Wednesday, February 18, 2015

Another Friday Night at School

This Friday was a long day for SIS. We had our 20th annual Healthy Heart Walk and our Parents' Night Out for Valentine's Day. So once again, I find myself at school on a Friday night at 9:00pm. I really don't mind much; partly because we are having a three-day weekend due to Presidents' Day and because I love my job. Plus, this particular event is for the Student Council to raise money for our Prance. You are probably wondering, "What is the Prance?" The Prance is like prom, only better. It was named by a former SIS teacher. Anyway, the late nights don't really bother me; especially when I know it is for the students.

Tuesday, January 27, 2015

Mid-Year Review from Faculty

I feel as an educational leader it is important to seek feedback from your faculty. It is important to demonstrate that you are willing to go through a continual process of reflection and growth in order to model that behavior for faculty. This anonymous survey went out to my faculty two weeks ago. The results in general were quite positive, but there are areas for improvement. I felt that part of the process should also be displaying results publicly for comment. I appreciate and respect the time and energy the faculty put into providing me feedback. There was also a comment section and the most common statement was that our ESL program still needs more work before it will serve our needs as a community of educators. The second most common topic was about our Chinese language program; faculty felt that students needed a target or goal at the end of the program, like taking the SAT Chinese subject test or an AP Chinese exam. I look forward to working with the faculty on these two issues in the next semester and coming school year.
92% positive
69% more positive
61% more positive
84% positive
69% more positive
92% positive
77% positive
92% positive
61% positive
92% positive










Thursday, January 8, 2015

Achieve 3000 Data Reviewed

Achieve 3000 website
We have been in the process of implementing Achieve 3000 this year at Saipan International School. At first some of the teachers were a little reluctant to adopt the program; but, as usual, there were a few teachers who jumped right in and started using it. The results they were seeing were so astounding that the use of the program spread quickly. Now, at the start of the second semester, we have complete implementation in grades 3-10. Basically reaching our target for the end of the year, by the end of the first semester -- you have to like those results!

But the implementation being ahead of schedule is a small item compared to the results the students are showing. Every grade level using the program has seen improvement of at least an average of 50 lexile points. The main feature that students like is the fact that the program is dynamic and meets them at their reading level. Every students has access to the same content, but at the correct reading level. Everyone becomes part of the discussion and interaction in class.

Furthermore, some of our students are ridiculously good at reading with scores beyond the college ready level of 1350. In G5, we have two students ready at the G10 level; not bad, right? In G8, we have one student at the high end of the G10 level, one students at the low end of the G10 level, and one student with a 1575. Yes, you read that correctly -- a 1575! 1575 is well into college level reading. This particular student is ready to tackle university level material as a G7 student. AMAZING! Four of our G9 students are at least one grade level above their age group and one is at 1590. Yes, a 1590! Eight students in G10 are at least one grade level above their age group and three of them are into college level reading scores. The scores are 1400, 1490, and 1535! With our use of Accelerated Reader in the elementary and middle school and now the addition of Achieve 3000, our students will be leaving high school more than ready to take on college level work.  These results are beyond outstanding and provide more evidence that SIS is the best school on Saipan and one of the best in the Pacific region. With the cost of our tuition factored into the picture -- we are the best school in the Pacific.

Tuesday, December 30, 2014

Responsibilities of Leadership

One of the most important aspects of leadership is responsibility. When something goes wrong, a true leader is responsible even if the problem/mistake was someone else's fault. The leader steps up, takes responsibility and makes the necessary apologies and/or changes. This doesn't sit well with some people, but if you really want to be a leader -- you better own this idea. I'm not saying that the leader is the fall person for all mistakes, but the leader needs to be the one who leads. The captain of a ship doesn't ask for a storm, but dealing with storms is part of the job. Does a captain turn to the deckhand and say, "Darn you! You made another storm"? No, the captain accepts the fact of the storm and takes the necessary actions to ride it out. After the storm, the captain may know that a crew member needs to be punished, but that comes after taking responsibility. Pointing fingers is not the path of the leader; responsibility is. In addition to taking responsibility when something goes wrong, the leader should always give credit to others when things go right. Very rarely is the leader the only responsible party for great success; most endeavors are team efforts and the entire team should receive credit when success occurs. Acknowledging the efforts of others is the path of the leader. Taking at least a share of the blame and giving credit to others are not easy tasks, but they are important. If you aren't ready to do these two actions, you aren't ready to be a leader. This is something I have learned growing up thanks to the efforts of my parents, friends, teachers, and mentors. The last six months has only reaffirmed this knowledge.

