HIDOE Guidance
for Long-Term School Closures
Graduation, Promotion and Grading

HAWAI‘I STATE DEPARTMENT OF EDUCATION

 Updated 04/07/2020

Table of Contents
Purpose and Background
Continuity of Learning: Supporting Continuity of Learning During an Emergency
Graduation
● Supporting Emotional Well-Being for Class of 2020
● College and Career Counseling
● Credits and Grades for Grade 12
● Meeting Class of 2020 Graduation Requirements
● Graduation Honor Recognitions
● Commencement
● Transcript Services
Grading, Credits and Promotion
● High School Grading, Credits and Promotion (Grades 9-11)
● Dual Credit (Early Learning)
● Extracurricular Activities and Athletics
● Middle School Grading, Credits and Promotion (Grades 6-8)
● Elementary School Grading and Promotions (Grades K-5)
● Continuity of Support for Hawaiian Immersion
Assessments
● Assessment Options
● Federally Mandated Assessments
● ACCESS for ELLs (English Language Proficiency Assessment)
● The ACT
● Advanced Placement (AP)
● International Baccalaureate (IB)
● Seal of Biliteracy
● Armed Services Vocational Battery (ASVAB)
Student Supports
● Supporting Emotional Well-Being of Students (Grades PreK-11)
● Special Education Services
● Continuity of Support for English Learners (EL)
● Continuity of Support for Unstable Housing (Vulnerable Students)
● Alternative Learning Settings
Reopening of Schools
● Reopening of Schools after a Prolonged Closure
● Official Summer School Information
System and Resources
● Assistance/Contact Listing
● Frequently Asked Questions (FAQ)

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PURPOSE AND BACKGROUND
To slow the spread of the novel Coronavirus Disease 2019 (COVID-19) in Hawaii,
Superintendent Dr. Christina M. Kishimoto announced that Hawaii State Department of
Education (HIDOE) schools will be closed until April 30, 2020, with no traditional
in-person instructional activities until the reopening of school facilities.
In place of traditional in-person instruction, teachers are utilizing an instructional
enrichment approach that will continue to engage students in a modified approach to
learning until school buildings reopen. This enrichment will involve a mixed methodology
approach, such as independent projects, study packets, distance learning, and
e-conferencing, with an increased utilization of technology to the extent possible. The
HIDOE recognizes that some students will need opportunities beyond enrichment to
meet graduation or promotion requirements, and these accommodations are included in
this guidance.
In these uncertain times, as schools, families, and communities plan for the impact of
school closures, the HIDOE is committed to providing ongoing guidance and resources
for their students. The HIDOE recognizes that learning and teaching from home as the
primary instructional approach is a new and unexpected practice, yet the HIDOE ʻohana
is dedicated to working, learning and designing together on behalf of our haumana.
Teachers, leaders and staff who have more experience with E-School, blended
learning, and on-line resources including conferencing systems are providing on-going
peer support and training to those who are newer to these approaches. In addition, the
HIDOE continues to operate meal service programs for school-aged children and
adolescents for any child eighteen years of age or younger, and to provide confidential
supports to our unsheltered children and youth.
The purpose of this guidance document is to address modifications in the educational
programming and services needed as a result of the necessary prolonged school
closure due to the COVID-19 pandemic. This document supersedes prior guidance on
the same topic.
 

CONTINUITY OF LEARNING STATEMENTS
Continuity of Learning​ is the continuation of education in the event of a prolonged
school closure or student absence. It is a critical component of school emergency
management, as it promotes the continuation of teaching and learning despite
circumstances that interrupt normal school attendance for one or more students.
In HIDOE’s case and aligned to agreements with HSTA, ​Continuity of Learning ​during
the school closure time period means providing learning activities to maintain or enrich
what has been taught.
During the closure, ​Continuity of Education (or Learning)​ is ​not​ personalized,
competency-based learning models, nor standards-based education where our students
are taught in a scope and sequence mode.
Continuity of Learning Key Considerations1
● Designing for Different Age Groups:​ Instructional design, course design and
plans for support must be aligned with the skill level of age groups. For example,
those serving the elementary and middle school levels might have to consider
creating instructional materials for both students and parents, while high school
students are likely more capable independent learners.
● Supporting System Training:​ Training is necessary for faculty, staff, students,
and parents on the use of continuity of learning systems to ensure true continuity
and accessibility.
​From Readiness and Emergency Management for Schools (REMS) on Supporting Continuity of Teaching and
Learning During an Emergency
1

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● Ensuring Accessibility:​ Not all students may have access to the Internet,
phone lines, TV or radio at the same time, or at all, during a prolonged school
closure or student absence. Therefore, it is important to offer a variety of
methods of distance learning. Educators must also consider Section 508 of the
American Disabilities Act, which provides accessibility guidelines for individuals
with disabilities. This means that all materials must be provided in alternative
formats, as needed to meet the needs of students.
● Preparing for Short- and Long-Term School Closures: ​Tools that might be
useful during the short-term might not work for long-term closures. School
emergency management and continuity planning teams must assess which tools
work best for their schools and/or districts based on the anticipated length of
closure, current resources available, student access, and grade level.
● State Policies on Online Distance Learning:​ HIDOE has established policies
regarding online learning. As HIDOE continues to develop continuity of learning
and education plans, we will be sure to consult our respective state policies to
ensure our plans are aligned. As an extension of Online Distance Learning,
complex areas and schools should consider promotion and emphasis of Digital
Citizenship.
Questions to Consider When Planning for Continuity of Learning
● What training materials will we need to create? And for what audiences?
● What individuals will be involved in the training and tutoring process on
technologies and systems selected?
● What role does cost play in determining short- and long-term solutions?
Educator Tools to Support Continuity of Learning
The following list includes a range of tools and modalities for facilitating distance
learning, including those with no, some, or great levels of technological sophistication.
As discussed, it is important to consider a variety of methods to allow for the possibility
of restricted access to technology and limited communication by students.
As a result of school closures and telework from home, schools are using one or a
combination of the following for the continuation of learning. The selection of methods
are based on staff and students’ access to technology and the internet.
The tools and resources identified in this document are not intended as
endorsements nor are an exhaustive list of tools, and are merely offered as
examples that complex areas and schools may take into account in your own
continuity of learning planning efforts.
● Printed Materials Distance Learning:
Textbooks, photocopies of reference
materials, curriculum, and assignments
can be prepared in advance for
distribution to affected students.
● Instructional Packets:​ In advance of a
prolonged school closure or student
absence, teachers can prepare hard
copy instructional packets that students
may use at home to continue their
learning. Many schools and teachers
already prepare these types of packets
for summer assignments. Hard copy
packets may include worksheets;
calendars or schedules of work to be completed; directions for homework,
projects, or written assignments; excerpts from textbooks or other reading
materials; and sample assessments. Teachers may take two different
approaches when developing packets, according to how much advance notice
they have before a school closure or prolonged student absence: (1) Generic
packets that can be used at any point in the school year that promote student

