122:125:127:133:130:1

21:117:116:129:125:120:129:1

Student Enrollment

Student Enrollment

StudentTeacher Ratio


Staffing Pattern

Staffing Pattern

Sinapalo Elementary SchoolPrincipal: Daisy A. Quitugua



Tinian Elementary School

William S. Reyes Elementary School

Principal: Lou Connie Manglona

Principal: Naomi M. Nishimura • Vice Principal: Marji P. Tarope

School Profile

School Profile





Principal: 01

Vice Principal:


SPED Classroom Teachers:

Principal: 01

Vice Principal: 01



Instructors:

Teachers Aides: 05

Counselors:

Support Staff: 08

Instructors: 01

Teachers Aides: 10

Counselors: 01

Support Staff: 05





Grade

Kinder

Grade

Kinder

1st

2nd

3rd

4th

5th

6th

Total

1st

2nd

3rd

4th

5th

6th

Total

27424528262029297

110116100106115113101761

0101020101010209

0404040404040428

27:142:122:148:146:140:124:1

21:129:127:126:128:128:125:1

Student Enrollment

Student Enrollment



Staffing Pattern

Staffing Pattern



Gregorio T. Camacho Elementary School

Kagman Elementary School

Principal: Raena S. Bermudez

Principal: Ignacia T. Demapan, Ph. D.Vice Principal: Peter Raymond Arriola

School Profile

School Profile





Principal: 01

Vice Principal:



Principal: 01

Vice Principal: 01



Instructors: 01

Teachers Aides: 02

Counselors:

Support Staff: 02

Instructors:

Teachers Aides: 08

Counselors: 01

Support Staff: 04





Grade

Kinder

Grade

Kinder

1st

2nd

3rd

4th

5th

Total

1st

2nd

3rd

4th

5th

Total

386354575249313

546561666966381

01012.52.5010210

03040302030318

38:163:121:123:152:124:1

12:116:120:133:123:122:1

Student Enrollment

Student Enrollment



Staffing Pattern

Staffing Pattern



Koblerville Elementary School

Oleai Elementary School

Principal: Rizalina LiwagVice Principal: Jeremiah Benavente

Principal: Jasylene Parico • School Counselor (s): Christine Aldan

School Profile

School Profile





Principal: 01

Vice Principal: 01



Principal: 01

Vice Principal:



Instructors: 03

Teachers Aides: 07

Counselors:

Support Staff: 02

Instructors:

Teachers Aides: 10

Counselors: 01

Support Staff: 03





Grade

Kinder

Grade

Kinder

1st

2nd

3rd

4th

5th

Total

1st

2nd

3rd

4th

5th

6th

Total

96109104100105089603

59756781797287520

03040404040423

0203030303030118

32:127:126:125:126:122:1

29:125:122:127:126:124:187:1

Student Enrollment

Student Enrollment



Staffing Pattern

Staffing Pattern



San Vicente Elementary School

School Profile

School Profile





Principal: 01

Vice Principal: 01



Principal: 01

Vice Principal: 01



Instructors: 02

Teachers Aides: 11

Counselors: 01

Support Staff: 02

Instructors: 04

Teachers Aides: 03

Counselors: 01

Support Staff: 14





Grade

Kinder

Grade

1st

2nd

3rd

4th

5th

Total

7th

8th

9th

10th

11th

12th

Total

87100120110114131672

254057464328239

04040505050528

06

22:127:124:122:123:126:1

Student Enrollment

Student Enrollment



Staffing Pattern

Staffing Pattern

Principal: Paulette SablanInterim Vice Principal: Annamarie GuerreroSchool Counselor (s): Christopher Cabrera

Dr. Rita H. Inos Jr./Sr. High SchoolPrincipal: Sharlene M. Manglona

Vice Principal: Anette CalvoSchool Counselor (s): Elvira Mesngon



School Profile

School Profile





Principal: 01

Vice Principal:



Principal: 01

Vice Principal:



Instructors: 01

Teachers Aides: 04

Counselors: 01

Support Staff: 04

Instructors: 03

Teachers Aides: 06

Counselors: 01

Support Staff: 06





Grade

Grade

6th

7th

8th

Total

7th

8th

9th

10th

11th

12th

Total

10710386296

486458483524277

4.55.50414

23:118:121:1

Student Enrollment

Student Enrollment



Staffing Pattern

Staffing Pattern

San Antonio Middle School

Tinian Junior High SchoolPrincipal: Dr. Robert A. Koenig

Principal: James SablanVice Principal: Carla Sablan

School Counselor (s): Daisy Villagomez-BierHO

ME OF THE NÅPU RID

ERS

SAN

ANTONIO MIDDLE SCH

OO

L1968

FOUNDED



School Profile

School Profile





Principal: 01

Vice Principal:



