Alignment of CPCS and the Standards in Hawaii

 

One of the foundations upon which our original school-within-a-school was established, in 1995, involves the use of sequential curricula.  As a grades 1-6 entity within a public school, we began using the Developmental Approaches to Science and Health (DASH) curriculum developed by the Curriculum Research and Development Group (CRDG) at the University of Hawaii, Manoa.  We chose DASH as our science and health curricula because it met our need for a sequential and developmental curriculum in science.  We were supported by the CRDG throughout our years as a school-within-a-school through staff development sessions, follow-up support, consultations and visitations, and opportunities for our staff to become involved in developing state content and performance standards.

 

In 1997 the CRDG signed a Memorandum of Agreement requested by the State Department of Education (DOE) to organize, analyze, and summarize each public school's review of the standards and to study instructional modules or standards applications that had been developed by individual schools or schools grouped in a complex.  Their report, Hawaii Content and Performance Standards: Schools' Review of Standards and Instructional Module Development, was used by the Performance Standards Review Commission, convened at the beginning of the 1997-1998 school year to assess the effectiveness of the performance standards (as required by §302A-201 HRS).  The Commission found the report to be very useful in their deliberations.  They concluded that “standards must become central to all considerations regarding policy, programs, and practice throughout the public school system in order to achieve the goal that every student will learn. Therefore, all stakeholders---legislators, board members, educators, students, parents, community members—are compelled to contribute to the standards effort, first by understanding the concept of standards-based reform, then by committing to provide necessary resources, and finally, by supporting accountability and expectations of evidence of student achievement from performance and work products.”  The commission also found that accountability-driven educational improvement may not adequately recognize the major role that "organizational capacity" must play for systemic reform to become a reality.  They recommended that “expertise, time, support resources, and the desire and ability to organize the commitment of the school community and policymakers to focus, relentlessly, on one thing above all: the improvement of student performance.”  The next Commission was required by law to be reconvened in 2002.

 

On December 12, 2002 the State Board of Education (BOE) was presented with the final report of the (2002) Commission.  One BOE member commented that “the Performance Standards Review Commission did not really have adequate time to complete all that was wanted, but concluded that a better job is needed of monitoring the implementation of the standards and reporting of the progress.”  Another noted that “the Commission had two major recommendations for the Board: (1) that the appointment of the next commission by the Board in four years be at the beginning of the school year to allow more time to complete its study; and (2) to appoint a comprehensive representation of stakeholders in public education to serve on the Commission.”  A motion to approve the report carried unanimously.  The BOE had fulfilled its legal obligation.  The BOE’s commitment to standards-based education continues to deteriorate.

 

Connections Public Charter School (CPCS) evolved from a school-within-a-school to a public charter school on May 5, 2000.  We have maintained our partnership with CRDG and in October of 2000 signed a formal Memorandum of Agreement with Curriculum Support Services, Inc. supporting our partnership with CRDG in research and development of adaptations and new programs for K-12 students and teachers.  The DOE and BOE are very aware of our partnership with the CRDG and our joint commitment to standards-based learning.  Our school was recently awarded $150,000 to begin work disseminating the CRDG curricula to charter and regular public schools in the state.

 

The curricula developed by the CRDG are purposely aligned with national and state standards.  While it is important for standards to be identified, this is only the beginning.  Much more needs to happen if children in our classrooms are to benefit.  Other components must be addressed and linked to the content standards.  Such components include: establishing criteria for selecting programs and materials; building a common vision in the school about instruction; prioritizing funds to support curricular goals; establishing appropriate teacher professional development experiences; constructing student assessments aligned with the standards; and articulating policies.

 

CPCS uses program standards to represent a framework of criteria by which to assess the quality of curricular and instructional resources, including student and teacher materials associated instructional practices, and assessment techniques. Each program standard addresses a component linked to the successful implementation of content standards. Program standards focus on curriculum, instruction, and assessment.  We use system standards to focus on policy development and implementation in relation to content standards. System standards reflect the importance of coordinating our efforts. These coordination efforts work in concert with the program standards so that there are no contradictions and/or barriers when implementing content standards.

 

Instruction at CPCS starts with clearly stated expectations that define what students are expected to learn in relation to the content standards.  We use these benchmarks to provide direction for moving closer to the vision created by the standards.  These benchmarks give our teachers direction in designing their instructional approaches to teaching subject content that is specific to their grade level or grade cluster.  They also help us build cohesiveness and consistency between grade levels.  All of our staff understands that a consistent instructional philosophy about what constitutes standards-based teaching is essential. 

 

Staff development begins with articulations detailing a vision of standards-based instruction.  CPCS teachers learn to use an action research model to introduce new ideas and instructional techniques monitored through formative assessment.  Professional development is essential if teachers are to effectively use a standards-based learning system.  Assessment practices are carefully selected so that they represent important ideas that students should be learning, as stated in our benchmarks and standards.  Teachers must clearly understand the instructional practices necessary to deliver the content and the assessment techniques that will bridge what students learn with how they learn it.

 

The action research model employed by CPCS teachers begins with the identification of a learning problem.  Data is collected and analyzed by individual and small groups of teachers.  Formative assessment strategies and/or techniques are then aimed at a specific target.  Time is allowed for implementation of the new strategies and/or techniques.  Once an established period of implementation has passed, teachers reassess the magnitude of the original problem through data collection.  If needed, the process then repeats itself again and again until effective solutions are developed.  This model allows teachers to develop effective solutions to learning problems.  It also allows teachers to work in teams to support and learn from each other.  The sequential nature of our curricula is embedded in this process.  Through large group sharing each week, the entire teaching staff gains an understanding essential to maintaining the sequential nature of our curricula.

 

As information about the implementation of new strategies and/or techniques is collected, it is used to revise future professional development experiences and to shape the CRDG follow-up support for our school. Follow-up support is a necessary part of our professional development efforts.  Teachers in many schools are sent to training and return to their classrooms to implement the curriculum frameworks they learned on their own. Their principals may not even be aware of what the new frameworks entail and might not have processes in place to assist teachers in implementation. By placing the responsibilities at the school level, teachers are given the needed support for implementing new ideas. Accountability then rests at the school level.  The principal must know what is going on because he/she is ultimately accountable.

 

As a charter school, CPCS must by law be accountable for implementing the State of Hawaii’s Content and Performance Standards.  We must also make progress and attain the required NCLB Annual Yearly Progress (AYP) goals.  The CRDG has remained a leader in this state at providing curricula that is aligned with state and national standards.  The CRDG has also gained a reputation for the development of curricula that is highly effective when properly implemented.  Effective implementation involves staff development and follow-up support.  The CPCS community is fortunate to have such a high level of support by the CRDG.  We envision a very long and prosperous future.