Ka'u_&_Pahala

//Note: Please limit your school’s priorities to four. Please use learning from each day’s sessions to refine and clarify these priorities rather than adding additional priorities.// =**Team Members Attending:**= =**Priority #1: Academic Core**=
 * Implementation Action Plan 2010-11** **Responding to the Needs of All Learners**
 * **School Name:** || Ka'u High and Pahala Elementary School ||
 * **VPES:** || Jamil Ahmadia ||
 * 1) Sharon Beck, Principal
 * 2) Cheryl Maesaka, Secondary Curriculum Coordinator
 * 3) Laurie Strand, Student Support Coordinator
 * 4) Dexsilyn Navarro, Math Coach
 * 5) Jacquolyn McMurray, Intervention Teacher
 * 6) Kristin Wolfgang, Elementary Curriculum Coordinator
 * 7) Joy Hohnstine, Elementary Counselor

=**Priority #2: Intervention**= =**Priority #3: DATA**= =**Priority #4: Scheduling**=
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * Targeted standards (student need) || Bernice Kihara || 10/15/10 ||
 * Look at everything our school has and how we are using it- AVID, interventions, curricula ||  ||   ||
 * Identify power standards- progression vertical alignment, identifying power standards || Coaches and teachers, Edison directors ||  ||
 * Get list of curricula in literacy team, Review instructional tool (text) to determine appropriateness/effectiveness, training in using the core || Coaches and teachers, Edison directors ||  ||
 * Developing standards-based units (clustered benchmarks, end in mind- assessment, pacing backwards) ||  ||   ||
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * Focus for second quarter (elem) based on data- which students? bubble/support for low/math? Jackie, Dex, Kris, laurie will bring data to Literacy team- 830-1030 10/15/10, room 10, Set up DIBELs account, find out how it feeds into LDS (bernice kihara will help) ORF 1 minute timing grades 1-6, starting with lowest kids in each class (10/13-10/15) decide on viable model (k-2 walk to reading? bubble push up in 3-6?) || Literacy team- Kris, Jackie, Laurie || 10/15/10 ||
 * Whole school - core and intervention teachers together to look at METs data and determine purpose and what resources are being used and why they're using it. (bring METs on kids, Achieve data, any other data they use, resources they use), share with full faculty 11/12/10 || Cheryl, Dex, Intervention and special education teachers || 10/21/10 ||
 * Data process using what we learned to determine need for intervention, progress monitoring, entrance/exit criteria, documentation, goals for each child, resources, how often, duration, length of session, number in group, pre/post || Kris, Cheryl, Dex, Laurie ||  ||
 * pyramid of intervention- post for faculty as poster ||  ||   ||
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * Teachers become owners of class data- who, what, when, where, when- how to use the computer systems (METs, DSI, Achieve) || teachers || Date(s) ||
 * special ed teachers need to know a METs password to use to access data || Name(s) || Date(s) ||
 * clearly defining roles/responsibilities for data management (what and who)- collection, analysis, graphing || Name(s) || Date(s) ||
 * **Next Steps** || **Key Driver(s)** || **By When** ||
 * Master schedule: look at process from ILC with time line || master schedule committee, Kim Williamson || Date(s) ||
 * PD calendar || Name(s) || Date(s) ||
 * Description of step || Name(s) || Date(s) ||

=Other Notes or comments:=