Principal: 01

Vice Principal: 02



Instructors: 02

Teachers Aides: 05

Counselors:

Support Staff: 03

Instructors: 02

Teachers Aides: 14

Counselors: 03

Support Staff: 07





Grade

Grade

6th

7th

8th

Total

7th

8th

Total

616047168

360395755

10

28

Student Enrollment

Student Enrollment



Staffing Pattern

Staffing Pattern

Tanapag Middle School

Admiral Herbert G. Hopwood Jr. High School

Principal: Erica S. Thornburgh

TA

N

APAG MIDDLE SCHOO

L

HOME OF THE TATAGA1968

FOUNDED

Principal: Jonas M. BarcinasVice Principal (s): Jocelyn Manibusan • Epi Cabrera

School Counselor (s): Livia Pangelinan • Jilian Pladevega • Marjorie Kintol



School Profile

School Profile





Principal: 01

Vice Principal: 01



Principal: 01

Vice Principal: 01



Instructors: 02

Teachers Aides: 06

Counselors: 01

Support Staff: 06

Instructors: 02

Teachers Aides: 04

Counselors: 01

Support Staff: 03





Grade

Grade

6th

7th

8th

Total

6th

7th

8th

Total

738599257

024.52.509

36:118:139:1

Student Enrollment

Student Enrollment



Staffing Pattern

Staffing Pattern

Chacha Oceanview Middle School

Dandan Middle School

Principal: Vince Dela Cruz

Principal: Lyn O. MendiolaVice Principal: Reo Arriola

School Counselor (s): Patty Mendoza

129108128365

04060717

32:118:118:1

HOME OF THE TOTTOT

DANDAN MIDDLE SCHO

OL

1999FOUNDED

2002FOUNDED

HO

ME OF THE LANCHERU

S

CH

ACH

A OCEANVIEW MIDDLE SC

HO

OL



School Profile

School Profile





Principal: 01

Vice Principal: 02



Principal: 01

Vice Principal: 02



Instructors: 03

Teachers Aides: 06

Counselors: 02

Support Staff: 06

Instructors: 03

Teachers Aides: 06

Counselors: 04

Support Staff: 04





Grade

Grade

9th

10th

11th

12th

Total

9th

10th

11th

12th

Total

Student Enrollment

Student Enrollment



Staffing Pattern

Staffing Pattern

Saipan Southern High School

Marianas High School

Principal: Martha KintolVice Principal: Darrah Benavente

Principal: Cherlyn B. Cabrera

308213145152818

451406368275

1,500

22

37



School ProfileSCHOOL STAFFING PATTERN: TOTAL STAFF = 45


Principal: 01

Vice Principal: 02



Instructors: 03

Teachers Aides: 05

Counselors: 03

Support Staff: 09



Grade

9th

10th

11th

12th

Total

Student Enrollment


Staffing Pattern

Kagman High SchoolPrincipal: Leila C. Staffler

Acting Vice Principal: Nina DemapanSchool Counselor (s): Villagomez, J.T. • Welton, J.

199164142136641


GENERAL SCHOOL INFORMATIONGENERAL SCHOOL INFORMATION

Alternative Education Program for CNMI is one of many programs in place to provide additional support to high school students that face many challenges in their lives which may contribute to their behavior and academic performance in school.

The program creates sustained, family-like system of peers and caring adults. It develops an “opportunity for structure” by setting rigorous standards and high expectations for students. It pays attention to quality of staff and display ongoing commitment to staff development. Most importantly, it focuses on developing and transforming the whole person by demonstrating respect for individual intelligence and ability to contribute to the community.

While short term goal of the program is to meet the needs of some students the long term goal must be to identify successful alternative education strategies and use these strategies as basis for improving learning opportunities for all students.

Although there is high interest of students, parents

and schools to place their loved ones in the program, every cases has to go through a screening process by entrance criterion guidelines.

The program is one way of making sure we are meeting the needs of our at risk students. This year twenty four super senior students were able to get their high school diploma from the program instead of being kicked out of school. This program has helped increase the number of PSS high school graduates and decrease the numbers of possible drop out for school yr. 2014-2015.

Graduation Rate: Highest number of students graduated this yr. 2014-2015.

• Note –There is difference in no. from last years chart and this yr because we went back and add those that also received services with the program under Independent study or On Line

The numbers on this chart is updated and accurate.

