UMEUT lESCHE

E.!" 202 081 E. 013 405

T LE Devel:?mental and Demonstrationczramsq --7:jects. ii Activities. Information &

:Lss=mina _ Serie:- 11.Hawaii St e Dept.. cf Education, Hon lulu. Office f

Servic F.RT NC

7-- DATE atBO3:p.

R s-- ICT7: 1:11 C

ABST-.

M . i'CO2 P._ 7 PostaEduca-a_on; Bas: Bilingual Euucatioa:

-sed ; *Curriculum DevelopmeL7:;Disarivi-_-7-1,71d Youth; Ementary

coar- Iaucation; _ --1-zonmental EL_cation;Educati: -utrition Iruction;

-17=oc7am *Prcc-----.m Descripti.--nE.- ProgramS-_udents

;HalfaLi St-'2 Departme- of 7ducatioil

of 7 ___17ations prepay y Hawasscat of _arit_ this details some theourrz:.: it p:-_7==ess during 1979- Each

served; pro: acsantioi7 upcir ccmpletior z: well as zhe end of the 979-80school mar_la-r number -:vmes of schoc::. teaahers,and t_ls7 evalon orocess.:,:; and contact rsons. Theprojec--..= :iTolud instruc-I.Lo:a2 programs f: themensta11-7 7:-:=1-ic::Ped, for .7:-..ents of English pr c iciency, Onbas i- on nergv e (Author/11F

'4

***********=**±=*************=*4***********#*********************xi Reprodctions -Ipplied by EDES are the best that can be made

from the original'document.***********=******-&.*******.**********44*********#**************

.t-

ERMISSIO': " REPRODUCE THISVATERIAL H. EN GRANTED BY.,

TO THE EDUCATIONAL RESOURCE:,IN FORMATION CENTER LERICL-

4,0 rt4

e a

The Honorable George R. Artr:,Governor, State of Haw&

BOAFD.OF EDUCATION

William A.K. Wateri, ChaypersonTom Okamura, First Vice-Chairperson

Marion Saunders, Second Vice-Chairperson

Rev. Darrow L.K. Aiona r . Hubert P. MinnMargaret K. Apo , Howard T. TakerrakaDr; Hatsuko F. Kawahara Hiroshi Yamashita

Charles G. Clark, Superintendent of EducationEmiko 1. Kudo, Deputy Superintendent

James Edington, Assistant SuperintendentOffice of Business Services

Ruth itamura, Assistant Superintendent/State LibrarianOffice of Library Services

Mitsugi Nakashima, Assistant Superintendent'Office of Instructional Services

Eugene Yamamoto, Assistant SuperintendentOffice of Personnel Ser,v, Ices

June C. Leong, District SuperintendentLeeward District Office

Kiyoto Mizuba, District SuperintendentHawaii, District Office

Mary M. Nakashima, District Superintendent'Kauai District Office

'Darrell Oishi, district Superinter6entMaui District.Office.

Kengo Takata, District Superinte7dentHonolulu District Office

pberato,Vidu.y4Jr., District SuperintendentCentral Digtrict 'Office

George Yapdmoto, District Supori7r-e.ndentWindward District Office

FOREW.( RI)

'.7::2ntJ!as long alized -111: nee.. to recogn1:e the cf arts

th .anding teach nt: admini!;t-ators who generate'.

for excellent inovat :e iplary )grams, projects,

In addition, i is recQzni is a need to

:rmation on n-v...--Lng and de,: -71( -is to a greater extent

:F.7.71-A improvement i the school:. -rent is part of a

se .1?.±_zations prepared ->y the Depart-nen!: it attempt to mobilize

the, ':1)z- resources to aczompliqi.the o=comes.

ac ::let provides information oninnovrl* an exemplary programs,

activities: the contact' person f:-...):71 whom ,-:-..o -obtain more

target group served; resources ceded; where it is offered;

an_ e- -:-.inent information necessary for r -lication.

sing or 1-eviewing this should eva late its usefulness by

pr- 'ag dback to their principals, appro--fate district staff, or state

le x A.

Charles G. Clark-:.perintendent of Educati n

TABLE )F CONTENTS

-d

Int :t5.011. . .

A 1 Tranf,itL. 'rogram,for P. and Behaviora:Chil:- .. ... , : ..... . 1

Education .',711ited a.Speaking Enrollees 3

::alcy-Based :chool Cerr_ficate Program Plan;. - g:- 1ementati nars and Related Services. . 4

_opment and 1:--y of Media.Materials For MentaStudem: pohukaina SOhool

li Coastal Aware: -;s:: Module

for Nutrition :cation and Training Inllawaii,=hool-Gradi 12 1 .. .

