West Hawaii
Teacher Induction & Mentoring Program

There are five (5) basic steps in the special education process: 

1. Identification and referral.  When a student is suspected of having a disability, a referral, which is a written or oral request for an evaluation, is given to (or generated by) the school. 

2. Evaluation.  An evaluation is the process of gathering information about the student in order to decide whether he/she has a disability.  The Hawaii State Department of Education (DOE) shall evaluate the student in all areas of suspected disability. 

3. Determination of eligibility.  Based on the results of the evaluation, a team, which includes the  parent, decides if the student has a disability that impacts his/her progress in the general  curriculum, and if he/she is in need of special education and related services. 

4. Development of an IEP.  When a student is found eligible, the school team which includes the parent, develops an IEP describing the program and services to address the student’s unique  educational needs. 

5. Reevaluation.  At least every three (3) years the student must be evaluated to determine whether he/she continues to be eligible for special education and related services.  The parent  and the school may agree that a reevaluation is not necessary.

Special Education is intended for students who have disabilities that cause difficulty in learning and need specialized instruction to access their grade level curriculum.

Evaluation is defined as the procedures used to determine if a student has a disability and the nature and extent of the need for special education and related services.

Purpose: To identify learners who are eligible for special education and related services by determining the presence of a disability and the need for special education. There are specific timelines that teams must follow for the evaluation process.

Appropriate referrals for special education begins after supportive instructional practices have occurred and the student continues to need far more than the classroom teacher can provide through general education supports. This would be for a student who has significant academic and/or behavioral challenges and continues to display a lack of progress despite increasing levels of intervention.

Determination of disability for special education

Teams must:

• conduct an evaluation

• complete the three-prong test

• consider the student’s educational progress and the interaction between the disability

• determine the educational impact of that disability

• decide the need for special education

This important distinction highlights that the disability label alone does not prompt a determination of eligibility for special education. In the context of special education eligibility, the disability label has no standing alone without reference to impaired educational progress as a result of the disability.

Determination of eligibility and educational need

THREE-PRONG TEST

EACH PRONG MUST BE MET BEFORE THE TEAM CAN DETERMINE THAT THE STUDENT IS ELIGIBLE FOR SPECIAL EDUCATION

• Prong 1: DISABILITY Does the student have a disability?

• Prong 2: ADVERSE EFFECT Does the disability adversely affect the student’s involvement and progress in general education?

• Prong 3: NEED Does the student need special education and related services due to their disability?

There are 14 disability categories in Hawaii.  Each category includes unique traits that a student must demonstrate in order to be considered a student with that specific disability.  A student shall not be eligible for a disability if the student: 

• Has not received appropriate instruction in math or reading. 

• Has limited proficiency in English (with no other indications of a disability). 

• Does not meet the eligibility criteria for a disability. 

An Individualized Education Program (IEP) is a written document about the educational program for a child with a disability. It serves as a management tool used to ensure that the child receives the needed special education and related services. It also serves as an evaluation device when used to determine the extent of the child's progress toward accomplishing projected goals.

Each IEP includes:

• • • • a statement of the child's present levels of academic achievement and functional performance;

      • a statement of annual goals, including short-term instructional objectives;

      • a statement of the specific special education and related services to be provided;

      • the extent that the child will be able to participate in regular educational programs;

      • the projected dates for initiation of services and the anticipated duration of the services; 

      • accommodations and/or modifications; and

      • appropriate objective criteria and evaluation procedures and schedules for determining, on at least an annual basis, whether the objectives are being achieved.

Beginning at age 14 (or younger if determined appropriate by the IEP team), the IEP shall include a statement of the transition service needs of the student under the applicable components of the student’s IEP that focuses on the student’s courses of study (such as participation in advanced-placement courses or a vocational educational program).

Beginning not later than the first IEP to be in effect when the student turns 16, (or younger if determined appropriate by the IEP team) the IEP must include:

• • • • Appropriate measurable postsecondary goals based upon age-appropriate transition assessment.

      • The transition services (including courses of study) needed to assist the student in reaching those goals.

      • Age-appropriate transition assessments based on the individual needs of the student are to be used to determine appropriate measurable postsecondary goals.

      • Beginning no later than one year before the student reaches the age of majority under State law, (18 years of age in the State of Hawaii), the student’s IEP must include a statement that the student has been informed of his/her rights under Part B of IDEA, if any, that will transfer to the student on reaching the age of majority.

The following participants need to be present at an IEP meeting:

• • • • a representative of the public agency, other than the child's teacher, who is qualified to provide, or supervise the provision of, special education;

      • the child's teacher;

      • one or both of the child's parents/legal guardians

      • the child, if appropriate; and

      • other individuals at the discretion of the parent or agency.

IEP meetings

IEP meetings need to be held at least annually. Depending on the needs and progress of the child, meetings to review and revise may be held more frequently.

While IEP meetings are usually initiated and conducted by the school, it is appropriate for parents to request an IEP meeting when they believe their child is not progressing satisfactorily or they feel there is a problem with the current IEP.

Related Services include, but are not limited to: 

The electronic Comprehensive Student Support System (eCSSS) serves as the database system that allows schools and complexes to identify, monitor and track students who receive supports and services. As an integrated system, eCSSS is the single source for documenting student support activity of all types and service levels. eCSSS enables users to capture the full range of information required when documenting services. This can include: documenting referrals, evaluations, conferences, notices, eligibility status, goals and objectives, visit records, consents, services and incidents.

Through a central database, the DOE is able to gather information from many sources yet retain “a single story of a student.” In doing so, eCSSS plays a key role in ensuring that students receive the appropriate support and intervention, which leads to learning and success.

eCSSS Announcements 

Progress reports will be due quarterly.  If you are not sure of the specific due date please ask your department head or administrator.  Progress reports can be generated in eCSSS under the student referral tab. For more info, check out this article from eCSSS. 

For pre-school teachers, TS Gold data will be used.  

Please reach out to the Complex SPED team with any questions.

Special Education Guide for Schools https://hidoe.sharepoint.com/sites/offices-ocid/programs/specialed/Documents/SpedGuide.pdf

SPED Handbooks https://www.ecsss.k12.hi.us/sped-handbooks/

U.S. Department of Education’s Individuals with Disabilities Education Act (IDEA) https://sites.ed.gov/idea/

CHAPTER 60 https://boe.hawaii.gov/wp-content/uploads/2024/07/60-Provision-of-a-Free-Appropriate-Public-Education-for-a-Student-with-a-Disability.pdf

Important State Memos to Review 

504 Memo and Changes, Video

WHSpEd Skilled Nursing Google Folder

WHSpEd Home Hospital Google Folder