1. 1 Handout #1 INTRODUCING THE STANDARDS TOOLKIT (Language Arts)  Performance Indicator Progression  Scope and Sequence  Instructional Guide  Language Arts Framework

2. 2 Part I: Setting the Context What We Value and What We Must Do

3. 3 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

4. 4 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.”

5. 5 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

6. 6 Hawaii Content and Performance Standards Ten content areas: Language Arts Mathematics Science Social Studies Career and Life Skills Educational Technology Fine Arts Health Physical Education World Languages

7. 7 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.

8. 8 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.

9. 9 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.

10. 10 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

11. 11 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

12. 12 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

13. 13 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.

14. 14 Process for implementation 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.)