(HSA) and Adequate Yearly Progress (AYP)

Guide to the 2012-2013 Hawaii State Assessment and Adequate Yearly Progress rev. & comp. 10-19-2011; rev. 4-10-2012; rev. & comp. 10-15-2012

Contents:

○ Participation Rate Count Date ............................................................................................1

○ Online

Hawaii State Assessment ........................................................................................

6

○ Full Academic Year (FAY) ................................................................................................7

○ Graduation and Retention Rates .........................................................................................8

○ Promotions, Suspensions, Dismissals, and 10Rs .............................................................14

○ Adequate Yearly Progress (AYP) ....................................................................................21

○ Very Small Schools (Adequate Yearly Progress) ............................................................36

○ Out-of-State and In-State Placements ..............................................................................37

○ 4140 (including 4140 to homeschooling) .........................................................................39

○

Hawaii State Alternate Assessment ..................................................................................40

○ Grade 31 Students (and revised testing policy) ................................................................43

○ Unique, Significant Medical Emergency .........................................................................44

○ Current and Rescinded Special Education Students .........................................................46

○ Current and Former English Language Learners .............................................................49

○ Safe Harbor .......................................................................................................................51

○ Science ..............................................................................................................................53

○ Transfer Students ..............................................................................................................53

○ Compromised Test Results ...............................................................................................56

○ Standard Error of the Proportion ......................................................................................57

○ Accommodations ..............................................................................................................58

○ One-Time, Interim Flexibility for SPED Subgroup .................................... (

REPEALED)

○ Appeals .............................................................................................................................60

○

Hawaii State Assessment – Translated .............................................................................61

(for grade 3 and 4 Hawaiian Language Immersion Program students)

○ ESEA (Elementary and Secondary Education Act) Flexibility ........................................61

Participation Rate Count Date

(1) Regardless of when, where, or how many times a student (including a transferring student) takes an assessment, the student counts for participation (i.e., accountability) purposes if the student was enrolled at a school on the school's participation rate count

(PRC) date.

1

Unless otherwise noted, the PRC date for all schools and tracks is

Wednesday, May 1, 2013 (see paragraph (2) for important dates and exception for ELL

students only).

Consequently, a school may not receive participation credit for tests it administered to students who transferred to other Hawaii public schools (see table, below). Conversely, a school may receive participation credit for tests it did not administer to students who transferred from other Hawaii public schools.

1 Although students can take (i.e., "attempt") some assessments up to three times(e.g., the reading and math sections of the online Hawaii State Assessment , see table below), only their highest valid score in reading and their highest valid score in math will be used for accountability (i.e., adequate yearly progress) purposes.

Keith_Fukumoto/SPIS/HIDOE@notes.k12.hi.us

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Content Area (beginning SY 2012-2013)

Online Hawaii State Assessment (HSA), Reading and Math

Paper/Pencil HSA, Reading and Math

Tested Grade(s)

3, 4, 5, 6, 7, 8, and 10

3, 4, 5, 6, 7, 8, and 10

Allowable Number of Attempts

3

1*

Online HSA –Translated (Hawaiian language), Reading and Math 3, 4, 5, 6, 7, 8, and 10

Hawaii State Alternate Assessment (HSAA), Reading and Math 3, 4, 5, 6, 7, 8, and 10

Online HSA, Reading and Math - Braille 3, 4, 5, 6, 7, 8, and 10

1

1

3

Online HSA, Science

Online Biology I EOC Exam

Paper/Pencil Biology I EOC Exam

Online HSA – Translated (Hawaiian language), Science

HSAA, Science

Online HSA, Science - Braille

Online Biology I EOC Exam - Braille

4 and 8

9, 10, 11, or 12

9, 10, 11, or 12

4

4, 8, and 10

4 and 8

9, 10, 11, or 12

3

1**

1

1

1

3

1**

* Requires written approval from the Student Assessment Section .

** High school students can take the Biology I End-of-Course (EOC) Exam only once, unless the Student Assessment Section gives students permission to take the exam a second time on a case-by-case basis during the test administration window.

Criterion-referenced (HCPS III) reading and math test scores count for participation and proficiency (i.e., Adequate Yearly Progress) purposes. Science test scores do not count for Adequate Yearly Progress (AYP) purposes.

2

In other words, schools' AYP results and NCLB status are determined by their students' HCPS III reading and math test scores, not by their students' science test scores. For purposes of this section, the term "science" includes the high school, Biology I, end-of-course exam.

2 Act 133, Session Laws of Hawaii 2011, repealed the law mandating the administration of statewide, norm-referenced, reading and math tests in the same grades required by the federal No Child Left Behind Act of

2001 (Public Law 107-110).


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(2) Primary, backup, and default dates for determining Student AYP Information.

Assessment (Reading and Math only) Official Test Administration

Window

Participation Rate Count (PRC) Date

2012-2013 Hawaii State Assessment – Online

Monday, October 15, 2012 –

Friday, May 17, 2013

Wednesday, May 1, 2013

Student AYP

Information Date*

Not later than Friday, May 31,

2013 to identify code 03

"academic ELP (English

Language Proficiency) exits"

2012-2013 Hawaii State Assessment – Translated

(For grade 3 and 4 Hawaiian Language Immersion Program students)

Monday, April 29, 2013 –




(see PRC date)

2012-2013 Hawaii State Alternate Assessment

(For SPED students with the most significant cognitive disabilities)

Monday, April 1, 2013 –

Friday, May 3, 2013

Note: A modified testing window will be provided for multi-track schools.

Monday, October 15, 2012 –




(see PRC date)

2012-2013 Hawaii State Assessment – Braille version

(For students with visual disabilities, including blindness)



(see PRC date)

* "Student AYP information" includes a student's 10-digit SIS number, first and last name, enrolled grade, and status with regard to nine AYP groups (i.e., the "All Students" group and eight disaggregated student groups - economically disadvantaged, Native American, Asian/Pacific Islander, Black, White, Hispanic, students with disabilities, and students with limited English proficiency).

As noted in paragraph (36.2) , if an ELL student:

(A) Takes the ACCESS for ELLs

®

(for purposes of annually measuring and reporting on student progress toward and attainment of English proficiency and academic achievement standards) on or before a testing school's participation rate count date; and

(B) Meets the minimum criteria for a code 03 "academic ELP (English Language Proficiency) exit" from the ELL program; and

(C) Will be officially exited from the ELL program upon receipt of a passing score on the ACCESS for ELLs

®

, then the student will be deemed exited from the ELL program on the calendar day immediately preceding the testing school's participation rate count date (i.e., Tuesday, April 30, 2013).


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(3)


A student is deemed a SPED, ELL, or economically disadvantaged student for participation and proficiency purposes if the student is identified in the Statewide Student Enrollment System (SSES) as a SPED, ELL, or economically disadvantaged

3 student on a school's student AYP information date, regardless of when the student's highest valid score in reading or highest valid score in math was earned. In most cases, a student's demographics on a school's PRC date will match the student's demographics at the time when the student's highest valid score in reading or highest valid score in math was earned. There are, however, some notable exceptions (see table, below). For example, if:

(A) A student is identified as a SPED student on a school's PRC date (see Flintstone, Fred);

(B) The student is rescinded from SPED after the school's PRC date; and

(C) The student's highest valid test score is earned after the student is rescinded from SPED, then the student will be deemed a SPED student for participation and proficiency purposes even though the student was not identified as SPED in SSES when the student's highest valid score in reading or highest valid score in math were earned.

Already rescinded from SPED

3 Economic disadvantage is identified through determination of eligibility for free or reduced cost school lunch.


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(4) A student does not count (i.e., is deemed not eligible) for participation purposes if the student is withdrawn from a school before the school's participation rate count date by a parent, guardian, or other person having the responsibility for, or care of, the student.

Such a student is deemed "in-flight" with their family and not truant or a runaway.

A student who is withdrawn from, released by, or otherwise exited out of a school on the morning or afternoon of the school's participation rate count date does not count

(i.e., is deemed not eligible) for participation purposes.

4

A student who is enrolled at a school on the morning or afternoon of the school's participation rate count date counts

(i.e., is deemed eligible) for participation purposes.

5

A truant or runaway student who is enrolled at a school on the school's participation rate count date counts (i.e., is deemed eligible) for participation purposes.

If there is a discrepancy between a student's electronic record (e.g., SSES, eSIS, and eCSSS) and the student's written record (e.g., cumulative folder or VISI

6

) concerning the effective date of an enrollment, withdrawal, release, or exit, then the written record will control.

Online Hawaii State Assessment

7

(4.5) All public and public charter schools are required to administer the Hawaii State

Assessment, including the translated version of the Hawaii State Assessment for grade 3 and 4 Hawaiian Language Immersion Program

students (see paragraph (48) regarding

the Hawaii State Assessment – Translated ), by means of the full-scale online testing system beginning in school year 2010-2011.

Any school that refuses to administer the Hawaii State Assessment by means of the full-scale online testing system beginning in school year 2010-2011 will be deemed to have not met the ninety-five percent standard for assessment participation and will not make adequate yearly progress. In addition, any school that refuses to administer the

Hawaii State Assessment by means of the full-scale online testing system will be reported to the U.S. Department of Education and risks the loss of federal funds, including Title I funds. Finally, any charter school that refuses to administer the

4 The uploading of a school's student roster to the Statewide Student Enrollment System (SSES) is deemed the last official act of the day.

5 The uploading of a school's student roster to SSES is deemed the last official act of the day.

6 V isual I nterpretation of S tudent I nformation.

7 Authority: Memorandum from Patricia Hamamoto, Superintendent of Education to Complex Area

Superintendents, Principals(all), Charter School Administrative Office, and Charter School Review Panel, entitled

"Hawaii State Assessment - Online" (December 30, 2010),

Notes://LILINOTE/8A25646700669F2D/EC508E6E5384A8D50A25694600016E49/DC8ABB5C5CF02F120A257

69D006EB29D, accessed January 8, 2010, 2 pp.


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Hawaii State Assessment will be reported to the State Public Charter School

Commission and the Board of Education, and risks the loss of the school's charter.

Full Academic Year (FAY)

(5) Beginning spring 2009, "full academic year" means continuous enrollment from

May 1st of one school year to May 1st of the next school year; provided that if May 1st falls on a Saturday or Sunday, then the HIDOE will use the first Monday in the month of May as a fixed census date. For purposes of the 2012-2013 Hawaii State

Assessment , "full academic year" means continuous enrollment from Tuesday, May 1,

2012 to Wednesday, May 1, 2013.

For purposes of the 2012-2013 Hawaii State Assessment , a student's enrollment at a school is deemed "continuous" if the student is enrolled at the school on all of the following dates:

(A) Tuesday, May 1, 2012;

(B) Thursday, May 24, 2012 (last day of school for students);

(C) August 2012, using the Official Enrollment Count (OEC) roster.

OEC dates – Wednesday, August 8, 2012; Wednesday, August 15, 2012 (for five charter schools); and Tuesday, September 11, 2012 (for three charter schools);

(D) Wednesday, January 30, 2013; and

(E) Wednesday, May 1, 2013.

The terms "full academic year" and "official test administration window" (see

paragraph (1) ) do not have the same meaning.

(6) A student who is exited from and re-enrolled at the same school between Tuesday,

May 1, 2012 and Wednesday, May 1, 2013, but who is also enrolled at the same school on May 1, 2012, May 24, 2012, August 2012 using the Official Enrollment Count

(OEC) roster, January 30, 2013, and May 1, 2013, is deemed continuously enrolled at the school for purposes of determining FAY. In other words, the student counts (i.e., is deemed eligible) for proficiency purposes at the school. If the student is not enrolled at the same school on one or more of the preceding dates, then the student is deemed not continuously enrolled at the school for purposes of determining FAY. In other words, the student does not count (i.e., is deemed not eligible) for proficiency purposes at the school.

Beginning with the spring 2005 Hawaii State Assessment , if a student is exited (as opposed to marked absent or tardy) from a school for more than fifteen consecutive instructional days, including (beginning with the spring 2010 Hawaii State Assessment ) extended school year (ESY) instructional days, then the school may request (through the formal process for appealing AYP determinations) that the student not count

(i.e., be deemed not eligible) for proficiency purposes at the school. This paragraph applies only to students who are exited from a school. This paragraph does not apply to


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Guide to the 2012-2013 Hawaii State Assessment and Adequate Yearly Progress rev. & comp. 10-19-2011; rev. 4-10-2012; rev. & comp. 10-15-2012 students who are marked absent or tardy from a school. Schools are solely responsible for identifying these exited students through the formal process for appealing AYP determinations. The Systems Accountability Office is not responsible for identifying these exited students or for providing schools with evidence to support their appeals.

(7) The full academic year is not based on:

(A) A school's participation rate count date, official enrollment count date, or first day of instruction; or

(B) The date that a student enrolled at, exited from, or transferred to the school.

(7.1) In general, grade 6 middle school students and grade 7 intermediate school students will not be included in their schools' proficiency rate calculations because these students will not have been enrolled at their schools for a full academic year. Retained grade 6 middle school students and retained grade 7 intermediate school students will be included in their schools' proficiency rate calculations if these students have been enrolled at their schools for a full academic year. Grade 6 middle school students and grade 7 intermediate school students, including retained grade 6 middle school students and retained grade 7 intermediate school students, must be tested and will be included in their schools' participation rate calculations. The same principles apply to multi-level schools whose entering class is enrolled in grades 3, 4, 5, 6, 7, 8, or 10.

Graduation and Retention Rates

(8) There is no minimum "n" size for calculating retention rates.

8

Retention rates are calculated for disaggregated student groups (i.e., Economically Disadvantaged,

Disabled, English Language Learner, Asian/Pacific islander, Black, Hispanic, Native

American, and White)

9

only when the "safe harbor" provision in NCLB is used to satisfy the percent proficient targets in reading or math, or both.

(8.1) Beginning with the 2010-2011 Hawaii State Assessment , the HIDOE will:

(A) Disaggregate high school graduation rate by student groups (i.e., Economically

Disadvantaged, Disabled, English Language Learner, Asian/Pacific islander,

Black, Hispanic, Native American, and White); and

(B) Use a minimum n criterion of forty students when calculating a "four-year adjusted-cohort graduation rate" for schools with a 12th grade, the LEA/SEA, and each disaggregated student group, for reporting (i.e., informational) purposes but not AYP purposes.

10

8 For purposes of the spring 2003 Hawaii State Assessment , retention rates were calculated when there were thirty or more (≥ 30) students in the "All Students" group within a school. Beginning with the spring 2004 Hawaii State

Assessment , there is no minimum "n" size for calculating retention rates.

9 The "All Students" group is not considered a disaggregated student group since, as its name implies, the group includes all students (versus only some students).

10 For purposes of the spring 2003 Hawaii State Assessment , graduation rates were calculated when there were thirty or more (≥ 30) students in the "All Students" group within a school. Beginning with the spring 2004 Hawaii State


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Beginning with the 2011-2012 Hawaii State Assessment, the HIDOE will disaggregate high school graduation rate by student groups when determining AYP. The disaggregation of high school graduation rate by student groups to determine AYP is in addition to the disaggregation of high school graduation rate by student groups to employ the anchored safe harbor provision. The HIDOE will not use a minimum n criterion when disaggregating high school graduation rate to employ the anchored safe harbor provision. The exclusion of disaggregated graduation rate data because they do not meet the minimum n criterion would allow small schools to circumvent the second condition for employing the anchored safe harbor provision since an "n/a" is as good as a "met".

(9) A student who graduates from a high school during the summer (through summer school) is included in the high school's four-year adjusted-cohort graduation rate.

The summer following a student's fourth year is taken into account as long as the student's graduation information is inputted into eSIS or SSES by the beginning of

September. More specifically, a student who:

(A) Was actively enrolled at the school during the student's fourth year;

(B) Earned a high school diploma by the end of the summer of the student's fourth year; and

(C) Was entered into eSIS or SSES with an accompanying SIS exit code of 091 or

090, by the beginning of September, 11 would be included in the high school's four-year adjusted-cohort graduation rate

(i.e., would be included in the numerator of the school's graduation rate).

(9.1) Paragraph effective beginning with the 2011-2012 Hawaii State Assessment.

