Final requirements for States receiving funds under the State Fiscal Stabilization Fund (SFSF) program were published in the Federal Register on November 12, 2009; see http://edocket.access.gpo.gov/2009/pdf/E9-27161.pdf. Below is a summary of the final requirements.
Citation |
Description |
Comments |
|---|---|---|
Indicator (a)(1) |
The number and percentage of core academic courses taught, in the highest-poverty and lowest-poverty schools, by teachers who are highly qualified consistent with section 9101(23) of the Elementary and Secondary Education Act of 1965, as amended (ESEA) |
Statewide: By School: |
Indicator (a)(2) |
Whether the State’s Teacher Equity Plan (as part of the State’s Highly Qualified Teacher Plan) fully reflects the steps the State is currently taking to ensure that students from low-income families and minority students are not taught at higher rates than other students by inexperienced, unqualified, or out-of-field teachers (as required in section 1111(b)(8)(C) of the ESEA) |
No. The State’s Teacher Equity Plan is augmented by current Race to the Top Grant initiatives for the 18 schools in the Zones of Innovation. |
Descriptor (a)(1) |
The systems used to evaluate the performance of teachers and the use of results from those systems in decisions regarding teacher development, compensation, promotion, retention, and removal |
Professional Evaluation Program for Teachers (PEP-T) The teacher evaluation form is the DOE OHR PEP-T Rating Form. |
Indicator (a)(3) |
Whether the systems used to evaluate the performance of teachers include student achievement outcomes or student growth data as an evaluation criterion |
Not at this time. |
Indicator (a)(4) |
If the district’s teachers receive performance ratings or levels through an evaluation system, the number and percentage of teachers rated at each performance rating or level |
Note: not all teachers are evaluated every year. Indicators (a) (4) and (7) summary of PEPT and PEPSL 2009-2011 Teacher evaluation numbers and percentages for SY 2011-12 will be available in September 2012. |
Indicator (a)(5) |
If the district’s teachers receive performance ratings or levels through an evaluation system, whether the number and percentage of teachers rated at each performance rating or level are publicly reported for each school in the LEA |
No. |
Descriptor (a)(2) |
The systems used to evaluate the performance of principals and the use of results from those systems in decisions regarding principal development, compensation, promotion, retention, and removal |
Professional Evaluation Program for School Leaders (PEP-SL) The principal evaluation form is the DOE OHR 500-002 PEP-SL Form. |
Indicator (a)(6) |
Whether the systems used to evaluate the performance of principals include student achievement outcomes or student growth data as an evaluation criterion |
Not at this time. |
Indicator (a)(7) |
If the district’s principals receive performance ratings or levels through an evaluation system, the number and percentage of principals rated at each performance rating or level |
Indicators (a) (4) and (7) summary of PEPT and PEPSL 2009-2011 Numbers and percentages of principal evaluations will be available in October 2012. |
Indicator (b)(1) |
Which of the 12 elements described in section 6401(e)(2)(D) of the America COMPETES Act (20 U.S.C. 9871) are included in the State’s statewide longitudinal data system |
All elements are in place. |
Indicator (b)(2) |
Whether the State provides student growth data on their current students and the students they taught in the previous year to, at a minimum, teachers of reading/language arts and mathematics in grades in which the State administers assessments in those subjects in a manner that is timely and informs instructional programs |
Not at this time. School-level, grade-level and student SGP data has been given to principals and teacher leaders in schools statewide. We have not yet given classroom-level SGP data to teachers because the student/teacher link is not yet sufficiently accurate. Hawaii's ESEA Flex application, to be submitted September 6, 2012, states: HIDOE has implemented a roster verification system to create a high quality student/data link using the Battelle4Kids software so that student growth data are accurately attributed to the right teacher in all tested grades and subjects. Teachers in the 82 schools piloting the new educator effectiveness system will receive their 2010-11 and 2011-12 growth data in October 2012 following a round of roster verification. A second round of statewide roster verification will occur in April, 2013 at which point all teachers of tested grades and subjects statewide will be provided their classroom specific growth data statewide for 2010-11 and 2011-12. This phased-in roster verification approach allows HIDOE to develop accurate student/teacher data links while offering in-depth training alongside the release of student growth data. |