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learning according to grade-level and subject-specific standards, or (2)
Unit-specific packets that are based on the planned curriculum, and integrate
with the lessons that students are currently learning in class. In comparison to
online instructional tools, hard copy packets have the benefit of not requiring
technology for use.
Teacher Check-ins and Tutorials:​ A variety of technologies (telephone, email,
web conferencing) can be used to facilitate one-on-one, or teacher-and-class
interaction or lesson delivery between students and teachers, counselors and
other appointed adults (e.g., tutors) during prolonged absences or dismissals
Recorded Class Meetings:​ Using audio or video technology, recorded class
meetings can be given to some or all absent students via podcasts, live or
on-demand television, DVD, captioned closed circuit or public access television,
or online.
Public Broadcast Television Stations and Radio:​ In this time of large-scale
school closures or emergencies, HIDOE is partnering with local and public
access television and radio stations to communicate with students and families.
These transmissions can provide distance learning lessons in themselves, or
information on how distance learning will continue (i.e. referrals to other systems
or resources). Conversations are on-going with these partners to see how we
may reach more students through targeted programming.
Digital Audio Recorders: ​Teachers can use these devices to record segments
of courses for electronic distribution to students (e.g., as email attachments,
through file sharing technology, or even as a podcast). Alternatively, digital audio
recordings could be burned to CDs or DVDs if not all students have Internet
accessibility outside of school.
Online Materials or Other Aligned Content:​ Digital copies of textbooks,
reference materials, assignments, and audio-visual learning supports can be
made available on the Internet using online learning platforms and websites (e.g.,
school websites).
Slide Presentation Software:​ Google Slides and other similar desktop-based
software applications can be used to hold lesson content, audio recordings, and
hyperlinks, in the event that students have access to the Internet. If students
don’t have access to the Internet or computer speakers, teachers can distribute
supplemental materials and go over lessons over the phone.
School-Specific Websites or Blogs:​ In the event of an emergency, a website
or blog could serve as the main information center for a school or classroom.
Educators could use websites or blogs to disseminate assignments and
assessments to students, as well as to facilitate discussions among students. If
such functions are normally enabled by a Learning Management System (e.g.,
Google Classroom or Blackboard), a more basic website or blog could serve as a
back-up service in the event that a school or district’s server goes down and the
Learning Management System hosted by that server is unavailable. The website
or blog link could be distributed to students, faculty, staff, and parents via email,
telephone, social media or any other selected communication medium. There are
many free blog service providers available on the Web that require limited
technological expertise, and/or the school’s own website could serve as a
well-known source for this type of information dissemination.
HIDOE Website: ​The Continuity of Education internal website
(​https://bit.ly/hidoeresourcesite​) provides schools, teachers, and administrators
with educational resources that can be used to design instruction while teaching
from a distance. These include items such as sample contingency school plans
for administrators, resources for different school programs, information about
special programs as well as content areas resources and online learning tools for
teachers. An informational guide on how to use the site can be found ​here​.
To develop equity for online distance learning, the HIDOE continues to pursue
closing the gap on access and devices needed. ​Link to Continuity of Education
Online Distance Learning

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Graduation
 

Supporting Emotional Well-Being for Class of 2020
The extended school closure may have seniors and their families feeling that some of
the best parts of their senior year have been or will be lost. With students experiencing
uncertainty about end-of-year and rites of passage activities along with general stress
caused by these transitional times, school support teams shall explore alternative
“virtual” student support services. Virtual support services will also provide a systematic
means to maintain a connection with students.
Below are a few relevant resources to help with the design and implementation of a
virtual support system:
● Click​ ​here​ for American School Counselor Association's (ASCA) guidelines,
position statement link.
● Click​ ​here​ for ASCA’s webinar related to providing virtual school counseling
support services.
● Click​ ​here​ for National Institute on Mental Health’s child and teen coping
strategies for reducing stress related to traumatic events.
● Click​ ​here​ for Guidelines developed by the National Association of School
Psychologists (NASP) on how to talk with students about COVID-19.
● Click​ ​here​ for NASP Guidelines for Virtual Service Delivery in response to
COVID19 Disruptions.
Some areas for school support teams to address, include but are not limited to:
● How school and community well-being support resources for students and
families will be made available.
○ Some options include school websites, emails, WebEx, Google
Classroom, etc.
● How school staff will address potential barriers and alternative means to
accessing support.
○ Through joint collaboration, school and community resources can
coordinate efforts to maintain communication with families and at-risk
groups (e.g. unaccompanied youth experiencing homelessness) through
prepaid cell-phones, email, physical packets or other alternatives.
● How school staff can monitor students for emerging well-being needs.
○ Recognize and validate that what students are experiencing is difficult, and
may also be triggering past trauma responses. ​Consider regular check-ins
with the students and their families by school staff, particularly those who
already have established positive and supportive relationships.
● How school staff can refer students for school-level support services and/or
community services as needs arise.
○ It is important that safe spaces and resources are provided where students
can reach out to receive guidance and emotional support.
Additional trauma-informed and social-emotional supports include:
● Offering supervised/staffed digital forums for seniors to connect, manage stress
and anxiety, share positives, and acknowledge the challenges they are dealing
with.
● Inviting seniors to suggest ideas on how to connect or implement new/different
rituals to mirror senior year traditions that may not be possible while social
distancing and safety measures are in place.
● Regularly updating students and families of resources for basic needs (food,
housing support, financial support, etc.).
● Reassuring seniors that colleges nationwide are being asked to provide flexibility
with final admission selections, including completion of specific course
requirements, and increase support for this year’s seniors’ transition into higher
education.

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As students physically return to campuses from extended breaks, to aid in the transition:
● provide a positive and supportive environment for students to return to;
● facilitate social emotional learning experiences or lessons;
● maintain a structured and predictable schedule as much as possible; and
● provide opportunities for regular check-ins and self-reflection.
Recognize that it may take students time to adjust back to the routines of a regular
school day. Monitor students for loss or regression of skills in the areas of behavioral,
social, and emotional well-being. School staff should be made aware changes in these
domains can be expected and are not uncommon.
Encourage staff to have patience. Responding to students with empathy and
maintaining positive relationships will provide needed support through this transitional
time. If concerns continue, ensure your school has a response system of support and
interventions in place.
Remember that just as student well-being is important, so is the health and well-being of
staff. Provide reminders for self care and access to resources for mental health
supports.
For additional Counseling, Social and Emotional Learning, and Mental Health resources
click ​here​.
For questions about supporting students’ emotional well-being, please contact Ayada
Bonilla, educational specialist, School Behavioral Health, at (808) 305-9795 or
ayada.bonilla@k12.hi.us.
 

College and Career Counseling
Seniors are in the process of applying to college/vocational programs, enlisting in the
military, or applying for employment. While many organizations are extending deadlines,
students will require on-going assistance to complete these timeline driven processes.
Schools may utilize Google Suite tools, Google Classroom, the school’s website, and/or
the school’s online college and career planning tool, such as Naviance or Scoir, if
available, to continue to provide individualized college and career counseling to seniors.
Providing distance college and career counseling relies on access to technology and
the Internet. Consider how your school team will address equity and access so that
seniors have online access or telephone access to the individualized supports needed
for each student’s post-high school plan. Consider providing additional resources and
technical support to the college and career counselors to help meet the timely demand
of these services for seniors. The HIDOE College and Career Counselor Professional
Learning Community (CCC PLC) network is a helpful way for counselors to find support
and resources to continue providing college and career counseling to students during
school closure.
For questions about School Counseling Programs or College & Career Counseling,
please contact Theresa Sanchez, educational specialist, Transitions College & Career
Readiness, at theresa.sanchez@k12.hi.us or (808) 305-9756.
 

Credits and Grades for Grade 12
Guidance: BOE Policy 102-13 Credits and Grades for School Year (SY) 2019-2020
The final grade for traditional year-long courses will be determined by utilizing grades
from quarters 1-3, which ended on March 13, 2020. The final grade for the course and
related credit will be awarded to students who achieved the requisite proficiency through
the third quarter.

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Students who do not meet proficiency​ ​may be provided opportunities to demonstrate
proficiency until the last day for students, according to the official school calendar, and
further considerations would be in place for students within 4X4 block or multi-track
schedules (see ​FAQs​ about proficiency and opportunities).
Credit Recovery Guidance for SY 2019-2020
Students who were not proficient at the end of the third quarter and those who
need additional support will be provided with opportunities to earn credit.
Remediation and intervention may be provided at the earliest date possible with
teachers and counselors at the respective schools finding solutions for those
students (see ​FAQs​ about including grades 7-11).
Grade Point Average (GPA) Guidance for SY 2019-2020
Quarters 1-3 will be used to determine the final grade for the traditional year-long
course. The final grade would then be utilized under the current policies in
calculating the final GPA (see ​FAQs​ about fourth quarter grading).
 

Meeting Class of 2020 Graduation Requirements
This section provides guidance on the graduation requirements for the Class of 2020.
Complex Area and high school staff shall assist seniors with meeting graduation
requirements by providing students with the support they need, including equipping
them with devices.
Guidance: Graduation requirements for the Class of 2020 Cohort
All students are expected to meet the graduation credit requirements, although the
instructional design has been greatly modified due to the school closure. Despite the
loss of instructional days, the HIDOE is committed to ensuring students graduate on
time with a valid diploma.
Waiver: Board of Education (BOE) Policy 102-15 for SY 2019-2020
On April 2, 2020, the BOE ​unanimously approved​ HIDOE’s ​request for a waiver​ to ​BOE
Policy 102-15​, High School Graduation Requirements and Commencement, to modify
credit requirements for SY 2019-2020. This will help ensure high schools are allowed
flexibility in awarding a diploma or certificate to graduating seniors, based on approval
from the Superintendent.
 