The following students are removed from a high school's four-year adjusted (graduation rate) cohort and are not counted by that high school as on-time (diploma) graduates or high school dropouts:

(A) Students who are deceased;

(B) Students who officially transfer to another Hawaii public school;

(C) Students who officially transfer to a private school or a school in another state;

(D) Students who emigrate to a foreign country;

(E) Students who officially exit to homeschool via a 4140; and

(F) Through the formal process for appealing AYP determinations , students who complete their high school courses in a HIDOE adult education school by earning the same number of credits required for graduation from a regular

HIDOE high school.

12

Assessment , there was no minimum "n" size for calculating graduation rates. Prior to the 2010-2011 Hawaii State

Assessment, there was no minimum "n" size for calculating graduation rates either for reporting or AYP purposes.

11 Code 090 – The student has met graduation requirements (other than "normal June" graduation, i.e., summer graduate). Code 091 – Graduated high school. Information Resource Management Branch, Information System

Services Branch, "Statewide Student Enrollment System Codes", June 14, 2012, p. 5.

12 Prior to the 2011-2012 Hawaii State Assessment , these students would have been counted as high school dropouts.


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When validated by subsequent Official Enrollment Count rosters and SSES, the students described in subparagraphs (A) to (E) are removed from the sending

(i.e., losing) school's four-year adjusted cohort. The students who remain in the sending school's four-year adjusted cohort fall into one of the following categories:

"dropout", "continuing", "graduate", or "certificate". Only those students who are part of a high school's four-year adjusted cohort and who graduate from that high school ontime are counted as (diploma) graduates.

Beginning with the 2011-2012 Hawaii State Assessment, the following students will be added to a high school's four-year adjusted (graduation rate) cohort and will be counted by that high school as on-time (diploma) graduates or as non-graduates

(e.g., high school dropouts):

(AA) Students who transfer into the cohort from other Hawaii public schools after the beginning of the entering cohort's first year in high school;

(BB) Students who transfer into the cohort from private schools, home schooling, or out-of-state schools for the first time, after the beginning of the entering cohort's first year in high school; and

(CC) Students who reenter the cohort from private schools, home schooling, or out-of-state schools after the beginning of the entering cohort's second year in high school, regardless of the length of time these students have been enrolled at that school.

13

Students who graduate from an adult community school program with a competency-based high school diploma or who earn a General Educational

Development (GED) credential are deemed dropouts. Students who are excepted from compulsory education by the family court (via a 4140) are deemed dropouts. Students who are incarcerated at the Hawaii Youth Correctional Facility (HYCF) are enrolled at

Olomana School and are not deemed dropouts.

Special education students (i.e., students with IEPs):

(AAA) Who are incarcerated at an adult correctional facility or other secure custody facility (not including the HYCF); and

(BBB) Who will not have arrived at the age of eighteen years by January 1 of that school year, are enrolled at the high school neighboring the facility and are not deemed dropouts.

Incarcerated special education students who decline special education services and are not enrolled at the neighboring high school are deemed dropouts. All other students

(i.e., students without IEPs) who are incarcerated at an adult correctional facility or other secure custody facility (not including the HYCF), regardless of their age, are deemed dropouts.

(9.2) A student who is exited from a high school using a 054 ("No Show") movement code

14 does not necessarily count as a dropout in the calculation of the high school's four-year

13 Prior to the 2011-2012 Hawaii State Assessment , these students would have been removed from the cohort.


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Guide to the 2012-2013 Hawaii State Assessment and Adequate Yearly Progress rev. & comp. 10-19-2011; rev. 4-10-2012; rev. & comp. 10-15-2012 adjusted-cohort graduation rate. To be counted as a dropout, a student's last movement code, given during the last year that the student was actively enrolled in the Hawaii public school system, must be code 054. For example, if a tenth grade student is exited from a high school – using a 054 movement code – one day after the high school's

Official Enrollment Count (OEC) date, but the student subsequently reenrolls in the high school one week after the school's OEC date, then that particular 054 movement code does not count as a dropout in the calculation of the high school's four-year adjusted-cohort graduation rate.

15

If the student successfully completes the tenth grade, is actively enrolled in the eleventh grade on the high school's OEC date the following school year, successfully completes the eleventh grade, and graduates from the high school with a diploma (as opposed to an IPP certificate ) by the end of the summer of the student's fourth year of high school, then the student will be exited as a graduate (code 090 or code 091).

(9.3) REPEALED , rev. & comp. 9-29-2011.

(9.4) Paragraph effective beginning with the 2011-2012 Hawaii State Assessment.

Beginning with the 2011-2012 Hawaii State Assessment , the HIDOE will use a

"four-year adjusted cohort graduation rate" to determine AYP for schools with a twelfth grade and for the SEA/LEA.

16

Note: Beginning with the 2010-2011 Hawaii State Assessment , the HIDOE will use a "four-year adjusted cohort graduation rate" for reporting (i.e., informational) purposes but not AYP purposes.

The term "four-year adjusted cohort graduation rate" means the number of students who graduate in four years with a regular high school diploma divided by the number of students who form the adjusted cohort for that graduating class; provided that if a school starts after grade 9, then the cohort will be calculated based on the earliest high school grade (e.g., grade 10).

The term "adjusted cohort" means the students who enter grade 9 (or the earliest high school grade) and any students who transfer into the cohort in grades 9 through 12 minus any students removed from the cohort.

The term "students who transfer into the cohort" means the students who enroll after the beginning of the entering cohort's first year in high school, up to and including in grade 12.

14 Code 054 (No Show) - The student's name appears as active status on the school's ALPHA AND ID NUMBER

ROSTER but the student did not attend classes from the opening day of school through the official enrollment count day. Information System Services Branch, "Statewide Student Enrollment System Codes", June 14, 2012, p. 5.

15 Similarly, if the student transfers to another public high school (code 138, McKinley), a Hawaii private high school (code 010), or to homeschooling (code 055); or moves to another state (code 011) or another country

(code 012), then that particular 054 movement code does not count as a dropout in the calculation of the high school's four-year adjusted-cohort graduation rate.

16 34 CFR §200.19(b).


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The term "students who graduate in four years" means students who earn a regular high school diploma at the conclusion of their fourth year, before the conclusion of their fourth year, or during a summer session immediately following their fourth year.

The term "regular high school diploma" means the standard high school diploma that is issued to students who have met all graduation requirements in the required courses by demonstrating proficiency in the Hawaii Content and Performance

Standards and General Learner Outcomes , or the higher Board of Education

Recognition Diploma. The term does not include:

(A) A General Educational Development (GED) credential; or

(B) A Certificate of Completion of an Individually Prescribed Program (IPP) issued to a student with a disability who completes all the requirements set by the student's Individualized Education Program (IEP).

To remove a student from a cohort, a school will be required to confirm in writing that the student transferred out, emigrated to another country, or is deceased. To confirm that a student transferred out, a school will be required to have available or produce official written documentation that the student enrolled in another school or in an educational program that culminates in the award of a regular high school diploma as determined by the HIDOE. A student who is retained in grade, enrolls in a GED program, or leaves school for any other reason will not be counted as having transferred out for the purpose of calculating graduation rate and will remain in the adjusted cohort.

(9.5) For students attending a charter school, parents requesting exceptions to compulsory education (Form 4140) including home schooling should contact and discuss options with the Charter School Principal. If the Charter School Principal and parents decide that it is in the best interest of the student to proceed with the request for exception, the

Charter School Principal must submit a written recommendation for the exception to the student’s home school district office Complex Area Superintendent. The Complex

Area Superintendent will review the recommendation and if approved, will complete the Form 4140 and process accordingly. After Complex Area Superintendent approval is obtained, the charter school should exit the student using the appropriate 4140 exit code.

17

(A) The home school is the school within the geographic attendance area of the student's legal residence; it is not the location of the charter school. If the student has been attending school in an area outside of the student’s legal residence, the recommendation and approval is granted from the Complex Area

Superintendent who has oversight in the student’s home school area.

17 Memorandum from Patricia Hamamoto to Complex Area Superintendents and Principals of All Schools,

"Exceptions to Compulsory Education" (November 20, 2008),

Notes://LILINOTE/8A25646700669F2D/EECBC0B67009DC170A2575CF0064FB94/8AF3E4B74F1503D70A257

50C0000D340, accessed March 5, 2011.


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(B) For exceptions other than home schooling, an attendance record and school action report completed by the current charter school should be submitted to the

Complex Area Superintendent before recommendation and approval.

(10) A 4140 (i.e., exit) to homeschool is deemed a "transfer" for purposes of determining a high school's four-year adjusted-cohort graduation rate. In other words, a 4140 to homeschool does not count against a high school's four-year adjusted-cohort graduation rate.

18

(11) Kindergarten (including preKindergarten and junior Kindergarten) students are excluded from the computation of an elementary school's retention rate because

Kindergarten attendance is not a requirement under Hawaii state law.

19

(12) Beginning with the spring 2005 Hawaii State Assessment , a student:

(A) Who transfers from one elementary, intermediate, or middle school

20

(i.e., the sending school) to another elementary, intermediate, or middle school (i.e., the receiving school); and

(B) Who is retained by the receiving school before the receiving school's official enrollment count date, will be included in the SEA/LEA's retention rate but not the sending school's or receiving school's retention rate.

21

(12.1) For AYP purposes only, a student who is discharged by the Hawaii Youth Correctional

Facility (HYCF) after:

(A) Reaching the age of minority (18 years old) or majority (19 years old); or

(B) Completing the student's term of commitment to or incarceration at the HYCF, is deemed exited from Olomana School and "in-flight" until such time that the student enrolls in another school.

22

18 Section 9506(c) of the "Elementary and Secondary Education Act of 1965", as amended by Section 901 of the

"No Child Left Behind Act of 2001", expressly prohibits any federal control over any aspect of any private, religious, or home school, whether or not a home school is treated as a private school or home school under state law

(see 20 USC §7886(c)).

19 Hawaii Revised Statutes , section 302A-411.

20 Retention rate for elementary schools is the first through fifth (or first through sixth) grade retention rate.

Retention rate for middle, intermediate, and multi-level elementary/intermediate schools is the eighth grade retention rate.

21 Prior to the spring 2005 Hawaii State Assessment , a student:

(A) Who transferred from one elementary, intermediate, or middle school (i.e., the sending school) to another elementary, intermediate, or middle school (i.e., the receiving school); and

(B) Who was retained by the receiving school (but not the sending school) before the receiving school's official enrollment count date, was included in the sending school's retention rate.

22 Students who are discharged by the HYCF are not allowed to enroll in Olomana Youth Center (OYC) unless their home school is in the Windward School District and Olomana School's principal (or the Kailua-Kalaheo Complex

Area Superintendent) expressly allows them to enroll in the same. Discharged students must otherwise enroll in


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A student who is paroled by the HYCF for good behavior is deemed enrolled at

Olomana Youth Center until such time that the student enrolls in another school or is otherwise exited from Olomana School.

Promotions, Suspensions, Dismissals, and 10Rs

(13) A student counts (i.e., is deemed eligible) for participation and proficiency purposes if a school promotes the student at the beginning of the second semester. A school that performs a mid-year promotion is responsible for administering the appropriate reading, math, and science assessments to a mid-year promoted student. For purposes of this section, the term "science" includes the high school, Biology I, end-of-course exam.

As a matter of departmental policy, school's are discouraged from promoting a student during the middle of the school year (i.e., perform a mid-year promotion) unless:

(A) The student is enrolled in the eleventh grade and intends on graduating early from high school;

(B) The school finds that it has miscounted or misclassified, or both, the student's credits;

(C) The student's transcripts or report cards, or both, did not arrive until after the start of the school year; or

(D) The student can demonstrate that the school has miscounted or misclassified, or both, the student's credits.


(14) A suspended student counts (i.e., is deemed eligible) for participation and proficiency purposes because the student is still enrolled in school. Beginning with the 2010-2011

Hawaii State Assessment , a dismissed student counts (i.e., is deemed eligible) for participation and proficiency purposes because the student is still enrolled in school.

23 their home school. Students who are paroled by the HYCF are allowed to enroll in Olomana Youth Center. Paroled students may enroll in Olomana Youth Center or their home school.

23 "Any student who is dismissed from school for one calendar year for a firearms violation HAR [Hawaii

Administrative Rules] §8-19-6(b) remains active on the student attendance roster with attendance reason notated as

'Chapter 19.' The student should not be marked 'Absent' or 'Tardy.'" Comprehensive Student Support Services

Section, "School Attendance Procedures (July 2011)",

Notes://LILINOTE/8A25646700669F2D/EECBC0B67009DC170A2575CF0064FB94/B4EB00A003B697930A257

8F0007A432B, accessed September 24, 2012, p. 8.

Prior to the 2010-2011 Hawaii State Assessment , a dismissed student did not count (i.e., was deemed not eligible) for participation and proficiency purposes because the student was no longer enrolled in school.


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(15) Retained tenth grade (10R) students must continue to take the math and reading sections of the Hawaii State Assessment or the Hawaii State Alternate Assessment until they are promoted to the eleventh grade or exit the Hawaii public school system.

24

Students repeating Biology I must continue to take the Biology I end-of-course exam or the grade 10 alternate science assessment based on the Biology I extended standards.

Schools are discouraged from exiting 10R students from the Hawaii public school system for the sole purpose of increasing their participation rates on the Hawaii State

Assessment and the Hawaii State Alternate Assessment . In addition to being unprincipled, this practice may decrease a school's four-year adjusted cohort graduation rate and, in time, prevent the school from making AYP. Except for students who exit the Hawaii public school system to be homeschooled, any students who are excepted from compulsory education by means of a 4140 count against a school's four-year adjusted cohort graduation rate. A 4140 to homeschool is deemed a "transfer" and does not count against a school's four-year adjusted cohort graduation rate (see

paragraph (10) ).

Schools are prohibited from using a Grade 31 designation for the sole purpose of exempting 10R students from the Hawaii State Assessment or the Hawaii State

Alternate Assessment on the grounds that they are chronologically in grades 11 or 12.

Grade 31 special education students, who are chronologically in grades 3 through 8 and the grade corresponding to Biology I at their school, must take the math, reading, and science sections of the Hawaii State Assessment or the Hawaii State Alternate

Assessment .

25

For purposes of this section, the term "science" includes the high school,

Biology I, end-of-course exam. Grade 31 special education students, who are chronologically in grade 10 and eligible to take the Hawaii State Alternate Assessment , must take the grade 10 alternate science assessment based on the Biology I extended standards.

The Grade 31 designation is not to be used for a retention authorized by the principal or

for a credit deficiency (see paragraph (33) ).

(15.1) Beginning with the spring 2005 Hawaii State Assessment , if a student:

24 Prior to SY 2006−2007, a 10R or 10RR student had to take the reading portion of the Hawaii State Assessment only if the student did not have a previous tenth grade reading score. Similarly, a 10R or 10RR student had to take the math portion of the Hawaii State Assessment only if the student did not have a previous tenth grade math score.

Beginning SY 2006−2007, all 10R students were required to take both the math and reading sections of the Hawaii

State Assessment or the Hawaii State Alternate Assessment until they were promoted to the eleventh grade or exited the Hawaii public school system.

Authority: Memorandum from Patricia Hamamoto, Superintendent of Education to Complex Area Superintendents and All School Principals, entitled "Mandatory Testing of Retained Tenth Grade (10R) Students and the

Inappropriate Use of 4140s and Grade 31 Designations" (August 11, 2006),

Notes://LILINOTE/8A25646700669F2D/EC508E6E5384A8D50A25694600016E49/EB949C996E7B155E0A2571

CC0005F28C, accessed August 17, 2006, 2 pp.

25

See paragraph (33) , also.


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(A) Is detained at the state juvenile detention facility

24

(i.e., Hale Ho'omalu) or in a county jail, or both, for more than fifteen (> 15) consecutive instructional days 25 , including extended school year (ESY) instructional days; or

(B) Is placed at Home Maluhia

26

by the family court for more than fifteen (> 15) consecutive instructional days, including ESY instructional days, then the school may request (through the formal process for appealing AYP determinations) that the student not count (i.e., be deemed not eligible) for proficiency purposes at the school. In other words, the school may request that the student be deemed eligible for proficiency purposes only for the SEA/LEA.

For AYP purposes only, this situation can be likened to transferring a student from one school to another school within the Hawaii public school system.