Wednesday, December 17, 2014

2014 PSAT Results for SIS

During the first week of December, SIS received an early Christmas present from the College Board, when the PSAT results were returned.


For Juniors, the PSAT results are a gauge to performance on the SAT as well as a qualifier for the National Merit Scholarship program. To qualify for the program, Juniors must score above a 150. In the 2014 PSAT the national average score for Juniors was 141.9. The SIS Junior class average was a 160.3, which means that the average SIS Junior was above the qualifying line for the scholarship. The class high score was a 220. The Sophomore class also showed a strong performance with an average of 149.2 and a high of 198. The Sophomores also beat the average for Juniors, which is simply outstanding. The Freshmen class average was 126.3 with a high of 174. We are proud of our students for their initiative, scholarship, and perseverance they demonstrated while taking the PSAT. The results are further evidence that SIS is the best school on Saipan and one of the top schools in the Pacific region. 

Wednesday, December 3, 2014

WASC Accreditation Training on Saipan

Saipan International School will be heading into an accreditation cycle in the spring of 2017; but, if you have gone through the process before, you know that the work starts much earlier than that. Especially if you really want your institution to improve, you need to begin the process early to have time to truly include the community in the work. I contacted WASC to find out what training and resources were available to us and they were very helpful. On December 8, they are offering a webinar about the accreditation process for folks in the Pacific. It will be at 12:00pm-2:00pm Saipan time. I will be watching the entire webinar and if people on island would like to view the event with others to facilitate discussion, SIS is open to you. Please contact the office and let us know that you are coming for the webinar. It is an opportunity for us to get the ball rolling early and also have a support base of people to turn to when we have questions and concerns about accreditation.

Sunday, November 23, 2014

Student Data @ Saipan International School


SAT10 Overview and Comparison
One thing I like to do when possible is make data meaningful for students, parents, and teachers. Usually during meetings with the Board of Directors (BOD), it is the financial report that requires some explanation. All too often it is easy to simply see a bunch of numbers and still leave with the feeling,
SAT10 Grade Equivalent
"but what does it mean?" I have encouraged the BOD to ask questions about the financial report whenever they want and I try my best to point out the more important information and make it simple to understand. I think some administrators either don't bother doing this action for parents, or prefer the idea that parents not understand and therefore don't bother admin with questions or concerns. But this is a huge part of our job as admin, helping people make sense of numbers. During the last meeting, the BOD requested an academic report, so I have used our SAT10, AR, and Achieve 3000 data to put together an explanation of what type of learning is occurring at SIS.

Our first photo is the overview of the data from our SAT10 scores with comparisons to our previous year (2013) and the results from the Public School System (PSS). Our Complete Battery and Total Math are slightly down in 2014, but Total Reading is slightly up. The more interesting number isn't as obvious, but is quite important, across the board our number of students above the 50%tile are up. But what does that mean? Although there weren't as many individual students making high scores, more students scored above the 50%tile which translates to less students (including ELL students) falling below average. More student above the 50%tile is a huge improvement, because it means that all of our students are achieving more, not just the ones at the top. To give some perspective, I have included the SAT10 Grade Equivalent scores, which helps demonstrate just how far ahead our students are from their current grade level. Looked at with this lens, we see that only G6 and G8 reading are really places where we need to do some work. These are also grade levels where we have gained more ELL students this year, so that could be a factor.


Our AR Star Reading scores show some growth in most grade levels, but negative growth in G5 and G6. The grade equivalents are mostly below the current grade. One thing that needs to be considered when looking at this data is that again, it includes every student. The ones at the top and the ones at the bottom. Those who are native speakers of English and those that are just starting to learn. Later in the year, we will revisit this data and compare it with spring results. Historically, our students have shown more improvement in the second semester in reading.
Achieve 3000 is new to our school this year, but the potential for solid improvement in reading of non-fiction material is well documented. In the three grade levels where is has been truly implemented, we can already see gains, but in two of the grade levels we are below the desired score range. I don't see that as actually too concerning as of yet, the students and teachers are new to the program, so there is a learning curve in play, but the fact that scores have gone up is a positive note. We will revisit this data in the spring as well; especially because we will begin to have data from the other grade levels as they begin to use the program more.