Graduation Honor Recognitions
Guidance: Diploma and Honor Recognitions for SY 2019-2020
Academic Honors; Career and Technical Education (CTE) Honors; and Science,
Technology, Engineering, and Math (STEM) Honors recognition certificates will be
awarded based on student achievement through the end of the third quarter, at the
same time Valedictorian(s) are identified.
Students shall be provided opportunities to demonstrate proficiency in the respective
honors recognition certificate up to the last day for students in the official school
calendar (see ​FAQs​ about proficiency and opportunities).
 

Commencement
BOE Policy 102-15 Commencement Guidance for SY 2019-2020
A decision regarding the traditional form of commencement ceremonies will be made by
April 15, 2020 should COVID-19 still pose a threat. High schools may also consider
alternative forms of celebration, such as a virtual commencement, or delaying their
commencement ceremonies to a date later in the summer. Schools will collaborate with

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senior student leaders and class advisors to design alternative ways of acknowledging
the accomplishments of seniors.
 

Transcript Services
Guidance: Transcripts
If a parent or guardian is not able to download or transmit a completed Transcript
Request Form to the school, then the following alternate methods for requesting a
transcript may be used as an interim solution:
● The parent may send an email request or a letter request via postal service to the
school’s Registrar.
● The parent may call the school to request a transcript during school hours.
○ The school will need to verify parent’s identity through completing the
Telephone ID Verification Form (click here)
○ If a parent ID can be verified using the Telephone ID Verification Form,
then a school official is authorized to fill out the Transcript Request Form
on behalf of the parent.
○ The Telephone ID Verification Form should be attached to the Transcript
Request Form and filed following the procedure established by each
school.
The​ ​memo​ regarding the transition to Infinite Campus Adobe pdf transcripts, ​states, “An
official transcript will require a printed copy to be signed by a school official and
embossed with the school’s seal. The Adobe electronic pdf file is not an official
transcript and cannot be transferred electronically as an official transcript​.​”
Over the last year, HIDOE has been collaborating on the necessary steps to make the
Adobe electronic pdf file transferrable electronically as an official transcript. For SY
2019-2020 only, ​principals, registrars, and college and career counselors may
determine the procedure for electronically sending pdf transcripts that meet the needs of
each individual school and student. The procedure must include written verification of
parental consent and efforts to safeguard students’ personal data.
Current Family Education Rights and Privacy Act (FERPA) law indicates schools must
have written permission from the parent or eligible student in order to release any
information from a student’s education record. ​Click here​ for HIDOE’s FERPA guide.

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Grading, Credits and Promotion
 

High School Grading, Credits and Promotion (Grades 9-11)
The guidance for seniors is described previously under “​Meeting Class of 2020
Graduation Requirements​.” The following guide may be used for students in grades
9-11. ​During the school closure, lessons should be for enrichment. If and when schools
reopen, teachers should use their professional judgment when deciding to continue
instruction relative to the content standards or focus on remediation.
In the event that schools do not reopen this school year, HIDOE recommends using
students’ progress during 4th quarter and their progress prior to the school closure.
Teachers should use their professional judgment when reporting students’ final grades.
HIDOErecommends providing 4th quarter/intervention-remediation progress reports to
parents to inform students’ current progress before the school closures.
Credits and Grades Guidance for SY 2019-20 (including E-School)
Each traditional year-long course will utilize grades from quarters 1-3 to determine the
final grade for the course, which ended on March 13, 2020. The final grade for the
course and related credit will be awarded to students who achieved the requisite
proficiency through the 3rd quarter. Students who do not meet proficiency shall be
provided multiple opportunities to demonstrate proficiency until the last day for students
according to the official school calendar and further considerations should be in place
for students within block or multi-track schedules. Adjustments may be made for block
and multi-track schools.
Students enrolled in classes through the HIDOE E-School program will continue their
learning through regular E-School classes and grades will be calculated and entered as
normal.
Grade Point Average (GPA) Guidance for SY 2019-2020
Quarters 1-3 will be used to determine the final grade for the traditional year-long
course. The final grade would then be utilized under the current policies in
calculating the final GPA. Further considerations should be in place for students
within block or multi-track schedules. Adjustments should be made for block and
multi-track schools (see ​FAQ​ about fourth quarter grades).
 

Dual Credit (Early Learning) Guidance
This guidance was developed with UH partners on March 23, 2020. New guidance is
forthcoming pending UH policy approval no later than April 10, 2020.
The long-term school closures will necessitate close collaboration between Hawaii
public schools and higher education to support seniors engaged in dual credit
opportunities. As our colleges move to distance learning models, it is critical for schools
to collaboratively establish procedures that ensure equitable access for all students and
implement protocols to ensure smooth running of these programs.
University of Hawaii (UH) Courses (College/High School Credit)
UH is continuing to provide education for students and are committed to helping current
students complete the term. Since public schools are closed through April 30, 2020, UH
sheltered classes (primarily “Early College”) resumed online on March 30, 2020​ ​unless
the school and college made arrangements for a class to continue as a correspondence
class or to cancel a class. If the UH campus and/or the high school cancels a class,
then the class will not appear on students’ UH transcript.
Since high schools are responsible for awarding high school credit to their students for
dual credit classes, HIDOE will be proposing that high school administrators and UH
instructors communicate about students’ mid-term progress in the UH class.
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Any student who does not want or is unable to continue with their UH class has the
option to drop the course via withdrawal. These students will receive a “W” for this
course on their transcripts. The deadline for withdrawals has been extended until April
30, 2020. Students may petition to have the class removed from their transcript.
High school students taking other college courses (e.g., Running Start) are treated as
regular UH students. Classes resumed on March 23, 2020 after Spring Break. Students
should contact their instructor or UH academic advisor if they have questions about their
classes.
Discussion on Early College was held with the HIDOE, Complex Area Schools, High
School Principals, and Hawaii State Charter School Commission to develop these
recommendations.
If you need additional questions answered, please contact your University of Hawaii
Early College coordinator.
 

Extracurricular Activities and Athletics Information
Extracurricular Athletics
All athletics competitions and practices statewide have been suspended until further
notice. All media releases and updates will be a concerted effort from the leagues
through the Hawaii High School Athletic Association (HHSAA). For the latest update,
please refer to the ​HHSAA Website​.
For athletic scholarship concerns, parents and guardians should contact their child’s
school counselors. Cumulative GPA and scholarship offers should have been
completed.
A comprehensive list of extracurricular events that have been cancelled is available
here​. For additional information contact Raymond Fujino, administrator, Extracurricular
Section, at raymond.fujino@k12.hi.us.
Driver Education After-School and Semester Courses Information
Driver Education semester courses that are part of the schools’ curriculum may use
virtual learning for enrichment.
Upon reopening of school facilities, driver education after-school course students will
continue their lessons where they left off and finish the course. The program can
provide instruction with no more than 10 students at a time in the classroom to abide
with social distancing guidelines.
The behind-the-wheel (BTW) lessons will occur with just two students and the instructor
(instead of three students and the instructor) to also be mindful of the social distancing.
Driver Education instructors will be instructed to take precautions by asking students
questions about health and travel.
Additionally, the steering wheel and handles will be wiped down with each change of
student driver and at the end of the lesson. It may take longer to complete these
requirements due to COVID-19 as classes will be smaller and the instructors’ schedule
of availability may need to be altered.
New guidelines such as class sizes and processes and procedures (i.e., taking the
temperature for teachers and students for BTW) will be reviewed in June based on the
updated guidance regarding precautions necessary due to the pandemic.
All students that complete the course will need to abide by guidelines of the HIDOE of
Motor Vehicles in obtaining their appointment for a driver’s provisional license.
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Semester course driver education students may receive credit for the semester.
However, the Hawaii State Department of Transportation (DOT) certificates of
completion required for the driver provisional license will only be issued upon successful
passing of required unit and final exams as required by the DOT. These exams must be
taken face-to-face.
For additional information contact Jan Meeker, state office teacher, Driver and Traffic
Safety Education, at jan.meeker-sevilla@k12.hi.us.
 

