Persons Responsible

Reporting

A copy of the roles and responsibilities of school leadership positions will be defined, written and distributed to faculty and staff.

• timely communications with those in leadership positions

• copies of previous years roles and responsibilities

• copies of roles and responsibilities

• FOL Organization Focus Group

• distribution to all staff
• insertion in faculty handbook
• included in lists of resources & inventory(e.g. science, lab, art gallery, etc.)

Determine correlation stating the correlation between workshops attended and HCPS II/GLOs

• develop a form
• implement form

Determine staff development needs by:

• developing a survey to determine areas of need that include school priority areas and incorporate HCPS/GLOs
• implement survey

• use the results to prioritize training

• time set aside for committee to meet

• explaining use of the form to staff

• HCPS II
• GLOs

• final draft of form

• copy of completed forms submitted at the end of the school year

• staff feedback

• summary of surveys

• FOL Organization focus group minutes

• FOL Organization Focus Group

• FOL Facilitators

• distribution to all staff

• summary of completed forms to staff

Continue reading assessments:

DIBELS for grades K-3, Test of Oral Reading Fluency (TORF) for grades 4-5.

Continue Kapolei complex focus on writing assessment.

Implementation of Work Sampling system for writing, social studies and personal/social development. (Curr. & Instruction Action Plan)

• Class size reduction resource teacher support.

• Support staff for testing.
• Kapolei complex direction
• intra- and inter-grade articulation

• Test booklets
• Manuals

• Rubrics
• "I Can" statements

• Work Sampling Manuals
• Ominibus Guidelines

• summary reports

• Benchmarks

• curriculum coordinator

• teachers

• class reports to teachers

• class benchmark data

• observation checklist student data for subject area

Pilot Math Investigations Program

• teacher inservice and continued inservice for new teachers to the school

• purchase of materials for the program implementation

• respresentatives sent to NCTM conferences and to visit school sites that have been implementing the program

• grade level articulation

• budget allocation

• teacher resource books

• mainipulatives to implement program

• HCPS II

• state resource teachers

• Math Investigations program trainers

• assessment books

• supplementary materials to provide for program gaps

• Eisenhower funds

• teacher articulation

• teacher survey as to effectiveness of program

• student work assessment tasks

• attendance at inservices

• needs survey

• teachers

• administration

• math committee

• state resource teachers

• program trainers

• minutes of articulation sessions and meetings

• teacher surveys

• student work

Continue use of WSS in writing area.

Add WSS personal and social development section

Add social studies section

Continue as determined by faculty.

• school wide articulation

• articulation within grade levels

• checklists

• Omnibus Guidelines

• Grade level manuals

• articulation and evaluation by teachers and curriculum coordinator

• teachers

• curriculum coordinator

• completed checklists

• staff development days and faculty meetings evaluation

Begin complex focus on composing process

Continue complex focus on composing process.

Inter-rater reliability training

As requested by grade levels (SY 2001-2002)

Ongoing

• articulation with Kapolei Elementary teachers

• meeting with Kapolei complex schools

• staff development with Kathy Au

• developing and utilizing "I Can" statements and rubrics with students

• collecting WSS writing samples

• time set aside for inter-rater reliability training by curriculum coordinator

• Kathy Au

• state language arts resource teachers

• curriculum coordinator

• attendance at leadership meetings

• Kapolei/BPES articulation

• rated writing samples

• student work

• teachers

• curriculum coordinator

• Leadership team

• development of rubrics for standards and evaluation

• data gathered from writing samples

Persons Responsible.

Use of 1 unit in gtades 3,4 & 5

Use of 2 units in grade 3, 1 units in grades 4 & 5

• funds to purchase supplies and kits

• resource teacher for the program

• articulation among teachers

• Aries Kits

• curriculum coordinator

• pre and post tests for each unit

• observation of skills checklist

• students self assessment

• grades 3, 4 & 5 teachers

• curriculum coordinator

• evaluation data to be compiled by curriculum coordinator and distributed

• staff development days and faculty meetings evaluation

Develop Character Education Program and Resource File

Implement Character Education Program (entire school)

Begin Positive Behavior Support system (entire school)

Decide on 3 schoolwide behavior objectives

Revise behavior referral form.

Input referral data into database.

Report to staff on where/when referrals occur.

SY 2001-2002

SY 2001-2002

SY 2001-2002

10/24/01

Oct. 2001

Oct. 2001

Ongoing

Spring 2002

Ongoing

Student Support Committee

Administration

Faculty

Staff

Student Support Committee

Staff

Counselor

Counselor/SSC

Administration

• organize and train cadre (provide subs and needed).