8

9

ct Outreach ar lift Through Adult. Basic Education . ...... 11

Rer ing.to Learn: _egrating the Teaching of Reading inthe: Secondary Cohte Area Classes' 13

5..;:-ess in BeginniT:, Reading and Writing 15

Energy Use and -the -.vironment Project 18

The Hawaii Bilingtni/Bicultui'al Education Project,

19

Hawaii Prolect Follow Thtougli 20

Improvement of School Programs in 'Mathematics Through AComprehensive FPAIS Approach G 21 7

. ,

IndiVidually Guided Educatiou (IGE), Program Implementation 22

Multicultural Awareness Project 24

Philosophy for- Children 26

4

Introducti7n

The Depaitment of Education works d____Ii;ently to strengthen its abilityto meet the challenge. of its mission "tc -irovide educational services andcpportunities for the development of eac: c:ild in Hawaii to his/hermaximumpotential, mentally, physically,,. and in order to oe a contributingmember, of society." To this end, the De.7.-7ment has enga7,3E in a"varietyof developmental efforts over the year :mprove instrud- ion.

This document contains descriptionsmen:: projects presently in progress; Ot:be described in subsequent publications 7-many ofithe projects reported are multi e

focus on the activities these projectsProgress reportS of major/demlopment prtj.will include both new and continuation T-0:

7omeof the cut :.culum develop-.projects not reported here willdevelopmental projects. Althoughprojects, this publication.Willbe engaged in during 979-80.Lts will be reported annually andects.

Each project description includes .5,.atement of its objectives, the.needs which resulted in a decision to i Aiate the project, the productsanticipated upon its Completion, theApr.ducts anticipated by the end of the1979-80 school year, the major.activiti,s expected_ during the life of theproject, thy; number, and types of school:, teachers and students involvedduring the-1979-80 schoq,]., year, the tyr.s.of evaluation to be conducted andthe person to contact for additional 1:formation.

It is our hope that sharing this ilformation will assist districts and..schaols in kpowing what instructional materials and strategies.can be expectedto become available in the near'f::ture and may also serve as a means ofsoliciting informatiqn from the field concerning Other high priority instruc-tiorpl needs._

1

A MODEL TRANSITION PROGRAM FOR AUTISTICAND BEHAVORALLY DISORDERED 'CHILDREN

Dates: to.June 1980

To establ4sha model transition program for autisticjandbehaviorally disordered children at the Special EducaticinCenter of Oahu to allow progression from a highly structuredbehavioral management classroom to other program with lessemphasis on managing behavior problems; to establish,guide-lines for transitiOnal,artangements for SED children, inparticular autistic and behaviorally disordered. children..

Descriptian Need = There is a need-to train Special Education Teachers andrelated personnel in working with the autistic andbehaviorally disordered children in a competency-basedtraining program. The training will enable the teachersto receive students in a less restrictive environment,with a minimum amount of...transitional problems.

The project proposes to Serve a minimum Of 39 individuls.

Products - Products developed will include: development. of curri-' Culum materials which will' include a resource bank ofJudevine OptioeSheets;,evaluation of students usingthe Lattice System and Behavioral Characteristics Pro-gression; evaluation of transition model and establishMentof guidelines for transitional arrangement for SED'children.

Activities The focus will be comprehensive inservice training forthe teachers, diagnostic personnel and parent's throughlectures, video tapes programming 'and working withindividual students. Other specific activities will.inclbde development off' guidelines, evaltiation of students,and evaluation of transitional model.

Involvement - The Special Education Center-of Oahu is the only schoolinvolved at this time. There will be approximately. 24students, 39 staff members and 10 parents to be trained.

Evaluation,: - The-evaluation of the' transition program .is, included withinthe goals ,and objectives foi5 the project. The evaluationconsists of five (5) parts:

1. SeleCtion and placement of students through parentinterviews, video-taped baselines and evaluation usingthe BCP and Lattice System.

2. Evaluation of Classroom Program through weekly staffmeetings; weekly videotaping of class program; in-service evaluation; monthly evaluation by committee;quarterly reports and end of the year reports.

1

7 0

3. Evaluation of Training Program through, comparisonof pre and post performance, completion of evaluationquestionnaire bY trainees, continued follow-up andtechnical assistance visits; staff meetings; andevaluation by independent evaluator.

4. Evaluation of Parent Guidance and Counseling Groupthrough completion .of evaluation questionnaire byparents; 'evaluation by independent evaluator andpreparation and submission of narrative reports.

5. Overall Summary of Project's. Effectiveness throughevaluation of-staff, independent evaluator, evaluaticcommittee and summary reports on the effectivenessof the program.

Gontact'Person: Ms. Fay K. Fraser; District Educational Specialist, SpecialEducation, Honolulu District Office, 4967 Kilauea Avenue,Honolulu, Hawaii 96816

I

2

ADULT EDUCATION FOR,L1MITED ENGLISH SPEAKING ENROLLEES

Development Dates: October 1979 to June 1980

Objectives: To increase the number of enrollees in the classes"for thetarget groups; to hire interpreters to reduce communicationbarriers and to improve communication effectiveness.

Description: Need Seqor, citizens and new 'immigrants with limited commandof the English language need assistance in the forma -

ion of interest -,.-.1asses and in. communicating effectively'with regular adult education instructors.

ti

Products - None.

Activities - The project will require the,hiring of interpreters whowill have language competencies of the target groupsand who will assist the students in the classes formed.