Alternative Education Program

2011-2012 2012-2013 2013-2014 2014-2015

KHS

SSHS

MHS

NUMBER OF GRADUATESFOR SY 2011-2015

0% 0%

1%

2% 2%

3%

19%

2% 2%

7%

17%

4%


GENERAL GENERAL INFORMATION

Army JROTC Academic ProgramThe Army JROTC Program is accredited by Advanced Ed as a Special Purpose Program and as such is committed to continuous improvement. The JROTC Curriculum, developed by the Education Directorate of United States Army Cadet Command, JROTC Directorate, is constantly updated via the Cadre Members External Hard Drive on a daily basis.

Each Cadre Member is provided on-line Lesson Plans incorporating McREL Standards linking each lesson to show a cross-connection with this curriculum and the standard curriculum taught in high school. Consultants were used to validate any changes and assist in the development of the lessons. There are four levels of Curriculum aligned to the Leadership Education Training (LET) categories of Cadets; LET 1-LET 4.

Student –Centered learning techniques from the National Academy of Integrative Learning, Inc. have been incorporated in the Lessons and Instructor preparation materials.

Each Lesson Plan identifies the following:

• Applicable McRel Standard(s)• Linked Program Outcomes• Thinking Processes• Core Abilities• Multiple Intelligences• Bloom’s Taxonomy• Authentic Assessments • Lesson Objectives• Learni ng Materials• Lesson Preview/Set Up • Four Phase Lesson Plan which includes Energizer,

Inquire, Gather, Process and Apply Areas

Significant Activities and Accomplishments:

JROTC Program of Accreditation (JPA) Assessment:

The CNMI JROTC was selected by Cadet Command to undergo a new JROTC Program of Accreditation

(JPA) during 2015. This “Pilot” assessment will implement the National JPA Program and will assist the Evaluators in their assessments of how it has been formulated and corrections needed to facilitate the inspection process.

The JPA Assessment was conducted in March 2-015. The JPA is designed to assess the unit primarily in the areas of teaching and learning. This visit is comprised of accreditation criteria that include Cadet Participation and the Assessment of the Instructor Portfolio.

Accreditation Activities include:

• Staff Battalion Continuous Improvement Briefing• Service Learning Briefing• Cadet Portfolio and Interview• Unit Report• Drill• In-Ranks• Color Guard• S-1 Interview• S-2 Interview• S-3 Interview• S-4 Interview• S-5 Interview• Cadre Portfolio and Interview

All of the CNMI JROTC Programs excelled in this rigorous assessment.

Rota: 94%Saipan Southern: 97%Marianas: 98%Tinian: 89%Kagman: 96 %


BUILDING INVENTORY

Dandan Elementary School 9 20 Library, Cafeteria, StageGarapan Elementary School 14 40 Library, Cafeteria, StageGregorio T. Camacho Elementary School 10 16 Library, CafeteriaKagman Elementary School 7 31 Library, Cafeteria, StageKoblerville Elementary School 11 24 Library, Cafeteria, StageOleai Elementary School 14 24 Library, Cafeteria, StageSan Antonio Elementary School 12 17 Library, Cafeteria, StageSan Vicente Elementary School 19 32 Library, Cafeteria, Stage, AquacultureTanapag Elementary School 13 20 Library, Cafeteria, StageWilliam S. Reyes Elementary School 14 38 Library, Cafeteria, StageChacha Oceanview Junior High School 9 29 Library, Cafeteria, Vocational ShopHopwood Junior High School 18 50 Library, Cafeteria, StageKagman High School 14 34 Library, Cafeteria, StageMarianas High School 22 53 Library, Cafeteria, Vocational Shop, GymnasiumSaipan Southern High School 14 30 Library, Cafeteria, Ceramics Room, Music RoomTinian Elementary School 13 21 Library, CafeteriaTinian Junior Senior High School 13 34 Library, Cafeteria, Vocational Shops, LabsSinapalo Elementary School 8 16 Library, CafeteriaRita Hocog Inos Junior Senior High School 7 23 Library, Cafeteria, StageRota High School (Campus Closed) 8 14 Library, Cafeteria, GymnasiumCK Headstart 2 6 Dandan Headstart 1 2 JMR Headstart 3 3 Kagman Headstart 2 2 Oleai Headstart 1 1 San Antonio Headstart 1 1 Sinapalo Headstart 1 1 Songsong Headstart 1 1 Tanapag Headstart 1 1 Conference RoomTinian Headstart 1 1 Resource Room TOTAL 263 585

School Name Number of Number of Facilities Buildings Classrooms



SCHOOL FACILITIES DATA

A December-2013 Assessment of Buildings and Classrooms or the ABC initiative-report released the Office of Insular Affairs revealed that the PSS has absorbed an estimated of $11.3 million worth of deferred maintenance.

OIA has commissioned the US Army Corps of Engineers to conduct the assessment of the PSS’ classrooms and facilities, along with other school districts within the insular area.

