- Transitioning curriculum and instruction
Data gathered by the Hawaii Department of Education from a variety of sources, including preliminary findings from American Institutes for Research's RTTT evaluation, feedback from informational CCSS symposiums, and professional development workshops, indicated inconsistent implementation of CCSS and Formative Instruction. Discussion with teachers and principals reflected varied levels of understanding of the instructional shifts needed to ensure Hawaii's students graduate college and career ready.
Using college and career readiness as the state’s focus and to ensure mutual understanding of CCSS and research-based instructional practices, job-embedded, professional development protocols were created and distributed to all schools in the state. This session will address how the development and utilization of CCSS protocols can help bridge the consistency gap as systems transition to a college and career ready curriculum for all students. These protocols provide a clear structure for the instructional leaders, who may not have the specific content expertise, to engage staff members in the difficult conversations needed for change.
An additional barrier to consistency in the past is the unique structure and geography of Hawaii’s Department of Education –one educational area located on seven islands. In response, The Hawaii Office of Curriculum, Instruction and Student Support (OCISS) developed a coherent, job-embedded professional development curriculum focused on implementation of research-based formative instructional strategies and transition to Common Core State Standards. Professional development protocols addressing targeted initiatives, consisting of multimedia program of study, hands on activities and discussion points were designed, disseminated, and implemented at all schools during school year 2012-2013.
Topics of the protocols addressed the major shifts in the Common Core State Standards, including the structure and learning progressions in ELA, math and literacy, text complexity, reading and writing the argument, modeling with mathematics, and mathematical practices. A protocol focused on research-based formative instructional practices, with particular emphasis on student involvement through the process, began the sequence. All protocols are interactive and involved faculty in school-specific discussions regarding curriculum and instruction. Suggested follow up activities and resources were made available for differentiation.
Principals scheduled sessions based on the recommended sequence during their regularly scheduled staff meetings. OCISS provided professional development to complex area staff to ensure they had the tools, resources, and understanding of the protocols to provide support as requested by schools.
All states and districts struggle with how to “scale” implementation efforts given the lack of funds for substitutes, the decrease in professional development days and understaffed content specialists. This session will include a summary of the state’s efforts to transition to the CCSS, align with the RTTT requirements, improve data analysis use, and reporting at the classroom level, and formative instructional strategies.
Expert presenters will address these essential questions through the sharing of the protocol curriculum design:
- How do we involve, engage and motivate students through the formative instruction and assessment strategies?
- What changes need to be made in our current curriculum and practice to address the shifts in the CCSS? Specifically considerations for:
- English Language Arts
- Mathematical practices
- Content-area literacy responsibilities