The immigrant Senior Citizen program will be supported,by the Maui County-Department of Human Concerns, whichwill assist with the establishment* of the classes enidentification of instructors. and interpreters. TheCounty will also assist with the dissemination of infor-mation on the classes through their Senior Citizen andImmigration Service.

Involvement - Maui Community School for Adults is the project site.A staff of 8 interpreters (20 hours each) using 8classrooms provlde services to a minimum of 96 studentsneedifig basic education assistance.

Contact Person: Mrs. Elizabeth J. Medeiros, District Educational Specialist,54 High Street, (P.O. Box 1070) Wailuku, Maui, Hawaii 96793

+Vs

4

COMPETENCY-BASED HIGH SCHOOL CERTIFICATE PROGRAMPLANNING AND IMPLEMENTATION SEMINARS AND RELATED SERVICES

Development Dates: October 1979 to January 1980

Objectives: To plan and implement the Competency-Based High School Certi-ficate Program in the satellite centers of Waipahu CommunitySchoR1 for Adults (including staff identification and selection,and development of evaluation instruments fOr quality control);to provide technical' assistance (including in-service seminarson task force committee organization, revision of curriculummodules, counseling; visitation site of Waipahu CommunitySchool (WCS); orientation team services).

Description: Need

Products

While two current alternatives toward acquiring a diploma.exist, other alternatives such as the Competency-BasedHigh School Certificate Program (CBHSCP) will providethe adult population desiring a high school diploma awider choice in expanding opportunities for success.

- 150 volufnes of the Competency-Based High School CertificateProgram Curriculum Guides for administrator* interested ,

in planning for and implementing the program. (50 Copies).and for teachers Implementing the program (100-more detailedcopies).

Activities - The project objectives and standards will'be based ini-

tially on .the Adult Performande ,Levels (APL) developed '.

by the UniVersity of Texas. APL identifies basic needs/

deficiencies in five general knowledge areas--consumer..economics, health, government end.law, community resources,

and occupational knowledge. Competency-based high school

level curriculum materials and tests will be deVeloped in

these content areas, emphasizing reading, writing, and

speaking. t

J

Procedures for the development, implementation and evaluation

of this alternative will be'formulated by the staff. 'Major

activities will include the following:

Implementation of CBHSCP at Waipahu Community School

which serves as visitation site.

In-service .seminars.(;) ,

Dissemination Services. -

Technical assistance services,

Collation and distribution of guides.

4

10

Involvement Waipahu COmmunity"Schooljor Adults and satelliteclasses are involved. A'staff of 22 teachers and11 supervisors are assisting students, desiring ahigh school diploma.

Evaluation - Effectiveness will be measured-by the extent to whichadulestudents cansqualify on the competency-basedtest and the overall effectiftness'and general accep-tance of this alternative approach to high schoolcompletion. Evaluation activities. will include takingthe APL test, keeping. records,' assessing student progressthrough anecdotal writings, and self-evaluation when-ever appropriate.

Contact Person: Mr. 'Wilfred NakamUra, Principal, Waipahu Community School,94-1211 Farrington Highway,, Waipahu, Hawaii 96797

a'

rs

DEVELOPMENT AND PRODUCTION OF MEDIA MATERIALSFOR MENTALLY HANDICAPPED STUDENTS - TOHUKAINA SCHOOL

Development Dates: July 1, 1979 to June 30, 1980

Objectives: To-develop and produce media materials relating to the DataBased Classroom Tea-thing Model in the following areas:

1) Staff Orientation and Training Program2) Educational Assistant Training Program3) Volunteer Training Program4) Parent Education and Home Training PrograM

To develop and produce pledia materials relating to the conceptsutilized in the Data Based Classroom Teaching N5del, includingthe following: ;

1) Behavior modification techniques and strategies2) Prescriptive curriculum andindividualized Programming

of students3) Utilization of volunteers and para-professionals in the

classroom ,

A) The role,ofand techniques of home traininl by parents

To incorporate the developed materials into a dissemination kit

for distribution; to other schools and agencies. )

Description: Need - The Data Ba'sed Classroom Teaching model has been imple-mented on a demonstration basis in classrooms at PohukainaSchool and the results suggest that the model is amostef*ctive one, particularly in ,dealing with the severelymentally retarded student. The applicability of the'Model to regular programs may provide similar results.Roles and responiibilities of personnel working in theclassrooms areunique and'require separate trainingprograms for each. Presently, the training program-forteachers requires a-minimum of 35 hours with additional -

time being devoted to ,outside assiHinMents. Time and cost

preclude, more widespread.training of-iii- service personnelin the implementation of the model. Inthig'regard, theintent of the project is to develop training materialsto expedite the training process and to brdaden the involve-

ment of people filpaughout t' stue. The target groups

are Special. Education, teach '-lducational AssiStant

serving special education-classrooms, volunteers i:. Special-

Education students:

products --.The products will be video-tapes, slide/tape presentations

-o delineating the various components of the teaching model,together with printed material relating to various conceptsincorporated into the training materials. Four spedific

training programs are to,beprpduced:,/as stipulated in the 1

objectives aboye.