The federal agency’s findings were further bolstered by one of the conclusions of AdvancED’s accreditation report. Although PSS received high marks in three areas, the global accreditation giant recommended that the school district “must work towards improving” two areas of quality standards: resources and support

system and using results for continuous improvement.

AdvancED’s North Central Association-Commission on Accreditation and School Improvement disclosed that PSS must do something to improve the resources and provide for services in all schools to support its purpose and direction.

These resources ranged from maintaining facilities, services and equipment to provide for a safe, clean and healthy environment for all students and staff.

The most-recent building construction for the PSS were the five public schools that were built by the turn of the 21st century: Kagman Elementary School (2000), Sinapalo Elementary School (2001) and Chacha Oceanview Middle School, Saipan Southern High School and Kagman High School in 2002.



There are 19 public elementary, middle and high schools on Saipan, Tinian and Rota. These are the schools that were built during the year…

School Conditions

These Facilities Are 60 Years Old At An Average

Latest Construction; At An Average 14 Year-Old Facilities

1940s William S. Reyes Elementary School Hopwood Junior High School

1950s Gregorio T. Camacho Elementary School Tinian Elementary School Oleai Elementary School

1960s Garapan Elementary School Tanapag Elementary School San Antonio Elementary School (no Middle School) Marianas High School

1970s San Vicente Elementary School

1980s Dr. Rita H. Inos Jr. Sr. High School Koblerville Elementary School Tinian Jr. Sr. High School

1990s Dandan Elementary School

2000s Kagman Elementary School Sinapalo Elementary School Chacha Oceanview Middle School Saipan Southern High School Kagman High School

The school district has a total of 19 Saipan, Tinian and Rota school campuses that have school buildings that were built in the late 1940s, 1950s and 1960s. The list indicates that our school buildings ranged from 12 to 68 years old.

The PSS has accrued over $11.3 million dollars of deferred maintenance due to lack of funding. Further

delay of the plans add up to a costly and complex problem of maintaining the structural integrity of our school facilities.

Office of Insular Affairs’ 2012 findings under the Assessments of Buildings and Classrooms Initiative. This findings was release in December, 2013



The PSS Capital Improvement Projects Office (CIP) coordinates large scale school projects with designers, contractors and government agencies. PSS CIP is involved in the construction management of projects, which include project monitoring, reviewing plans and specifications, preparing cost estimates and conducting project meetings. Additionally, the PSS CIP Office completes smaller renovations and school maintenance projects in-house, or by hiring manpower services. Although each School has their own maintenance personnel to take care of daily needs, the CIP Office assists with tasks that require specialized services. The goals of the PSS CIP Office are to ensure that all PSS construction projects are completed with a high level of quality, safety and efficiency and to maintain and provide environments which are conducive to student learning.

2015 Capital Improvement Projects:

• GTC Elementary School Chain Link Perimeter Fence (Construction Completed)

• San Vicente Elementary School Septic Tank and Leaching Field (Construction Completed)

• Tanapag Head Start Concrete Fence (Construction Completed)

• Coordination with the Water Task Force for Marianas High School and Oleai Elementary School

• Installation of an acoustical dropped ceiling at Dandan Headstart

• Coordination with Special Education for the Procurement and Installation of Changing Tables for Oleai Elementary School, Kagman Elementary School, Marianas High School, San Vicente Elementary School, and Dandan Middle School

• Construction of a Palapala at Dandan Head Start Center

• Engineering Design for the Marianas High School Solar Power Project

• NEPA Documentation and Approval for the Marianas High School Solar Power Project



• Electrical Upgrade for the Marianas High School Audio/Visual Classroom (Construction Completed)

• Announcement and Hiring of the CIP Electrician

• Dr. Rita Hocog Inos Junior Senior High School Covered Walkways (Construction Completed)

• Development of the CNMI PSS Facilities Checklist

• Development of the Saipan Southern High School Masterplan

• Estimates and Schematic Designs for the USDA Loan Application for Capital Improvement Projects. These projects include the Tinian Elementary School Parking Lot, Sinapalo Elementary School Parking Pad and Paved Driveway, 10 Additional Classrooms - Garapan Elementary School (2 classrooms), Oleai Elementary School (2 classrooms), Koblerville Elementary School (2 classrooms), San Vicente Elementary School (2 classrooms) and Dandan Middle School (2 classrooms), Koblerville Elementary School Parking Lot, JMR Head Start Parking Lot, and the Kagman Elementary School Pad Mounted Transformer

• Collaboration with the Safe and Orderly Schools Committee and Development of the School Sanitation Standards. Dissemination of the School Sanitation Standards at PSS Professional Developments.