Middle School Grading, Credits and Promotion (Grades 6-8)
This section includes guidance around middle school grading, credits, and promotion
(Grades 6-8). Complex Area and middle school staff should prioritize meeting specific
promotion requirement needs for middle level students. Middle school staff priority is to
ensure grade 8 students can be promoted to high school.
Middle Level Education Promotion Policy
Hawaii’s middle level promotion is based, in part, on completing a set number of middle
level credits. School staff should determine which classes and credits middle level
students still need to complete to meet credit requirements for promotion. This should
include assessing the current class schedule for classes providing required middle level
credits (i.e., language arts, mathematics, science, and social studies and be able to
demonstrate their 21st-century knowledge and skills). HIDOE should provide multiple
options for middle level students to demonstrate they have met standards across
required content areas.
Students will receive an academic unit for each of the core content courses to be
promoted to the next grade level. Successful completion shall be based on academic
proficiency on identified benchmarks aligned to ​HIDOE Content Area Standards​.
BOE Policy Impacted by COVID-19: 102-9 Regarding Middle Level Education
Promotion
The Board of Education recognizes that young adolescence is a critical period in the
development and education of students. Middle level students must develop 21st
century learning skills and be able to use technological tools. Therefore, all students in
grades six, seven and eight shall be required to take language arts, mathematics,
science, and social studies and be able to demonstrate their 21st century knowledge
and skills.
Students will receive an academic unit for each of the core content courses to be
promoted to the next grade level. Successful completion shall be based on academic
proficiency on identified benchmarks.
Click ​here​ to view the policy.
Guidance: Credits and Grades for SY 2019-2020 (including E-School)
Each course will utilize grades from quarters 1-3 to determine the final grade for
the course, which ended on March 13, 2020. The final grade for the course and
related credit will be awarded to students who achieved the requisite proficiency
through the 3rd quarter. Students who do not meet proficiency shall be provided
multiple opportunities to demonstrate proficiency until the last day for students
according to the official school calendar and further considerations would be in
place for students within block or multi-track schedules (see ​FAQ​ about fourth
quarter grading).

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Students enrolled in classes through the HIDOE E-School program will continue their
learning through regular E-School classes and grades will be calculated and entered
per provided instructions.
Guidance: Credit Recovery for SY 2019-2020
Students who were not proficient at the end of the 3rd quarter and who need
additional support may be provided with opportunities to earn credit. For SY
2019-2020, remediation and intervention may be provided at the earliest date
possible with teachers and counselors at the respective schools finding solutions
for those students.
● Considering the imperative to prioritize offering grade 8 students learning
opportunities so they can earn credits needed for promotion to high school,
HIDOE encourages schools implementing remediation and intervention to meet
promotion requirements for the Class of 2024 per ​BOE Policy 102-9​.
● HIDOE encourages schools to allow alternative opportunities to ensure social
distancing and safety measures and to provide students sufficient support in
completing these requirements. (See FAQ for 4th Quarter grading.)
● For example: Within current safety and social distancing guidelines, organize
community service opportunities that assist with food and classwork distribution,
childcare needs, peer tutoring, or providing assistance to at-risk individuals and
families.
Guidance: Grade Point Average (GPA) for SY 2019-2020
Quarters 1-3 will be used to determine the final grade for the course. The final
grade would then be utilized under the current policies in calculating the final
GPA.
 

Elementary School Grading and Promotions (Grades K-5)
Based on the guidance for graduation and seniors, this section includes guidance
around elementary school grading and promotion (Grades K-5). Elementary school staff
should prioritize meeting specific promotion requirement needs for students.
Guidance: Grading and Promotion for SY 2019-2020
Each course will utilize grades from quarters 1-3 to determine the final grade for
the course, which ended on March 13, 2020. The final grade for the course will
be awarded to students who achieved the requisite proficiency through the 3rd
quarter. Students who do not meet proficiency shall be provided multiple
opportunities to demonstrate proficiency until the last day for students according
to the official school calendar. (See FAQ for 4th Quarter grading.)
Guidance: Proficiency for SY 2019-2020
Students who were not proficient at the end of the third quarter and who need
additional support, will be provided with support opportunities. For SY
2019-2020, remediation and intervention may be provided at the earliest date
possible, with teachers and counselors at the respective school sites determining
criteria for support.
Guidance; Promotion for SY 2019-2020
Students shall be promoted based on demonstration of proficiency with respect to
applicable standards of academic achievement, character development, and
socio-emotional progress. For SY 2019-2020, considering the imperative to prioritize
offering grade 5 students learning opportunities to meet proficiency needed for
promotion to middle school, HIDOE encourages schools implementing remediation and
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intervention to meet promotion requirements. Teachers and counselors at the
respective schools will determine criteria to support appropriate enrichment experiences
to meet individual student needs for promotion.
BOE Policy Impacted by COVID-19: 102-8 Regarding Student Promotion
The Department of Education shall establish a system of student promotion that is
based on academic performance and successful student progress toward identified
benchmarks specified in applicable performance standards approved by the Board of
Education. Students shall be promoted based on demonstration of proficiency with
respect to applicable standards of academic achievement, character development, and
socio-emotional progress.
The Department shall provide for successful student progress by offering educational
experiences of increasing difficulty and complexity. Each student’s progress shall be
systematically assessed and reported.
Students shall be provided appropriate remedial, re-teaching and enrichment
experiences within the regular classroom as well as through coordinated supplemental
services which meet individual student needs.
Click ​here​ to view the policy.
 

Continuity of Support for Hawaiian Immersion
HIDOE’s Office of Hawaiian Education (OHE) is working to compile Hawaiian language
resources and to update its ​website​ daily so kumu can find available resources in a
single location. In addition, OHE will host voluntary grade level sessions. These
sessions are being made available to:
● Re-/Introduce ​Aʻo Kaiapuni website​ as a resource hub where kumu can access
available resources including DOE resources and resources shared by partner
organizations. In addition, the website is a space for kumu to share and/or
download haʻawina.
● Host Webex/online collaborative meetings for kumu kaiapuni in grade level
bands.
● Provide support for using online tech supports to develop and deliver online
learning activities in ʻōlelo Hawaiʻi to haumāna kaiapuni throughout the State.

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Assessments
 

Assessment Options
The following assessment update is provided based on the latest local and national
guidance regarding COVID-19; further changes may occur as the situation evolves.
 
Federally-Mandated
Assessments

On March 20, 2020, HIDOE applied and was granted an expedited assessment and
accountability​ ​waiver​ ​by the U.S. Department of Education to waive certain
assessments, accountability, school identification, and reporting requirements of the
Elementary and Secondary Act of 1965 (ESEA), as amended, for SY 2019-2020. On
April 2, 2020, the BOE unanimously approved proceeding ahead with this waiver.
As a result, this waiver provides that for the remainder of SY 2019-2020, the following
federally-mandated assessments are cancelled:
● Smarter Balanced Assessments (ELA/Literacy and Mathematics);
● Hawaii State Science Assessments grades 5 and 8;
● Biology I End-of-Course Exam;
● Hawaii State Alternate Assessments; and
● Kaiapuni Assessment of Educational Outcomes (K​Ā​ʻEO)
The opportunity for ​public comment​ ​will remain open until April 10, 2020. For additional
information, contact Brian Reiter, administrator and test development specialist, at
brian.reiter@k12.hi.us.
 Access

for English Language Learners (ELLs)

English Learner (EL) Students’ Progress and Proficiency Data and Reclassification
● The ​ACCESS for ELLs​ annual ELP assessment ​is not​ a graduation requirement.
● WIDA has scored all HIDOE-submitted ​ACCESS for ELLs a
​ ssessments for SY
2019-2020. HIDOE remains on track to receive the scores in April/May 2020;
● HIDOE EL students who qualify for reclassification by scoring a Level 5 on the
ACCESS for ELLs​ assessment will exit from the EL program by the end of this
school year, as planned, with the results being posted into eCSSS; exiting is an
important milestone that impacts eligibility for the Seal of Biliteracy, as outlined
on page 9 of this document;
● Scores will migrate into the Longitudinal Data System (LDS) in summer 2020;
and
● Information on receipt of ​ACCESS for ELLs​ scores, reports, and the sharing of
reclassification letters will be available at a later date.
For additional information, contact Andreas Wiegand, educational specialist, English
Learners/AAPI, at andreas.wiegand@k12.hi.us.
 ACT

Assessments

The March 24, 2020 make-up testing day was cancelled due to the COVID-19 situation.
Schools will return any ACT materials upon reporting physically back to school.
The Assessment Section has been working with ACT to determine options to address
the cancelled makeup date. Information will be shared via the Assessment News at
alohahsap.org​ as well as through emails to complex area superintendents, principals
and administrators. ​For additional information, contact Bruce Hirotsu, test development
specialist, at bruce.hirotsu@k12.hi.us.

