Department Chairpersons’ Leadership Cadre Session #1

Report
Handout #1
INTRODUCING
THE STANDARDS TOOLKIT
(Language Arts)
Performance Indicator Progression
 Scope and Sequence
 Instructional Guide
 Language Arts Framework
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Part I:
Setting the Context
What We Value and What We Must Do
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Vision of the Public School Graduate
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
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Policy: Board of Education 2015
“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.”
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General Learner Outcomes
 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 communicate effectively
 To use a variety of technologies effectively
and ethically
 To work well with others
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Hawaii Content and
Performance Standards
Ten content areas:
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Language Arts
Mathematics
Science
Social Studies
Career and Life Skills
Educational Technology
Fine Arts
Health
Physical Education
World Languages
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Student Priorities
 Literacy—ensures that each student reads,
writes, speaks, computes, and thinks critically
with proficiency as specified in the Hawaii
Content and Performance Standards.
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Student Priorities
 Civic responsibility—guides each child’s
growth into an informed and concerned
citizen who practices ethical behavior, seeks
to understand and obey laws, and actively
contributes to the well being of others,
society, and the environment.
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Student Priorities
 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 well being,
and (2) provides a secure, supportive
learning environment with adequate facilities,
equipment, books, and other learning
resources.
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Comprehensive Needs Assessment
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
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Policy: No Child Left Behind
 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. Completing of high school by all
students
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Strategic Implementation Plan
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
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Language Arts Program Support
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,
assessment;
 professional development to support
implementation;
 capacity building and leadership to sustain
improvement.
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Process for implementation
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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.
(Reteach or repeat process with next set of relevant
standards. Throughout the process, involve students.)
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