27

A student detained at the state juvenile detention facility or in a county jail, or placed at Home Maluhia by the family court counts (i.e., is deemed eligible) for participation purposes. Home schools of students detained at the state juvenile detention facility (i.e., Hale Ho'omalu) must arrange for test administrators from their schools to administer the Hawaii State

Assessment if their schools are located on Oahu. The Student Assessment Section will coordinate the administration of the Hawaii State Assessment to students whose home schools are located on other islands.

Students who are currently receiving services at an on-island or off-island alternative site will be given one opportunity to take a paper/pencil version of the reading, mathematics, and science assessments between April 1, 2013 – May 10, 2013. For purposes of this section, the term "science" includes the high school, Biology I, end-of-course exam. These students cannot be tested online due to Internet access restrictions at various alternative sites. The test coordinator at a school must fax

(808-733-4483) the completed Off-Island Testing Request Form for HSA Assessments on page 39 in the Test Administration Manual to the Student Assessment Section if a student needs to be tested at an on-island or off-island alternative site even though the title of the form only refers to an "Off-Island Testing Request" because paper/pencil directions and test materials must be shipped to the identified person at the student's home school address for on-island alternative site testing or the identified person at the off-island complex area office's address for off-island alternative site testing.

This paragraph applies only to students: who are detained in a secured facility

(e.g., Hale Ho'omalu or a county jail); or who are placed in a non-secured facility

(i.e., Home Maluhia) by the family court. This paragraph does not apply to students

26 The state juvenile detention facility – Hale Ho'omalu – is a program of the Judiciary.

27 Between Tuesday, May 1, 2012 and Wednesday, May 1, 2013.

28 Home Maluhia is a program of the Judiciary that provides therapeutic counseling and rehabilitative services to status offenders.

29 The HIDOE, however, does not operate facilities for detained students or students who are placed by the family court.


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Guide to the 2012-2013 Hawaii State Assessment and Adequate Yearly Progress rev. & comp. 10-19-2011; rev. 4-10-2012; rev. & comp. 10-15-2012 who are committed to or incarcerated at the Hawaii Youth Correctional Facility

28

, an adult community correctional center, or other secure custody facility

(see paragraph (15.2) ).

Schools are solely responsible for identifying these students through the formal process for appealing AYP determinations. The Systems Accountability Office is not responsible for identifying these students or for providing schools with evidence to support their appeals.

Any decision that prohibits a student with an individualized education program (IEP) or modification plan (MP) from attending school may constitute a placement (or change of placement) determination for the purposes of chapter 8-60 or chapter 8-61, Hawaii

Administrative Rules (Department of Education). A student with an IEP or MP must be schooled and tested in accordance with the requirements of the student's IEP or MP.

This paragraph may not be construed as amending a student's IEP or MP. Any amendments to a student's IEP or MP must be made in accordance with chapter 8-60 or chapter 8-61, respectively.

If a school suspects that a student has a disability, then the student must be referred for evaluation to determine eligibility in accordance with chapter 8-60 or chapter 8-61.

This paragraph may not be construed to delay the evaluation of a student who a school suspects has a disability.

(15.2) Beginning with the spring 2005 Hawaii State Assessment , if a student is committed to or incarcerated at the Hawaii Youth Correctional Facility, an adult community correctional center, or other secure custody facility for more than fifteen (> 15) consecutive instructional days

31

, including extended school year (ESY) instructional days, then the school may request (through the formal process for appealing AYP determinations) that the student not count (i.e., be deemed not eligible) for both participation purposes and proficiency purposes at the school. In other words, the school may request that the student be deemed eligible for both participation purposes and proficiency purposes only for the SEA/LEA.

For AYP purposes only, the foregoing situation can be likened to withdrawing

(i.e., exiting) a student from the Hawaii public school system to be homeschooled.

32

This is not to say, however, that a student who is committed to or incarcerated at the

30 The Hawaii Youth Correctional Facility is a program of the Office of Youth Services, which is administratively attached to the Department of Human Services, which is an agency within the Executive branch of government.

State law requires the HIDOE to provide educational programs for those persons committed to youth correctional facilities. Haw. Rev. Stat.

, section 352-14.

31 Between Tuesday, May 1, 2012 and Wednesday, May 1, 2013.

32 The HIDOE, however, does not operate youth correctional facilities, adult community correctional centers, or other secure custody facilities.


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Hawaii Youth Correctional Facility, an adult community correctional center, or other secure custody facility cannot or should not be tested.

This paragraph applies only to students who are committed to or incarcerated at the

Hawaii Youth Correctional Facility, an adult community correctional center, or other secure custody facility. This paragraph does not apply to students: who are detained in a secured facility (e.g., Hale Ho'omalu or a county jail); or who are placed in a

non-secured facility (i.e., Home Maluhia) by the family court (see paragraph (15.1) ).

Schools are solely responsible for identifying these students through the formal process for appealing AYP determinations. The Systems Accountability Office is not responsible for identifying these students or for providing schools with evidence to support their appeals.

Any decision that prohibits a student with an individualized education program (IEP) or modification plan (MP) from attending school may constitute a placement (or change of placement) determination for the purposes of chapter 8-60 or chapter 8-61, Hawaii

Administrative Rules (Department of Education). A student with an IEP or MP must be schooled and tested in accordance with the requirements of the student's IEP or MP.

This paragraph may not be construed as amending a student's IEP or MP. Any amendments to a student's IEP or MP must be made in accordance with chapter 8-60 or chapter 8-61, respectively.

If a school suspects that a student has a disability, then the student must be referred for evaluation to determine eligibility in accordance with chapter 8-60 or chapter 8-61.

This paragraph may not be construed to delay the evaluation of a student who a school suspects has a disability.

(15.3) For purposes of determining AYP only, a nondisciplinary transfer to Olomana Youth

Center (i.e., Olomana School's alternative learning center) is deemed effective on the date the student is enrolled by Olomana School. (Olomana Youth Center accepts nondisciplinary transfers only at the beginning of each school quarter. Conversely, disciplinary transfers are accepted any time during the school year.)

(15.4) REPEALED, rev. & comp. 8-31-2010.

(15.5) The Hawaii Youth Correctional Facility (HYCF) is a program of the Office of Youth

Services (OYS), which is administratively attached to the Department of Human

Services (DHS).

33

While state law requires the Department of Education (DOE) to

33 On July 1, 1991, the Office of Youth Services assumed the responsibilities for juvenile corrections functions, which were temporarily placed in the Department of Corrections pursuant to Act 338, Session Laws of Hawaii 1987.

These functions include all responsibilities under chapter 352, Hawaii Revised Statutes , for the Hawaii youth correctional facilities. Haw. Rev. Stat.

, sec. 352D-4.

See also section 352-2.1, Hawaii Revised Statutes , regarding the creation of the Hawaii youth correctional facilities within the Department of Human Services and the placement of these facilities within the Office of Youth Services.


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Guide to the 2012-2013 Hawaii State Assessment and Adequate Yearly Progress rev. & comp. 10-19-2011; rev. 4-10-2012; rev. & comp. 10-15-2012 provide educational programs for those persons committed to youth correctional facilities,

34

the DOE does not operate youth correctional facilities, adult community correctional centers, or other secure custody facilities. In other words, neither the

HYCF nor the OYS is subject to the administrative control or supervision of the

Superintendent of Education.

35

Individuals who escape from the HYCF are no longer students, they are adjudicated minors on the run from the law and the responsibility of the OYS. The DOE is accountable for the academic achievement of individuals who are committed to the

HYCF, not individuals who have escaped from the facility. An escapee

(i.e., adjudicated minor on the run from the law) will count against the SEA/LEA for

AYP purposes, but not Olomana School.

36

In other words, an escapee will be deemed eligible for both participation purposes and proficiency purposes only for the

SEA/LEA.

Schools are responsible for tracking down truant and educationally-neglected children,

37

they are not responsible for tracking down individuals who escape from secure custody facilities such as the HYCF. The former is an educational activity carried out by a school while the latter is a law enforcement activity carried out by the

OYS.

38

34 Haw. Rev. Stat.

, sec. 352-14.

The law requires these educational programs to be adapted to the needs of the persons committed as prescribed by the Department of Education in coordination with the Executive Director of the Office of Youth Services.

35 See section 26-4, Hawaii Revised Statutes , regarding the allocation of all executive and administrative offices, departments, and instrumentalities of the state government and their respective functions, powers, and duties among and within the eighteen principal departments established by law.

36 Olomana School services three main educational programs. The incarcerated youth are served at the Hawaii

Youth Correctional Facility (HYCF) in Kailua. Youth are sent by the court and come from every island. The

Olomana Youth Center (OYC) serves the at-risk students from Windward Oahu's secondary schools and also students from HYCF who are in transit. The Detention Home (DH) in Kapolei is a Judiciary program for those needing detainment and includes a small runaway shelter in Honolulu. School Status and Improvement Report for

Olomana School, School Year 2010-2011 (December 2011), http://arch.k12.hi.us/PDFs/ssir/2011/Windward/SSIR475-4.pdf

, accessed September 24, 2012, p. 1.

37 Section 302A-1136, Hawaii Revised Statutes , charges the Department of Education with the enforcement of the

State's compulsory attendance laws. While this provision does not relieve any chief of police or police officer of the chief's or officer's responsibility for the enforcement of the State's compulsory attendance laws, their enforcement of these laws is subject to the plans and policies of the Department of Education.

38 Any person whose legal custody has been vested in the Executive Director of the Office of Youth Services and who has escaped from a youth correctional facility may be taken into custody by a police officer or an employee of the Department of Human Services without a warrant or an order issued by the Executive Director and returned to the facility. Haw Rev. Stat.

, sec. 352-26(d).


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FACILITY/

OPERATION

● Executive

● Department of Human Services

● Office of Youth Services

● Hawaii Youth

Correctional Facility

(HYCF)

● Judiciary

● Circuit Courts

● Family Court

● Detention Home

(Hale Ho'omalu)

● Group Home

(Home Maluhia)

● The student is committed to or incarcerated at the Hawaii Youth

Correctional Facility, an adult community correctional center, or other secure custody facility for more than fifteen (> 15) consecutive instructional days, including extended school year

(ESY) instructional days

A school may request (through the formal process for appealing AYP determinations) that the student not count (i.e., be deemed not eligible) for both participation purposes and proficiency purposes at the school.

Not Applicable

● The student is detained at the state juvenile detention facility (Hale

Ho'omalu) or in a county jail, or both, for more than fifteen (> 15) consecutive instructional days, including ESY instructional days

Not Applicable

● The student is placed at Home

Maluhia by the family court for more than fifteen (> 15) consecutive instructional days, including ESY instructional days

A student placed at Home Maluhia by the family court counts (i.e., is deemed eligible) for participation purposes.

Not Applicable

A school may request (through the formal process for appealing AYP determinations) that the student not count (i.e., be deemed not eligible) for proficiency purposes at the school.

A student detained at the state juvenile detention facility or in a county jail counts (i.e., is deemed eligible) for participation purposes.

● Executive

● Department of Education

● Kailua Complex

● Olomana Youth Center

Not Applicable Not Applicable


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Adequate Yearly Progress (AYP)

(16) The proficiency rate requirements for SY 2012-2013 are: not less than eighty-six

(≥ 86%) of students proficient in reading; and not less than eighty-two (≥ 82%) of students proficient in math.

The participation rate requirements for SY 2012-2013 are: not less than ninety-five percent (≥ 95%) of students participating in the reading test; and not less than ninety-five percent (≥ 95%) of students participating in the math test.

The retention rate requirements for SY 2012-2013 are: for elementary schools, not more than two percent (≤ 2%) of students retained in grade; and for intermediate and middle schools, not more than five percent (≤ 5%) of students retained in grade.

The graduation rate requirement for SY 2012-2013 is not less than eighty-five percent

(≥ 85%) of students in the four-year adjusted-cohort graduating on time from high school. The graduation rate requirement for SY 2013-2014 is not less than ninety percent (≥ 90%) of students in the four-year adjusted-cohort graduating on time from high school.

School Year

Reading proficiency rate

Mathematics proficiency rate

Student participation rate

High school graduation rate

39

Elementary school retention rate

Middle,

Intermediate,

Multi-level school retention rate

Annual Measurable Objectives by School Year

2004-

2005

2005-

2006

2006-

2007

2007-

2008

2008-

2009

2009-

2010

2010-

2011

≥ 44% ≥ 44% ≥ 44% ≥ 58% ≥ 58% ≥ 58% ≥ 72%

≥ 28% ≥ 28% ≥ 28% ≥ 46% ≥ 46% ≥ 46% ≥ 64%

≥ 95% ≥ 95% ≥ 95% ≥ 95% ≥ 95% ≥ 95% ≥ 95%

≥ 75% ≥ 75% ≥ 75% ≥ 80% ≥ 80% ≥ 80% ≥ 80%

≤ 3%

≤ 6%

≤ 3%

≤ 6%

≤ 3%

≤ 6%

≤ 2%

≤ 5%

≤ 2%

≤ 5%

≤ 2%

≤ 5%

≤ 2%

≤ 5%

2011-

2012

≥ 72%

≥ 64%

≥ 95%

≥ 82%

≤ 2%

≤ 5%

2012-

2013

≥ 86%

≥ 82%

≥ 95%

≥ 85%

≤ 2%

≤ 5%

2013-

2014

≥ 100%

≥ 100%

≥ 95%

≥ 90%

≤ 2%

≤ 5%

39 The graduation rate requirement for SY 2010-2011 was not less than eighty percent (≥ 80%) of ninth grade students graduating on time (i.e., in four years) from high school. The graduation rate requirement previously approved by the U.S. Department of Education for SY 2010-2011 (and SY 2011-2012) was not less than eighty-five percent (≥ 85%) of ninth grade students graduating on time from high school.


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(16.1)

Pooling of data by student group and AYP indicator (see paragraph (16.2) regarding the pooling of data to calculate

graduation rates).

Pooling of Data by Student Group and AYP Indicator

(not including Very Small Schools, see paragraph (25) )

"All Students" group

When are data pooled?

How many years of data can be pooled?

How long are data pooled?

Participation Rate

When n ≥ 40 enrolled students and the 95% participation rate requirement is initially "Not

Met"

Up to three years

Until the 95% participation rate requirement is "Met"; until there are no data left to pool; or until three years of data are pooled, whichever comes first

Proficiency Rate (Type I, n ≥ 40)

When n ≥ 40 FAY students and the reading/math proficiency rate requirement is initially "Not Met"

Up to two years (also referred to as Uniform

Averaging)

Until the reading/math proficiency rate requirement is "Met"; until there are no data left to pool; or until two years of data are pooled, whichever comes first

Proficiency Rate (Type II, n < 40)

When n < 40 FAY students and a reading/math proficiency rate cannot be computed due to insufficient "n" size

Up to three years

Until n ≥ 40 FAY students and a reading/math proficiency rate can be computed; until there are no data left to pool; or until three years of data are pooled, whichever comes first

Retention Rate n/a n/a n/a

Disaggregated student groups (e.g., SPED and

Asian/Pacific Islander)

When are data pooled?

Participation Rate Proficiency Rate (Type I, n ≥ 40) Proficiency Rate (Type II, n < 40) n/a

Retention Rate n/a

How many years of data can be pooled?


When n ≥ 40 enrolled students and the 95% participation rate requirement is initially "Not

Met"

Up to three years

Until the 95% participation rate requirement is "Met"; until there are no data left to pool; or until three years of data are pooled, whichever comes first

When n ≥ 40 FAY students and the reading/math proficiency rate requirement is initially "Not Met"

Up to two years (also referred to as Uniform

Averaging)

Until the reading/math proficiency rate requirement is "Met"; until there are no data left to pool; or until two years of data are pooled, whichever comes first n/a n/a n/a n/a


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(16.2)

Pooling of cohort data by student group for graduation rate (see paragraph (16.1) regarding the pooling of data to calculate

participation, proficiency, and retention rates).

Pooling of Cohort Data by Student Group for Graduation Rate

40

(not including Very Small Schools, see paragraph (25)

"All Students" group

When are cohorts pooled?

Four-Year Cohort

Graduation Rate, Old Method, for AYP purposes until SY 2010-2011

All n sizes n/a no minimum "n"

Four-Year Adjusted Cohort

Graduation Rate, New Method, for informational purposes beginning SY 2010-2011, for AYP purposes beginning SY 2011-2012, when n < 40

When n < 40 students in the four-year adjusted cohort and graduation rate cannot be computed due to insufficient "n" size

Up to three four-year adjusted cohorts

Four-Year Adjusted Cohort

Graduation Rate, New Method, for informational purposes beginning SY 2010-2011, for AYP purposes beginning SY 2011-2012, when n ≥ 40

When n ≥ 40 students in the four-year adjusted cohort and the graduation rate requirement is initially "Not Met"

How many cohorts of data can be pooled?


Disaggregated student groups

(e.g., SPED and Asian/Pacific

Islander)

When are cohorts pooled? n/a no minimum "n" n/a no minimum "n"

All n sizes

Until n ≥ 40 students in the four-year adjusted cohort and graduation rate can be computed; until there are no data left to pool; or until three four-year adjusted cohorts are pooled, whichever comes first when n < 40

Up to two four-year adjusted cohorts (similar to Uniform

Averaging)

Until the graduation rate requirement is "Met"; until there are no data left to pool; or until two four-year adjusted cohorts are pooled, whichever comes first when n ≥ 40

How many cohorts of data can be pooled?

How long are data pooled? n/a no minimum "n" n/a no minimum "n" n/a no minimum "n" n/a not calculated n/a not calculated n/a not calculated

When n ≥ 40 students in the four-year adjusted cohort and the graduation rate requirement is initially "Not Met"

Up to two four-year adjusted cohorts (similar to Uniform

Averaging)

Until the graduation rate requirement is "Met"; until there are no data left to pool; or until two four-year adjusted cohorts are pooled, whichever comes first

40 Pooling of cohort data was not implemented for SY 2011-2012 due to the lack of two or more years of comparable four-year adjusted cohort graduation rate data. Multi-year pooling of cohort data will be implemented beginning SY 2012-2013.


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(16.3) Pending Approval by the U.S. Department of Education.

"Roll-up" rules for merging the new "Federal 7" race/ethnicity categories into the existing "Federal 5" race/ethnicity categories for AYP purposes.

Hawaii "14" [old] Hawaii "21" [new] Federal "7" [new] Federal "5" [old]

(C) Chinese

(D) Filipino

(G) Japanese

(H) Korean

(N) Indo-Chinese (e.g., Cambodian,

Vietnamese, Laotian) n/a n/a

(E) Hawaiian

(F) Part Hawaiian

(K) Samoan

(I) Portuguese

(L) White n/a

(J) Spanish, Cuban, Mexican,

Puerto Rican

(B) Black

(M) Other n/a n/a n/a n/a n/a

(A) American Indian

(C) Chinese

(D) Filipino

(G) Japanese

(H) Korean

(N) Indo-Chinese (e.g., Cambodian,

Vietnamese, Laotian)

(R) Other Asian

(AS2) Asian, Two or more Races

Asian

Asian

Asian

Asian

Asian

(E) Native Hawaiian

(K) Samoan

(O) Micronesian (e.g., Marshallese,

(P)

Pohnpeian, Chuukese)

Tongan

(Q) Guamanian/Chamorro

(S)

(PI2)

Other Pacific Islander

Pacific Islander, Two or more Races

(I) Portuguese

(L) White

(WH2) Caucasian, Two or more Races

(J) Hispanic (e.g., Spanish, Cuban, Mexican,

Puerto Rican)

Asian

Asian

Native Hawaiian or

Pacific Islander

Native Hawaiian or

Pacific Islander

Native Hawaiian or

Pacific Islander

Native Hawaiian or

Pacific Islander

Native Hawaiian or

Pacific Islander

Native Hawaiian or

Pacific Islander

Native Hawaiian or

Pacific Islander

White

White

White

Hispanic/Latino*

(A) American Indian or Alaska Native

(B) Black n/a

Two or more Races, provided not specified primary race is

American Indian or

Alaska Native

Black or African

American n/a

Two or more Races, provided ethnicity is not "Hispanic"

Asian/Pacific Islander














White

White

White

Hispanic/Latino*

Native American

Black or African

American n/a

Asian/Pacific Islander**

* Includes part-Hispanic/Latino students whether or not primary race is specified.

** For AYP purposes, the "Two or more Races" (Federal 7) category is included in the "Asian/Pacific Islander" (Federal 5) category provided ethnicity is not "Hispanic".

(17) Beginning with the 2011-2012 Hawaii State Assessment , disaggregated student groups will account for forty of the forty-five "conditions" that all high schools and the

LEA/SEA must meet in order to make AYP.

41

41 Until the 2010-2011 Hawaii State Assessment, disaggregated student groups accounted for thirty-two of the thirty-seven "conditions" that all elementary, middle/intermediate, and high schools and the LEA/SEA had to meet in order to make AYP.


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(18) Forty enrolled students is the minimum number required to appropriately measure the participation rate (i.e., percent tested) of the "All Students" group and disaggregated student groups (e.g., SPED and Asian/Pacific Islander) within schools. Beginning with the spring 2005 Hawaii State Assessment , forty full academic year (FAY) students is the minimum number required to appropriately measure the proficiency rate

(i.e., percent proficient) of the "All Students" group and disaggregated student groups within schools.

42 For reporting purposes, ten students is the minimum number, in the

"All Students" group or disaggregated student groups, required to protect the privacy

(i.e., identity) of an individual.

The minimum "n" sizes required to appropriately measure the participation rates and proficiency rates of the "All Students" group and disaggregated student groups

(e.g., SPED and Asian/Pacific Islander) within schools apply to large schools and small schools alike.

(19) If the "n" size of the "All Students" group or disaggregated student groups is less than forty enrolled students, then the group receives an "n/a" as its participation rate.

Beginning with the spring 2005 Hawaii State Assessment , if the "n" size of the "All

Students" group or disaggregated student groups is less than forty FAY students, then the group receives an "n/a" as its proficiency rate. A student group that receives an

"n/a" as its participation rate or proficiency rate, or both, does not count for purposes of determining AYP. (Practically speaking, receiving an "n/a" is the functional equivalent of meeting one of the thirty-seven or forty-five conditions for making AYP.)

Except as provided in paragraph (25) , the inability of the "All Students" group or

disaggregated student groups to meet the 95% test participation rate requirement does not count against a school if there are less than forty enrolled students in the group.

Similarly, the inability of the "All Students" group or disaggregated student groups to meet the proficiency rate requirement (i.e., the annual measurable objective or AMO) for reading or math, or both, does not count against a school if there are less than forty

FAY students in the group except as provided in paragraph (25) .

42 Prior to the spring 2005 Hawaii State Assessment , thirty full academic year (FAY) students was the minimum number required to appropriately measure the proficiency rate (i.e., percent proficient) of the "All Students" group and disaggregated student groups within schools.


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(20)

Except as provided in paragraph (40) , students who are not enrolled at a school on the

school's participation rate count date do not count (i.e., are deemed not eligible) for participation purposes. Students who are not enrolled at a school for a full academic year do not count (i.e., are deemed not eligible) for proficiency purposes. Similarly, students who are not enrolled at a school for a full academic year cannot be counted for proficiency purposes even if they "meet" or "exceed" proficiency.

(21) Students who, at the request of their parents, are exempted from the Hawaii State

Assessment , Hawaii State Assessment – Translated , or Hawaii State Alternate

Assessment , are counted (i.e., are deemed eligible) for participation purposes. The

HIDOE's policy is consistent with the discussion in the Federal Register concerning the exclusion of children from statewide assessments at the request of their parents: 43

Section 200.20 Making Adequate Yearly Progress

* * *

Comment: Several commenters requested that the final regulations provide flexibility to States in applying the requirement that 95 percent of each subgroup be tested in order to make AYP. Three of these commenters were particularly concerned about the impact on this requirement of State rules permitting parents to exclude their children from statewide assessments. Two other commenters recommended phasing in the 95 percent requirement over several years.

Discussion: The ESEA does not allow for a phase-in of the participation requirement for AYP.

The statute does acknowledge through the 95 percent participation rate requirement that there may be instances in which parents do not allow their students to take the statewide assessments. Schools,

LEAs, and States need to carefully and thoughtfully explain to parents the importance of participating in such assessments and the consequences for not participating.

Changes: None.

* * *

Students who are exempted from testing at the request of their parents are not assigned to the "well below proficiency" performance level and are not included in a school's reading and math results for proficiency purposes. Similarly, students who do not participate in testing are not assigned to the "well below proficiency" performance level and are not included in a school's reading and math results for proficiency purposes.

(22) Subject to the availability of state funds, nonTitle I schools will continue to incur the same sanctions as Title I schools. For nonTitle I schools, however, "School

43 34 CFR §200.20(c)(2) and 67 FR 71744 (December 2, 2002).


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Improvement, Year 1" sanctions were not imposed until school year 2004-2005. The

"clock" started ticking for nonTitle I schools in school year 2002-2003. A Title I school already identified as needing improvement or corrective action under prior federal law was treated as a Title I school needing improvement or corrective action under NCLB. In other words, the "clock" did not start over for Title I schools.

(23) If the "All Students" group or disaggregated student groups (e.g., SPED or

Asian/Pacific Islander) within a school do not meet the 95% test participation rate requirement for AYP, then the HIDOE pools data from the previous year (i.e., spring

2012) to average the participation rate data for the "All Students" group or

disaggregated student groups (see paragraph (16.1) ). If this two-year average does not

meet the 95% test participation rate requirement, then the HIDOE pools data from the two previous years (i.e., spring 2011 and spring 2012) to average the participation rate data for the "All Students" group or disaggregated student groups. If this three-year average (i.e., spring 2011, spring 2012, and spring 2013) does not meet the 95% test participation rate requirement for AYP, then the group is deemed to have not met this requirement.

Except as provided in paragraph (25) , if the size of the "All Students" group or a

disaggregated student group is less than forty enrolled students, then a participation rate for that group is not calculated.

(24) Beginning with the spring 2006 Hawaii State Assessment (i.e., school year 2005-2006), however, an elementary school's Overall AYP result will be based on tests administered to third, fourth, fifth, and, if present, sixth grade students,

44

and a middle school's

Overall AYP result will be based on tests administered to sixth, seventh, and eighth grade students (assuming there is a sixth grade at the middle school). For purposes of the spring 2005 Hawaii State Assessment (i.e., school year 2004-2005), tests administered to fourth, sixth, and seventh grade students did not count for purposes of determining a school's Overall AYP result.

44 Prior to the spring 2006 Hawaii State Assessment , an elementary school's Overall AYP result

(i.e., "met"/"not met") was based on tests administered to third and fifth grade students, and a middle school's

Overall AYP result was based on tests administered to eighth grade students.


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(24.1) Determining Overall AYP Result and NCLB Status for School Year 2013-2014 based on assessments administered during

School Year 2012-2013.

Beginning with the 2011-2012 Hawaii State Assessment , disaggregated student groups will account for forty of the forty-five

"conditions" that all high schools and the LEA/SEA must meet in order to make AYP. See paragraph (17) .

Disaggregated

Student Group

Reading

Proficiency

(met/not met or n/a)

Reading

Participation


Mathematics

Proficiency


Mathematics

Participation


Other Academic Indicator

Graduation Rate or Retention Rate


Economically Disadvantaged

Students with Disabilities

Students with Limited English Proficiency


Black

Hispanic

Native American

White

Aggregated

Student Group

"All Students" Group

7

8

5

6

3

4

1

2

Reading

Proficiency


33

13

14

15

16

9

10

11

12

Reading

Participation


34

21

22

23

24

17

18

19

20

Mathematics

Proficiency


35

29

30

31

32

25

26

27

28

Mathematics

Participation


36

38 – graduation rate only








Other Academic Indicator

Graduation Rate or Retention Rate


37 – graduation rate or retention rate, not both

(A) If all the cells in "Reading Participation" (i.e., 9-16, and 34) and "Reading Proficiency" (i.e., 1-8, and 33) are "Met" or "n/a", then the school made AYP in reading. If any of the cells in "Reading Participation" or "Reading

Proficiency" are "Not met", then the school did not make AYP in reading.

(B) If all the cells in "Math Participation" (i.e., 25-32, and 36) and "Math Proficiency" (17-24, and 35) are "Met" or "n/a", then the school made AYP in math. If any of the cells in "Math Participation" or "Math Proficiency" are "Not met", then the school did not make AYP in math.

(C) For high schools: If all the cells in "Other Academic Indicator" (i.e., 38-45, and 37) are "Met" or "n/a", then the school made AYP in graduation rate. If any of the cells in "Other Academic Indicator" are "Not met", then the school did not make AYP in graduation rate.


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For elementary, middle, intermediate, and multi-level elementary/intermediate schools: If the cell in "Other

Academic Indicator" (i.e., 37) is "Met" or "n/a", then the school made AYP in retention rate. If the cell in "Other

Academic Indicator" is "Not met", then the school did not make AYP in retention rate.

(D) If the school made AYP in reading and math and the other academic indicator (i.e., graduation rate or retention rate), then the school, overall, made AYP. In other words, the school's "Overall AYP" result is "Met".

If the school did not make AYP in reading or math or the other academic indicator, then the school, overall, did not make AYP. In other words, the school's "Overall AYP" result is "Not met".

(E) If a school, whose status in reading is "In Good Standing, Unconditional", does not make AYP in reading , then the school's status in reading is "In Good Standing, Pending". If the school does not make AYP in reading for two consecutive years, then the school's status in reading is "School Improvement, Year 1". If the school does not make

AYP in reading for three consecutive years, then the school's status in reading is "School Improvement, Year 2". If the school does not make AYP in reading for four consecutive years, then the school's status in reading is "Corrective

Action". If the school does not make AYP in reading for five consecutive years, then the school's status in reading is

"Planning for Restructuring". If the school does not make AYP in reading for six or more consecutive years, then the school's status in reading is "Restructuring".

If the school makes AYP in reading , then the school's status in reading stays the same the following year.

(Exception: If the school's status in reading is "In Good Standing, Pending", and if the school makes AYP in reading , then the school's status in reading is "In Good Standing, Unconditional.") If the school makes AYP in reading for two consecutive years, then the school's status in reading is "In Good Standing, Unconditional".

(F) If a school, whose status in math is "In Good Standing, Unconditional", does not make AYP in math , then the school's status in math is "In Good Standing, Pending". If the school does not make AYP in math for two consecutive years, then the school's status in math is "School Improvement, Year 1". If the school does not make

AYP in math for three consecutive years, then the school's status in math is "School Improvement, Year 2". If the school does not make AYP in math for four consecutive years, then the school's status in math is "Corrective Action".


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If the school does not make AYP in math for five consecutive years, then the school's status in math is "Planning for

Restructuring". If the school does not make AYP in math for six or more consecutive years, then the school's status in math is "Restructuring".

If the school makes AYP in math , then the school's status in math stays the same the following year. (Exception: If the school's status in math is "In Good Standing, Pending", and if the school makes AYP in math , then the school's status in math is "In Good Standing, Unconditional".) If the school makes AYP in math for two consecutive years, then the school's status in math is "In Good Standing, Unconditional".

(G) If a school, whose status in graduation/retention rate is "In Good Standing, Unconditional", does not make AYP in graduation/retention rate , then the school's status in graduation/retention rate is "In Good Standing, Pending". If the school does not make AYP in graduation/retention rate for two consecutive years, then the school's status in graduation/retention rate is "School Improvement, Year 1". If the school does not make AYP in graduation/retention rate for three consecutive years, then the school's status in graduation/retention rate is "School

Improvement, Year 2". If the school does not make AYP in graduation/retention rate for four consecutive years, then the school's status in graduation/retention rate is "Corrective Action". If the school does not make AYP in graduation/retention rate for five consecutive years, then the school's status in graduation/retention rate is "Planning for Restructuring". If the school does not make AYP in graduation/retention rate for six or more consecutive years, then the school's status in graduation/retention rate is "Restructuring".

If the school makes AYP in graduation/retention rate , then the school's status in graduation/retention rate stays the same the following year. (Exception: If the school's status in graduation/retention rate is "In Good Standing,

Pending", and if the school makes AYP in graduation/retention rate , then the school's status in graduation/retention rate is "In Good Standing, Unconditional".) If the school makes AYP in graduation/retention rate for two consecutive years, then the school's status in graduation/retention rate is "In Good Standing, Unconditional".

(H) If the school is "In Good Standing, Unconditional" with respect to reading and math and the other academic indicator, then the school's overall "NCLB Status" is "In Good Standing, Unconditional".

(I) If the school is not "In Good Standing, Unconditional" with respect to reading and math and the other academic indicator, then the school's overall "NCLB Status" is determined by the most severe status with respect to reading and math and the other academic indicator. In other words, if the school's status with respect to reading and the other


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NCLB

Sanction/Status

Guide to the 2012-2013 Hawaii State Assessment and Adequate Yearly Progress rev. & comp. 10-19-2011; rev. 4-10-2012; rev. & comp. 10-15-2012 academic indicator is "In Good Standing, Unconditional", but the school's status with respect to math is "Planning for

Restructuring", then the school's overall "NCLB Status" is "Planning for Restructuring".

Aloha School: All-in-One

2010 AYP

Result

2011 AYP

Result

2012 AYP

Result

Reading

AYP Not Met Met Met

Planning for

Restructuring

(SY 10-11)

Planning for

Restructuring

(SY 11-12)

In Good

Standing,

Unconditional

(SY 12-13)

Math

AYP

NCLB

Sanction/Status

Not Met

School

Improvement,

Year 1

(SY 10-11)

Met

School

Improvement,

Year 1

(SY 11-12)

Not Met

School

Improvement,

Year 2

(SY 12-13)

OVERALL AYP/NCLB

(SY 12-13)

AYP:

Not Met

NCLB Sanction/Status:

School Improvement, Year 2

Graduation/Retention

AYP

NCLB

Sanction/Status

Met

In Good

Standing,

Unconditional

(SY 10-11)

Not Met

In Good

Standing,

Pending

(SY 11-12)

Met

In Good

Standing,

Unconditional

(SY 12-13)


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(24.2) Resources.

Resource What is it?

Discontinued after

SY 2009-2010

(spring 2010)

HSA Workbooks



Statewide

Summary



Complex &

School



Current

Enrollment



Longitudinal

And…

HSA Results

Workbook User

Guide

ARCHdb

Safe Harbor

Calculator &

SEP Calculator

Who has access?

Data used for all

AYP determinations, includes student rosters and scores for

"All Students" and disaggregated group calculations

*Contains confidential information

Excel worksheets formulated to calculate Safe

Harbor and Standard

Error of the

Proportion

CAS, school principals, and others upon approval

*Password protected

CAS, school principals, and school staff within the

HIDOE network

Useful for…

Discontinued after SY 2009-2010 (spring 2010)

Where is it?

Discontinued after SY 2009-2010

(spring 2010)

Who can help?

Discontinued after

SY 2009-2010

(spring 2010)



Viewing final AYP data (includes students as filtered for NCLB/AYP) for 2003-2012. Current year’s data is available the same day as the

BOE's AYP results presentation.



AYP rosters, including numerators and denominators for participation, proficiency, and graduation/retention



Full Academic Year rosters



Specific queries of AYP student groups in reading and math



AYP Appeals and Data cleaning (Pre-Appeals)



Allows schools to determine Safe Harbor & SEP percentages based on specific student numbers in the AYP proficiency categories

Caution…

The information in these calculators are intended for planning purposes only and do not represent official

AYP results. For use by school staff only - not for public distribution.

Internet – Secure website; individual username and password required https://archdb.hidoe.us/nclb/Login.aspx

http://sao.k12.hi.us/planning/calculators.php

Reminder…

Your computer must be within the HIDOE network in order to view and download the calculator files.

System Evaluation

& Reporting

Section (SERS)

808-733-4008

System Planning

& Improvement

Section (SPIS)

Keith Fukumoto

808-735-8250 or SERS

808-733-4008

Continued on next page.


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Continued from previous page.

Resource

AYP Counts

Guide to the

HSA and AYP

NCLB School

Accountability

Reports

Accountability

Resource Center

Hawaii (ARCH) website

What is it?

Actual counts by student groups used for AYP calculations

*Contains confidential information

Reference guide providing definitions and clarifications of

HSA and AYP criteria, interactions and issues.

Federally mandated individual school accountability

(AYP/NCLB) reports

Public reporting and resource website for

Systems

Accountability

Office, System

Evaluation &

Reporting Section

Who has access?

School principals

By request only

Public

Public

Public

Useful for…



Provides the counts required by Safe Harbor &

SEP calculators.



Clarification of AYP & HSA related issues



Details of NCLB decision rules



Summarized by school AYP percentages and

NCLB status



Viewing publicly released AYP results and information, including o State and school-level AYP reports o Summary report by Complex o Guide to the HSA and AYP o NCLB School Accountability Reports o NCLB Accountability Workbook &

Targets



Viewing other system-wide reports, including

SSIR, SQS, SEPS, Trend, and HSSRA

Where is it?

Contact SERS for access information.

Internet – public website http://arch.k12.hi.us



Who can help?

System Evaluation

& Reporting

Section (SERS)

808-733-4008

System Planning

& Improvement

Section (SPIS)

Keith Fukumoto

808-735-8250

System Evaluation

& Reporting

Section (SERS)

808-733-4008

System Evaluation

& Reporting

Section (SERS)

808-733-4008


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(24.3) Making changes to final AYP results and NCLB status.

(a) The Superintendent may:

(1) Change a student group's (e.g., "All Students", SPED, and White) or school's final AYP result from "not met" to "met"; or

(2) Upgrade (improve) a school's final NCLB status, including exiting the school from restructuring, if the group's or school's final AYP result or NCLB status is deemed, by the

Superintendent, to be incorrect.

(b) A student group's or school's final AYP result or NCLB status is deemed incorrect if:

(1) The group's or school's incorrect result or status is the product of a systemic error involving:

(A) The preparation of test or test-related documents;

(B) The handling, delivery, or scoring of test materials;

(C) The calculation of participation, proficiency, retention, or graduation rates; or

(D) The determination of school improvement, corrective action, planning for restructuring, or restructuring status; and

(2) The systemic error was committed by persons other than school personnel.

(c) A student group's or school's final participation, proficiency, retention, or graduation rates are deemed correct if the school was given the opportunity to review the accuracy and completeness of the data used to calculate these rates, and if the accuracy and completeness of the data were not challenged by the school through either the preappeals or formal appeals process.

(d) The Superintendent may not:

(1) Change a student group's or school's final AYP result from "met" to "not met"; or

(2) Downgrade (worsen) a school's final NCLB status, including identifying the school for restructuring.

(e) The Superintendent may increase (raise) a student group's or school's final participation, proficiency, retention, or graduation rates:

(1) If the group's or school's final AYP result is changed from "not met" to

"met";

(2) If the school's final NCLB status is upgraded (improved); or

(3) To correct a systemic error:

(A) Involving:

(i) The preparation of test or test-related documents;

(ii) The handling, delivery, or scoring of test materials; or

(iii) The calculation of participation, proficiency, retention, or graduation rates; and

(B) Committed by persons other than school personnel.

(f) The Superintendent may decrease (lower) a student group's or school's final participation, proficiency, retention, or graduation rates to correct a systemic error:

(1) Involving:

(A) The preparation of test or test-related documents;


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(B) The handling, delivery, or scoring of test materials; or

(C) The calculation of participation, proficiency, retention, or graduation rates; and

(2) Committed by persons other than school personnel; provided that the Superintendent may not change a group's or school's final AYP result from "met" to "not met" or downgrade (worsen) the school's final NCLB status.


Very Small Schools (Adequate Yearly Progress)

(25) Procedures for pooling data on very small schools.

(a) If:

(1) Current-year (1-year) reading and math participation rate for each disaggregated student group is "n/a" due to small "n" size (< 40 enrolled students);

(2) Current-year (1-year) reading and math proficiency rate for each disaggregated student group is "n/a" due to small "n" size (< 40 FAY students);

(3) Current-year (1-year) reading and math participation rate for the "All

Students" group is "n/a" due to small "n" size (< 40 enrolled students);

(4) Current-year (1-year) reading and math proficiency rate for the "All

Students" group is "n/a" due to small "n" size (< 40 FAY students); and

(5) Graduation rate or retention rate for the "All Students" group is unavailable, then pool reading and math proficiency rate data for the "All Students" group until the

"n" size is greater than or equal to forty (≥ 40) FAY students or until up to three years of reading and math proficiency rate data (2013, 2012, and 2011) have been pooled.

(b) If, after pooling up to three years of reading and math proficiency rate data

(2013, 2012, and 2011) the reading and math proficiency rate for the "All Students" group is still "n/a" due to small "n" size (< 40 FAY students), then:

(1) For the "All Students" group:

(A) Determine AYP for reading and math participation rate without regard to "n" size; and

(B) Determine AYP for reading and math proficiency rate without regard to "n" size;

(2) For the school, determine AYP using reading and math participation rate, and reading and math proficiency rate without regard to "n" size.

As previously noted, graduation or retention rate for the "All Students" group is unavailable in this scenario; and

(3) Print the following note on the school's AYP report: "*Results may be unreliable due to small number of students."


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Out-of-State and In-State Placements

(26) REPEALED , rev. & comp. 1-25-2010.

(26.1) Out-of-state placements.

Because of test security considerations, the HIDOE does not allow its secure Hawaii State Assessment materials to be released to a facility located outside the State of Hawaii. Consequently, a student placed in or referred to an out-of-state residential program by the student's IEP/MP team, a hearings officer, or a judge (i.e., programmatic placement) cannot be tested and is counted as a student who did not participate in testing (i.e., was not tested).

45

If a student is not placed in or referred to an out-of-state residential program by the student's IEP/MP team, a hearings officer, or a judge (i.e., unilateral enrollment by the student's parents), then the student does not count (i.e., is deemed not eligible) for participation purposes. The student's placement in or referral to an out-of-state residential program is deemed effective on the date the student's parent enrolled the student in the out-of-state residential program or requested a due process hearing, whichever occurred earlier.

If a parent requests a due process hearing to allow a student to attend an out-of-state residential program at the HIDOE's expense, then the SEA/LEA but not the school will count the student for participation purposes until the completion of all proceedings. In other words, the SEA/LEA but not the school will be required to count the student for participation purposes during the pendency of any administrative or judicial proceeding.

If the parent prevails and the student will be attending an out-of-state residential program at the HIDOE's expense, then the student counts (i.e., is deemed eligible) for participation purposes from the date of the hearings officer's or judge's decision, or settlement agreement. In other words, the SEA/LEA but not the school will be required to count the student for participation purposes from the date of the hearings officer's or judge's decision, or settlement agreement.

If the HIDOE prevails and the student will not be attending an out-of-state residential program at the HIDOE's expense, then the student will not count (i.e., will be deemed not eligible) for participation purposes from the date of the hearings officer's or judge's decision, or settlement agreement. In other words, the SEA/LEA and the school will not be required to count the student for participation purposes from the date of the hearings officer's or judge's decision, or settlement agreement.

45 An out-of-state residential placement, in effect, means that a student's IEP/MP team, a hearings officer, or a judge has determined that FAPE cannot be provided to the student at any on-campus or off-campus facility in the State of

Hawaii. (Note: this paragraph does not apply to federal and state laws concerning FAPE.)


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If:

(A) A student's IEP/MP team, a hearings officer, or a judge determines that a student, who was placed in an out-of-state residential program by the same, should be placed in a program located in the State of Hawaii; and

(B) The IEP/MP team's, hearings officer's, or judge's determination is challenged through a request for a due process hearing or judicial review, then the SEA/LEA but not the school will count the student for participation purposes until the completion of all proceedings. In other words, the SEA/LEA but not the school will be required to count the student for participation purposes during the pendency of any administrative or judicial proceeding.

For purposes of this paragraph, the term "parent" includes a child's legal guardian and a parent's attorney.

This paragraph may not be construed as an interpretation of section 8-60-72, Hawaii

Administrative Rules (Department of Education, Student's status during proceedings) or chapter 8-61, Hawaii Administrative Rules (Department of Education,

Nondiscrimination on the Basis of Disability in Programs or Activities Receiving

Federal Financial Assistance) as they relate to the so-called "stay-put" provision.

(26.2) In-state placements.

If a student is not placed in or referred to a private off-campus facility in Hawaii by the student's IEP/MP team, a hearings officer, or a judge

(i.e., unilateral enrollment by the student's parents), then the student does not count

(i.e., is deemed not eligible) for participation purposes. The student's placement in or referral to a private off-campus facility in Hawaii is deemed effective on the date the student's parent enrolled the student in the private off-campus facility or requested a due process hearing, whichever occurred earlier.

If a parent requests a due process hearing to allow a student to attend a private off-campus facility in Hawaii at the HIDOE's expense, then the SEA/LEA but not the school will count the student for participation purposes until the completion of all proceedings. In other words, the SEA/LEA but not the school will be required to count the student for participation purposes during the pendency of any administrative or judicial proceeding.

If the parent prevails and the student will be attending a private off-campus facility in

Hawaii at the HIDOE's expense, then the student counts (i.e., is deemed eligible) for participation purposes from the date of the hearings officer's or judge's decision, or settlement agreement. In other words, the SEA/LEA and the school will be required to count the student for participation purposes from the date of the hearings officer's or judge's decision, or settlement agreement.

If the HIDOE prevails and the student will not be attending a private off-campus facility in Hawaii at the HIDOE's expense, then the student will not count (i.e., will be deemed not eligible) for participation purposes from the date of the hearings officer's or judge's decision, or settlement agreement. In other words, the SEA/LEA and the school


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Guide to the 2012-2013 Hawaii State Assessment and Adequate Yearly Progress rev. & comp. 10-19-2011; rev. 4-10-2012; rev. & comp. 10-15-2012 will not be required to count the student for participation purposes from the date of the hearings officer's or judge's decision, or settlement agreement.

If:

(A) A student's IEP/MP team, a hearings officer, or a judge determines that a student, who was placed in a private off-campus facility in Hawaii by the same, should be placed in a program located in a Hawaii public school; and

(B) The IEP/MP team's, hearings officer's, or judge's determination is challenged through a request for a due process hearing or judicial review, then the SEA/LEA and the school will count the student for participation purposes until the completion of all proceedings. In other words, the SEA/LEA and the school will be required to count the student for participation purposes during the pendency of any administrative or judicial proceeding.

For purposes of this paragraph, the term "parent" includes a child's legal guardian and a parent's attorney.

This paragraph may not be construed as an interpretation of section 8-60-72, Hawaii

Administrative Rules (Department of Education, Student's status during proceedings) or chapter 8-61, Hawaii Administrative Rules (Department of Education,

Nondiscrimination on the Basis of Disability in Programs or Activities Receiving

Federal Financial Assistance) as they relate to the so-called "stay-put" provision.

4140 (including 4140 to homeschooling)

(27) For purposes of determining AYP only, if a Complex Area Superintendent approves, or recommends the approval of, a 4140 (exceptions to compulsory education), then the

4140 is deemed effective on the date the principal recommended the approval of the

4140. If a 4140 requires the approval of a Family Court Judge, then the 4140 is deemed effective on the date the Family Court Judge signed the court order.

46

This paragraph does not apply to the HIDOE's attendance policies and procedures or to the State's compulsory education law.

(28) If a school is informed that a child, including a child with a disability, will be homeschooled, then a 4140 is deemed effective on:

(A) The date the parent's notice of intent 47 to homeschool the child was signed;

46 The revised Form 4140 (rev. August 2011) eliminates the requirement to obtain the signature of a Family Court

Judge on the Form 4140; however, a Court Order with the Judge's signature must be attached. Memorandum from

Joyce Bellino, Assistant Superintendent, Office of Curriculum, Instruction, and Student Support, "Revised Form

4140 (Exceptions to Compulsory Education)" (November 17, 2011),

Notes://LILINOTE/8A25646700669F2D/EECBC0B67009DC170A2575CF0064FB94/28328A869B000A9F0A257

94A0074C92B, accessed September 27, 2012, 6 pp.

47 The notice of intent may be submitted on a department developed form (i.e., Form 4140 ) or in a letter containing the: (1) name, address, and telephone number of the child; (2) birthdate and grade level of the child; and


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(B) The date the parent's notice of intent to homeschool the child was postmarked;

(C) The date the parent's notice of intent to homeschool the child was date/time stamped by the school; or

(D) The date the principal acknowledged the parent's notice of intent to homeschool the child in writing, whichever date is earliest. For purposes of determining AYP only, the effective date of a 4140 to homeschooling is the day the parent's notice of intent to home school the child was submitted in writing .

48

This paragraph does not apply to the HIDOE's attendance policies and procedures or to the State's compulsory education law.

(29) A 4140 counts against a school for participation purposes if the 4140 is granted after the school's participation rate count date. If the 4140 is granted before the school's participation rate count date, then the 4140 does not count against the school for participation purposes.

With the exception of a 4140 to homeschool, which is deemed a transfer, a 4140 is deemed a dropout and counts against a high school for graduation purposes.

See paragraph (10) .

(30) A homeschooled child with a disability

49

, who receives special education and related services, does not count (i.e., is deemed not eligible) for participation purposes.

Hawaii State Alternate Assessment



(32.1) Beginning in spring 2007, if a school:

50

(3) signature of the parent. Hawaii Administrative Rules, section 8-12-13 (Department of Education; Compulsory

Attendance Exceptions).

48 34 CFR §200.19(b)(1)(ii)(B)(1) and 74 FR 64451-64452 (October 29, 2008).

49 Section 8-12-14, Hawaii Administrative Rules (Department of Education; Compulsory Attendance Exceptions), requires all educational and related services, which are statutorily mandated, to be made available at the home public school site to homeschooled children who have been evaluated and certified as needing educational and related services and who request the services. The provision of educational and related services to homeschooled children with a disability is a state requirement, not a federal requirement.

50 Prior to spring 2007, if a school:

(A) Requested an alternate assessment for a student from the Student Assessment Section but administered the

Hawaii State Assessment instead of the alternate assessment to the student; and

(B) Neglected to inform the Student Assessment Section that the school administered the Hawaii State

Assessment instead of the alternate assessment to the student,


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(A) Administers the Hawaii State Assessment to a student; and

(B) The student's IEP indicates that the student is eligible to take the Hawaii State

Alternate Assessment, then the student's results on the Hawaii State Assessment will be removed from the school's AYP results and the student will be deemed to have not participated in either the Hawaii State Assessment or the Hawaii State Alternate Assessment.

Beginning in spring 2007, if a school:

(A) Administers the Hawaii State Alternate Assessment to a student; and

(B) The student's IEP does not indicate that the student is eligible to take the Hawaii

State Alternate Assessment, then the student's results on the Hawaii State Alternate Assessment will be removed from the school's AYP results and the student will be deemed to have not participated in either the Hawaii State Alternate Assessment or the Hawaii State Assessment .

51

A student with an IEP or MP must be schooled and tested in accordance with the requirements of the student's IEP or MP.

52

This paragraph may not be construed as amending a student's IEP or MP. Any amendments to a student's IEP or MP must be made in accordance with chapter 8-60 or chapter 8-61, respectively. then the student's results on the Hawaii State Assessment were removed from the school's AYP results and the student was deemed to have not participated in the either the Hawaii State Assessment or the alternate assessment.

51 The Hawaii State Alternate Assessment, Participation Criteria and Documentation Form was replaced by the

Participation Criteria Checklist and the Participation Documentation Form beginning in fall 2008. The purpose of the Participation Documentation Form was to set up the evidence management and online assessment components of the EviTrac system by linking students and raters to one another. Neither the Participation Criteria Checklist nor the Participation Documentation Form is the official document of record insofar as participation in statewide assessments by IDEA and Section 504 students is concerned. The official document of record is the active IEP or

MP on eCSSS. (Note: the Participation Criteria and Documentation Form used prior to fall 2008 was not part of a student's IEP or MP.)

52 See actual example of a check from 2010-2011 Hawaii State Alternate Assessment , below.


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(32.2) Beginning in spring 2006, all Hawaii State Alternate Assessment scores will be assigned to one of four proficiency levels: "well below" proficiency, "approaches" proficiency, "meets" proficiency, and "exceeds" proficiency. In addition, the HIDOE will include the "meets" and "exceeds" proficiency scores of students with the most significant cognitive disabilities when calculating AYP for schools and the SEA/LEA, provided the number of students who score at the "meets" or "exceeds" level on the alternate achievement standards at the SEA/LEA level does not exceed 1.0% of all students in the grades assessed in reading and in math.

If the number of students who score at the "meets" or "exceeds" level on the alternate achievement standards at the SEA/LEA level exceeds 1.0%, then the HIDOE will include the "meets" and "exceeds" proficiency scores of students with the most significant cognitive disabilities in the following order up to the 1.0% cap.

Priority for being included under the 1% cap

SPED?

SPED/IEP placement?

English language learner (ELL)?

Economically disadvantaged?

Proviso?

First, all students who are:

Second, all students who are:

Third, all students who are:

Fourth, all students who are:

Fifth, all students who are:

Sixth, all students who are:

Seventh, all students who are:

Eighth, all students who are:

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

No

No

No

No

Yes

Yes

Yes

Yes

Yes

Yes

No

No

Yes

Yes

No

No

Yes

No

Yes

No

Yes

No

Yes

No must be ≤ 1.0% cap must be ≤ 1.0% cap must be ≤ 1.0% cap must be ≤ 1.0% cap must be ≤ 1.0% cap must be ≤ 1.0% cap must be ≤ 1.0% cap must be ≤ 1.0% cap

If only a portion (rather than all) of the "meets" and "exceeds" proficiency scores of students with second priority can be included, then only the "meets" and "exceeds" proficiency scores of students with first priority will be included. If only a portion

(rather than all) of the "meets" and "exceeds" proficiency scores of students with third priority can be included, then only the "meets" and "exceeds" proficiency scores of students with second priority will be included. If only a portion (rather than all) of the

"meets" and "exceeds" proficiency scores of students with fourth priority can be included, then only the "meets" and "exceeds" proficiency scores of students with third priority will be included. If only a portion (rather than all) of the "meets" and

"exceeds" proficiency scores of students with fifth priority can be included, then only the "meets" and "exceeds" proficiency scores of students with fourth priority will be included. If only a portion (rather than all) of the "meets" and "exceeds" proficiency scores of students with sixth priority can be included, then only the "meets" and

"exceeds" proficiency scores of students with fifth priority will be included. If only a portion (rather than all) of the "meets" and "exceeds" proficiency scores of students with seventh priority can be included, then only the "meets" and "exceeds" proficiency scores of students with sixth priority will be included. If only a portion (rather than all) of the "meets" and "exceeds" proficiency scores of students with eighth priority can be included, then only the "meets" and "exceeds" proficiency scores of students with seventh priority will be included.


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Grade 31 Students (and revised testing policy)

(33) The Grade 31 designation is assigned to special education students in two instances:

53

(A) A returning high school special education senior who did not graduate with a diploma is given a Grade 31 and can receive services per his/her Individualized

Education Program (IEP) until he/she ages out at 20 years old.

For example, a special education student who graduated last school year with a certificate of completion, also known as an "Individually Prescribed

Program (IPP) Certificate", and returned this school year, would be given a

Grade 31 designation.

Another example is the student who was grade 12 last year, did not participate in graduation, returns to school for the current school year, and plans to graduate with a certificate of completion.

(B) A special education student who is at an "out-of-grade level" placement in relation to the school where he/she is enrolled because the appropriate educational program is at that school is also given a Grade 31 designation. This placement decision may be made by a hearing officer, a judge, or a group of persons knowledgeable about the student, the meaning of the evaluation data, and the placement options as documented in the IEP's Prior Written Notice.

For example, a 15-year-old student may be given a Grade 31 designation if the student is placed in a program at an elementary school by the student's

IEP team.

The Grade 31 designation, therefore, is given after a student completes his/her school's highest grade level (e.g., the fifth grade or sixth grade for a typical elementary school, eighth grade for a typical middle school, and twelfth grade for a typical high school).

A Grade 31 designation is NOT used for a retention authorized by the principal or for a credit deficiency. For example, a senior who did not have enough credits to graduate with a diploma will be given a 12R designation the following school year, not

Grade 31. Enrollment in non-credit classes, by itself, is also not determinative of a

Grade 31 designation.

Revised Testing Policy.

Grade 31 special education students, who are chronologically in grades 3 through 8, and 10 are to be included in the Hawaii State Assessment program.

54

These students typically will be eight, nine, ten, eleven, twelve, thirteen, or

53 Memorandum from Patricia Hamamoto, Superintendent of Education to Complex Area Superintendents, District

Educational Specialists, Principals, and Charter School Administrators, entitled "Special Education Students with a

Grade 31 Designation" (October 27, 2005),

Notes://LILINOTE/8A25646700669F2D/EC508E6E5384A8D50A25694600016E49/6F5D4A4BEAF84D3D0A257

0A7000B30F1, accessed November 11, 2005, 2 pp.

54 Prior to school year 2005−2006, grade 31 students were not included in the Hawaii State Assessment program.


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Guide to the 2012-2013 Hawaii State Assessment and Adequate Yearly Progress rev. & comp. 10-19-2011; rev. 4-10-2012; rev. & comp. 10-15-2012 fifteen years of age on or before December 31 of the current school year. Schools are to use the designated assessment documented in each child's IEP: the age appropriate

Hawaii State Assessment with or without accommodations or the Hawaii State

Alternate Assessment .

55

Since Grade 31 returning seniors are not at a grade level where the Hawaii State Assessment is given, they will continue to be exempted.

Grade 31 students are not included in a school's retention rate calculation because these students, as previously mentioned, are out-of-grade level in relation to the school where they are enrolled.

Unique, Significant Medical Emergency

(34) Students who are unable to take the 2012-2013 Hawaii State Assessment or the alternate assessment during their school's "official test administration window"

(see paragraph (1) for specific dates by assessment type, e.g., the

Braille version of the

Hawaii State Assessment ) because of a "unique, significant medical emergency" count against the SEA/LEA but not a school for participation purposes.

In order for a school to benefit from this flexibility, a student's "physician" must state, in writing, that the student was medically unable to take part in:

(A) The 2012-2013 Hawaii State Assessment or Hawaii State Assessment –

Translated (formerly the Hawaiian Aligned Portfolio Assessment ); or

(B) The 2012-2013 Hawaii State Alternate Assessment (for those very few special education students with the most significant cognitive disabilities).

The physician's signed report must include a description of the medical emergency that caused the student to be deemed medically unable to take part in the 2012-2013 Hawaii

State Assessment , Hawaii State Assessment – Translated , or Hawaii State Alternate

Assessment . The student's medical emergency may be temporary in nature; however, it must extend without interruption from the date the school or track started testing to the last day of the school's "official test administration window". For purposes of this paragraph only, the "date the school or track started testing" refers to the date of the first reading, math, or science test attempt (HCPS III) of the 2012-2013 Hawaii State

55 Chronological age, by itself, may not be determinative of a student's grade level if the student was retained in elementary school, including Kindergarten. In these instances, a student's testing history may be used to verify the student's grade level (see actual examples from 2010-2011 Hawaii State Assessment , below).

Grade 31

Age as of 12-31-2010

Student details (for SY 2010-2011)

14

15

• Chronological age corresponds to 9th grade;

• Six previous test scores (2005, 2006, 2007, 2008, 2009, 2010), took 8th grade test in spring 2010;

• Not enrolled in a tested grade level for SY 2010-2011 - 9th grade.

• Chronological age corresponds to 10th grade;

• Five previous test scores (2006, 2007, 2008, 2009, 2010), took 8th grade test in spring 2010;

• Not enrolled in a tested grade level for SY 2010-2011 - 9th grade.

Sources: eCSSS and ARCHdb


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Assessment or Hawaii State Assessment – Translated. For purposes of this section, the term "science" includes the high school, Biology I, end-of-course exam.

If a student's physician states that the student was medically unable to take part in the

2012-2013 Hawaii State Assessment , Hawaii State Assessment – Translated , or Hawaii

State Alternate Assessment , then a school may request (through the formal process for appealing AYP determinations) that the student not count (i.e., be deemed not eligible) for participation purposes at the school. For purposes of this paragraph, "physician" means:

(AA) A doctor of medicine licensed under: (i) chapter 453, Hawaii Revised Statutes ; or (ii) the applicable laws of the state where the student has been placed in order to implement the student's IEP;

(BB) An osteopath licensed under: (i) chapter 453, Hawaii Revised Statutes ; or

(ii) the applicable laws of the state where the student has been placed in order to implement the student's IEP; or

(CC) A psychologist licensed under: (i) chapter 465, Hawaii Revised Statutes ; or

(ii) the applicable laws of the state where the student has been placed in order to implement the student's IEP.

56

A school must specify, through the formal process for appealing AYP determinations, which tests a student was able to attempt (e.g., the fifth grade HCPS III reading assessment) and which tests the student was unable to attempt (e.g., the fifth grade

HCPS III math assessment) because of the student's medical emergency.

A finding that a student is medically unable to take part in the 2012-2013 Hawaii State

Assessment , Hawaii State Assessment – Translated , or Hawaii State Alternate

Assessment does not equate with a disability or constitute a placement (or change of placement) determination for the purposes of chapter 8-60 or chapter 8-61, Hawaii

Administrative Rules (Department of Education). If the school suspects that the student has a disability, then the student must be referred for evaluation to determine eligibility in accordance with chapter 8-60 or chapter 8-61. This paragraph may not be construed to delay the evaluation of a student who the school suspects has a disability.

A student with an individualized education program (IEP) or modification plan (MP) must be tested in accordance with the requirements of the student's IEP or MP. This paragraph may not be construed as amending a student's IEP or MP. Any amendments to a student's IEP or MP must be made in accordance with chapter 8-60 or chapter 8-61,

Hawaii Administrative Rules (Department of Education), respectively.

(35) If a student is violent and, possibly, in need of medical attention or special education and related services, or both, then testing the student should be secondary to ensuring that: the student will not hurt himself/herself; the student will not hurt other people; and the student will not be hurt by other people.

56 See section 334-59, Hawaii Revised Statutes (Emergency examination and hospitalization).


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(35.1) For purposes of determining AYP only, if a student is taken into protective custody pursuant to law

57

and cannot be tested, then the SEA/LEA but not the school will count the student for participation purposes. The testing of a student placed into protective custody should be secondary to ensuring that: the student will not hurt himself/herself; the student will not hurt other people; and the student will not be hurt by other people.

Current and Rescinded Special Education Students

(35.4) For AYP purposes beginning SY 2011-2012, students with disabilities are individuals with a type "S" code (meaning "IDEA base eligible") in the HIDOE's student information system and an active IEP, on their schools' respective participation rate count dates. The term "IDEA base eligible" includes SPED students with initial IEPs that have not been activated, yet.

58

According to the USDOE, however, an initial IEP must be activated in order for an individual to be considered a "student with a disability" for purposes of determining AYP.

59

An IEP is deemed "active" once it meets the eight prerequisites for activation in eCSSS and is physically activated by a student's Care Coordinator (see diagram and list, below).

57 Including section 28-101 (Witness security and protection), chapter 587A (Child Protective Act), section 710-1071 (Intimidating a witness), section 710−1072 (Tampering with a witness), or section 710-1072.2

(Retaliating against a witness), Hawaii Revised Statutes .

58 For AYP purposes until SY 2009-2010, the type "S" code meant "IDEA eligible with an active IEP". Hawaii,

Department of Education, "Student Information System Codes (November 18, 2010)", p. 7.

59

Unacceptable amendment

The following amendments are not aligned with the statute and regulations and are, therefore, not approved.

Students with disabilities included in the definition of AYP (5.1)(5.3)

Revision: Hawaii wishes to, for purposes of determining AYP, redefine when a student is considered a "student with a disability." Rather than classifying the student when he/she is "IDEA eligible with an active IEP," Hawaii has proposed to change the status to "IDEA base eligible," which includes special education students with an initial IEP that has not been activated. Parental consent is needed but the form used in this process does not address parent consent.

*

34 C.F.R. § 300.300 "parental consent for services" is required for a student to be classified as a student with a disability. Thus, status as a "student with a disability" is not in effect before the student's parent consent to services.

* *

See letter from Michael Yudin, Acting Assistant Secretary, U.S. Department of Education to Kathryn Matayoshi,

Superintendent, Hawaii Department of Education, regarding amendments to Hawaii's accountability plan

(November 14, 2011), 4 pp.