• Design, Planning and Bidding for the Dandan Early Headstart Center, Chalan Kanoa Early Headstart Center and the Kagman Early Headstart Center

• Construction and Project Management of the Dandan Early Headstart Center, Chalan Kanoa Early Headstart Center and the Kagman Early Headstart Center

• Coordination with the Department of Public Works and Oleai Elementary School for the Pavement of Texas Road

• Coordination and Development of the Department of Interior’s Office of Insular Affairs Assessment of Buildings and Classrooms (ABC Initiative Phase 3) Year One Work Plan

• Design and Pavement of the San Antonio Head Start Parking Lot

• Participation in the Department of Public Works International Building Code (IBC) Workshops

• Sink Replacement Projects for the Oleai Elementary School Cafeteria and the San Antonio Elementary School Cafeteria (Construction Completed)

• Coordinated and Implemented the Office of Insular Affairs Facility Planning Workshops

• School Opening Coordination with Department of Public Works Building Safety

• Koblerville Gymnasium (Construction Completed)

• Assisted Saipan Schools and Designated Shelters in the aftermath of Typhoon Soudelor with emergency protective measures, electrical and plumbing work.

• Typhoon Soudelor FEMA Site Inspections, Assessments, Estimates and Documentation for the Project Worksheet for the Southern Campuses (Dandan Middle School, Chalan Kanoa Head Start, Dandan Head Start, San Antonio Head Start, Saipan Southern High School, Koblerville Elementary School, San Antonio Middle School, William S. Reyes Elementary School)

• Typhoon Soudelor FEMA Site Inspections, Assessments, Estimates and Documentation for the Project Worksheet for the Northern Campuses (Gregorio T. Camacho Elementary School, Tanapag Middle School, Kagman Elementary School, Chacha Ocean View Middle School, Kagman High School, Tanapag Head Start, Kagman Head Start, Pupil Transportation Facility)



• Typhoon Soudelor FEMA Site Inspections, Assessments, Estimates and Documentation for the Project Worksheet for the Central Campuses (Garapan Elementary School, San Vicente Elementary School, PSS Central Office, Hopwood Junior High School, Oleai Elementary School, Early Intervention, Joaquina Mareham Rabauliman Head Start, Oleai Head Start)

• Typhoon Soudelor FEMA Site Inspections, Assessments, Estimates and Documentation for the Project Worksheet for Marianas High School

• Implementation of the Department of Interior’s Office of Insular Affairs Assessment of Buildings and Classrooms (ABC Initiative Phase 3)

Conclusion

The CIP Office will continue to update reports and information regarding infrastructure. The CIP Office will also continue to monitor, maintain and upgrade PSS facilities for the benefit of the students and community.


MAJOR ACCOMPLISHMENTS

2014-2015 was the school year many successes—and of many of firsts.

They were results of partnership with parents and community and the unequivocal support the Public School System has received from the State Board of Education and supporters of

public education.

It defined the school district’s commitment to hard work, accountability and the great regard for community and for learning.

Career preparation has been a priority for the school district’s Alternative education Program for the past year, through an expanded partnership with other institutions that includes tourism/hospitality sector.

The learning experience within Alternative Education is designed to create and encourage not only college but career preparation for the student. This past year this has grown as additional career-patterned

ACT Aspire Testing: All Systems GoAll 19 public elementary, middle/junior and high schools on Saipan, Tinian and Rota are gearing up for the first implementation of the ACT Aspire, which will assess public school students’ knowledge and skills in English, math, social studies, reading and writing.

ACT Aspire is designed for the school district’s focus in connecting

Alternative Education Focus Towards Career

Preparation

courses have been offered to at-risk public school students.

Four years since its inception, the program continues to assist these students to look at their future positively.

student outcomes in the context of college and career readiness. It replaced the Stanford Achieve Test 10th Edition after 10 years of implementation.



A research-based model of teaching and assessing writing that was initially tested in 2013 was fully implemented in 2015, giving both teachers and students of the school district the framework to help achieve the high quality writing called in the Common Core State Standards.

Called 6+1 Writing Model, this research-based classroom instruction-designed framework was pioneered by PSS in the region.

The promotion of a healthy lifestyle within PSS through access to nutrition programs is a success achieved by the school district, this was according to the federal Food and Nutrition Service-US Department of Agriculture.

Investing in6+1 Trait

Writing

This calls for training and further developing the writing skills of both teachers and students, using the 6+1 Trait Model of Instruction Key Qualities: ideas, organization, voice, word choice, sentence fluency, conventions and presentation.

USDA-FNS Visit Validates Investment in Health, Wellness

The visit reaffirmed the district’s strong management and stewardship of the program, through grants funneled toward the PSS-FNS Program.