1,2

Activities. Activities' will include the development and use ofmaterials in the orientation and training of SpecialEducation teachers, para professionals, volunteersand parents; incorporation of materials developedinto a dissemination kit; development of user ques-tionnaries eer each unit developed to obtain feedbackdata which will assist in improving the units andto determine their effectiveness; and the developmentof appropriate assessment 'instruments for each trainingunit to determine mastery .levels attained by eachtr'ining participant in'each of the training activities.

Involvement - Selected Special. Education teachers presently in servicewill be involved but no specific grade level will betargeted \s'Ince-the teaching model is appropriate forungraded situations.' a

Evaluation - Evaluation will be based on the data secured through:assessment instruments for each training unit, asstipulated in the activity section above.

Contact Pei.son: -Mr. Francis M. Hatanaka, Principal, Pohukaina School,685 Pohbkaina Street, Honolulu, Hawaii. 96813

C)

MAILI COASTAL AWARENESS MODULE

Development Dates: Fall 1978 to Fall 1980

Objectives: To develop a viab", Grade .4 Coastal Awareness instructional

module.1

Description: Need - Existing elementary instructional materials relevantto Hawaii's unique insular environment are extremelylimited. This project was initiated to provide materialswhich will help fourth grade students become aware ofHawaii's coastal environment, devq/lop knowledge ofvarious aspects of the marine environment, developmarine-related survival skills, and become committedto living in harmony with the environment.

Products - The final product of this project will be a set ofinstructional materials for fourth grade studentsentitled MART COASTAL AWARENESS MODULE:

.0

Activities Preliminary development of the instructional activitiesdescribed in the module began at Maili Elementary Schoolin the fall of 1978 and continued throughout the 1978 -79school year.. Utilizing the results of these activities,a writing team, produced a draft of the instructional

module during the summer of 1979. This draft has beenprinted under. the title HO'I ANA IKE KAI and is being

h'-pilot-tested during.the 1 79-80 school year. Inservice '

49training will be provide for those teachers participating

in the pilot -test. Evaluative comments collected fromthese teachers will be used to revise the module duringthe summer of 1980. Final printing of the module isprojected for fall, .1980.

Involvement - Material development was initiated by the Maili Elementary

School Staff. The primary pilot - testing site is also

Maili Elementary School. All fourth grade students and

teachers at Maili (approximately 13,0 students, 5 teacherS)

will be involved in the pilot test. Other public and

private elementary schools have been ,afered the oppor-°

tunity to participate in the pilot; however, an exact

number of actual' participants is unavailLable at this time.

Evaluation - Student learning outcomes will be measured by both a pre-,

and post-test lairovided in the module, and by teacher

evaluationeof the students' performance in thetulminating

activity, Boat Day; in which students use knowledge and

skills gained in previous activities to construct a mock

canoe and simulate a loyage from Polynesia to Hawaii.

Contact Person: Miss Violet Todoki, District Educational Specialist, Leeward

District Office, 94-366 Pnpupani Street, Waipahu, Hawaii 96797

148

PLAN FOR NUTRTTION EDUCATION AND TRAINING IN HAWAIIPRESCHOOL-GRADE 12

Development Dats: July 6, 1978 to September 30, 1980

Objective: ,To provide students of both public and private non-profit'schools, K-12, and pre-school children in non-profit e,ildcare institutions with opportunities to leafn about foodand nutrition and .the relationship of nutrition to healththrough the development of a State-Plan for NutritionEducation and Training 'in Hawaii, Preschool-Grade 12.

DeSCriptiOn: Need - The U.S. Congress established the Nutrition Education.< and Training Program thiough Public taw p5-166, Section..'19 to create opporZunities For children to learn about,the importance of. the principles of good nutritionin their daily.lities and how these principles are appliedin the school food service.

A needs assessment is presently underway in Hawaii anis scheduled to be completed in April, 1980. Some.

c,preliminary results-to da. t indicate that 1) there is

, need for training in nutrition education for teachers,school nurses and food personnel; 2) nutrition educationis not'being adequately taught in about one-third of allschools surveyed; and 3) there are significant nutrition-related problems among students, inCluding snacking onempty calorie foods, making'poor food choices, skipping

meals, and practicing eating habits that promote dentalpyoblems.

Products - Based on .the conclusion-and' recommendations of the needsassessment, a State Plan for Nutrition Education andTraining for Hawaii,'Preschool-Grade 12, will be developed.Models for training food service personnel, school nurses,teachers for grade K-6 will be designed and tested for(inclusion in the State Plan.

Activities - The activities planned for 1980 include 1) completinga statewide nutrition education and 'training needs'assessment; 2) developing A'State Plan for NutritionEdutation and Training in Hawaii; and 3) designing andpiloting training models for teachers, school nurses andfood service personnel for the public and private schoolsand child care institutions.

Involvement - It is exbected that all seven school districts inthe.'State will participate in Nutrition Education andTraining development activities`. Participation of public

and private schools and childcare institutions is expectedto be at or near the 100% level. This involves-228 publicschools, 139 private schools and 185 child care institutions.