Indicator (b)(3) |
Whether the State provides teachers of reading/language arts and mathematics in grades in which the State administers assessments in those subjects with reports of individual teacher impact on student achievement on those assessments |
Not at this time. Same comment as in Indicator (b)(2), above. |
Indicator (c)(1) |
The approval status, as determined by the Department, of the State’s assessment system under section 1111(b)(3) of the ESEA with respect to reading/language arts, mathematics, and science assessments |
The Hawaii State assessment system has been reviewed but presently not yet approved by the Federal Peer Review. |
Indicator (c)(2) |
Whether the State has developed and implemented valid and reliable alternate assessments for students with disabilities that are approved by the Department |
The Hawaii State Alternate Assessment has been reviewed but presently not yet approved by the Federal Peer Review. |
Indicator (c)(3) |
Whether the State’s alternate assessments for students with disabilities, if approved by the Department, are based on grade-level, modified, or alternate academic achievement standards |
Hawaii's Alternate Assessment is based on grade level academic achievement standards. |
Indicator (c)(4) |
Whether the State has completed, within the last two years, an analysis of the appropriateness and effectiveness of the accommodations it provides students with disabilities to ensure their meaningful participation in State assessments |
"An analysis of the appropriateness and effectiveness of the accommodations it provides students with disabilities to ensure their meaningful participation in State assessments” is not conducted. |
Indicator (c)(5) |
The number and percentage of students with disabilities who are included in State reading/language arts and mathematics assessments |
Indicators (c) 5 and 8 HSAP 2011-2012, ELL/SpEd eligible and participating |
Indicator (c)(6) |
Whether the State has completed, within the last two years, an analysis of the appropriateness and effectiveness of the accommodations it provides limited English proficient students to ensure their meaningful participation in State assessments |
“An analysis of the appropriateness and effectiveness of the accommodations it provides to limited English proficient students to ensure their meaningful participation in State assessments” is not conducted |
Indicator (c)(7) |
Whether the State provides native language versions of State assessments for limited English proficient students that are approved by the Department |
Hawaii does not provide a native language version of the state's assessments for limited English proficient students. Under Title I of ESEA, states must include ELL students in their assessments of academic achievement in reading/language arts, mathematic, and science. The Online Hawaii State Assessment (HSA) provides many universal design features that can be used by all students to assist in providing responses for the assessment. Text-to-Speech (TTS) in English for Mathematics and Science is available to all students. The TTS feature enables the internal computer voice package to read test questions, answer options, passages, etc. to a student. The following accommodations stated on page 19 in the Online HSA Test Administration Manual are available on the Online HSA for English language learners 11. Seated Near TA. Being seated near the Test Administrator during testing. 12. Tested Individually. Being tested in an individual setting. 13. Tested in Small Group. Being tested in a small-group setting. The total number of students may not exceed eight. If a proctor is present in the testing room with the Test Administrator, the total number of students should not exceed 12 to maintain the intent and benefits of a small-group setting. 14. English Dictionary. English paper dictionaries that are used by ELL may be used by these students during the administration of the Online HSA. |
Indicator (c)(8) |
The number and percentage of limited English proficient students who are included in State reading/language arts and mathematics assessments |
Indicators (c) 5 and 8 HSAP 2011-2012, ELL/SpEd eligible and participating |
Indicator (c)(9) |
Whether the State’s annual State Report Card (under section 1111(h)(1) of the ESEA) contains the most recent available State reading and mathematics National Assessment of Educational Progress (NAEP) results as required by 34 CFR 200.11(c) |
Hawaii State Department of Education, No Child Left Behind State Report, School Year 2010-11. |
