A statewide definition of college, career, and community readiness.
Increased alignment between K-12 and postsecondary institutions based on the more rigorous content and practices of the Common Core State Standards (CCSS).
Higher education engagement in the development of the Smarter Balanced Assessments, and in determining options for using assessment results as a tool for placement into college-level, credit-bearing courses.
1. To create an aligned statement that serves as a framework for a P-20 network of student success initiatives.
2. To align priorities at HIDOE, UH, CTE, national organizations and others around college and career readiness.
3. To create a sense of shared responsibility between K-12 and higher education for student readiness and success.
4. To engage higher education and the workforce around the Common Core State Standards and the accompanying assessments.
5. To foster cross-sector alignment efforts by clearly defining expectations for students.
Download CCCR Definition Flyer here.
Achieved proficiency in essential content knowledge
Mastered key learning skills and cognitive strategies
Acquired practical knowledge enabling successful transitions from high school to college
Built a strong foundation of identity through an ongoing process of wayfinding to engage in local, national, and
To effectively achieve college, career and community readiness, there are key conditions for success that students should have, including:
The following outcomes begin to define the knowledge, skills and/or behaviors that students who are college, career, and community ready have acquired:
Students have the knowledge and skills associated with college and career readiness including those outlined in the Common Core State Standards and standards for other core subject areas such as social studies, sciences, Hawaiian and world languages, and the arts.
Students have the content knowledge and skills to be eligible to enroll in credit-bearing, postsecondary courses, workforce training and/or apprenticeship programs without the need for remediation, and complete them successfully.
Students have set goals for career, school, and life and are knowledgeable about a variety of pathways and requirements to achieve these goals.
Students are able to navigate through post secondary program selection and admissions, possess the knowledge and skills to enter into and thrive in a family sustaining career pathway, and utilize strategies to resolve problems and improve academic performance.
Students can utilize specific learning methods such as goal-setting, persistence and self-awareness, as well as time management and organization, study skills, technology skills, and collaborative learning.
Students can formulate problems, conduct research, interpret and communicate findings, and generate innovative solutions, all with precision and accuracy.
Students can construct meaning for themselves as an active part of the learning and character development process, and begin to understand the world through many sources of knowledge.
Students are able to identify their kuleana and work hard to fulfill these responsibilities to their families, ‘aina, community, and future and past generations.
Students know what makes their communities unique and become more connected and involved through opportunities such as volunteer service, ecological stewardship, and civic engagement.
Students better understand themselves and their values and can comfortably interface with diverse perspectives, cultures, and worldviews to flourish in and sustain local and global communities.
Students take an active leadership role and engage others such as their peers, teachers, parents and other community members, to address issues that are important to them.
On April 26, 2017, Hawai‘i P-20, in collaboration with ACT, hosted the Hawai‘i College Access Network (HICAN) Summit The State of Career Readiness in Hawai‘i. During the summit, P-12 and higher education administrators/faculty and community workforce partners convened to share the statewide progress being made to prepare students for career readiness in Hawai‘i. The summit featured speakers from the Hawai‘i State Department of Education, the University of Hawai‘i System, the statewide Data Exchange Partnership, the State Career and Technical Education Office, and workforce representatives. National representatives from ACT and Smarter Balanced also addressed career readiness in the context of statewide assessments.
Below are copies of the presentations:
On Friday December 2, 2016, Hawai’i P-20 hosted the English Language Arts Summit College and Career Readiness in English Language Arts. This statewide summit convened Hawai‘i State Department of Education and higher education administrators, ELA faculty, ELA teachers, and teacher preparation faculty to share best practices for college and career readiness in English Language Arts. One main objective for the summit was to promote discussions about strengthening English Language Arts transitional pipelines from high school to the gateway courses in higher education. This included the unveiling of the new 12th Grade transition course, Expository Reading and Writing. The keynote speaker was Jennifer Fletcher, author of the new book, Teaching Arguments: Rhetorical Comprehension, Critique, and Response. Other speakers included reading and writing experts from across the state including Hawai‘i State Department of Education teachers and University of Hawai‘i faculty.
Below are copies of presentations and other materials:
– ELA Summit – Opening Comments
– Keynote: Teaching Arguments Rhetorically: Crossing the Threshold of Deeper Learning
– Lunch panel presentation: Spotlight Schools: Increasing the Number of Students Placing Directly into ENG 100 While Decreasing the Number of Students Placing into Remedial English Courses
– Taking the Rhetorical Approach to College, Career, and Community Readiness: The Expository Reading and Writing Curriculum
– Hawaii CC Pathways Model and Placement
– SpringBoard Writing Workshop
– A Partnership for Preparing Students for College Level Writing
– Student Expectations for Success in College Level English Courses
On Friday November 18, 2016, Hawai’i P-20 hosted the Math Summit: Best Practices for Math Transitions. This statewide event brought together K-12 and higher education administrators, math faculty, and teacher preparation faculty to gain a clearer understanding of best practices in math instruction for students transitioning from elementary to middle school, middle school to high school, and high school to gateway courses in higher education. Illustrative Mathematics, a community of educators dedicated to the coherent learning of mathematics, presented a keynote address and lead a breakout session. Illustrative Mathematics shares carefully vetted resources for teachers and teacher leaders to give students an understanding of mathematics and skill in using it.
Below are copies of presentations and other materials:
Math Summit Opening Comments
Keynote: Finding the Mathematics that Matters Most for College, Career and Community
Guide to Student Success in MATH 205 (Calculus 1) at the UH System
Introduction to College Mathematics (12th Grade Transition Course): Moving Beyond the Pilot
Real Math: Non-STEM Pathways at the UHCCs
Real Math: Non-Stem Pathways at the UHCCs – handout
Transitioning from Elementary School to Middle School: Cutivating Problem Solvers
Middle School Math Transitions, Hawai‘i DXP
Preparing Students for College Math
Using Collaborative Conversations and Discourse to Foster Growth Mindset in Elementary/Middle School Students – (Additional resources)
University of Hawai‘i (UH) recently announced a three-year pilot program in which Smarter Balanced assessment scores of Hawaii State Department of Education (HIDOE) 11th grade students can be used to enroll directly into entry-level college courses at all of its 10 campuses starting in Fall 2016. While there are other measures of placement for students into gateway courses, this new agreement between UH and HIDOE further strengthens the alignment between high school and post-secondary education.
Students can score at four different levels of achievement on the Smarter Balanced assessment. Placement into various entry-level English and Math courses at UH depends on a student’s level of achievement. Scores are valid for placement for 24 months, and the pilot program applies to the graduating classes of 2016, 2017 and 2018.
To view policy details, click here.
To read article written by Education Northwest on the Smarter Balanced placement policy, click here.
The Core to College Grant is funding Waipahu High School’s Going Green Project. This project, which is part of Waipahu’s Kawahakui Hale ‘iwa Lo ‘I Hui, is an interdisciplinary, community based project that is based, in part, on Hawai‘i Common Core Standards. The mission of the hui is to teach and perpetuate the concepts of Malama ‘Aina (Caring for the Earth, Stewardship of Creation), along with sharing and preserving traditional Hawaiian cultural values within the community and the world. To reach these ends, students who are a part of this project will learn about water conservation, hydro-engineering, and natural water rights.
For further information about alignment policies and projects, please contact: