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					                                Student Support Services Branch . Volume 3, Issue #3 . November 2002
                                                   Branch Web Site:
                                                      Branch phone: 733-4400
         Heads Up                                                SSSB welcomes...
             NOVEMBER                      Dennis Kajikawa has joined SSSB as Educational Specialist for Counseling.
  6    PSAP EA Conf. for Oahu;             He began his career at Campbell High School as teacher, outreach and guidance
       Sheraton Waikiki, 8:30-             counselor. He then moved on to Vice-Principal at Waipahu High school (four years)
       3:00; for more info, contact        and Principal at Waianae High School (five-and-a-half years). Waianae Day One
       Amy Ng or Jane Jirik @              was a baptism by fire — everything that could go wrong probably did, but the total
       735-6222.                           Waianae experience was a positive one, leaving Mr. Kajikawa open to returning to
  Reading Summit: Ka Hulina a ka           that community to “pay back” all the aloha he received. Twelve years in the
       Lau; sponsored by Literacy          Business, Budget, and Procurement offices (he closed down the Storeroom) led
       for 504 & SpEd Students,            him back to Student Support.
       SSSB; for more info.
                                           Mr. Kajikawa’s primary objective is to support counselors as they strive to support
       contact Suzanne Langford
       @ 733-4832 or district              students and families, teachers and administrators. As he begins this school year,
       Literacy RT.                        Mr. Kajikawa is building a database for counselors that will help them have policy,
       6 - Ilikai Hotel                    administrative rules, and the handbook at their fingertips. Counselors are invited to
       12 - Ilikai Hotel                   email or call him @ 735-6222 with suggestions about the kinds of information to be
       22 - Outrigger Wailea (Maui)        included in the database.
  22     CSSS RT Mtg; for more                                                    *****
         info, contact Lois Matsuda        Dr. Suzanne Langford is our new Educational Specialist for Literacy for 504
         or Faith Shido @ 735-6222.        and Special Education Students (Reading), joining us from Humboldt State
                                           University where she was an Associate Professor in the Department of Education,
                                           College of Professional Studies. She brings a wealth of experience from seven
  10-11 PacRim Conf. on
                                           years teaching and specialist responsibilities in Snohomish School District #201
        Disabilities, Sheraton
                                           (Washington State) to ten years teaching at the university level. She has written
        Waikiki; DOE registration
        fee $155. Limited, first           and published extensively in the areas of literacy disability and literacy acquisition
        come, first serve stipends         (both in phonological and orthographic knowledge), literacy assessment and
        available. Watch for the           evaluation, and in teacher education.
        info in your school or go to       Plans are well underway to continue the special education teacher literacy training for a reg.          mandated by the Felix Court Order.
Dr. Jean Ramage is the new Educational Specialist for             schools and agencies to prepare early childhood teachers,
School-Based Behavioral Health (SBBH). She brings to this         psychologists and speech pathologists through
position mental health and education background --                interdisciplinary course and fieldwork.
academic preparation in teaching, counseling, and school          Dr. Ramage is looking forward to working with colleagues in
psychology and interdisciplinary work experience in schools,      the DOE, the Department of Health and other agencies and
universities and organizations.                                   community resources to ensure that every child has access
Dr. Ramage began as a math and science teacher, but her           to mental and behavioral health services. Her priorities this
interest in assisting children with special needs led her into    year are:
counseling and school psychology. She has been involved             • ensuring that the mental and behavioral health of all
with shaping services to children in a variety of ways from            students continues to be a priority within the
developing multicultural/multilingual school psychology                Comprehensive Student Support System;
programs, to founding and/or serving on a number of                 • facilitating the interface between education and mental
national organizations addressing the psychological needs              health;
of students.                                                        • assisting in implementing the mandates in the Felix
Most recently, she was a professor of school psychology                Consent Decree; and
and director of a special education systems change grant            • providing the training for professionals in the education
that brought together nine university programs and 35                  model of services (building upon the strengths of children).
                        communities with quality, comprehensive and integrated
   SSSB Vision:                  support for all students to be successful learners.

                                                               In Hawaii,
                                                    CSSS School Cadres Make the Best
                                                   Resource Coordinating Teams (RCTs)
                                 Lois Matsuda, Educational Specialist, Faith Shido, Resource Teacher, & Nancy Miyahira, Part-time Teacher

                                 School Improvement Design (SID) specifically identifies Quality Student Support as an area
                                 that must be analyzed and strengthened in every school. Last year, the CSSS
                                 Implementation Team conducted a pilot project on the development of a Resource
                                 Coordinating Team (RCT) with eight schools (Hilo Union Elem., Hookena Elem., Baldwin
                                 HS, Kalaheo Elem., Jarrett MS, Kailua Inter., Ewa Beach Elem., and Leilehua HS).