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Diagram: eCSSS, Individualized Education Program, Actions Tab

The eight prerequisites for activation of an IEP in eCSSS are:

(A) Care Coordinator;

(B) Evaluation Status – IDEA;

(C) Latest PWN Eval – Provided to Parent, IDEA;

(D) Latest Elig Determination – IDEA Eligible, Filed Date;

(E) Latest PWN-Elig – Provided to Parent, IDEA;

(F) Latest Consent 102b – Provided to Parent, IDEA, Not Revoked;

(G) PWN-Program – Provided to Parent; and

(H) Actual IEP Conference.

Schools are discouraged from delaying the activation of an initial IEP in order to avoid the identification of an individual as a "student with a disability" for purposes of determining AYP.

(35.5) Beginning with the spring 2008 Hawaii State Assessment , the HIDOE will pool the reading and math proficiency scores of rescinded SPED students with the proficiency scores of current SPED students, for up to two school years. If the number of students in a school's SPED group, excluding SPED students who were rescinded from the

SPED program between the day after the close of the preceding test administration window (e.g., May 21, 2011) and the close of the subsequent test administration window (e.g., May 18, 2012) is less than forty, then the SPED group's proficiency rate is not calculated. If the number of students in a school's SPED group, excluding SPED students who were rescinded from the SPED program between the day after the close of the preceding test administration window and the close of the subsequent test administration window, is greater than or equal to forty; and if the SPED group does not meet or exceed the annual measurable objective for reading or math proficiency, then the calculation of the SPED group's proficiency rate will include these rescinded

SPED students.

The HIDOE will not pool the proficiency scores of SPED students whose parents revoke their consent for the continued provision of services in accordance with

34 CFR §300.300 (parent consent). These students will be deemed neither current

SPED students nor rescinded SPED students for purposes of this paragraph. (In other


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Guide to the 2012-2013 Hawaii State Assessment and Adequate Yearly Progress rev. & comp. 10-19-2011; rev. 4-10-2012; rev. & comp. 10-15-2012 words, these students will be deemed general education students.) Schools are solely responsible for identifying these students through the formal process for appealing

AYP determinations. The Systems Accountability Office is not responsible for identifying SPED students whose parents revoke their consent for the continued provision of services or for providing schools with evidence to support their appeals.

The Systems Accountability Office utilizes eCSSS (the Electronic Comprehensive

Student Support System)(see report, "Exited IDEA Students") to identify SPED students who were rescinded from the SPED program between the following dates:

May 21, 2011 through May 18, 2012 (for school year 2011-2012) and May 19, 2012 through May 17, 2013 (for school year 2012-2013). For purposes of this paragraph only, a revocation of consent for the continued provision of services is deemed effective when the revocation is submitted to the school in writing. If there is a discrepancy between the electronic record and the written record concerning the date the student's parents revoked their consent for the continued provision of services, then the written record will control.


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Current and Former English Language Learners

60

(36) The HIDOE pools the reading and math proficiency scores of former ELL students with the proficiency scores of current ELL students, for up to two school years. To benefit from this flexibility, schools must submit timely and complete student information to the ELL Program Office using the ELL Database (DELLs)

61

on Lotus Notes . The ELL

Program Office and the Systems Accountability Office utilize the DELLs to identify

ELL students who (having met the minimum criteria for a code 03, "academic ELP

(English Language Proficiency) exit")

62

are exited from the ELL program between the following dates: May 21, 2011 through May 18, 2012 (for school year 2011-2012) and

May 19, 2012 through May 17, 2013 (for school year 2012-2013). Beginning in spring

2007, the HIDOE will not pool the proficiency scores of former ELL students who were classified as (initially) "Identified - Fully English Proficient" (I-FEP) or who did not met the minimum criteria for a code 03, "academic ELP (English Language

Proficiency) exit". In other words, the HIDOE will no longer pool the proficiency scores of former ELL students who exited the ELL program with a 01, 02, 04, 05, or 06 exit code.

Beginning with the spring 2005 Hawaii State Assessment , the HIDOE will calculate the proficiency rate of a school's pooled ELL group only if the size of the school's unpooled ELL group is already greater than or equal to forty students.

63

(36.1) All ELL students, including ELL students enrolled in their first year at a United States school, must take the math, reading, and science sections of the Hawaii State

Assessment or, when specified in a student's IEP, the math, reading, and science sections of the Hawaii State Alternate Assessment for those SPED students with the

60 Formerly known as Students of Limited English Proficiency (SLEP), English as a Second Language (ESL), and

English for Second Language Learners (ESLL).

61 Formerly known as the "Electronic Data Form (EDF)" and "Electronic Data Base (EDB)".

62 Office of Curriculum, Instruction and Student Support, "Identification, Assessment, and Programming System

(IAPS) for the English Language Learners (ELL) Program", http://165.248.30.40/ociss/files/iapsdoesite_downloads_96.doc

(October 11, 2006), accessed January 3, 2007, 59 pp.

The IAPS gives ELL students who were classified as (initially) "Identified - Fully English Proficient" (I-FEP) a

06 exit code rather than a 03 exit code. IAPS, p. 14. See also code 06 "Fully English Proficient/Initial Assessment".

IAPS, p. F2.

63 If the number of students in a school's ELL group, excluding ELL students who (having met the minimum criteria for a code 03, "academic ELP (English Language Proficiency) exit") were exited from the ELL program between the day after the close of the preceding test administration window and the close of the subsequent test administration window, is less than forty, then the ELL group's proficiency rate will not be calculated. If the number of students in a school's ELL group, excluding ELL students who (having met the minimum criteria for a code 03, "academic ELP

(English Language Proficiency) exit") were exited from the ELL program between the day after the close of the preceding test administration window and the close of the subsequent test administration window, is greater than or equal to forty; and if the ELL group does not meet or exceed the annual measurable objective for reading or math proficiency, then the calculation of the ELL group's proficiency rate will include these former ELL students.


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Guide to the 2012-2013 Hawaii State Assessment and Adequate Yearly Progress rev. & comp. 10-19-2011; rev. 4-10-2012; rev. & comp. 10-15-2012 most significant cognitive disabilities. For purposes of this section, the term "science" includes the high school, Biology I, end-of-course exam. In addition to taking the

Hawaii State Assessment or the Hawaii State Alternate Assessment for students with the most significant cognitive disabilities, all ELL students, including ELL students enrolled in their first year at a United States school, must take the ACCESS for ELLs

® 64 annual English language proficiency assessment required by the ELL and NCLB Title I and Title III Programs.

Beginning with the spring 2010 Hawaii State Assessment , ELL students are individuals with a type "J" or type "K" code (meaning "ELL: Student actively in the English

Language Learners program" or "Potential ELL, awaiting assessment", respectively) in

SSES on their schools' respective student AYP information dates.

65

(36.2) If an ELL student meets the following requirements by Friday, May 17, 2013:

(A) Takes the ACCESS for ELLs

® 66

(for purposes of annually measuring and reporting on student progress toward and attainment of English proficiency and academic achievement standards) on or before a testing school's participation rate count date; and

(B) Meets the minimum criteria for a code 03 "academic ELP (English Language

Proficiency) exit" from the ELL program; and

(C) Will be officially exited from the ELL program upon receipt of a passing score on the ACCESS for ELLs

®

, then the student will be deemed exited from the ELL program on the calendar day immediately preceding the testing school's participation rate count date (i.e., Tuesday,

April 30, 2013).

For purposes of this paragraph, the System Evaluation and Reporting Section is solely responsible for determining if a student exited the ELL program (as a code 03

"academic ELP (English Language Proficiency) exit") before the calculation of the testing school's preliminary AYP results. This paragraph shall take effect upon the receipt of an ELL data file with updated exit dates, provided the file is received by the

System Evaluation and Reporting Section before Saturday, June 1, 2013.

64 ACCESS for ELLs

®

and ACCESS W-APT ™ Screener

ACCESS – Assessing Comprehension and Communication in English State-to-State

WIDA – World-Class Instructional Design and Assessment

W-APT – WIDA ACCESS Placement Test

65 Prior to the spring 2010 Hawaii State Assessment , ELL students were individuals with a type "J" code (meaning

"Student actively in the English for Second Language Learners program or is potential ESLL . . . awaiting assessment") in the HIDOE's (SIS/VAX) student information system, on their schools' respective participation rate count dates.

66 ACCESS for ELLs

®

and ACCESS W-APT

™ Screener

ACCESS – Assessing Comprehension and Communication in English State-to-State

WIDA – World-Class Instructional Design and Assessment

W-APT – WIDA ACCESS Placement Test


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Safe Harbor

(37) "Safe harbor" is a popular term for a provision in NCLB that provides a school with an alternate means of satisfying the percent proficient targets in reading and math. The safe harbor provision can be applied to the "All Students" group and disaggregated student groups (e.g., SPED and Asian/Pacific Islander) within a school. Safe harbor can help the "All Students" group or disaggregated student groups within a school to make AYP. If one student group in a school does not make AYP, then the entire school does not make AYP.

For purposes of the 2012-2013 Hawaii State Assessment , the conditions for safe harbor are:

(A) The proportion of students in the "All Students" group or a disaggregated student group deemed "not proficient" (i.e., "well below proficiency" or

"approaches proficiency") must decrease at a rate of:

(i) Ten percent (as opposed to ten percentage points) or more from spring

2012 to spring 2013;

(ii) Nineteen percent or more from spring 2011 to spring 2013; or

(iii) Twenty-seven percent or more from spring 2010 to spring 2013; and

(B) The "All Students" group or the disaggregated student group, respectively, must meet:

(i) The graduation rate objective for high schools; or

(ii) The retention rate objective for elementary schools and middle schools.

With the permission of the USDOE, the previous year's (i.e., spring 2012) graduation rate or retention rate is compared to the current year's (i.e., spring

2013) graduation rate objective or retention rate objective.

The HIDOE uses the spring 2012 graduation rate and retention rate because the spring 2012 graduation rate and retention rate is not available before the deadline (mandated by NCLB) for determining AYP (see table, below).

Relationship Between NCLB/AYP Results and Graduation/Retention Rate Data

NCLB/AYP results for

SY [ ]

NCLB/AYP results for spring [ ]

Graduation rate data for

Class of [ ]

2000-

2001

2001-

2002

2002-

2003

2003-

2004

2004-

2005

2005-

2006

2006-

2007

2007-

2008

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2012-

2013

2013-

2014

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

2001 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Retention rate data for

SY [ ]

2000-

2001

2000-

2001

2001-

2002

2002-

2003

2003-

2004

2004-

2005

2005-

2006

2006-

2007

2007-

2008

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2012-

2013

Safe harbor is calculated by comparing the proportion of students deemed not proficient

(in math ) in spring 2012, spring 2011, or spring 2010with the proportion of students


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Guide to the 2012-2013 Hawaii State Assessment and Adequate Yearly Progress rev. & comp. 10-19-2011; rev. 4-10-2012; rev. & comp. 10-15-2012 deemed not proficient (in math ) in spring 2013.

67

Reading results are not combined with math results.

The proportion of students deemed not proficient in math in spring 2012 = num. "Well Below" + "Approaches" in math in 2012

----------------------------------------------------------------------------------------------------- num. "Well Below" + "Approaches" + "Meets" + "Exceeds" in math in 2012

The proportion of students deemed not proficient in math in spring 2013 = num. "Well Below" + "Approaches" in math in 2013

----------------------------------------------------------------------------------------------------- num. "Well Below" + "Approaches" + "Meets" + "Exceeds" in math in 2013

If the proportion of students in the "All Students" group or a disaggregated student group deemed not proficient in spring 2012 equals 0.93 or, for the sake of simplicity,

93%, then the proportion of students deemed not proficient in spring 2013 must decrease (by 10% or 9.3 percentage points) to 83.7%, in order to meet the first condition of safe harbor.

Change in the proportion of students deemed not proficient from spring 2012 to spring 2013 =

Proportion deemed not proficient Proportion deemed not proficient in math in spring 2012 in math in spring 2013

--------------------------------------------------------------------------------------

Proportion deemed not proficient in math in spring 2012

If "change in the proportion of students deemed not proficient":

(AA) From spring 2012 to spring 2013 x 100 ≥ +10%;

(BB) From spring 2011 to spring 2013 x 100 ≥ +19%; or

(CC) From spring 2010 to spring 2013 x 100 ≥ +27%; then the "All Students" group or the disaggregated student group meets the first condition of safe harbor.

The second condition for safe harbor – graduation rate or retention rate – is based on one year of data (i.e., the graduation rate or retention rate for spring 2012 is not compared to the graduation rate or retention rate for spring 2011).

67 Only grades 3, 5, 8, and 10 were used to determine the proportion of students deemed not proficient in reading and the proportion of students deemed not proficient in math in spring 2005 since grades 4, 6, and 7 (although tested) were not used for determining AYP in spring 2005. Grades 3, 4, 5, 6, 7, 8, and 10 were used to determine the proportion of students deemed not proficient in reading and the proportion of students deemed not proficient in math in spring 2006 since these grades were tested and used for determining AYP in spring 2006.


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Science

(38) The 95% test participation rate requirement for reading and math applies to science.

68

For purposes of this paragraph, the term "science" includes the high school, Biology I, end-of-course exam. The proficiency levels in science are the same as the proficiency levels in reading and math: "well below", "approaches", "meets", and "exceeds".

69

Unlike reading and math results, however, there is no proficiency rate objective for science and science results are not used to determine AYP. All students in grades 4 and

8, and the grade corresponding to Biology I at their school, (including ELL students enrolled in their first year at a United States school) must take the science section of the

Hawaii State Assessment , Hawaii State Assessment – Translated , or Hawaii State

Alternate Assessment. Special education students (including individuals with a Grade

31 designation) who are chronologically in grade 10 and eligible to take the Hawaii

State Alternate Assessment , must take the grade 10 alternate science assessment based on the Biology I extended standards.

Participation rates and proficiency rates in science, for the "All students" group and disaggregated student groups (e.g., SPED and Asian/Pacific Islander), may eventually be used to recognize high performing schools or rapidly improving schools, or both.

Transfer Students

(39) For participation purposes, a school will receive credit for tests that were attempted but not completed before a student exited the Hawaii public school system. For example, if a student attempted but did not complete the criterion-referenced (HCPS III) math test before exiting the Hawaii public school system, then the student is deemed to have participated in the math portion of the Hawaii State Assessment .

For test security purposes, the minimum number of test items that must be answered in order to constitute an attempt and generate a proficiency score is deemed

CONFIDENTIAL information. The Student Assessment Section is solely responsible for determining the minimum number of test items that must be answered in order to constitute an attempt and generate a proficiency score. An attempt that does not generate a proficiency score, however, does not count for AYP (i.e., participation and proficiency) purposes. The System Evaluation and Reporting Section is solely

68 The science assessment was officially administered for the first time during fall 2007 (i.e., school year 2007−2008 to students enrolled in grades 5, 7, and 11. In school year 2009-2010, the science assessment was administered in the spring to students enrolled in grades 4, 6, and 10. In school year 2010-2011, the science assessment was administered to students enrolled in grades 4, 8, and 10.

69 There are no proficiency levels, however, for the fall 2008 and spring 2010 Hawaii State Alternate Science

Assessment .


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Guide to the 2012-2013 Hawaii State Assessment and Adequate Yearly Progress rev. & comp. 10-19-2011; rev. 4-10-2012; rev. & comp. 10-15-2012 responsible for determining whether or not an attempt counts for participation and proficiency purposes.

For proficiency purposes, a student's performance level (e.g., "well below proficiency" or "approaches proficiency") is included in a school's AYP determination (assuming the

FAY requirement is met) even though the student could not complete the criterion-referenced math test.


(39.2) Test participation requirements for students with the most significant cognitive disabilities, who reenter the Hawaii public school system:

(A) With a current IEP indicating that these individuals are eligible to take the

Hawaii State Alternate Assessment ; and

(B) Less than four (< 4) weeks before the school's participation rate count (PRC) date, will be resolved on a case-by-case basis by the Director of the Systems Accountability

Office. Contact the Director, Systems Accountability Office at 586-3283.

(39.3) If an untested student enters (or reenters) and exits the Hawaii public school system within six school days, one of which days is May 1, 2013 then the school may appeal to have the untested student removed from its roster for participation purposes.

If an untested student transfers to and exits from the same Hawaii public school within six school days, one of which days is May 1, 2013 then the school may appeal to have the untested student removed from its roster for participation purposes.