915

ft

The.development othe State Plan will include inputfrom the 36 member State NutritiOn Education Advisory-Councili.the Technical Review CoMmittee of the Department,..and other interested,parties.

Evaluation - Evaluation will be conducted throughout the development,stages of the State Plan for Nutrition Education andTraining in HaWaii. Separate, evaluatiop's will be designedfor the various components, such as h),e deVelopment andpiloting of"the training' moAels.

A formal evaluation of the Nutrition Education and Training'Program will be conducted by an ekternar,evaluator uni6rcontract to the Nutrition Education and Training Programat least annually in accordance with Section 227.31c ofthe Nutrition Education and Training program Final Regu-lations published May 15, 1979. This evaluation'willassess the,effectiveness of the major.Nutrition'Educationand .Training-developMent activities undertaken.' Theresults will be used to refine:activities and to' revisedevelopmental plans for the future., ;

,COntaCt Person: Mrs. Lorraine Simich, Educational'SPecialisi II, Nutrition.Education and Training Program, General Education BranchvOffice 'of Instructional Services,,1270 Queen Emma Street,Honolulu, Hawaii ':96813'

10

16

PROJECT OUTREACH AND UPLIFT THROUGH ADULT BASIC EDUCATION

Develop,rent Dates: October 109 to April 1980

Objecti )res: To assist 250 adults.articulate nd achieve their educationalobjectives; to, reduce the attrition rate of 40% in the aca-demic classes.

Description: Need - Whilethe majority of adults in adult education arehighly motivated and goal-oriented, a significantnumber'are'not, as reflected by the 40% attritionin attendance in academic courses. The target studentsare the approximately 250 enrol -lees needing basic

education.

Products ,. - Curriculum preparation (special plans).

Activities - The objectives of the project axe to be attained chieflythrough:

. A

(1) Selection ofapprOpriate personnel and provisionof services::

PERSONNEL.

TeaCherS (2) To provide.instruct.on in language'.arts and,coTputation skills. ;

Recruiter-Counselor , To recruit and provide the data andsupport which will enable studentsto continue their education; to guideindividual assessment and studentarticulation -'of objectives.

Program Coordinator To cOordinate and supervise all acti7vities to mobilize school andcommunity resources.

'

To develop relevant materials whichwill motivate students to completeand continue their educticn.

Curriculum Preparer

(2) Promotion of self-motivation an&self-reliance.

Methods for promoting self-motivation and self-Teliandeinclude, but are not limited to, becoming knowledgeablein estimating present competencies,.setting se:f-determinedgoals, developing/executing individual learr-,7- plans, 2ndselecting/designing/assessing an evaluation

Involvement-- Aiea Community School is the-site of .this 'project. A staff

of 2 teachers (17 hours/30 weeks), 1 recruiter-counselor .

(7 bours/30. weeks), 1 program coordinator (10 hours/30 weeks)

V.

11 1 7

and 1 curriculum prepari (10 'hours/30 weeks) provide,services to over .250 clrollees needing basideducation.

Evaluation - The evaluation of efreattainment of indiViduof dropout rate in the

3s t-::.11.be dete%mined by

:t: .s and by the reductionis classes.

Contact Person: Mr. Yukio Taguchi, Princip,, 3a98-1278 Ulune Street, Aiea,-Hawaii

18

,12

Community School of Adults,96701

READINGTO LEARN: INTEGRATING THE TEACHING OF READINGIN THE SECONDARY CONTENT AREf 2LASSES

De-elopr:.nt Dates: September 1979 t June 1982

Ot ectives: To maximize secondary Jtudents' ability to read purposefuflyand effectively the materials presented to them in the soeal-studies,sscience, and :anguage arts classes, in order todevelop students who'are more knowledgeable and skilled inusing the concepts of the content areas; to provide the teacherwith more effective tools for accomplishing his/her own subject.-matter objectives, thus helping the teacher become even betterat his or her own specialty.

Description: Need - The Stanford Achievement TestS, Advanced Level, addinis-tered to the 8th graders at Highlands Intermediate School,in the Fall of 1978 revealed a need toimprove learnercompetencies. An analysis of the Reading Comprehensionsubtest showed that the passages were either languagearts, science, or social studies-related and that studentsperformed below the national norm on 64%-of science-related questions, 64% of t'ocial studies-related questions,

eb and 44% of language-arts related passages. Moreover, pre-service training of secondary teachers has offered limitedor no training in helping students read and understandthe Concepts of science, social studies, and literaturecontained in the texts. Therefore, a systematic andcomprehensive approach s needed.

,Products - By the ,and-of the third year of the project, productSe-de\eloped will include: Sourcebook of Guidelines andSample Instructional Strategies, Handbook of TeacherTraining 1Modules, and readinestudy guides for selected

1

curricular areas;

Activities - Insery cing of project teachers on concepts - of theAsses ent and Improvement Process will be the emphasisduri g the first year of the projedt. These conceptswill be the basis upon which the content area teachersin the project will assess.student needs, analyze theirmateiials, and develop strategies to help Students,over-come difficulties in-comprehending these content areamaterials. During-the second year, the project will expandto include any othe staff who did not participate duringthe first year. Further, draft materials produced'duringthefirst year willundergo refinement after classroom

`testing and evaluation by school personnel and'CurriculumResearchand Development Group (CRDC). The third yearwill focus on final- revision of those products which.'.might,be of use to, other sehools.,

Involvement - By the end of the third year, the project will be tmple-

13

mented with 100% cf the grades 7 and 8 science, socialstudies, and language arts teachers. In addition,one science teacher frcm 'Our Lady of Good Counsel Schoolwill participate in the inservicing.