Indicator (c)(10) |
The number and percentage of students who graduate from high school using a four-year adjusted cohort graduation rate as required by 34 CFR 200.19(b)(1)(i) |
|
Indicator (c)(11) |
Of the students who graduate from high school consistent with 34 CFR 200.19(b)(1)(i), the number and percentage who enroll in an institution of higher education (IHE) (as defined in section 101(a) of the Higher Education Act of 1965, as amended (HEA)) within 16 months of receiving a regular high school diploma. |
Use of alternate standard approved by USDOE. |
Indicator (c)(12) |
Of the students who graduate from high school consistent with 34 CFR 200.19(b)(1)(i) who enroll in a public IHE (as defined in section 101(a) of the HEA) in the State within 16 months of receiving a regular high school diploma, the number and percentage who complete at least one year’s worth of college credit (applicable to a degree) within two years of enrollment in the IHE. |
|
Indicator (d)(1) |
The average statewide school gain in the “all students” category and the average statewide school gain for each student subgroup (as under section 1111(b)(2)(C)(v) of the ESEA) on the State assessments in reading/language arts, and the number and percentage of Title I schools in improvement, corrective action, or restructuring that have made progress on State assessments in reading/language arts, in the last year |
|
Indicator (d)(2) |
The average statewide school gain in the “all students” category and the average statewide school gain for each student subgroup (as under section 1111(b)(2)(C)(v) of the ESEA) on State assessments in mathematics, and the number and percentage of Title I schools in improvement, corrective action, or restructuring that have made progress on State assessments in mathematics, in the last year |
|
Descriptor (d)(1) |
The definition of “persistently lowest-achieving schools” that the State uses to identify such schools |
Descriptor (d)1 Definition of "persistently lowest-achieving schools |
Indicator (d)(3) |
The number and identity of the schools that are Title I schools in improvement, corrective action, or restructuring that are identified as persistently lowest-achieving schools |
The eight Title I PLAS schools in improvement, corrective action, or restructuring for SY 2011 are: Kua o Ka La (Public Charter School), Nanakuli HIgh and Intermediate, Nanikapono Elementary, Waianae Elementary, Aiea Elementary, Waters of Life (Public Charter School), Waianae High, and Molokai High. |
Indicator (d)(4) |
Of the persistently lowest-achieving schools that are Title I schools in improvement, corrective action, or restructuring, the number and identity of those schools that have been turned around, restarted, closed, or transformed (as defined in this notice) in the last year |
For SY 012-13, Waters of Life (Public Charter School) is in good standing, pending. |
Indicator (d)(5) |
The number and identity of the schools that are secondary schools that are eligible for, but do not receive, Title I funds that are identified as persistently lowest-achieving schools |
For SY 2012-13, all schools eligible for Title I received Title I funds. Hawaii has always included eligible secondary schools. |
Indicator (d)(6) |
Of the persistently lowest-achieving schools that are secondary schools that are eligible for, but do not receive, Title I funds, the number and identity of those schools that have been turned around, restarted, closed, or transformed in the last year |
N/A--see (d)(5) |
Indicator (d)(7) |
The number of charter schools that are currently permitted to operate under State law |
Legislation in 2012 removed the "cap" on high quality charter schools. Act 130/Senate Bill 2115 (2012) does not set a limit for the number of charters which may be granted or schools that may be authorized provided that they meet the requirements of the law. |
Indicator (d)(8) |
The number of charter schools currently operating |
32 |
Indicator (d)(9) |
The number and percentage of charter schools that have made progress on State assessments in reading/language arts in the last year |
|
Indicator (d)(10) |
The number and percentage of charter schools that have made progress on State assessments in mathematics in the last year |
|
Indicator (d)(11) |
The number and identity of charter schools that have closed (including schools that were not reauthorized to operate) within each of the last five years |
none |
Indicator (d)(12) |
For each charter school that has closed (including a school that was not reauthorized to operate) within each of the last five years, whether the closure of the school was for financial, enrollment, academic, or other reasons |
N/A |