 More than 80 participants, ranging from school personnel                resources and services that provide support and
[administrators, teachers, student support coordinators                  direct services to children and families. That
(SSC), counselors] to complex and community personnel                    responsibility includes identifying overlapping of or
[social workers, psychologists, school renewal specialists               gaps in resources and services, as well as informing
(SRS), etc.] met throughout the year in their respective                 staff, parents, and community of those resources and
schools.                                                                 services.
     The Resource Coordinating Team Pilot Project                      ! The CSSS Cadre must focus on the student
                                                                         support “system,” not on individual cases (although
Teams were asked to:
                                                                         individual members may be called on to assist with
1. Organize a resource coordinating team at the school.                  specific student plans).
   The specific tasks were to establish a team approach                ! The CSSS Cadre functions to:
   and to identify the roles, responsibilities, and activities            " ensure the continued implementation of CSSS,
   of the team members.                                                   " build and sustain the CSSS infrastructure,
2. Develop the infrastructure for student support                         " establish a team approach,
   activities. The specific task was to re-evaluate the                   " establish “buy in” by all stakeholders, and
   school’s infrastructure to support the instructional,                  " prioritize “big picture” issues that interfere with
   management, and student support components.                                student learning. (This requires looking at school-
3. Facilitate the evolution of appropriate changes. The                       wide problems, identifying where students are
   specific task was to create a working document of the                      encountering difficulties, and looking for the
   school’s resources (a map of the resources/assets                          supports to overcome those barriers.)
   currently in place).
4. Facilitate the institutionalization/sustainability of
                                                                              Time, time, and more time,
   appropriate changes. The specific task was to build                        in addition to resources, leadership,
   relationships and connections with community                               patience, openness, repetition, “marketing”
   agencies.                                                                  the system, and a willingness to look at “big
       Findings and Conclusions of the Resource                               picture” are needed to build a strong
              Coordinating Team Project                                       Comprehensive Student Support System.
Resource Coordinating Teams do not need to be created
as separate entities. Integrating the responsibilities into          Finally, the CSSS Cadre must analyze student outcomes
the existing CSSS School Cadre is a more effective way of            to continue refining the “system.” A strong system should
strengthening a school’s Comprehensive Student Support               result in:
System (CSSS).                                                           " improvement in grades/report cards
                                                                         " increases in attendance
We learned:                                                              " reductions in tardies
 ! The principal’s support and direction are key to                      " reductions in misbehaviors
     promoting CSSS.                                                     " increases in family involvement with their children
 ! There is a strong need to develop strategies to                          and with school
     engage and re-engage students in the classroom.                     " increases in enrichment learning opportunities
 ! The CSSS Cadre is specifically responsible for                        " reductions in inappropriate referrals for special
     establishing and updating a “working document”of                       education or specialized assistance
                                                                         " reductions in student pregnancies
       Student Support Services Branch
                                                                         " reductions in dropouts/increases in the number of
                  Estelle Wong, Director
      Glenn Tatsuno, Admin., Student Support Section                        high school graduates
      Debra Farmer, Admin., Special Education Section                    " increases in the number of students planning careers
                  Carrie Formway, Editor                                    and/or continuing to higher education.
                                                                                          (continued on the next page)
                                     ...collaboratively provide clear direction, technical assistance, and
 SSSB Mission:                       support with districts and schools to facilitate student success.

 Coordinated School Health
     Program (CSHP)
                                                                                         Healthy Students,
     Dee Helber, Educational Specialist