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Advanced
Placement (AP) Assessments

The AP Exam administration will consist of a 45-minute, extended response exam held
online at home. ​The AP Program is working to give every AP student the opportunity to
claim the credit they've earned.​ The exact dates for each course will be announced in
early April.
Given the current situation and impact across states, the College Board is developing
tools for students in the AP program. All AP students and teachers will be able to draw
on the free online resources that were provided to every AP classroom this fall.
Additional resources will be made easily accessible to AP students and teachers
through mobile phones and other devices. These include free online lessons and review
sessions from some of the top AP teachers in the country, ​click here​.
For updates and more detailed information, ​click here​. For additional information about
Advanced Placement, contact Anna Viggiano, Ph.D., educational specialist, Advanced
Placement and Gifted and Talented, at anna.viggiano@k12.hi.us.
 
International
Baccalaureate (IB) Programme

The IB Programme has canceled all exams for the May 2020 session. ​Students and
parents should contact the current IB schools, Campbell and Kaiser High Schools, for
the latest information regarding IB diploma and certificates.
For additional information about International Baccalaureate, contact Anna Viggiano,
Ph.D., educational specialist, Advanced Placement and Gifted and Talented, at
anna.viggiano@k12.hi.us.
 Seal

of Biliteracy Assessments

HIDOE-Approved Online Assessments (Avant STAMP 4S and WorldSpeak)
The last day of the testing window will be extended from March 31, 2020 to May 29,
2020, for:
● Class of 2020 candidates who did not complete their first assessment attempt by
end of the school day on March 13, 2020; and
● Class of 2020 candidates who were scheduled to retake their language
assessments between March 23 and March 31, 2020.
HIDOE-Approved ‘Ōlelo Hawaii Assessment
Schools with class of 2020 candidates scheduled to take the assessment on March 23,
March, 30, and March 31, 2020, contact Emily Lam, educational specialist, World
Languages, at emily.lam@k12.hi.us to reschedule the assessment.
AP and IB Assessments
Please refer to the AP and IB guidance above with regard to the testing schedules.
 Seal

Of Biliteracy Awards

By May 8, 2020, the Office of Curriculum and Instructional Design (OCID) will
communicate with schools to verify candidates’ eligibility to receive the Seal of
Biliteracy. Eligibility requirements include GPAs and world language proficiency. Upon
verification, OCID will provide schools with Seal of Biliteracy medals to present to
candidates who are on track to meeting all eligibility requirements. If a candidate’s
language assessment result is not available at the time of verification in May, OCID will
verify their eligibility requirement at a later time. Should the candidate meet all eligibility
requirements, the medal will be mailed out with the Seal of Biliteracy certificate.
If there are additional changes with school closures due to the COVID-19 situation,
OCID will communicate with schools about the next steps for Seal of Biliteracy. For
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additional information about the Seal of Biliteracy Assessments, contact Emily Lam,
educational specialist, World Languages, at emily.lam@k12.hi.us.
 Armed

Services Vocational Battery Test (ASVAB)

The Honolulu Military Entrance Processing Station (MEPS) remains open with essential
personnel to handle statewide testing requests. Students should contact a recruiter from
the branch of service in which they are interested in enlisting in order to schedule an
ASVAB. Testing takes place Monday through Thursday and transportation is provided
by the recruiters. Students will go through two COVID-19 symptom screeners before
being allowed to take the test.
Danilo Bartolome, Honolulu MEPS Test Coordinator, will continue to keep high school
ASVAB coordinators on all islands informed of any updates. ASVAB testing on school
campuses is suspended for the month of April. MEPS is scheduling testing on high
school campuses for the month of May, however, if schools remain closed or MEPS is
not able to test in May, then the testing will be canceled. Seniors interested in taking the
ASVAB should contact their college and career counselors for information.
For additional information about ASVAB, contact Danilo Bartolome, MEPS test
coordinator, danilo.d.bartolome.civ@mail.mil.

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Student Supports
 

Supporting Well-Being of Students (Pre-K-11)
Continuing to support students in grades PreK-11 in addressing their current needs as
well as needs that may arise from the extended break is extremely important.
We must be mindful of the social emotional well-being of our students and adults. As
educators, we need to be aware of the evolving physical, social and emotional demands
of our students while trying to stay connected with them in new ways. We need to think
about the whole child and look to social and emotional and trauma-informed practices to
help now and when school reopens.
Some areas for school support teams to address, include but are not limited to,
identifying:
● How school and community support resources for students and families will be
made available.
○ Some options include school website, emails. WebEx, Google Classroom,
etc.
● How school staff will address potential barriers and alternative means to
accessing support.
○ Through joint collaboration, school and community resources can
coordinate efforts to maintain communication with families and at-risk
groups (e.g. unaccompanied youth experiencing homelessness) through
prepaid cell-phones, email, physical packets or other alternatives.
● How school staff can monitor students for emerging social and emotional
well-being needs.
○ Consider regular check-ins with the students and their families by school
staff, particularly those who already have established positive and
supportive relationships.
● How school staff can refer students for school-level support services and/or
community services as needs arise.
○ Recognize and validate that what students are experiencing is difficult,
and may be triggering past trauma responses. It is critical that safe spaces
are provided where students can reach out to receive guidance and
emotional support.
Below are a few relevant resources to help with the design and implementation of a
virtual support system:
● Click​ ​here​ for American School Counselor Association's (ASCA) guidelines,
position statement link.
● Click​ ​here​ for ASCA’s webinar related to providing virtual school counseling
support services.
● Click​ ​here​ for National Institute on Mental Health’s child and teen coping
strategies for reducing stress related to traumatic events.
● Click​ ​here​ for Guidelines developed by the National Association of School
Psychologists (NASP) on how to talk with students about COVID-19.
● Click​ ​here​ for NASP Guidelines for Virtual Service Delivery in response to
COVID19 disruptions.
For additional Counseling, Social-Emotional Learning, and Mental Health resources
during the extended closure click ​here​.
As students physically ​return​ to campuses from extended breaks, to aid in the
transition:
● provide a positive and supportive environment for students to return to,
● facilitate social emotional learning experiences or lessons,
● maintain a structured and predictable schedule as much as possible, and
● provide opportunities for regular check-ins and self-reflection.
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Recognize that it may take students time to adjust back to the routines of a regular
school day. Monitor students for loss or regression of skills in the areas of behavioral,
social, and emotional well-being. School staff should be made aware changes in these
domains can be expected and are not uncommon.
Encourage staff to have patience. Responding to students with empathy and
maintaining positive relationships will provide needed support through this transitional
time. If concerns continue, ensure your school has a response system of support and
interventions in place.
Remember that just as student well-being is important, so is the health and well-being of
staff. Provide reminders for self care and access to resources for mental health
supports.
For additional Counseling, Social and Emotional Learning, and Mental Health resources
click ​here​.
For questions about supporting students’ emotional well-being, please contact Ayada
Bonilla, educational specialist, School Behavioral Health, at (808) 305-9795 or
ayada.bonilla@k12.hi.us​.
For questions about School Counseling Programs or College & Career Counseling,
please contact Theresa Sanchez, educational specialist, Transitions College & Career
Readiness, at ​theresa.sanchez@k12.hi.us​ or (808) 305-9756.
 