Evaluation'- Evaluation activities will include responses of projectteachers on questionnaires, a log of teacher participationin project activities, a log of trial use of sampleinstructional strategies, student performances on teacher-developed, tests4and/or teacher observations on theappropriate performance expectations and objectivesspecified in the Department of Education's Program andCurriculum guides, and informal teacher evaluation andcommentarron the impact of the 'strategies on studentattainment of course objectives.

Contact Person: M -. Shige Ushiro, Principal, Highlands Intermediate School

Mrs. Judy Higa, Instructional Improvement Facilitator,Highlands Intermediate Schqql, 1460 Hoolaulea Strek, PearlCity, Hawaii 96782

14

SUCCESS,IN BEGINNING READING AND wRITIN,p

Development Dates: July 1, 1979 to June 30, 1980

Objectives: To determine the effectiveness of the Success in BeginningReading and Writing prograM in three different program settings;to develop optional inservice training paCkages for teachers.

,Description: Need - Analysis of standardized test scores has indicated needfor:improving student performance on redoing tasksSuch as comprehension; vocabulary development and meaning-based word-recognition skills in urban, inner city andrural'settings.

Directly addressing these problems is the Success inBeginning Reading and Writing Program. This projecthas been undertaken to validate the effectivenesspsuitability, and timeliness of the "Success" program.for use in Hawaii.

r,\

Products - An inservice training pac)(ager including video tapecassettes, will be developed.

Activities - ,Activities fall into the three, major categories ofpilot trials of the "SuccesS" program in :three different

-program settings, provision of inservice training tothe pilot trial' teachers, and development of an in-

, service training package. ,

Involvement - School level-Title IV-C "Success" mini grants and thisvalidated project have been integrated'into a dual butunified project.;. ,The project is a cooperative,"coordi-nated venture among:parents, schools,A,he district office,the Office,of Instructionai Services and the principalconsultant, Dr.,Anne Adams.

Three elementary sppools in the Windw.vd district have'been formally desigbated as trial sites. These areWaiahole Elementary School, Hauula Elementary School,and Ben ParkeElementary School.

Approximately 15-30 teachers are involved, serving about450-800 students. Although the focus is.on the primarygradds,,students in grades 4-6 are included, in. the project.

Interested schools in other districts may be designatedas cooperative trial,sites but will not be part of theformal'evaluation.

Evaluation - Effectiveness will be measured by pre-poSt analysis of theComprehen'sive Test of .Basic (CTBS), attainment oflesson objectives, and interviews and teacher feedback

15

1

on inservice training packages, including the videotape training cassettes.

Contact Person: Mr. Kenneth Yamamoto, Eaucaiional.Specialist.II, ElementaryLanguage Arts - Readings General Education Branch, Office ofInstructional Services, 1270 Queen Emma Street, Honolulu,Hawaii 96813'

2216

Ca

fq

This section provides brief descriptions of continuationprojects for the purpose of up-dating the information Oneach project.

For more information the reader is directed to Information.and Dissemination Series"4,on Experimental, Developmenta4and.Demonstration PI,Irams, . Projects and Activities; December1978.

17

Y

LNEKla Ubt ANU LNVIKUNMLN1 .0KUJP,CT

Development Dates: July 1, 1078 to June 30, 1980

4' Objectives: To improve literccy in energy use-and the environment. This-objective will be attained by strengthening student-teacher

-.. interactions through the development and implementation ofA curricula and classroom instructionalrsupport services as

they relate to energy use and the environment..

..The emphasis this year will be to:' 1) finalize the 22 instruc-tional modules and the support system to guide classroom ,

application of improvement strategies in energy use and theenvironment; 2) pilot-test instruments for measuring studentneeds and achievement in energy use aid environment

Activities; Continue the development of curricular materials and supportsystem to guide classroom application of improvement strategieso;energy lse'and the environment. .

,.

A.Communication network based on a center accessible to all:students,' teachers and.communitygroups is in operation atMoanalua Intermediate School. .

2Staff'develoPillent activities Are being 'conductedto promOtesupportive relationships in classrooms,and school level assess-ments.related to instruction.

Contact,Person:

.

Mr. Mil,firs Muraoka, Educational Specialist II, Science,General Education Branch, office of IntructionabServices,1270 Queen Emma Street, HOnolulu, Hawaii 96813

19

'

THE HAWAII BILINGUAL/BICULTURAL EDUCATION PROJECT

-Development,Dates: December 1974 to June 1980

Objectives: To plan, develop, and implement a bilingual/bicultural educa-tion program in language arts, mathematics, and cultural

'studies in' se,lected elementary classes for Hawaii's limitedEnglish-speaking children who are speakers of Ilokano, Samoan,Korean, Chinese, and Japanese. The project aims to assistthese limited-English speakers to learn academically throughtheir native language, tip gain proficiency in English in orderto participate successfUlly in regular classrooms, and todevelop positive self-image and acceptance and respect fortheir native languages and culture..