                                                                                         Healthy Schools
The Department of Health has provided
Tobacco Initiative funds to the
                                                                                            Lori Nagakura, Resource Teacher
Department of Education to help ensure
that all students in the public school                                        Fighting the Fat
system will be healthy and able to learn        Did you know that a 20-ounce white chocolate mocha made with whole
in a safe, supportive, nurturing                milk and whipped cream has 600 calories? Did you know that cheese
environment. CSHP is being evaluated            fries are equivalent to two T-bone steaks, caesar salads and baked
by the Hawaii Outcomes Institute,               potatoes with butter? Fast-food portions have gotten bigger and higher in
University of Hawaii. During SY 2001-           calories and often give consumers a chance to “super-size” already large
2002 , the 16 demonstration complexes           portions. (from Honolulu Advertiser, May 23, 2002)
with a total of 90 schools have been            When dining out (or in the cafeteria) get your salads with the dressing on
working to build and strengthen policy,         the side, skip the cheese and mayo on your burgers, choose steamed or
systems, and environmental changes              grilled vegies. Grilling versus frying not only cuts down on extra calories
around the Healthy Hawaii Initiative            and fat, but adds another dimension for your taste buds to enjoy. With
behaviors: tobacco use-prevention and           hectic schedules and busy lifestyles, eating out has become a normal
cessation, improved nutrition, and              part of our weekly routine, so let’s continue to give ourselves healthy
increased physical activity.                    choices for healthy living.
The most common, sustainable
changes at individual schools have
been:                                                                       CSSS School Cadres
Environmental:                                                            (Continued from previous page)
  • addition of more water and juice
                                               At the end of the year, the schools’ reflections shed light on the building of
    to vending machines,
  • walking paths and maps have been           resource coordination. This is not a task that can be taken lightly. Time,
    developed, and                             time, and more time, in addition to resources, leadership, patience,
  • displaying posters on a variety of         openness, repetition, “marketing” the system, and a willingness to look at
    health topics.                             “big picture” versus individual student issues are needed to build a strong
Policy:                                        Comprehensive Student Support System.
  • tobacco cessation programs are
                                               We thank the schools and participants for their time and effort in this
    offered to students rather than
    suspension from school,                    project.
  • revised master schedule to increase
    7th/8th grade PE periods throughout
                                                • libraries using new resources
    the school year, and
                                                  regarding healthy lifestyles, and
  • low nutritive foods are not offered
                                                • wellness or health fairs in schools.
    as rewards.
Systems:                                     What have we learned from the                          Community
  • implemented Health and PE                past two years? The success of                         Heads Up
    standards into the curriculum,           helping people (students, staff,                              NOVEMBER
  • use of various newsletters to            parents, and community) to build
    provide information on health, and                                                       17-23 American Ed. Week
                                             healthier lifestyles is reflective of
  • providing healthy lunches at other
                                             four things:                                    18-24 Nat’l Children’s Book
    school locations to improve
    accessibility.                              • extent of staff willingness to                   Week
                                                    participate and contribute,
A variety of other activities addressed                                                      24-30 Nat’l Family Week
                                                • availability of consultants,
these areas, such as:
                                                    external, internal, or both,
   • revised cafeteria menus that                                                            For an extended list of activities,
     incorporate more culturally
                                                • clearly defined goals,
     appropriate foods,                             objectives, and activities, and
                                                                                               Office of Youth Services
   • increased physical activity options        • level of priority or perceived               820 Mililani St. #817
     (before, during, and after school),            importance of health activities.           Honolulu, HI 96813
   • new physical education equipment,       And the barriers (not surprisingly)                @ (808) 587-5700
     organized activities for staff, and     are:                                               fax: 587-5734
     opening school facilities to               • availability of staff time and               email:
     community during after-school              • level of effort required.
     hours for physical activity,
            A fourth grade girl, Ann, transferred this school year. (She had attended another school
            kindergarten through third grade.) Like all new students, Ann was worried about attending a
            new school, about not knowing anyone or what to do. She was also unsure as to how she
            would do academically because she thought it might be “too hard”.
            On the first day of school Ann was introduced to the class. She was “buddied” with a
            classmate. The buddy stayed with Ann for the first several days of school. She introduced
            Ann to other fourth graders during recess and assisted her with routines in the cafeteria. The
            teacher clearly explained all of the school/class rules, expectations, and procedures. Ann’s
            parents received a Student Handbook filled with information about our school. Parent
            bulletins also kept Ann’s parents informed about the parent-teacher organization, school
            calendars, menus and activities.
            Ann purchased and used a daily planner that included a home-school communication
            section. The teacher kept Ann’s parents informed of assignments on a weekly basis. When
            Ann had difficulties with assignments, the teacher assisted her after school or during recess.
            There were opportunities for Ann’s family to participate in the school and class/grade
            Ann became involved in her new school as a Peer Mediator and a classroom representative
            for our student association. She was selected by her peers to receive the Ha`aheo Award, has
            had Perfect Attendance, and been on the Honor Roll. The basic classroom supports and
            relationships between student and peers, student and teacher, and teacher and family made
            Ann’s transition into a new school successful.
               Editor’s note: The school recognized that most students will have a barrier at some point in their schooling. By
               systematically providing basic (Level 1) supports, this student moved from apprehension to eager participation
               in classroom and school activities. A basic premise of CSSS -- the earlier needs can be identified and
               prevention or intervention supports provided, the sooner a child will be re-engaged in learning.

                           PBS Supports the Standards Implementation Design (SID)
                                                     Gregg Iha, PBS Resource Teacher

                  A quick glance at The Standards                          PBS offers schools a comprehensive, systemic approach
                  Implementation Design (SID) System                       to fulfilling every aspect of this SID rubric within the area of
                  document reveals that Positive Behavior                  Quality Student Support by empowering schools to
                  Support (PBS) is perfectly aligned with                  develop:
                  the Quality Student Support section of                        • team-based approaches to problem-solving;
                  the SID. Just take a look at these                            • proactive systems and practices;
                  statements that have been taken
                  verbatim from page 57 of the SID System
                                                                                • a focus on prevention;
                  document (SID Rubric III.B1 from the                          • a positively stated rubric of expected behaviors;
component labeled “Standards of Conduct”):                                      • clarification of rule violations;
   • School has a leadership team which agrees to a                             • teaching of desired behaviors;
     proactive, preventative purpose for schoolwide                             • a data collection system for disciplinary data; and
     discipline.                                                                • a full continuum of behavioral supports to meet the
   • Clearly stated rubrics of expected behaviors and rule                         needs of every student, every time.
     violations for behavior/conduct are used.
   • Procedures for teaching expected behaviors are                        PBS is not just another thing being added to our
     implemented.                                                          “overflowing plates”. PBS is a solution to the behavioral
   • A measurement system for tracking, monitoring, and                    issues, challenges, and demands that are imbedded in
     evaluating schoolwide discipline systems is                           many DOE mandates and initiatives including the
     established and implemented.                                          Standards Implementation Design.
   • A behavior support system continuum and teaching
     procedures are in place for all students.

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