Special Education Services Guidance
Course Substitutions
Waiver of any graduation requirements and course substitutions afforded to general
education students must also be afforded to students with an IEP or Section 504 plan.
Any coursework changes should be made in coordination with the care coordinator and
school counselor. For students on the certificate route, who turn 22 years of age (aging
out) during this time period, IEP/504 teams must meet to determine the need for
compensatory education, which may extend their education beyond age 22.
Ending Special Services Due to Graduation
When a student graduates with a high school diploma, a reevaluation is not required
before terminating IDEA services. Since services will be terminated (a change of
placement) a PWN must be provided to the parent (and the adult student if rights have
transferred). A summary of performance is only required for students who graduate with
a diploma or exceed the age of eligibility. If a student leaves school prior to “aging out,”
a summary of performance is not required.
Continuation of Special Education Services
As complex areas and schools determine their delivery of learning and enrichment
activities they must also ensure that students with an Individualized Educational
Program (IEP) or Section 504 plan have equal access to the same opportunities,
including the provision of FAPE. Schools should consider, on a case by case basis,
the necessary accommodations and/or modifications needed that enable a student
with a disability to receive FAPE to the greatest extent possible. Telepractice may
be considered as a service delivery model for related services.
When traditional school resumes, the school is required to conduct an IEP/504
meeting to determine the student’s individual need for compensatory services to
make up for any skills that may have been lost because of an extended school
closure. The IEP/504 Team must also review the student’s IEP/504 plan and
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determine whether any other changes to the IEP/504 plan are needed as a result
of the extended absence from school. Informal assessments may be used to
determine whether there have been changes in a student’s performance. In the
event compensatory services are needed, the IEP/504 Team will develop a
Compensatory Service Plan which identifies frequency, duration and location of
service delivery.
HIDOE allows students with special needs to attend school to the age of 22 (day of
their 22 birthday, if they have not yet received a high school diploma).
Support for Online Distance Learning
HIDOE’s Special Education Branch has posted resources to support teachers in
determining the appropriate accommodations and modifications needed to ensure
student access to learning and enrichment opportunities. Also provided are resources
and tools to support the development and implementation of virtual and paper packet
instruction for students with disabilities. These resources are posted on OCID’s
Continuity of Learning ​website​ under the Special Populations tab.
Guidance from USDOE on providing services to students with disabilities during
COVID-19 is available ​here​. Additional resources include:
● Supplemental Fact Sheet​ Addressing the Risk of COVID-19 in Preschool,
Elementary and Secondary Schools While Serving Children with Disabilities
ensuring compliance with the Individuals with Disabilities Education Act (IDEA).
● Section 504 of the Rehabilitation Act (Section 504)​, and ​Title II of the Americans
with Disabilities Act​ should not prevent any school from offering educational
programs through distance instruction.
 

Continuity of Support for English Learners (EL)
As complex areas and schools determine their delivery of learning and enrichment
activities, they must also ensure equitable access for ELs. To the greatest extent
possible, complex areas and schools must provide language program services
commensurate with the student’s English language proficiency level.
If an EL student is in jeopardy of not graduating, actions should be taken to ensure
students can be supported to attain graduation requirements, the same opportunities as
non-EL students. Support can include academic and English Language Development
(ELD) support. The goal is to make sure language access is not preventing an EL
student from graduating.
The following locally-developed website can help ensure a transition to online learning
for educators of ELs, which can be accessed​ ​here​. The site has suggestions for online
and distance education including how to create flexible and engaging lessons that
support all learners, which are inclusive of students with disabilities and language
learners.
Additional EL resources are posted on OCID’s Continuity of Learning website under
Special Populations, English Learners section, linked ​here​.
When traditional school resumes, the school should conduct a Student Support Team
meeting to ensure EL students can be supported to access school and determine what
additional language development supports need to be put in place.
The information in this document is based on the ​HIDOE EL Guidance Manual​ and
information that is currently available to the HIDOE by the United States Department of
Education. It is subject to change as new information is provided.
For additional information contact Andreas Wiegand, educational specialist, English
Learners/AAPI, at andreas.wiegand@k12.hi.us.
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Continuity of Support for Students in Unstable Housing
HIDOE’s Community Homeless Concerns Liaisons ​(CHCL)​ are maintaining contact with
families in unstable housing​, based on the LDS ‘by-name list’. CHCL communication
attempts will be logged in the MV tab on Infinite Campus/SIS to determine gaps and
coordination with homeless outreach.
CHCL:
● Connect families to food;
● Assess basic needs;
● Communicate with school staff and external outreach to ensure connection to
school and/or community based supports, as appropriate; and
● Facilitate delivery​ of supplemental food and learning packets/supplies between
school and home.
CHCL have identified all High School seniors and will provide an extra layer of
communication support, linking students to information while addressing possible
barriers. CHCL are encouraged to work with respective high school staff for
coordination of support. CHCL provide an extra layer of support and are available to
troubleshoot issues unique to students in unstable housing.
 

Alternative Learning Settings
Olomana School is the only HIDOE Alternative School that operates as a self-contained
public school and thus is subject to the same requirements as all secondary schools.
Olomana serves as the homeschool for students enrolled. Complex Areas and Districts
may have Alternative Learning Programs, Supports & Services (ALPSS) that serve
students in an alternative setting, from within the District or Complex Area. Students
participating in the District/Complex Area Alternative Learning Program remain enrolled
at their homeschool of record. Schools also have ALPSS and serve at-promise students
from within their schools.
Staff in these alternative settings typically deliver instruction differently from a traditional
school setting, but the guidance for all staff and students applies to all Alternative
Learning Programs and Olomana School.
For questions about Alternative Learning Programs, Supports and Services, contact
Kristy Nishimura, director, Alternative Learning Branch, at (808) 305-9659 or
kristy.nishimura@k12.hi.us.

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Reopening of Schools
 

Reopening Schools After a Prolonged School Closure
“While we have data that can contribute to decisions about when to dismiss schools,
there is almost no available data on the right time to re-start schools. We would advise
to plan for a length of time and then evaluate based on continued community spread.” Center for Disease Control and Prevention (CDC), Considerations for School Closure
guidance.
For more CDC guidance, click ​here​.
The HIDOE will plan for the reopening of the schools based on the following:

 

1. There is no recent evidence of community spread.
a. No new cases for 4 weeks (2 incubation periods of the virus) on the island.
b. Availability of workforce is sufficient for reopening each school.
c. If need to stagger the reopening of schools, the HIDOE will follow the
County’s lead.
2. HIDOE follows the CDC Mitigation Recommendations (​LINK​)- Table 2, by
backward mapping the actions for school closure for establishing
procedures for reopening school.
a. Assess local factors in the community and the health issues in the school
(e.g., student and staff) that need to be considered in opening school and
creating mitigation procedures in the school.
b. Establish and communicate mitigation procedures, responsibility for
procedures, and monitoring system for quality assurance. Procedures may
include frequent cleaning of common areas, temperature checks,
healthroom procedures, etc.
c. Prior to re-opening facilities, clean facilities and prepare key services and
programming in order to receive students.
d. Create a staggered schedule for re-establishing extra-curricular programs,
visitors on campus, etc.
3. Reopening of school facilities will allow for prioritizing services needed for
vulnerable learners and address the temporary need for social distancing,
therefore may not necessarily provide a comprehensive school program
immediately.
a. Title I schools and other schools with high ALICE family populations.
b. Schedule provisions for related services for children with disabilities,
homeless, medically fragile, etc.
c. May include staggered start and end times, modified attendance, and/or a
combination of distance learning and physical presence at school.

Official Summer School Information
BOE Policy 500-18: Summer School Programs
Summer school provides an extended learning opportunity for students to have
additional time and/or differentiated learning opportunities to demonstrate academic
proficiency, foster innovation and creativity, and challenge students to achieve beyond
the minimum requirements for graduation.
Schools who have already submitted a Site Notification Form for Summer 2020 should
make every reasonable effort to offer a summer school program.
Summer School Registration
● Schools can proceed with registration through mail or electronic means (i.e.
online form, email, etc.).
● If the registration date was affected by the school closure, schools should update
this information by:
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○ Sending an email to Christy Sato, educational specialist, at
summerschool@k12.hi.us​ and their District Coordinator.
○ Providing notification to parents/caregivers via school website and other
school communication methods.
● Payment Collection
○ Schools should make every reasonable effort to batch and deposit
summer school collections by the next business day (​Guidelines and
Procedures​, pg. 40).
○ If there are changes to deposit timelines because of current
circumstances, schools must clearly state this during the registration
process. This will help families with financial planning and prevent
insufficient fund situations.
Summer School Staffing
● Schools should proceed with securing staff for summer school based on previous
year(s) enrollment data.
● Prospective staff should be made aware of all school contingency plans.
● Summer School accounts, Prog ID: 16350, will continue to be evaluated at the
end of summer but current circumstances will be taken into account if deficits
occur.
Summer School Schedule
● At this time, the HIDOE has not determined its 2020 summer school program due
to the COVID-19 pandemic. More information forthcoming.
● At this time, the total instructional hour requirements remain the same:
○ For grades 7 through 12, credit courses remain 120 hours for each full
credit or unit and 60 hours for .5 or ½ credit or unit.
○ Elementary programs and non-credit middle/intermediate and high school
programs can run for less than 120 hours.
Distance Learning Plans
● Schools should consider their current distance learning plans when planning for
their summer school program. This will allow schools the most flexibility to offer
summer learning opportunities to students.
For additional information contact Christy Sato, educational specialist, at
summerschool@k12.hi.us​ or (808) 305-9762.
 

