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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.


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