Common use of Student Academic Outcomes Clause in Contracts

Student Academic Outcomes. This section contains the measures that are required by Section 302D-16, HRS including: a) Student academic proficiency: schools will set a target for the percentage of students who score at the levels of proficient or above on the statewide assessments in English Language Arts or Hawaiian Language Arts and math. b) Student academic growth: schools will set a target for growth based on statewide assessment results, as measured under the state ESSA plan for federal reporting and accountability or revised state accountability system (i.e., Strive HI)1. c) Achievement gaps in proficiency between major subgroups: schools will set a target for high-needs proficiency rates in order to close the achievement gap between the non-high needs and high needs student subgroups.2 d) College and career readiness: schools will set a target for each college and career readiness indicator for each grade division served. a. For high schools and schools with a high school division, the readiness measures must include the four-year graduation rate. 3 In addition, schools may also add the five-year graduation4 and/or college-going rates.5 1 If this measure is not calculated using the current growth model for the state ESSA plan for federal reporting and accountability or revised state accountability system (i.e., Strive HI), this measure will not be calculated for the Academic Performance Framework until a calculation methodology for growth is determined and approved by the Commission.‌ 2 High needs students include the following full school year students who tested: economically disadvantaged, students with disabilities (IDEA only), English Language Learners, recent exits (2 years) for students with disabilities and English Language Learner. Non-high needs students comprise of all remaining full school year students who tested. See 2015-16 Strive HI Indicators and Measures Technical Report for more details.

Student Academic Outcomes. This section contains the measures that are required by Section 302D-16, HRS including: a) Student academic proficiency: schools will set a target for the percentage of students who score at the levels of proficient or above on the statewide assessments in English Language Arts or Hawaiian Language Arts and math. b) Student academic growth: schools will set a target for growth based on statewide assessment results, as measured under the state ESSA plan for federal reporting and accountability or revised state accountability system (i.e., Strive HI)1. c) Achievement gaps in proficiency between major subgroups: schools will set a target for high-needs proficiency rates in order to close the achievement gap between the non-high needs and high needs student subgroups.2 d) College and career readiness: schools will set a target for each college and career readiness indicator for each grade division served. a. For high schools and schools with a high school division, the readiness measures must include the four-year graduation rate. 3 In addition, schools may also add the five-year graduation4 and/or college-going rates.5 1 If this measure is not calculated using the current growth model for the state ESSA plan for federal reporting and accountability or revised state accountability system (i.e., Strive HI), this measure will not be calculated for the Academic Performance Framework until a calculation methodology for growth is determined and approved by the Commission.‌ Commission.‌‌ 2 High needs students include the following full school year students who tested: economically disadvantaged, students with disabilities (IDEA only), English Language Learners, recent exits (2 years) for students with disabilities and English Language Learner. Non-high needs students comprise of all remaining full school year students who tested. See 2015-16 Strive HI Indicators and Measures Technical Report for more details.

Student Academic Outcomes. This section contains the measures that are required by Section 302D-16, HRS including: a) Student academic proficiency: schools will set a target for the percentage of students who score at the levels of proficient or above on the statewide assessments in English Language Arts or Hawaiian Language Arts and math. b) Student academic growth: schools will set a target for growth based on statewide assessment results, as measured under the state ESSA plan for federal reporting and accountability or revised state accountability system (i.e., Strive HI)1. c) Achievement gaps in proficiency between major subgroups: schools will set a target for high-needs proficiency rates in order to close the achievement gap between the non-high needs and high needs student subgroups.2 d) College and career readiness: schools will set a target for each college and career readiness indicator for each grade division served. a. For high schools and schools with a high school division, the readiness measures must include the four-year graduation rate. 3 In addition, schools may also add the five-year graduation4 and/or college-going rates.5 1 If this measure is not calculated using the current growth model for the state ESSA plan for federal reporting and accountability or revised state accountability system (i.e., Strive HI), this measure will not be calculated for the Academic Performance Framework until a calculation methodology for growth is determined and approved by the Commission.‌ 2 High needs students include the following full school year students who tested: economically disadvantaged, students with disabilities (IDEA only), English Language Learners, recent exits (2 years) for students with disabilities and English Language Learner. Non-high needs students comprise of all remaining full school year students who tested. See 2015-16 Strive HI Indicators and Measures Technical Report for more details.

Student Academic Outcomes. This section contains the measures that are required by Section 302D-16, HRS including: a) Student academic proficiency: schools will set a target for the percentage of students who score at the levels of proficient or above on the statewide assessments in English Language Arts or Hawaiian Language Arts and math. b) Student academic growth: schools will set a target for growth based on statewide assessment results, as measured under the state ESSA plan for federal reporting and accountability or revised state accountability system (i.e., Strive HI)1. c) Achievement gaps in proficiency between major subgroups: schools will set a target for high-needs proficiency rates in order to close the achievement gap between the non-high needs and high needs student subgroups.2 d) College and career readiness: schools will set a target for each college and career readiness indicator for each grade division served. a. For high schools and schools with a high school division, the readiness measures must include the four-year graduation rate. 3 In addition, schools may also add the five-year graduation4 and/or college-going rates.5 1 If this measure is not calculated using the current growth model for the state ESSA plan for federal reporting and accountability or revised state accountability system (i.e., Strive HI), this measure will not be calculated for the Academic Performance Framework until a calculation methodology for growth is determined and approved by the Commission.‌ 2 High needs students include the following full school year students who tested: economically disadvantaged, students with disabilities (IDEA only), English Language Learners, recent exits (2 years) for students with disabilities and English Language Learner. Non-high needs students comprise of all remaining full school year students who tested. See 2015-16 Strive HI Indicators and Measures Technical Report for more details. a. For high schools and schools with a high school division, the readiness measures must include the four-year graduation rate. 3 In addition, schools may also add the five-year graduation4 and/or college-going rates.5 b. For middle schools and schools with middle school divisions, schools may choose any measure that is consistent with the middle school college and career readiness measures used or captured by the DOE such as chronic absenteeism6 or average daily attendance7, ACT Aspire exam, eighth graders taking and passing Algebra 1, or the PSAT. c. For elementary divisions, schools will set a target for attendance and may choose between chronic absenteeism, or average daily attendance rates as defined above.

Student Academic Outcomes. This section contains the measures that are required by Section 302D-16, HRS including: a) Student academic proficiency: schools will set a target for the percentage of students who score at the levels of proficient or above on the statewide assessments in English Language Arts or Hawaiian Language Arts and math. b) Student academic growth: schools will set a target for growth based on statewide assessment results, as measured under the state ESSA plan for federal reporting and accountability or revised state accountability system (i.e., Strive HI)1. c) Achievement gaps in proficiency between major subgroups: schools will set a target for high-needs proficiency rates in order to close the achievement gap between the non-high needs and high needs student subgroups.2 d) College and career readiness: schools will set a target for each college and career readiness indicator for each grade division served. a. For high schools and schools with a high school division, the readiness measures must include the four-year graduation rate. 3 In addition, schools may also add the five-year graduation4 and/or college-going rates.5 1 If this measure is not calculated using the current growth model for the state ESSA plan for federal reporting and accountability or revised state accountability system (i.e., Strive HI), this measure will not be calculated for the Academic Performance Framework until a calculation methodology for growth is determined and approved by the Commission.‌ Commission.‌‌ 2 High needs students include the following full school year students who tested: economically disadvantaged, students with disabilities (IDEA only), English Language Learners, recent exits (2 years) for students with disabilities and English Language Learner. Non-high needs students comprise of all remaining full school year students who tested. See 2015-16 Strive HI Indicators and Measures Technical Report for more details.