This year the project will include four additional language's,Filipino (Tagalog), Vietnamese, Tongan and Hawaiian.

Activities:. For the school year 1979 -80, the project will continue tofieldtest'a transitional: model in bilingual/bicultural edu-cation at the K -6 levels Using Ilokano, Samoan, Korean,Cantonese,. and*Japanese. The model will also be used withfour additionallanguages Filipino,(Tagalog)Oietnumese,Tongan, and Hawaiian.

Evaluation activities will include administering sections ofthe Stanford Early-School Achievement:TeSt'andthe StanfordAchievement Test to-a-saMpiing.of regular students in order'to develop,Fall and Spring norms. These norms will be usedto compare the achievement of the target population with theregular mnlation.

Contact PersOn:. Ms. Belen'Ongteco,.Educational Specialist II, Bilingual/-Bircultural ',Education Project,, Development Services andContinuing Education Branch, 'Office pfInstructionalServices., .1270 Queen Emma Street Honolulu, Hawaii 96813

20

4

HAWAII PROJECT FOLLOW THROUGH

Development Dates: July 1, 1967 to June 30, 1980 (end of 3 -year funded period)

Objectives:. To develop institutional. centers (within selected Hawaii schools)for extending the educational,gains made by disadvantaged chil-dren in the preschool project, Heads-tart, and other similarquality preschool programs, in order to help children in gradesK-3 to become self-confident, responsible, inventive, and prO-ductive; to develop model institutional centers (within selectedHawaii sChoolS) where the developmental- interaction approachto early childhood edutation is implem6nted,'can be demonstrated,and is available fOr observation and evaluation for the purposeofreplication in Hawaii schools and .posSibly in otherschoolsof similar communities; to develop aria refine strategies forevaluating, disseminating, demonstrating, and replicating elementsOf the developmental interaction approach to early childhoodeducation in other Hawaii schools.

Activities:

An additional need the project' will address this year is toassist disadvantaged parents_with their educational and,socialdevelopment.

Among the planned activities will be the implementing of newlyfunded project of developing parent leadership for effective'participation in educationjhrough community aide and consul-tative experiences on. an. tIonorarium basis; continuing efforts'toward increasing parent participation in school activities whichmay have to be scheduled.more frequently at nights;'designingnew approaches to in4ervicing teachers interested in implementingaspects of the developmental-interaction approach to earlychildhood education,

Contact Person: Dr. Janet Sumida, Educational Specialist II, Project FollowThrough, Development SerVices and Continuing Education Branch,Office of Instructional. Services, 1270 Queen Emma Street.,Honolulu, Hawaii 96813

26

IMPROVEMENT OF SCHOOL PROGRAMSIN MATHEMATICS THROUGH A COMPREHENSIVE FPAIS APPROACH

Development Dates: July 1,'1977 to June 30, 1980 ( The 1979-80 componentof a 3-year project proposal is reported here.)

Objectives: To reduce mathematics program deficiencies identified through'state-level assessments by developing learning materialsand-teaching strategies and initiating a program'for in-depthtraining of schOol-level leaders in the use of new materials,teaching strategies, and Foundation Program Assessment andImprovement System (FPAIS) methodologies for'program improve-ment in their schools.

The emphasis this year will be on 1) reassessing mathematicsprogram deficiences using Stanford Achievement Test results;2) developing, adapting, or rcvising modules (learning andteaching strategies); 3) refining the leadership trainingmodel for school program improvement; and 4) planning forthe continuation of school program improvement activitiesafter the project has ended.

Activities: Activitie's for the year will include:

1. Continuing the development and pilot-testing of projectproducts.

2. Continuing to conduct and evaluate leadership trainingsessions.

3. Finalizing non- commercial project products forand dissemination.

4. Planning for the inclusion of project productsmathematics improvement.

Contact Persons:

printing

for 'School

Mrs. Kathleen Nishimura, Project, Coordinator, GeneralEducation Brhnch, Office of Instructional Services, 1270Queen Emma Street, Honolulu, Hawaii 96813

22

27

Development

Objective:

.

Dates:

INDIVIDUALLY GUIDED EDUCATION (IGE),PROGRAM IMPLEMENTATION

July, 1, 1978 to June 30, 1980

\To introduce the Individually Guided Education Program ofChange to.the principals, faculties, parents and studentsof ten elementary, schools in the Maui District;.to providethe training and Support to enable each of the schools tobecome an IGE'school.

The main thrusts of the second and final year of the projectwill be to: 1) implement. IGE in eleven Maui Districtelementary schools; 2) provide introductory training innine Maui District schools and several private schools;3) conduct an IGE clinical workshop to train Maui personneland facilitators from the three other school districts andthe Office of Instructional Services of the Department ofEducation; 4) establish a League of IGE schools in the MauiDistrict.

