Student Support Services Branch . Volume 3, Issue #3 . November 2002 Branch Web Site: sssb.k12.hi.us Branch phone: 733-4400 Schools 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, FEBRUARY 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 sssb.k12.hi.us for a reg. mandated by the Felix Court Order. form. ***** 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). ...school 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, contact: 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: firstname.lastname@example.org 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 activities. 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.