Frequently Asked Questions
Continuity of Learning
Question: What other guidance or support has been given to administrators
regarding continuity of learning and timelines?
Answer: On March 17, 2020, administrators were given access to HIDOE Statement of
Work (Administrators Only) to support the continuity of learning.
● Later, teachers received access to an​ internal resource website​. Then, parents
and students were given access to resources accessible on ​HIDOE website​.
Student Support
Question: How do schools support and provide services for our special
populations during closure?
Answer: On March 17, 2020, administrators were given access to OSSS Statement of
Work to support continuity of education, click ​here​.
Military-Impacted Students
Question: What about military-impacted students?
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Answer: The HIDOE is determined to confer valid and reliable diplomas and smooth
transitions for military-impacted seniors into post-secondary institutes and industries.
For military-impacted students in Grades K-11, who are transitioning into new schools
during fourth quarter or end of SY 2019-2020, the HIDOE will adhere to the above
guidance on grading, credits, promotion, report cards and transcripts.
For students transferring to Hawaii and unable to enroll during closure, the HIDOE will
continue to adhere to the ​Military Interstate Children’s Compact (MIC3)​. Schools may
provide continuity of education to students if appropriate and feasible. Parents can also
refer to the Hawaii Department of Education internet ​Continuity of Education webpage​,
which includes Choice Boards for continuity of education.
Attendance
Question: How will schools handle fourth quarter attendance?
Answer: Attendance is not being taken while schools are closed due to COVID-19.
Traditional entry for attendance into Infinite Campus has been turned off, and it will
revert when we return and re-open schools for SY 2019-2020. For more information
please consult the ​Student Attendance (Infinite Campus) information and instructions.
Grading
Question: What are proficiency guidelines for grading?
Answer: ​Secondary teachers should follow their established school grading guidelines
to determine proficiency. If the school does not have established grading guidelines in
place, the following may be used: For students in a credit bearing course, proficiency is
the awarding of a grade D and higher.
For ​Elementary​ students, it would be approaching proficiency and above.
Question: Are schools required to provide GLO marks?
Answer: GLO marks will not need to be entered for the fourth quarter.
Question: When was the due date for entering grades for the third quarter?
Answer: A decision was made to have all schools enter 3rd Quarter and Final grades by
April 1, 2020, with the exception of three Multi-Track schools entering by April 6, 2020.
● Memo: ​Third Quarter Reporting Due April 1, 2020
● Memo: ​Third Quarter Reporting for Multi-Track Due April 6, 2020
Question: What happens to fourth quarter grades?
Answer: HIDOE students are receiving enrichment during the closure, which will not
affect the fourth quarter in the grading system. No grade will be entered for the fourth
quarter, except for students participating in E-School, Credit Recovery programs and
dual credit.
Question: Can schools leave fourth quarter grades blank and still give a Final
grade? Will that affect Cumulative GPA?
Answer: ​Yes, fourth quarter grades can be left blank, and the blank will not affect GPA.
The impact will be any reports pulled for fourth quarter grades.
Question: How do schools handle fourth quarter grading for students in 4X4
Block schedule, especially students who did not start their .5 credit or are only
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half-way through their credit for graduation requirements?
Answer: To ensure that students graduate on-time, HIDOE has a recommendation to
address students impacted by the 4X4 Block schedule. Credit recovery programs may
be used during the fourth quarter. Students may have an opportunity to demonstrate
what they have learned by meaningful, positive assessments and performance, such as
a culminating problem-based learning project or teacher-developed competency
assessments aligned to clear benchmarks or essential learning.
Question: Do teachers grade or include formative assessment grades during
closure?
Answer: During the closure, teachers will focus on teaching and learning, to maintain
and enrich without evaluation. While teachers could introduce new or continue the
scope and sequence, students cannot be penalized or graded.
Question: For students, specifically priority seniors in Band 2 (not proficient),
who were below proficiency, how do teachers handle intervention and
remediation during the closure?
Answer: If a student is not proficient at the end of the third quarter, the student​ may ​be
provided with opportunities to meet proficiency for the final grade and course essential
learning during the remainder of the school year. For SY 2019-2020, remediation and
intervention ​may​ be provided at the earliest date possible with teachers and counselors
at the respective schools finding solutions for those students.
Opportunities may involve students demonstrating what they have learned by
meaningful, positive assessments and performance, such as a culminating
problem-based learning project or teacher-developed competency assessments aligned
to clear benchmarks or essential learning.
Another opportunity may be participation in a Credit Recovery program. During the
COVID-19 crisis, HIDOE is considering the development of a Statewide Credit
Recovery program, at a reduced- or no-cost to students. If students participate in a
Credit Recovery program, they will be unenrolled from their current class into the Credit
Recovery program.
Final grades may be modified by the end of SY 2019-2020, and no later than May 28,
2020. While final grades may be raised, all grades must not be lowered.
Question: For students, specifically priority seniors in Band 3 (not proficient),
who are still below proficiency at the end of the school year, how do we handle
intervention and remediation?
Answer: If a student is not proficient by May 28, 2020, then the student ​may ​be given
additional credit recovery opportunities, such as summer school, E-School, or
School-Based Online Credit Recovery programs.
Final grades for SY 2019-2020 may be modified up until July 18, 2020.
During the COVID-19 crisis, HIDOE is considering the development of a Statewide
Credit Recovery program. If students participate in a Credit Recovery program, then
they will be unenrolled from their current class into the Credit Recovery program. The
HIDOE is identifying funding sources to ensure enrollment for all non-proficient
graduating seniors in Summer School, E-School or Credit Recovery programs.
Question: What happens if a senior student, specifically priority seniors in Band 4
(not proficient), is still not proficient on July 18, 2020?

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Answer: If a student has not demonstrated proficiency by July 18, 2020, then the
student ​may​ be given the opportunity to repeat the course during SY 2020-2021 or
adhere to school and counseling plans.
Question:​ ​What about students who just need a Capstone or Senior project to
complete an honor certificate?
Answer: HIDOE encourages schools to allow alternatives if social distancing and safety
measures cannot be maintained, and to provide students sufficient support in
completing these requirements. Students may be provided an opportunity to complete
projects by the end of school year, May 28, 2020.
● For example:
○ Video or other electronic submissions of Senior Project presentations.
○ Within current safety and social distancing guidelines and HIDOE
guidelines for service projects, organize community service opportunities
that assist with food and classwork distribution, childcare needs, peer
tutoring or providing assistance to at-risk individuals and families.
Question: Will there be opportunities for studentsʻ acceleration?
Answer: HIDOE is developing opportunities for students to participate in acceleration
during summer 2020. Advanced Placement courses may be available through E-School
and summer school. HIDOE hopes to develop opportunities at no-cost to students.
Report Cards
Question: How will report card distribution be handled?
Answer: As noted in the Superintendent’s memo dated March 25, 2020, for all Regular
Track Schools and March 27, 2020, for all Multi-track schools, the due dates for 3rd
Quarter grade inputting by teachers for SY19-20 will be on April 1, 2020, and April 6,
2020, respectively.
Please observe the following deadlines.
Table 1: All Non-Track Schools
All Public Schools (NOT including Multi-Track Schools)
3rd Quarter Grades and IEP Progress Reports are ​DUE.

Wednesday, April 1, 2020

Registrars and/or designee(s) to work on processing
grades and printing report cards.

April 2-10, 2020

SSC and/or designee(s) to work on processing IEP
Progress Reports.

April 2-10, 2020

Schools to prep report cards and IEP Progress Reports for
mailing (postal or digitally from a k12.hi.us school name
Gmail address).

April 13-14, 2020

Schools to mail report cards and IEP Progress Reports
(postal or digitally from a k12.hi.us school name Gmail
address)

No later than
Wednesday, April 15,
2020

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Table 2: All Multi-Track Schedule Schools
Multi-Track School
(Holomua Elementary, Kapolei Middle, Mililani Middle)
3rd Quarter Grades and IEP Progress Reports are ​DUE

Monday, April 6, 2020

Registrars and/or designee(s) to work on processing
grades and printing report cards

April 7 - 13, 2020

SSC and/or designee(s) to work on processing IEP
Progress Reports

April 7 - 13, 2020

Schools to prep report cards and IEP Progress Reports for
mailing (postal or digitally from a k12.hi.us school name
Gmail address).