New Parents Advisory Council, Head Start Policy Council FormedClose to 200 parents-officers representing Saipan’s public elementary, middle/junior and high schools gathered at this year’s largest PTSA Summit to elect their new officers.

And during the summit, parents committed to build strong partnership with stakeholder by underscoring the urgency of maximizing their roles in meeting the needs of student success.

At the same time, the Head Start Policy Council introduced its new set of leaders. The HPC has been the bridge in building and expanding the opportunity of partnership with the community.



My office and our district leadership has created a team of experts, called the Executive Committee for Accreditation Program, with the primary role of creating and implementing plans to address the six required actions identified by AdvancED.

These include teaching assessing, instructional process, resource

Richard Ybarra of the Office of Head Start’s Region Office acknowledged that from facilities to actual classroom instruction and activities, our PSS Head Start Program is ready to implement our Early Head Start

The results of the fiscal 2014 audited financial statement revealed the strength and quality of our accountability systems—a product of top-notch financial management.

Audit firm Burge, Comer and Magliari, a full service CPA firm in the Western Pacific, has found that PSS financial statements are accurate, citing positive financial management.

It was in 2012 when our leadership and the State Board of Education

and support systems, safety plans, and establishing policy or procedure on continuous improvements, among others.

Program.

Ybarra said PSS is “the standard” for the Early Head Start Program.

took massive steps to strengthen our financial management. This, among others, was aimed at clearing prior year or pre-2009 audit citations and questioned costs that were inherited by the current PSS and BOE leadership.

District Begins Work To Address

Accreditation Recommendations

Visiting Federal Official Applauds PSS-Head Start Readiness

Clean Audit: External Auditors Lauds PSS’ Strong, Positive Financial Management



According to the National Governor Association’s Center for Best Practices’ Project Director Sarah Silverman the Principal Pipeline Initiative provides enormous opportunities for participation and transformation that is absent in other states and territories.

This, as we increased our efforts to expand and strengthen this

For nearly a year, the school district leadership and the State BOE had look at expanding public education opportunities in the CNMI. And last August, we have implemented the Early Head Start Program in partnership with private childcare providers/centers in the CNMI.

NGA’s Center for Best Practice

Applaud PSS’ Principal Pipeline Initiative

Early Head Start Implementation

initiative with focus towards training, selection and supporting our public school teachers, counselors and school district personnel in pursuit for professional growth.

This is about building the foundation for our youngest learners.



PSS swept the top three honors at the 2015 Tumon Music Festival, validating our aggressive promotion and support to educational opportunities of our public school students.

Marianas High School’s Rhythm ‘N Harmony took home the coveted Sweepstakes Championship Trophy, and its Pep Band won the silver

The State Board of Education approved the plan for submission to the federal office of Special Education or OSEP. SSIP, a new requirement from OSEP, is a six-year framework that allows for monitoring, support and the use of data on performance and other information

We have begun exploring at the idea of investing in a high-end curriculum that its success has been effectively replicated in school district in the nation, primarily with high emphasis in the science, technology, engineering and mathematics disciplines.

Project Lead the Way is a pre-collegiate program that was developed under a STEM curricula for the use by elementary, middle/junior and

award.

MHS Chorale also took the gold and Judges Choice Award for small ensemble.

about students with disabilities, to be able to implement a focused learning approach.

high schools.

We see this as another opportunity for our public school students to be exposed and immersed to problem-based curriculum.

PSS Sweep 2015 Tumon

Music Festival

BOE Approved State Systemic Improvement Plan

Exploring Project Lead the Way



Our school district has started the groundwork in implementing the nationwide initiative, Project Third Grade Reading, which is recognized by the National Governor’s Association’s Center for Best Practices,

Our school district has committed to be a member of the Future Ready School, a bolder new effort that maximizes digital learning opportunities. PSS has become one of the 1,7000 school districts in

In what would be a toughest stand against the spread of illegal drugs – methamphetamine, marijuana and other illicit substance – the school district is spearheading the fight.

We have launched the PSS Meth Project.

The launching is to raise awareness and help prevent occurrences of drug related crimes, which this year, we saw the rise in drug-related

The PSS, in partnership with the Northern Marianas College, has approved its official proposal to the Pacific Circle Consortium, for the hosting of the largest regional education conference, for the year 2016.

Project Third Grade

Implemented

PSS Is Now Future Ready School

Biggest Anti-Meth Education Campaign Launched

PSS Begins Campaign to Host 40th Pacific Circle Consortium Conference

as an opportunity to close the achievement gap of student.

the nation that has pledged to the goal of Futue Ready School.

crimes – in staggering numbers. This is a multi-sector cooperation. PSS is seeking partnership with faith-based organizations and government agencies.

