We are committed to ensuring the safety and well-being of every student. To promote transparency, we provide annual reports on school discipline and the use of restraint. These reports give parents, families and the community a clear view of how discipline is being managed across our schools.
The data include important information about incidents of suspension and restraint, broken down by school, district and state levels. It helps us identify trends, maintain accountability, and work toward a positive and supportive school environment for all students. If you are looking to understand how discipline and restraint are tracked in schools, or want to know more about how we prioritize student safety, please see the reports below.
Reviewing the Discipline and 拘束 レポート
Discipline and 拘束 Reports for the following school years: 2022-23, 2023-24 and 2024-25 are located in the PDF files below.
- The “total” report represents incidents that occurred during school year 2022-23, 2023-24 and 2024-25 and counts a student for each time they were involved in an incident that met the criteria for a data point (i.e., EL, SPED, in-school suspension, etc.).
- The unduplicated report represents the number of students involved in an incident in school year: 2022-23, 2023-24 and 2024-25 and only counts them once for each data point (i.e., EL, SPED, in-school suspension, etc.) they have met.
- 生徒が同じ事件に複数回関与する可能性があるため、重複していない数は合計数より少なくなる場合があります。
- Starting with school year 2023–24 the Department’s annual report is consolidated into a single pdf file including separate tables for total incidents and unduplicated student numbers.
プライバシーに関する注意事項: 特定のグループ内の生徒数が 10 人以下の場合、プライバシーを保護するためにデータは非表示になります。
コミュニティ適格性規定（CEP）学校： CEP 学校の生徒は低所得者層にカウントされない可能性があります。
データの違い: これらのレポートの数値は、定義や報告方法の違いにより、省庁の他の停止データと一致しない可能性があります。
規律データが重要
データを PDF としてダウンロード:
Restraints Data Counts
データを PDF としてダウンロード:
- 2022年度合計（PDF）
- 2022年度 重複なし (PDF)
- School Year 2023 Restraints Report (PDF)
- School Year 2024 Restraints Report (PDF)
用語集と略語
代替ED — “Alternative educational program” means an educational program, in a non-school setting other than homeschooling, which addresses the standards identified in the Hawaiʻi Content and Performance Standards.
CEPR とは — The Community Eligibility Provision is a non-pricing meal service option for schools and school districts in low-income areas. CEP allows the highest poverty schools and districts to serve breakfast and lunch at no cost to all enrolled students at the specific school without collecting household applications. Schools that adopt CEP are reimbursed using a formula based on the percentage of students categorically eligible for free meals based on their participation in other specific programs, such as the Supplemental Nutrition Assistance Program (SNAP) and Temporary Assistance for Needy Families (TANF). School districts have the option of utilizing the CEP factor for a maximum of four(4) years or they can review their factor at any time to readjust the reimbursement percentage.
複合施設エリア — 省庁によって指定された 1 つ以上の複合施設を含む行政単位。
懲戒処分 — HAR 第 19 章に違反していることが判明した生徒に課せられます。例としては、生徒との矯正と面談、拘束、緊急退学、特権の剥奪、停学、保護者との面談、職員としての勤務時間などが含まれますが、これらに限定されません。
解任 — 銃器違反により、ハワイの公立学校から生徒を学年の残り期間中または 1 暦年以上除籍する。
地区 — 生徒が通学できる学校を指定するための公式にマークされたエリア。
DOE — 教育省。
エル — 英語学習者、または英語を学習中の非ネイティブの英語話者。
IDEA（障害者教育法） — 対象となる障害のある児童に無償で適切な公教育を受けさせることを保証する法律。
校内停学 — 生徒は懲戒処分のため一時的に学校プログラムから外されますが、指導課題を完了するために学校職員の直接監督下に置かれます。
低所得 — For National School Lunch purposes low income students are defined as those whose family income was at or below 135 (reduced) and 185 (Free) percent of the federally established poverty level for their family size. The term “Income,” used in the NSLP/SBP program is defined as income before any deductions such as income taxes, Social Security taxes, insurance premiums, charitable contributions, and bonds.
拘束 — A “physical restraint” is the use of physical force that restricts the student’s ability to move his/her arms, legs, or head freely. The purpose of a “physical restraint” is to manage dangerous behaviors to prevent a student from causing substantial property damage, self-harm or injury to others in the environment.
セクション504 — A civil rights law that ensures that a student with a disability has equal access to an education. Section 504 entitles students to free and appropriate public education by providing a reasonable accommodation or modification for eligible students who are found to be “qualified disabled persons” under Section 504.
抑制ルール
- 規定により HRS §302A-1004学生数が 10 人以下の値は編集され、該当する値はレポート上で「n/a」に置き換えられます。
推奨ガイダンス 家族教育権利プライバシー法 (FERPA), allows the Hawaiʻi State Department of Education to redact portions of the report group totals of multiple students, as a means of preventing disclosure of individuals. Applicable values will be replaced on the report with “*”.
サスペンション — 学年中の特定の期間、学校から除外されること。
重複していない学生 — 学生は各カテゴリーにつき 1 人だけカウントされます。
たとえば、重複のない生徒の記録では、停学回数に関係なく、各生徒は 1 回だけカウントされます。
- 生徒A: 停学3回
- 生徒B: 停学2回
- 生徒C: 停学1回
この場合、重複していない 3 人の学生 (学生 A、B、C) のみが関与するインシデントが 6 件 (3 + 2 + 1) あります。