K-12 DEPARTMENT
HEAD/TEACHER LEADER
WORKSHOPS IN VISUAL ARTS,
MUSIC, DRAMA AND DANCE
Ilikai Hotel, Pacific Ballroom
December 1, 2005
STANDARDS-BASED
EDUCATION
STANDARDS-BASED EDUCATION ICEBERG
Student Achievement
Standards
Rubrics for Grade Level/Course Benchmarks (Quality Indicators)
Standards-based Curriculum Mapping
Standards-Based Instruction
Standards-Based Assessment
Standards-Based Courses
Recommended Standards-Based Textbooks/Programs
Standards-Based Grading
Standards-Based Report Cards
Standards-Based Hawaii State Assessment
Standards-Based Promotion Policy
TBA
When we started the Standards-Based
Education journey in 1994, we did not
realize that this initiative would catalyze
a revolutionary change in how we teach,
assess and grade - in short,
causing a systemic change
in education.
Most important, the implementation of
standards-based education requires that
the following beliefs be translated into
practice in every classroom:


Quality education for ALL children.
ALL children can and want to learn.
Vision of a
Public
School
Graduate
NCLB
Act 51
AYP
Strategic Plan
Benchmarks
HCPS
System
&
HSA
csss
StandardsBased
Grading
Standards-Based
Report Card
Hawaii’s Standards-Based Education and Comprehensive Student Support Systems
HCPS - PAST, PRESENT AND FUTURE

HCPS I
1994
1,544 standards

HCPS II
1999
139 standards
(10 content areas)

HCPS III
2005
75 standards
(9 content areas)
HCPS II vs. HCPS III: MAJOR DIFFERENCES
HCPS III:
 contains content and performance standards-those
which can be measured.
 does not contain items which are related to
instruction/instructional pedagogy.
 clearly delineates what concepts and/or skills which
need to be taught and mastered at the specified
taxonomic level for a specific grade level - that is why
the same concept and/or skills are/is NOT repeated
until mastery at a new taxonomic level is required.
 establishes the taxonomic level at which students
need to demonstrate proficiency.
 provides a rubric for each benchmark.
 provides benchmarks by courses for secondary
schools.
TAXONOMIC RUBRIC LEVELS
LEVEL IV
Knowledge
Utilization
~Analyze using
evidence
~Classify with
justification
~ Generate/
Test
Hypotheses
~ Investigate
~ Use _ to
determine _
~ Use _ to
Solve
LEVEL III
Analysis
~ Analyze
~ Categorize
~ Classify
~ Compare
~ Create a
rule
~ Differentiate
~ Find what is
common
among_
~ Predict
LEVEL II
LEVEL I
Comprehension
Knowledge Retrieval
~ Describe how _
depends on _
~ Describe how/why
~ Diagram
~ Explain the concept
~ Identify the
essential as
opposed to nonessential
~ Illustrate/Describe
how _ is related to
~ Represent
~ Demonstrate and
explain
~ Collect Data
~ Define and find
examples of
~ Describe different
types of
~ Give/Provide
examples
~ List
~ Name
~ Recall
~ Recognize
~ Select from a list
HCPS III
DEVELOPMENT SPECIFICATIONS FOR
McREL



HCPS II
~ Eliminate overlaps, redundancies
~ Ensure consistent grain size
Compare HCPS II essential standards and benchmarks
with:
~ highly regarded standards documents from other states and
make recommendations to align, add/delete
~ national foundational documents (NCTM, TIMSS Results
and Analyses)
Provide recommendations for strands and topics that organize the
standards and benchmarks
STANDARDS-BASED EDUCATION TIMELINE
‘04-’05
‘05-’06
Complete HCPS III
~ Complete HCPS III
for Science(4/21), Math
for Social Studies,
(5/19) & La ( (6/9),
Fine Arts, World
PE (6/23), Health (6/23)
Lang., CTE (8/18)
‘06-’07
‘07-’08
Implement HCPS III
~ Implement HCPS III
Training
Hawaii State
Assessment based
on HCPS III
Elementary SBReport Card-Pilot
Elementary SBReport CardI
GLO Rating-All
Elementary Schools
SB-Grading: All
Elementary Schools
Implement Middle
Level Promotion
Policy
Elementary SBReport Card II
SS-HSA Field Test
in Fall 2007
Elementary SBReport Card III
Secondary SBReport Card I
(Postponed to 2008-09)
SB-Grading/GLOs:
All Secondary Schools
Implement K-12
Promotion/Retention
Policy
TIMELINE FOR DEVELOPMENT OF
K-12 PROMOTION POLICY

Convene K-12 Promotion Policy
Task Force
November 2005
(Postponed until
decisions on
SB-report card
finalized.)
(Review Summer School Policy and explore the need for
Intersession School Policy. This would be followed with
development of a comprehensive intervention program.)

Complete K-12 Promotion Policy
(Draft) - Present to the Regular
Education Committee
April 2005
DECISION ON
CURRICULUM MAPPING PROGRAMS



Meeting held on Friday, March 4, 2005
Decisions:
~ Since data is web-based, it appears that
the data can be migrated to the DOE
system once the system has been built.
~ Therefore, complex areas may purchase
the services from the vendor if desired.
~ Research on establishing a vendor list is
being conducted.
Lotus Notes based program will be developed
’04 – ’05
’05 –’ 06
K-12 Benchmark Maps
~11/05: LA, Math,
Science
~ 2/06: SS, PE,
Health,
Fine Arts,
World Lang.,
CTE
’06 – ’07
Newly created Instruc.
Guides and assessment
tasks linked to HCPS III
on the website
Develop & implement
online and televised
training programs on
HCPS III
Develop Lotus
Notes curriuculum
mapping tool
Implement Lotus Notes
curriculum mapping tool
2006-10 ACCN posted
on website
Schools begin offering
2006-10 ACCN courses
Implement new
Graduation Requirements
’07 – 08
Benchmark Map
Available in Notes and on
DOE Website…
By the end of December
= Math, Language Arts, Science
By the end of February
= Rest of the content areas
Curriculum Map

Developed by teachers/schools

Includes elements of Benchmark
Map, PLUS content, skills,
essential questions, assessments,
instruction
Summary of State Support
Benchmark Map
+
Instructional Guide

Starting point for teachers without
Curriculum Maps
AND
Provides validation for teachers with
Curriculum Maps
Kinds of Curriculum Maps
State Benchmark Map – created by
content specialists
School/Teacher Maps
Diary – actually taught
Projected – plan to teach
Consensus – common agreements
History of Notes Curriculum Map
2005
May
June-August
July-September
September
SeptemberDecember
History
Goal: Create a free tool for
schools to curriculum map
Enhancement and development
for statewide launch
125+ schools sign up for
system
Train-the-Trainer session, one
representative for each complex
area
Distribution, implementation,
and training
’04 – ’05
’05 –’ 06
’06 – ’07
’07 – ’08
Develop Credit by
Exam Tests
(Implement Algebra
Test in Spring ’08)
Develop
standardized course
assessment tests
Recommended
Textbook/Program
Review