• schoolwide articulation and implementation of 3-5 behavior expectations.

• utilize support personnel to input data

• schoolwide articulation on implications of data

• action plan based on data

• Drug Free Grant Monies from '98- 99

• Purchase of videos, literature, activity books

• Jean Nakasato, Student Support Services Branch

• PBS Database, Kapolei Complex wide

• teacher/student input

• student product

• staff review of current and ongoing data

• graphs of office referrals (positive student behavior)

• understanding of character traits

• Use for choosing JETS

• graphs of referrals

• staff decisions based on data

Persons Responsible

Barbers Pt. Elementary 5 year technology budget plan.

Technology scope and sequence.

• maintaining technology coord. position

• articulation and collaboration with complex tech. cadre.

• expand, maintain and upgrade hardware , software, peripherals and equipment

• provide professional development oppor to keep teachers abreast of emerging technologies.

• articulation and collaboration for develoopment of integrated units of study

• funds professional development opportunities

state funds

• grants
• donations
• volunteers

students products

• streamlined communication system and administrative tasks

technology coordinator

• curriculum coordinator

• faculty

• technology comm.

* see budget plan

Professional. Development

Persons Responsible

Seek out and submit grant proposals.

Seek corporate sponsors.

Focus parent-led fundraisers on Schoolwide Action Plan.

• prioritizing needs
•  
• organizing a committee to lead or oversee
•  
• articulation with parents groups on needs

• grantwriting workshops

grants

• corporations
• PCNC/Parent group

grants to school

• donations to the school
•  
• monies raised by parents to fund Schoolwide Action Plan

technology coordinator

• curriculum coordinator

• curriculum committees

• faculty

• PCNC coordinator

JET Books: Preschool -3^rd

• parent volunteers to change books daily and bi-weekly
• funds to replace aging books and packs

• number of books read aloud to students by parents/adults
• parents and student comments

• teachers
• librarian
• PCNC coordinator
• parent volunteers

evaluation at the end of year by teachers and parents

RAP (Read Aloud Program)

• Contracting RAP for 7 sessions to provide read aloud sessions to students and parent sessions to learn about reading aloud
• volunteers to run program

funds allocated in budget RAP personnel community donations

number of participants evaluation by participants

RAP personnel librarian administration teachers

evaluations shared with school community

Accelerated: 3^rd 4^th and 5^th

• funds to upgrade program

computers software program to text reading comprehension

number of points accumulated by students number of books read

librarian teachers students

print-out of individual student records

Adoption of research based reading program.

K-2 (2001-2003)

3-5 ( 2002-2003)

• beginning reading workshops for teachers which enables teachers to learn best practices and what research says works in teaching students to read
• mentor teacher for K-1 teachers (monthly meetings)

Harcourt - Collections series IBR workshops Direct Instruction strategies decodable texts

DIBELS testing

(fall, winter, spring)

grades K-3

• TORF(test of oral reading fluency)(fall, winter spring)

grades 4-5

• teachers
• administration
• curriculum coordinator

testing results graphed and shared with school community

Kindergarten

• Harcourt; Treasury of Literature
• Harcourt Collections (2002-2003)

• Direct Instruction strategies (whole class)
• Optimize

teachers classroom setting daily

progress monitoring for Intensive support students DIBELS testing 3X a year

First Grade

• Harcourt: Treasury of Literature/Collections

Direct Instruction strategies Harcourt; Collection phonic readers and practice readers Read Naturally (3X a week)

teachers; educational assistants classroom setting daily

progress monitoring for Intensive Support students DIBELS testing 3X a year

Second Grade

• Harcourt: Treasury of Literature/Collections

Collections: Phonic Readers Little Phonic Readers Read Naturally (3X a week) Direct Instruction strategies for intensive support students

teachers parent volunteers classroom setting

progress monitoring for Intensive Support students DIBELS testing-3X a year

Third Grade

• Harcourt: Treasury of Literature

Harcourt intervention readers and workbook Read Naturally (3X a week)

classroom teachers parent volunteers

• SAT test scores
• ORF testing 3X a year

Fourth Grade

• Harcourt: Treasury of Literature

Harcourt intervention readers and workbook Read Naturally (3X a week)

teachers

• ORF testing 3X a year.

Fifth Grade

• Harcourt: Treasury of Literature

Harcourt intervention readers and workbook. Read Naturally 3X a week)

• classroom

SAT test scores ORF testing 3X a year.