If successful with its bid, the joint PSS-NMC hosting will bring honors to the CNMI as 2016 marks the 40th year of the PCC.



Marianas High School took the coveted Attorney General’s Speech Competition top prize, twenty-three years after it was last won by a public school.

The AG’s Cup was also won by two other public schools: Saipan

Interior Assistant Secretary for Insular Areas Esther Kia’aina commended our school district for establishing the Connecting Youths-to-Jobs initiative, which is done in partnership with the chambers of commerce of Saipan and Tinian and the Rota Department of Commerce.

Near-Sweep of AG’s Cup

US Interior Dept. Hails Connecting Youths-to-Jobs Initiatives

Southern High School took the third place spot, and Dr. Rita H. Inos Junior/Senior High School was fourth.

The initiative is designed to prepare and train 500 junior and senior high schools every year in local career-related opportunities.



Twice Exceptional students Achievement and Matriculation in STEM or Project Teams is another initiative that we PSS has pioneered in 2015. This is a five-year research project funded by U.S. Department of Education, the Jacob K. Javits Gifted and Talented Students Education Program through the Center on Disability Study of the University of Hawaii at Manoa.

PSS is only one of the four jurisdictions throughout the country

The proposed $40 million public education funding will address burgeoning classroom population, aging facilities and ensuring safe, clean health learning environment.

The proposal is the 25 percent of the $183.5 million gross budgetary

At the Closed of School Year 2014-2015, we have produced 1,512 high school seniors graduates and eight grade promoted students. The number of our graduates and promoted public school students

Project TEAMS Implemented

$40 million Budget Proposal

Over 1,500 Graduates, Promoted

that implemented this leading edge and research-based initiative which emphasizes the development of students with disabilities who “have the potential in science to grow scientifically promising.”

resources that was indicated by the governor in his budget submission to the legislature.

continue to grow year-after-year—and this is very encouraging.

PSS became the 2015 recipient for the Employer Above and Beyond Award. We were recognized for having gone above and beyond the legal requirements of the Uniformed Service Employment and Reemployment Right Act, by providing Guard and Reserve employees

US Dept. of Defense-ESGR

Honors PSS

additional, non-mandated benefits while employed within PSS.



A year after we launched this pipneering program, 23 principals, vice principals and classroom teachers have completed the New and Aspiring Leaders Program. This program is designed as an educational

Beginning this year, we will implement Phase 2 of SSIP or the State Systemic Improvement Plan. Phase 2 is a much-larger approach and is multi-year. This addresses infrastructure development primarily

Another first was pioneered. This is program is a combination of teaching experience and mentoring for teachers of PSS who are in

23 Completes New and Aspiring Leaders Program

Implementing Phase 2 of SSIP

New and Aspiring Teacher Assistant/Instructor Program Launched

program that promotes career growth for our school district personnel.

supporting the improvement and building local capacity.

their first year of clasrrom teaching.

The category 4-weather system left the islands at a standstill, so as the disruption of public education. In as much as it led to a standstill and left millions of dollars in damages to our public education infrastructure, the disaster produced responses never before felt.

We have received unparalleled and outpouring support that revealed

Typhoon Soudelor’s Might Cost PSS

Millions in Damages

how, in the midst of destruction and difficulty, a community can band together to prevent a crisis.

This year we began planning for the Future Ready School Initiative, with the primary focus on self-assessment using seven key categories or “gears>”

PSS now joins the rest of the nation’s school district who are

Planning Begins for Implementation of Future Ready Schools Initiative

implementing this shared vision of preparing students for success in college, career and citizenship.



The bid proposal by both the PSS-NMC, and in partnership with Research Triangle Institute, to host the 40th Pacific Circle Consortium was approved by the Hawaii-based organizing committee.

PCC will be staged in July 2016 and is expected to draw over 300 delegates from Australia, New Zealand, several Pacific Islands, China, Hong Kong, Japan, South Korea, Malaysia, Taiwan, Thailand, Sri Lanka, several state of the U.S., Vietnma, Canada, Latvia, Mexico,

Kathy He’s Spring’s Color” artwork won the 2015 Congressional Art Competition.

A 10th grade Marianas High School student, He’s work graced the hallways of the U.S. Capitol in Washington D.C.

A record of 43 artists-students from Saipan, Tinian and Rota participated in the competition. This is part of a nationwide high

PSS-NMC to Host Largest Education Conference ; Global Education Leaders Expected

MHS’ Wins NMI

Congressional Arts Winner

united Kingdom, Russia, Nepal and Equador.

We have immediately formed an executive committee to handle the planning and staging of the conference.

school competition that is sponsored by the U.S. House of Representatives. Called the Artistic Discovery Contest, this is an opportunity to recognize and encourage the artistic talents of the nation’s high school students.