An untested student who exits a school on the morning or afternoon of May 1, 2013 does not count against the school for participation purposes since the uploading of the school's student roster to SSES is deemed the last official act of the day.

A school will not receive participation credit for tests it administered to students who transferred to other Hawaii public schools on or before May 1, 2013. Conversely, a school will receive participation credit for tests it did not administer to students who transferred from other Hawaii public schools on or before May 1, 2013. As previously mentioned, the uploading of the school's student roster to SSES is deemed the last official act of the day.

(39.4) Test participation requirements for students with the most significant cognitive disabilities, whose initial IEPs:

(A) Indicate they are eligible to take the Hawaii State Alternate Assessment ; and

(B) Are activated less than four (< 4) weeks before the school's participation rate count (PRC) date, will be resolved on a case-by-case basis by the Director of the Systems Accountability

Office. Contact the Director, Systems Accountability Office at 586-3283.


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An IEP is deemed "active" once it meets the eight prerequisites for activation in eCSSS

(see paragraph (35.4) )

and is physically activated by a student's Care Coordinator.

Schools are discouraged from delaying the activation of an initial IEP in order to avoid the identification of an individual as a "student with a disability" for purposes of determining AYP.

(40) Beginning with the spring 2005 Hawaii State Assessment , a student who enters the

Hawaii public school system after a receiving school's participation rate count date may be counted (i.e., deemed eligible) by the receiving school for participation purposes. A receiving school may also choose not to count a student for participation purposes if the student enters the Hawaii public school system after the receiving school's participation rate count date. Students entering the Hawaii public school system include children coming from out-of-state, from private schools, and from homeschooling.

The purpose of this flexibility is to encourage a receiving school to test a student who enters the Hawaii public school system (from out-of-state, a private school, or homeschooling, etc.) after the receiving school's participation rate count date. This flexibility does not adversely affect a receiving school's proficiency rate since a student who enters the Hawaii public school system after the receiving school's participation rate count date does not meet the FAY requirement. A student who does not meet the

FAY requirement does not count (i.e., is deemed not eligible) for proficiency purposes.

This flexibility will be applied to a receiving school only if the receiving school, through the pre-appeals or formal appeals process, requests that the entering student be counted for participation purposes.

70

In other words, an entering student will not be counted for participation purposes unless the receiving school makes such a request through the pre-appeals or formal appeals process.

REMINDER: If the number of students in the "All Students" group or a disaggregated student group is less than forty, then the group's participation rate will not be calculated. If the number of students in the "All Students" group or a disaggregated student group is greater than or equal to forty, then the group's participation rate will be calculated. If a receiving school, through the pre-appeals or formal appeals process, requests that an entering student be counted for participation purposes, then the entering student is deemed enrolled on the receiving school's participation rate count date.

70 Prior to the spring 2007 Hawaii State Assessment , this flexibility was applied to the "All Students" group and the race/ethnicity student groups (i.e., Asian/Pacific islander, Black, Hispanic, Native American, and White), but not to the SPED, ELL, or Economically Disadvantaged student groups. Beginning in spring 2007, this flexibility will be applied to all student groups, including the SPED, ELL, and Economically Disadvantaged groups. In other words, the student will be included in all applicable groups, e.g., "All Students", "White", "SPED", "ELL", and

"Economically Disadvantaged".


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If there is a discrepancy between a student's electronic record (e.g., SSES, eSIS, and eCSSS) and the student's written record (e.g., cumulative folder or VISI

71

) concerning the effective date of an enrollment, withdrawal, release, or exit, then the written record will control.

(41) REPEALED

, rev. & comp. 8-31-2010. See paragraph (39.2

) for new provision.

Compromised Test Results

(42) For purposes of this paragraph:

A "testing incident" is any event that could potentially impact the integrity of the assessments, the data, and the test results before, during, and after the test administration. Testing incidents may include test security violations, cheating or other improper assistance by adults or students, or other test administration problems.

(See the "2012-2013 Online HSA Test Administration Manual", as revised, for a partial list of prohibited practices.

72 ) A testing incident may result in a test attempt being deemed unscoreable for participation and proficiency (i.e., AYP) purposes, as well as for assessment purposes. A student and, for AYP purposes, the student's school will not be given credit for any test attempts deemed unscoreable. In other words, these test attempts will not be scored, and information concerning them will not be released to a school, a student, or a parent, guardian, or other person having the responsibility for, or care of, a student.

The Student Assessment Section is solely responsible for determining whether or not a testing incident will result in a test attempt being deemed unscoreable for AYP purposes, as well as for assessment purposes.

71 V isual I nterpretation of S tudent I nformation.

72 http://www.alohahsap.org/HSA/resourcesGeneral.html


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Standard Error of the Proportion

(43) Beginning in 2005, the HIDOE will use the standard error (SE) of the proportion

(which is comparable to a margin of error) to determine whether the proportion (p) of students who are "proficient" (i.e., who "meet" or "exceed" the State's academic achievement standards) in math and reading is significantly lower than the proportion of students who should be "proficient" in math and reading. (The State's annual measurable objectives – or AMOs – for reading and math define the proportion – or percentage – of students who should be "proficient" in math and reading, respectively.)

The standard error of the proportion will be applied to the "All Students" group and disaggregated student groups at the school and SEA/LEA level, if a group at the school or the SEA/LEA level is deemed to have not met the annual measurable objective for

________________________

% who are proficient +

√

([ proportion who are proficient ]) x ( 1 − [ proportion who are proficient ])

---------------------------------------------------------------------------------------- x 100

Number of "full academic year"

students who took the test

For purposes of calculating the "proportion of students who are proficient" and

"1 minus the proportion of students who are proficient", use the following convention

(assuming a 57% proficiency rate in reading): ([0.57]) x (1 − [0.57]).

If the sum of the proportion of students who are proficient and the standard error of the proportion is greater than or equal to the annual measurable objective for reading or math (i.e., p + SE ≥ AMO), then the "All Students" group or disaggregated student group will be deemed to have met the annual measurable objective for reading or math.

If the sum of the proportion of students who are proficient and the standard error of the proportion is less than the annual measurable objective for reading or math

(i.e., p + SE < AMO), then the "All Students" group or disaggregated student group will be deemed to have not met the annual measurable objective for reading or math. The standard error of the proportion will not be applied to participation rate, graduation rate, retention rate, safe harbor calculations, and the science assessment. For purposes of this section, the term "science" includes the high school, Biology I, end-of-course exam. Beginning with the spring 2010 Hawaii State Assessment , the standard error of the proportion will no longer be limited to five percentage points.

73

73 Prior to the spring 2010 Hawaii State Assessment , the standard error of the proportion was limited to not more than five percentage points.


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Accommodations

(44) REPEALED, rev. & comp. 8-31-2010 74

(44.1) Accommodations and participation data are available for SpEd students on the secure, password-protected eCSSS (Electronic Comprehensive Student Support System) site.

Directions for navigating and downloading the "HSA Accommodations and

Participation" report are provided below. An example of the Excel output format is provided on the next page. eCSSS Login > eCSSS Home > Reports > Category Name > SpEd – IEP/504 Plan >

Report Name > HSA Accommodations and Participation

Parameter Qualifier Value(s) = School Year is equal to 2012-2013

Add Parameter

Parameter Qualifier Value(s) = School is equal to (select your school)

Output Format (choose either): Adobe PDF or Excel

74 Prior to school year 2006-2007, Stanford Achievement Test stanine and percentile rank scores were not provided for students who received any one of nine specific accommodations (e.g., using a typewriter or computer, including

Alpha Smart computer, to record multiple-choice and written responses). Proficiency scores, however, were not lowered or diminished for a student who received no stanine and percentile rank scores. Prior to school year

2006-2007, the standards-based HCPS II test "borrowed" items from the norm-referenced Stanford Achievement

Test .


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HSA Accommodations and Participation

This report lists the Hawaii State Assessment accommodations and participation for IDEA students.

This report updates daily.

District/Complex/School

Student Name

DISTRICT: Bedrock

Student ID Birth Date Age

COMPLEX: Hogwarts

Konoha Middle (999)

HSA 1: Not applicable for present school year

Grade 08

JONES, INDIANA 9999999999 12/07/1993 13

IDEA

IDEA

HSA 2: Will participate in state-wide assessments

Grade 06

FLINTSTONE, FRED 9999999998 02/11/1996 11 IDEA

FUDD, ELMER

HSA 3: Will participate in state-wide assessments with accommodations

Grade 08

9999999997 01/07/1994 13 IDEA

Grade 07

SAM, YOSEMITE 9999999996 06/07/1995 12 IDEA

IEP Date

06/01/2007

03/13/2007

UZUMAKI, NARUTO

Grade 06

HSA 4: Will participate in Hawaii State Alternate Assessment

Grade 08

SNAPE. SEVERUS 9999999994 08/10/1992 15

POTTER, ALBUS S.

LUPIN, TEDDY

Grade 07

Grade 06

9999999995

9999999993

9999999992

01/31/1996 11

04/26/1995 12

04/17/1996 11

IDEA

IDEA

IDEA

IDEA

Accommodations or Reason

Total Students in Bedrock District:

** Special Code

1666

Total Students in Hogwarts Complex:

Total Students in Konoha Middle School:

400

8

Total Students for HSA 1:

Total Students for HSA 1 in Grade 08:

1

1





05/31/2007


09/19/2007 Explaining directions using simplified vocabulary as many times as needed; Repeating official directions as many times as needed;

Breaking a single norm-referenced or standards-based test session into shorter sessions predetermined by the test administrator


10/17/2007 Explaining directions using simplified vocabulary as many times as needed; Repeating official directions as many times as needed;

Being tested in a small group setting (no more than 8 students);

Receiving extended time; Taking student-initiated breaks during a single test session



11/30/2006 Severus is unable to complete the general education curriculum in reading, w riting and math.


12/07/2006 Albus's significant cognitive disabilities impacts his ability to read, w rite and perform math problems. He does not participate in the regular education curriculum.


04/03/2007 Due to Teddy's disability, he is eligible and w ill participate in the

HSAA.

3

1

1

1

1

1

3

1

1

1

- 59 -


Voice: (808) 735-8250, ext. 224 Fax: (808) 735-8260


One-Time, Interim Flexibility for SPED Subgroup

(45) REPEALED, rev. & comp. 11-18-2008.

75

Appeals

(46) AYP appeals submitted after the filing deadline.

(A) Inclusion of any AYP submittals postmarked after the deadline will be considered on a case-by-case basis.

(B) A school may request one extension – not to exceed ten calendar days – to file an appeal. The extension request must be received on or before the submission deadline. No more than one extension per school per year is permitted.

(C) The Systems Accountability Office may require the school to provide written documentation of the circumstances necessitating their extension request.

(D) Appeals forms and documentation must be complete at the time the submittal is accepted.

(E) Appeals forms and documentation must be received with sufficient time remaining in the appeals window to allow resolution prior to the final AYP determinations release deadline. No additional supporting documentation will be accepted during the final ten calendar days of the appeals window.

(F) Possible reasons for accepting an AYP appeal filed after the filing window deadline:

(i) Natural disasters (wildfire, tsunami, earthquake, flood, hurricane, tornado, volcanic eruption, etc.);

(ii) Systemic LAN (Lotus Notes) failure;

(iii) Postal or courier service strike (unanticipated);

(iv) Forced evacuation of local facilities (health, safety, or well-being threat);

(v) Significant medical emergency of key personnel;

(vi) Large-scale technical problems beyond the school's control (power outages/blackouts, etc.);

(vii) Unscheduled termination of administrator (principal) during filing window;

(viii) Local catastrophic event during filing window (school building collapses; multiple deaths of students in car accident; high media case affecting the school, etc.);

(ix) School office facilities burglarized; and

(x) Evidence of widespread errors affecting a significant percentage of the tested population discovered after the filing window deadline.

75 For purposes of the 2005-2006 and 2006-2007 school years only, the HIDOE was allowed to increase the proficiency rate of the SPED student group by a mathematical constant equal to 0.02 divided by the proportion of

SPED students in grades 3, 4, 5, 6, 7, 8, and 10 at the time of testing if the SEA/LEA or a school did not make AYP based solely on the proficiency rate of the SPED group. If the SEA/LEA's or a school's adjusted proficiency rate in reading or math, or both, was equal to or greater than the annual measurable objectives for the same, then the SPED student group was deemed to have made AYP in reading or math, or both.


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All extensions may be approved by the Systems Accountability Office director.

If questionable, the decision may be deferred to the Superintendent.

(47) The following documents are considered an acceptable form of evidence when a school requests a correction in a student's race/ethnicity grouping for AYP purposes:

(A) An original, signed and dated letter from the student's parent or guardian, or a person having the responsibility for, or care of, the student, specifying the correct race/ethnicity grouping;

(B) A copy of the student's original enrollment form specifying the correct race/ethnicity grouping; and

(C) A copy of the student's birth certificate specifying the correct race/ethnicity grouping.

Any alteration to a pertinent area of a letter, enrollment form, birth certificate, or similar document voids the document and nullifies a school's request to correct a student's race/ethnicity grouping for AYP purposes. If more than one valid document is submitted with a school's request, then the valid document with the most recent date will control.

Hawaii State Assessment – Translated

(for grade 3 and 4 Hawaiian Language Immersion Program students)

(48) The terms "alternate assessment (AA)"and " Hawaii State Alternate Assessment

(HSAA)" do not refer to the Hawaii State Assessment – Translated (formerly the

Hawaiian Aligned Portfolio Assessment or HAPA). The former terms refer to the assessment administered to SPED students with the most significant cognitive disabilities (e.g., intellectual disability). The latter term refers to the assessment administered to students, including some SPED students, enrolled in a third or fourth grade Hawaiian Language Immersion Program.

ESEA (Elementary and Secondary Education Act) Flexibility

(49) Upon written approval by the U.S. Department of Education, those provisions in

Hawaii's application for ESEA Flexibility that may be implemented in school year

2012-2013 (e.g., freezing the 2012-2013 proficiency rate requirements or Annual

Measurable Objectives (AMOs) for reading and math at 2011-2012 levels) will be incorporated into the Guide . For more information about ESEA Flexibility and

Hawaii's submission to the U.S. Department of Education, go to http://doe.k12.hi.us/nclb/flexibility/index.htm

.

******* Last Page of 10-15-2012 Revision and Compilation *******


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(HSA) and Adequate Yearly Progress (AYP)

Contents:

Participation Rate Count Date

Online Hawaii State Assessment

Full Academic Year (FAY)

Graduation and Retention Rates

Promotions, Suspensions, Dismissals, and 10Rs

Adequate Yearly Progress (AYP)

Very Small Schools (Adequate Yearly Progress)

Out-of-State and In-State Placements

4140 (including 4140 to homeschooling)

Hawaii State Alternate Assessment

Grade 31 Students (and revised testing policy)

Unique, Significant Medical Emergency

Current and Rescinded Special Education Students

Current and Former English Language Learners

Safe Harbor

Science

Transfer Students

Compromised Test Results

Standard Error of the Proportion

________________________

√

Accommodations

HSA Accommodations and Participation

One-Time, Interim Flexibility for SPED Subgroup

Appeals

Hawaii State Assessment – Translated

(for grade 3 and 4 Hawaiian Language Immersion Program students)

ESEA (Elementary and Secondary Education Act) Flexibility

Related documents

Products

Support

(HSA) and Adequate Yearly Progress (AYP)

Contents:

Participation Rate Count Date

Online Hawaii State Assessment

Full Academic Year (FAY)

Graduation and Retention Rates

Promotions, Suspensions, Dismissals, and 10Rs

Adequate Yearly Progress (AYP)

Very Small Schools (Adequate Yearly Progress)

Out-of-State and In-State Placements

4140 (including 4140 to homeschooling)

Hawaii State Alternate Assessment

Grade 31 Students (and revised testing policy)

Unique, Significant Medical Emergency

Current and Rescinded Special Education Students

Current and Former English Language Learners

Safe Harbor

Science

Transfer Students

Compromised Test Results

Standard Error of the Proportion

________________________

√

Accommodations

HSA Accommodations and Participation

One-Time, Interim Flexibility for SPED Subgroup

Appeals

Hawaii State Assessment – Translated

(for grade 3 and 4 Hawaiian Language Immersion Program students)

ESEA (Elementary and Secondary Education Act) Flexibility

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