Addendum to Hawaii’s Consolidated Plan
NO CHILD LEFT BEHIND
Part I Adoption of Five Goals
The Hawaii State Board of Education met on June 20, 2002 and Hawaii’s Consolidated Plan for No Child Left Behind
was unanimously approved and adopted by the Board.
Part I, 1c Assessments in Reading, Math & Science
Hawaii needs to add other milestones to the timeline for development and implementation of assessments that meet NCLB
|Develop HCPS II Assessments in Reading and Mathematics
|Field test HCPS II Assessments in Reading and Mathematics
|Administer HCPS II Assessments in Reading and Mathematics in Grades 3, 5, 8 and 10
|Establish Proficiency Levels for HCPS II Assessments in Reading and Mathematics in Grades 3, 5, 8 and 10
|Establish Baseline Performance on HCPS II Assessments in Reading and Mathematics
|Develop HCPS II Assessment in Science, Grade 5
|Field test HCPS II Assessment in Science, Grade 5
|Administer HCPS II Science Assessment, Grade 5
|Develop HCPS II Assessment in Science, Grade 7
|Field test HCPS II Assessment in Science, Grade 7
|Administer HCPS II Science Assessment, Grade 7
|Develop HCPS II Assessment in Science, Grade 11
|Field test HCPS II Assessment in Science, Grade 11
|Administer HCPS II Science Assessment, Grade 11
|Administer HCPS II Science Assessments in Grade 5, 7, and 11
Part I, 1d Academic Achievement Standards
Hawaii needs to provide a list of major milestones for setting academic achievement standards and assessments and
a timeframe for when all other assessments will be completed.
Academic achievement standards for Reading/Language Arts, Mathematics, Science and seven other core academic subjects were
first developed and disseminated in 1994, and subsequently revised and disseminated to schools and the public in August
1999. A timeline for Hawaii’s Standards Initiatives was described in Part I, 1b in the Consolidated Plan.
A plan to develop assessments aligned with Hawaii’s standards has been developed to meet NCLB requirements. The response
to Part I, 1c above addresses the milestones identified to meet the requirements for assessments in designated grade levels
for Reading and Mathematics. Assessments in Science have been identified for the designated grade spans. Additional assessments
will be developed for grades 3 – 8 in Reading and Mathematics. Academic achievement indicators (descriptors and cut
scores) for Reading/Language Arts and Math will be developed, field tested, and administered as follows:
|Develop HCPS II Assessments in Reading and Mathematics in Grades 4, 6, and 7
|Field test HCPS II Assessments in Reading and Mathematics in Grades 4, 6, and 7
|Administer Reading and Mathematics Assessments in Grades 4, 6, and 7
|Establish Proficiency Levels for HCPS II Assessments in Reading and Mathematics in Grades 4, 6, and 7
|Establish Proficiency Levels for HCPS II Assessments in Science in Grades 5, 7, and 11
|Establish Baseline performance on HCPS II Assessments in Reading and Mathematics
The timeline presented above meets the timeframe required by NCLB requirements.
Part I, 5a Schoolwides
On June 12, 2002, at the Superintendent’s Leadership Conference, all Title I school principals were informed of the
No Child Left Behind Act requirements and how this law complements the State’s standards-based education
reform efforts. Title I school principals were also provided additional information on the NCLB requirements for schoolwide
programs, school choice, supplemental services as required, particularly for schools in need of improvement and corrective
The SEA/LEA will further disseminate and interpret to schools, schoolwide requirements relating to identification, use
of funds, planning and implementation in the following context:
- All Title I schools in Hawaii, like all other schools, are required to have a Standards Implementation Design. Every
school is also required to submit Progress Reports twice a year: (a) June 30 – end of school year report; and (b)
December of the following school year, which will include the analysis of results from the state assessment administered
in Spring of the previous school year. The first Progress Report will document student achievement based on all existing
multiple assessment data at the school, and the steps to be taken in anticipation of validation based on the state assessment
results which will be disseminated to schools in the Fall. The second Progress Report will document the changes and steps
to be taken based on a comprehensive needs assessment that accounts for performance on the state assessments in Reading
and Mathematics. The changes for Title I schools will address the schoolwide requirements. All Title I school principals
have been informed and provided with additional information on the requirements. Title I SEA/LEA staff will work with
each Complex Area Superintendent and his/her staff, to provide understanding and training (using exemplars) on addressing
the requirements relating to identification, use of funds, planning, implementation and evaluation. Title I resource teachers
based in each of the complex areas will be readily available to provide additional assistance to assure that schoolwide
Title I schools implement the requirements in order to support improving student achievement and fidelity to the law.
