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Standards Development Process
The development
of Standards for the Kamehameha Schools is an inclusive process that will
take place over several phases. Leading this process will be the Standards Committee of the
Kamehameha Schools Instructional Planning Project, which is comprised of faculty
and staff from all three K-12 campuses (elementary, middle and secondary schools),
the Early Childhood Education Division, the Extension Division and other educational
programs being designed at the Kamehameha Schools.
Following
the recommendations outlined by the Mid-Continent Research for Education and
Learning (McREL), the Standards Committee of the Kamehameha Schools
Instructional Planning Project will guide the process as follows:
|
Phase I:
Content Standards Development (K-12).* |
The
Standards Committee has identified the content areas for which content
standards will be
developed. Sub-committees for
each content area will work to select content standards from existing
documents (i.e., inventory studies of national/state standards, HCPS,
national standards). These standards
will be reviewed by teachers in the content areas and adapted/amended as
needed. Learning benchmarks will be established at
appropriate grade levels within each content area. When the content standards from all areas have been
compiled, the Standards Committee will review the entire set to ensure that
in their entirety they also address issues unique to KS, such as: the KS Philosophy of Education, KS
Schoolwide Learner Expectations (SLE's), 'Ike Hawai'I, and critical thinking skills. The
content standards will then be shared with the broader KS school community
for input/feedback, and finally, for adoption. |
|
Phase
II: Performance Standards
Development (preK-12)* |
Working
in conjunction with the Assessment Committee of the KS Instructional Planning
Project, the Standards Committee will facilitate the development of performance
standards by
faculty/staff in each content area for each of the learning benchmarks. This process will include the development of sample
rubrics and other assessment tools that can be used to evaluate the level of
accomplishment for the standards. |
|
Phase
III: Standards Implementation |
Appropriate
staff development will need to occur to provide faculty/staff with the
necessary training in the use of the content and performance standards as
they design their curricula, develop their lessons/activities, and identify
evaluation strategies to assess student performance. |
References
Council for
Basic Education, Standards for Excellence in Education. Washington: Council for Basic Education, 1998.
Gaddy,
Barbara and Jachman, Andrea (editors).
Noteworthy Perspectives on Implementing Standards-Based Education. Aurora: Mid-Continent Research for Education and Learning (McREL),
2000.
Hawai'i
State Department of Education, Making Sense of Standards: Moving from the Blue Book to HCPSII. Honolulu: Office of Assessment and School Instructional Support/School
Renewal Group, 1999.
Kendall,
John S. A Technical Guide for
Revising or Developing Standards and Benchmarks. Aurora: Mid-Continent
Research for Education and Learning (McREL), 2001.
Marzano,
Robert J. Eight Questions You
Should Ask Before Implementing Standards-Based Education at the Local Level. Aurora: Mid-Continent Research for Education and Learning (McREL),
1997.
Marzano,
Robert J. and Kendall, John S. The
Rise and Fall of Standars-Based Education. (A National Association of State
Boards of Education Issues in Brief)
Aurora: Mid-continent
Research for Education and Learning (McREL), 1997.
Stapleman,
Jan. "Standards-Based Accountability
Systems," McREL Policy Brief. April 2000.
Page maintained by Aaron Mersberg.