Activities: The highly successfulg,IGE Clinical Workshop conducted inJuly will serGeas the take-off point for the IGE activitiesto be conducted during this project year. Among the plannedactivities are:'

1. Providing on-the-spot consultation services to thoseteadhers who participated in the clinical workshop andare utilizing IGE concepts in their classes.

2. Working with the four principals who participated in theworkshop to develop and implement change strategies to'facilitate individualization and continuous staff develop-ment.

y.

-3. Arranging and conducting sharing sessions among teachersand principals who participated in the clinical workshop.

Conducting training sessions for personnel not previouslyinvolve,.:1 in such 'training.

5. Providing help in conducting "we agree" sessions at Schools-upon request.

6. Planning and conducting,another clinical workshop forinterested participants;.:

7. Publishing the Maui Disfrict IGE Newsletter once a month.for distribution to all personnel in .the District.

8. Arranging for visitation to three IGE schools in California,by two elementary school principals in November or December.

2328

9. Utilizing human development activities in a class orschool.

10. Planning strategies to create an awaren'esscf the needfor and interest in a re-examination of a school's improvement program.

Contact Persons: Mfr. Michael H. Hazama, Deputy, ,District Superintendent,Maui District Office, P.O. Box 1070, Wailuku, Hawaii 96793

Mr. Douglas H. Holt, IGE Facilitator, c/o Paia,School,P.O. Box 697, Paia, Hawaii 96779

Mr. Clifford M. Horita, District Liaison Specialist,Molokai Liaison Office, P.O. Box 920, Kaunakakai, Hawaii,96748

29

24

tJ

MULTICULTURAL AWARENESS PROJECT

Development Dates: November 1975 to June 1980

Objectives:

Activities:

01

To develop, test and prepare multicultural instructionalcomponents and ancillary materials for dissemination inthe schools of Hawaii.

This year the project will include working with the Hawaii *

Bilingual/Bicultural Education Project in ield testing andevaluating the Ilokano, Kor.e.an and Samoan devisions of themulticultural materials fdr grades 4-6.

For the 1979-80 the project will:

1. Complete the final revision of the intermediate (grades7-8)-component on multicultural support Materials basedon the pilot experience and field test these materialsin some Oahu school .classes.

2. Develop a one-year course on Hawaii's Cultural Heritage.

3. Complete the development and revision of the ModernHawaiian History course for the high school and field'test these materials.

4% Complete the revision and field testing of the detailedconceptual structure for the multicultural high school,program which guides the selection of appropriate:contentand student activities.

5. Complete the revision ariR field testing of the five instruc-tional modules for high school Component B pilot tested lastyear, develop-five additional modules focusing on studentleadership and*decision making skills and pilot test allof these modules.

6. Complete the revision of the Ilokano, Korean, and Samoanversions of the multicultural materials for grades 4-6 andpilot and field test these materials.

7. Revise, field test, and complete camera ready copy or thesecondary school community resourcemanual.

8. Plan and provide four 3-hour sessions for district educa-,

tional specialists and teachers involved in the installationof the elementary program mat,erials (grades 4-6); four'3-hour sessions for teachers involved in the Modern HawaiianHistory course field test (grade 11-12); two 3-hour sessionsfor teachers involved in'the inte mediate cdmponent (grades7-8);.and two 3-hour sessions for eachers field testinghigh school Component B.

3025

9. Complete development of a suggestive inservice modeland dissemination plan for the 7.:-8 program and for thehigh school Components A and B.

10. Prepare a recommended installation plan, including costestimates as well as.-inservice and field service modelsfor program implementation.,

Contact Person: Mrs. Elaine Takenaka, Educational Specialist II, SocialStudies; General Educational Branch, Office of InstructionalServices, 1270 Queen Emma Street, Honolulu, aii 96313

26

PHILOSOPHY FOR CHILDREN

Development Dates: July 1, 1978 to June 30, 1980

ObjeCtives: To increase the reasoning ability and reading skills ofchildren through a planned curriculum for teaching philosophyto fourth, fifth, and sixth graders in'selected elementaryschool classrooms; to 'train teachers in the use of materialsdeveloped by the Institute for-the Advancement of Philosophyfor Children.

The emphasis this year will be:

1) improving the data base in order to substantiate programeffectiveness in reading, reasoning and moral developmentin project students in grades 5 and 6;

2) continuing to involve teachers and"students in the Hiloarea schools;

developing a teacher 'training model to assist in thereplication of the program in other schools in Hawaii,

Activities: Major activities will include a two-week, 3 credit workshopin August to introduce new teachers to the materials developedby the Institute for the Advancement of Philosophy for Childrenand to provide continuing teachers a review of essential infor-mation on philosophy and logic. In addition, seminars intechniques of conducting philosophical dicussions will be heldregularly during the y9ar. These will be augmented by on-siteclassroom visits and individual consultations.

Contact Person: Dr. Nobao Fukuda, Professor of Education, University of Hawaiiat Hilo', P.O. Box 1357, Hil* Hawaii 96720

32!7. r

27