Tuesday, April 14, 2020

Schools to mail report cards and IEP Progress Reports
(postal or digitally from a k12.hi.us school name Gmail
address)

No later than
Wednesday, April 15,
2020

REGISTRARS​:
During this period, Registrars may process and complete their reporting functions
remotely. Should a Registrar lack access to a computer or the internet offsite, they
should work with their administrator and technology coordinator to find solutions.
Graduation Requirements
Question: What is the latest date for students to receive a diploma?
Answer: If a student is proficient after receiving intervention and remediation during the
summer, then a student can receive a diploma on the last day for summer school
grading, which is July 19, 2020.
Question: Why did HIDOE focus on graduation requirements first?
Answer: HIDOE prioritized on-track for graduation to ensure the lowest amount of
impact to post-secondary goals. HIDOE continues to work with the University of Hawaii
and other educational partners to ensure smoothest transitions. Additionally, HIDOE
continues to monitor other states and the USDOE.
Question: Why did HIDOE ask for a waiver to BOE on Policy 102-15?
Answer: On April 2, 2020, HIDOE requested for a waiver to Board Policy 102-15 High
School Graduation Requirements and Commencement and the BOE unanimously
approved the waiver. This waiver will ensure high schools are allowed the flexibility in
awarding a diploma or certificate to graduating seniors.
● Memo Requesting Waiver From BOE On Graduation Requirements
● Press Release on BOE decision
Question: Who helped determine guidance for graduation requirements, grading,
promotions and credits?
Answer: Recommendations were made by HIDOE Deputy Superintendent, Assistant
Superintendents, Complex Area Superintendents and High School Principals.
The aforementioned recommendations were made through consensus building with
Complex Area Superintendents (CAS) and High School Principals on March 25, 2020.

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Question: What are the policies regarding diploma honors and recognition
certificate requirements?
Answer:​ H
​ IDOE awards Honor Recognition Certificates to graduates and provides the
following guidance:
● Graduating seniors will be declared Valedictorian if the following criteria
are met:
○ GPA of 4.0 or higher;
○ Earned and met the requirements of one of the Honor Recognition
Certificates; and
● Valedictorians will be named after the third quarter.
● Academic Honor Recognition Certificate awarded based on:
o 4 credits of Math​: The four credits must include one credit for Algebra 2
and one credit beyond Algebra 2. The credit beyond Algebra 2 must be
earned via the following courses or equivalent Running Start math
courses: Algebra 3, Trigonometry, Analytic Geometry, Precalculus,
Probability, Statistics, Introduction to College Mathematics, Calculus, AP
Calculus, AP Computer Science A, AP Computer Science Principles, IB
Math Studies, or IB Math Standard Level;
o 4 credits of Science​: Of the four credits, one credit must be in Biology 1 or
equivalent IB Biology; or AP Biology courses; AND
o 2 credits minimum​ must be from AP/IB/Running Start courses (equivalent
to credits for two college courses).
● CTE Honor Recognition Certificate awarded based on:
○ Completes a program​ of study​​ (2-3 courses in sequence plus a
state-identified specific academic course requirement).
○ Earn a B or better in each required program of study (coursework); and
○ Meet or exceed proficiency on at least one alternative on alternative
performance-based assessments for corresponding program of study.
Examples include:
■ Met or exceeded proficiency in a previous performance based type
of assessment completed within the school year; or
■ Met or exceeded proficiency in a Career and Technical Student
Organization event requiring a research paper, a project, and
presentation; or
■ Met or exceeded proficiency in a formalized work-based learning
experience; or
■ Met or exceeded proficiency in an alternative performance based
activity as determined by the school or district.
● STEM Honor Recognition Certificate based on:
o 4 credits of Math​: The four credits must include one credit for Algebra 2
and one credit beyond Algebra 2. The credit beyond Algebra 2 must be
earned via the following courses or equivalent Running Start math
courses: Algebra 3, Trigonometry, Analytic Geometry, Precalculus,
Probability, Statistics, Introduction to College Mathematics, Calculus, AP
Calculus, AP Computer Science A, AP Computer Science Principles, IB
Math Studies, or IB Math Standard Level;
o 4 credits of Science​: Of the four credits, one credit must be in Biology 1 or
equivalent IB Biology; or AP Biology courses; and
o Successful completion​ of a ​STEM Capstone Project​ in one of the
approved ACCN courses.
E-School
Question: What E-School courses are available?
Answer: A list of E-School courses can be found on the E-School website linked ​here​.

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HSTA/Teacher Agreements
Question: What kinds of agreements have been made with HSTA about closure
during COVID-19?
Answer: A letter dated March 19, 2020, has the agreements.
● Link to Superintendent Letter of Agreement with HSTA
The following is an excerpt from Superintendent Kishimoto’s March 19, 2020
letter addressed to Mr. Wilbert Holck, Executive Director, Hawaii State Teachers
Association
Re: Coronavirus (COVID-19) Preparation and Response
For the duration of March 23, 2020 through the end of COVID-19 related school
closures, teachers shall not be required to remain at nor report to schools or worksites
and shall perform teacher-initiated activities and planning and collaboration activities in
alignment with a school's instructional plan, from a remote location such as their home.
A. No teacher shall be required to engage in work outside of their regular
seven-​hour workday.
B. Teacher-initiated tasks include preparing learning and enrichment- related
materials.
C. Teachers without access to necessary resources to engage in work from a
remote location, including but not limited to equipment, software and internet
access shall be provided such access by the Employer or be held harmless.
Teachers will be offered the opportunity to enter their workspace on a limited
basis to gather equipment and preparation materials March 23-24, 2020.
D. Due to digital equity issues, teachers shall not penalize students for failing to
complete the learning and enrichment activities during school closures.
E. When working remotely, teachers will continue to ensure professional and timely
communications with administrators, colleagues, parents and students.
F. All teachers with responsibilities for students with special needs will be provided
comprehensive guidance and support from the HIDOE regarding Chapter 60
requirements.
Question: What policy gives authority to the HIDOE to determine the number of
credits?
Answer: The policy impacted by COVID-19 is ​BOE Policy 102-13
The Department shall determine the appropriate number of credits to be granted for
successful completion of an approved course. All approved courses in grades 9-12 shall
have credit designations. Credit shall be an expression of progress and learning rather
than merely time spent.

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System and Resources
 

Assistance and Contact Information
Previous guidance and additional information related to COVID-19 and school closures
is available on ​HIDOE COVID-19 Information & Updates​. For additional information
about Continuity of Learning, please call (808) 305-9786 or email ​OCIDHelp@k12.hi.us​.
Instructions for the HIDOE Continuity of Learning teachers and administrators website
can be found at: ​Information on How To Use the COE Site​.
For additional information on curriculum, instruction or student supports, please refer to
the following listing for ​OCID/OSSS Specialists Support Contact Information​.
Topic

Contact Person/Program

Contact Information

Graduation Requirements

Dan Miyamoto
Standards Support Team
Lead

dan.miyamoto@k12.hi.us
(808) 305-9890

Dual Credit

Dan Miyamoto
Dual Credit Program Lead

dan.miyamoto@k12.hi.us
(808) 305-9890

CTE Course Equivalencies

Troy Sueoka
Career and Technical
Education Specialist

troy.sueoka@k12.hi.us
(808) 305-9705

Assessments

Brian Reiter
Administrator, Test
Development Specialist

brian.reiter@k12.hi.us
(808) 307-3636

Seal of Biliteracy
Assessments

Emily Lam
World Languages
Educational Specialist

emily.lam@k12.hi.us
(808) 305-9722

Advanced Placement (AP)
Program

Anna Viggiano, Ph.D.
Educational Specialist

anna.viggiano@k12.hi.us
(808) 305-9771

International Baccalaureate
(IB) Program

Anna Viggiano, Ph.D.
Educational Specialist

anna.viggiano@k12.hi.us
(808) 305-9771

Official Summer School

Christy Sato
Blended Learning Specialist

summerschool@k12.hi.us
(808) 305-9762

Special Education

Annie Kalama
Director of Special Education

annie.kalama@k12.hi.us
(808) 305-9837

Unstable Housing for
Students

Toby Portner
Education for Homeless
Children & Youth (EHCY)

toby.portner@k12.hi.us
(808) 348-0304

English Learners (EL)

Andreas Wiegand
EL Education Specialist /
AAPI Director

andreas.wiegand@k12.hi.us
(808) 305-9717

Supporting Students’
Emotional Well-being

Ayada Bonilla
SBBH Educational Specialist

ayada.bonilla@k12.hi.us
(808) 305-9795

School Counseling Programs
or College & Career
Counseling

Theresa Sanchez
Transitions College & Career
Readiness Educational
Specialist

theresa.sanchez@k12.hi.us
(808) 305-9756

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