Handout 1 INTRODUCING THE STANDARDS TOOLKIT Performance Indicators

Handout #1 INTRODUCING THE STANDARDS TOOLKIT • • Performance Indicators Progression Scope and Sequence Instructional Guide Career and Life Skills Framework 1

High Expectations for All Students 2

All public school graduates will: • Realize their goals and aspirations • Have attitudes, knowledge and skills to contribute positively to and compete in a global society • Exercise their rights and responsibilities of citizenship • Pursue higher education or careers without need for remediation. 3

“To ensure high academic expectations for all students, the Department of Education shall implement the Content and Performance Standards. . . Published in June 1994 and adopted by the Board of Education in October 1994. ” 4

• To be responsible for one’s own learning • To be involved in complex thinking and problem solving • To recognize quality performance and produce quality products • To work well with others • To communicate effectively • To use a variety of technologies effectively and ethically 5

• • Language Arts Mathematics Science Social Studies • Career and Life Skills • Educational Technology • Fine Arts • Health • Physical Education • World Languages 6

• Literacy ensures that each student reads, writes, speaks, computes, and thinks critically with proficiency as specified in the Hawaii Content and Performance Standards. 7

• Civic Responsibility guides each child’s growth into an informed and concerned citizen who practices ethical behavior, seeks to understand obey laws, and actively contributes to the well being of others, society, and the environment. 8

• Safety and well being—a two-fold policy: (1) promotes a working partnership between school and home to nurture every child’s physical, emotional, and social wellbeing, and (2) provides a secure, supportive learning environment with adequate facilities, equipment, books, and other learning resources. 9

Images of Success • • • Standards-Based Learning Quality Student Support Professionalism and Capacity of the System Focused and Sustained Action Coordinated Team Work Responsiveness of the System 10

• Goal 1 —Proficiency in reading, language arts, and math (2014) • Goal 2 —Proficiency in reading, language arts and math for ESLL students • Goal 3 —Instruction by qualified teachers and paraprofessionals (2006) • Goal 4 —Schools that are safe, drug-free, conducive to learning • Goal 5 —High school completion by all students 11

Goals: • Provide a standards-based education for every child • Sustain comprehensive support for all students • Deliver coordinated, systemic support for staff and schools • Achieve and sustain continuous improvement of all student performance, and professional, school, and system quality. 12

Efforts will be directed at establishing: • A system of standards that puts the focus on the quality of students’ work • A system that aligns curriculum, instruction, and assessment • Professional development to support implementation • Capacity building and leadership to sustain improvement 13

• Identify relevant standards. • Determine acceptable evidence. (Assessment) • Determine learning experiences. (Curriculum) • Teach and collect evidence of student learning. (Instruction) • Assess student work for improvement and/or report on student learning results. (Re-teach or repeat process with next set of relevant standards. Throughout the process, involve students. ) 14