Part I, 5c Paraprofessional Qualifications
Hawaii will ensure: (1) that paraprofessionals with instructional duties who are hired after January 8, 2002 and work in
a program supported with Title I funds meet the new NCLB requirements; and (2) all paraprofessionals in a program supported
with Title I funds have a secondary school diploma or equivalent, in the following ways:
- The Hawaii Department of Education informed all Title I school principals on June 12, 2002, at the Superintendent’s
Leadership Conference of the requirements regarding paraprofessionals hired after January 8, 2002. Mandatory sessions
for Title I principals at the Conference further discussed the requirements and provided information on how the SEA/LEA
would support schools in the implementation of the requirements. The Office of Human Services, which processes all teachers
and paraprofessionals hired in the school system is involved in ascertaining the status of those paraprofessionals hired
after the law was signed.
- In addition, Complex Area Superintendents have discussed this requirement at their meeting on June 19, 2002, and are
prepared to assist principals in receiving any additional assistance they may need to implement the requirements.
- A committee of staff specialists, including Office of Human Services specialists and Title I staff are meeting as often
as needed to continue to discuss, clarify and develop the necessary procedures to access the data and provide the information
to schools. For example, immediate attention is being given to identify paraprofessionals hired since January 8, 2002
who are not qualified. A sample communication on how to inform affected individuals will be disseminated to schools to
assist them in communicating with affected individuals. Discussions with the union will occur to assure that we do not
abridge any rights of these individuals. The Office of Curriculum, Instruction, and Student Support has developed alternatives,
including a range of options, from enrollment in University or community college degree programs, to programs such as
the Literacy Tutor Training Program described in Part I 5c, and a new Family Literacy Plus program that will target welfare
recipients (parents of children in Title I schools) to help them meet the paraprofessional requirements.
Part I, 5e Parental and Community Involvement
The Hawaii Department of Education will provide technical assistance to ensure that school choice, supplemental services,
and a plan for collecting and disseminating effective parental practices to LEAs and schools as follows:
- School Choice
All Title I schools have been informed on the school choice option for parents and students in schools in need of improvement
and corrective action.
Preliminary guidelines and criteria are currently being developed, with plans to disseminate them by August, 2002, before
the opening of the new school year. Final guidelines are contingent on reviewing the federal regulations from the U.S.
Department of Education, as well as establishing a student achievement database that will identify the students most in
need in low-income schools. This database is dependent on the test publishing company’s capacity to provide the
data in a timely manner.
Preliminary guidelines and criteria for transportation services related to school choice are also being developed with
the same dissemination date.
Guidelines on parental notification are also being developed to assist schools in communicating with parents.
- Supplemental Services
Preliminary guidelines and criteria to access supplemental educational services by parents are also being developed and
scheduled for communication to schools and parents by August 2002. A prospectus to solicit interested service providers
has been developed specifically to describe the requirements for private tutorial assistance. Interested service providers
will be requested to submit a written prospectus which will be reviewed by the Hawaii Department of Education and those
that meet the requirements will be listed as approved providers from which parents can request supplemental educational
services. The list will be annually reviewed and updated.
- A description of the plan for collecting and disseminating effective parental involvement practices to schools
The Title I Program partners with the Family Support Program in the outreach to schools to provide various kinds of assistance
to parents, such as websites, instructional and enrichment materials for students that parents can use, and parent training
workshops (e.g. how to support reading with children).
Title I, Family Support, and various community partners ( e.g. Hawaii Consortium for Family Literacy, Hawaii Community
Education Association, and
Read to Me International) sponsor a major Parent Involvement Conference every two years, and in the intervening year,
conduct smaller conferences in each district/complex area. These conferences provide an arena for recognizing effective
parental practices. Subsequently, best practices are shared with schools through parent involvement workshops and family
literacy activities sponsored by various partner organizations.
The Title I office staff regularly access national websites and the U.S. Department of Education website, and we make
a concerted effort to disseminate relevant and appropriate information and resources to Title I schools.
Part I, 1c Administrative funds for assessment
In Part III, Title I Part A, page 7 of Hawaii’s Consolidated Plan, under Sec.1120 A, Fiscal Requirements, it is stated
that “Hawaii will not use administrative funds for assessment development under Section 1004 of the ESEA.
Part I, 1e Use of 6111 funds
Hawaii submits the following statement:
|Hawaii will use 6111 funds only for the development of standards and assessments until complete, then funds will be
used for any related activities that support meeting the requirements of NCLB.