This years marks the establishment of public education in the CNMI with the enactment of Public Law 6-10 or the Education Act of 1988. The statute paved the way for the creation of the CNMI Public School System as a non-profit corporation within the CNMI government and headed by State Board of Education.

With this year’s theme, “Sail The Winds of Education, Find the

27 Years of Public EducationTreasures of Success”, all of the 19 public elementary, middle/junior and high schools, including the Head Start Program honored outstanding classroom teachers, teacher aides and instructors.



The Board of Education approved the assessment of Buildings and Classrooms Initiative (ABC) of PSS. The initiative will serve as the school district’s guideline of its pursuit to support its improvement initiatives for all of classrooms and buildings.

This is a tri-agency partnerships that involves the school district, the

On Sept. 23 and after years of work between the State BOE, the Legislature and the Executive Branch, Gov. Eloy S. Inos signed legislation that gives public school classroom teachers a seat to the policy and governing board of the Public School System.

The plan to invest in additional capital improvement projects (CIP) for the school district, through a USDA loan agreement was unanimously endorsed by both chambers of the CNMI Legislature. This is a step closer in allowing us to build additional classrooms, Early Head Start Centers, and to pave roads and parking lots .

The Every Student Succeeds Act or ESSA, which was signed by President Obama on December 10, will provide direct benefit to the school district—an estimated of $2.6 million in increase of consolidate

ABC Initiative Approved

Gov. Eloy S. Inos Signs Senate Bill 19-3 as Public Law 19-7: Teacher Rep. to BOE

Unanimous bipartisan legislative support on $5M USDA-CIP investment

NMI Will Benefit with New Education Law: ESSA Act

Office of Insular Affairs and the CNMI government is based on a partnership agreement that ensures that the Public School System has “functional and safe schools”.

The statute, which was shepherded by Sen. Justo Quitugua will give the new Teacher Representative a two-year non-voting seat to the BOE.

H.B. 19-59 allowed PSS to enter into a loan agreement not exceeding $5 million.

Following the devastation of Supertyphoon Soudelor, FEMA has approved the obligation of about $3 million to PSS for the repairs and rehabilitation of school facilities damaged by the strongest weather

$3 M in FEMA Public Assistance Obligated to PSS

system that made a landfall on Saipan.

grant. This will be beginning in the next school year.


That Were Adopted And Amended(Board Actions)

1. Adopted the Minutes of August 26, 2014 Regular Board Meeting2. Adopted the Minutes of December 10, 2014 Regular Board Meeting3. Adopted the Minutes of January 12,2015 Special Board Meeting (13th)4. Adopted the Minutes of January 12.2015 Inaugural Board Meeting (14th)5. Approved the Early Intervention Program Annual Performance Report6. Approved the Special Education Program Annual Performance Report7. Approved the Resolution No. 2015-001: Bank Signatory Updates8. Approved the Proclamation: Counselor’s Week February 2-6, 20 159. Approved the Certification & Licensure Recommendation Memo#2015-00110. Approved the Certification & Licensure Recommendation Memo#2015-001.Addendum No.1

Office Equipment re BOE Members. This would allow members whose terms will expire on January 12, 2015 to keep their assigned laptops and other accessories that they are currently using and 10 have the equipment survey and be removed from PSS inventory list.

1. Federal Assistance SF-424 (Community Facility Loan) Application.2. BOE Resolution No. 2015-02, Rural School Facilities Loan3. 2014 Annual Report [pending the insertion of the FY 2014 Audit Financial Report]4. Middle School Month Proclamation5. Head Start Program Self-Assessment Plan for School Year 2014 - 20156. Head Start Program Community-Assessment Plan for School Year 2014 - 2015

Swearing of Student Representative to the CNMI State Board of Education

It gives me great pleasure to inform you that Ms. Loria A. Hocog has been officially sworn in as the new Student Representative to the CNMI State Board of Education for the School Year 2014 - 2015 at the Special Board of Education Meeting that was held on Friday, July 18,20 14.

1. Final Rules and Regulations:a. §60-20-400 Promotion and Graduation Requirements.b. §60-20-700 Financial Operation.c. §60-20-900 Retention of Records! Audits.d. §60-30.2 Certification.e. §60-30.3 Annual Leave.f. §60-40 Procurement Rules and Regulations.

2. Certification & Licensure:a. CLO Report No. 2014-008

POLICIES, REGULATIONS

ACCOUNTABILITY • RESPONSIBILITY • TRANSPARENCYSTUDENTS FIRST

students first annual report€¦ · 4 pss annual report 2014/2015 boe message the cnmi state board...

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