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

High Expectations for All Students Career & Life Skills Part I: Setting the Context Handout #1 High Expectations for All Students

Public School Graduate 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.

Board of Education Policy: 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.”

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 work well with others To communicate effectively To use a variety of technologies effectively and ethically

Performance Standards Hawaii Content and Performance Standards Language Arts Mathematics Science Social Studies Career and Life Skills Educational Technology Fine Arts Health Physical Education World Languages

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.

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.

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.

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

No Child Left Behind (NCLB) 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

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.

Career & Life Skills Program of 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, and assessment Professional development to support implementation Capacity building and leadership to sustain improvement

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. (Re-teach or repeat process with next set of relevant standards. Throughout the process, involve students.)