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Updated April 1, 2020
Supports for Vulnerable Students
Schools shall use current progress monitoring practices to determine learning loss and lack of expected or adequate progress. For any student with a disability, formal progress monitoring must occur at least every quarter as required by HARS Ch 60 and IDEA regulations. In the event learning loss and/or lack of expected or adequate progress has occurred, schools should conduct an Individualized Education Program (IEP) meeting. At the IEP meeting, teams must decide how and when to compensate for the learning loss and/or lack of expected or adequate progress.
Parent(s)/legal guardian(s) are vital partners. As such, it is imperative that schools continue to engage their participation in the IEP decision-making process.
Learning loss and/or lack of expected or adequate progress can be addressed through HMTSS, revisions to the IEP, COVID Impact Services and any combination thereof. COVID Impact Services are services beyond the typical school day and in addition to the IEP. COVID Impact Services for instruction and related services may include, but are not limited to:
- In-person homogenous intervention sessions before or after school
- Online (synchronous) homogenous small-group, before or after-school intervention sessions
- Skill-based Learning Labs before or after school
COVID Impact Services must be documented on the COVID 19 Impact Services plan in eCSSS.
Physical and social distancing and the creation of cohort classes shall not result in the segregation of students with disabilities.
When schools use hybrid instructional models, students with disabilities who do not benefit from distance learning shall receive fulltime in-person instruction and services.
Schools must continue to complete pending initial and reevaluation assessments. Please note that in certain cases, a review of existing data is sufficient to make a determination and develop a program. Utilizing data from multiple sources and avoiding overreliance on standardized norm referenced tests when making eligibility decisions is paramount. The limited diagnostic accuracy of standardized assessments and utility of evidence-based assessment techniques should always be considered.
Technology Devices for Students
Schools to the greatest extent possible should be assigning one device per student to use for the school year. Classroom sets, such as laptop carts, can be labeled with the name of the student.
The HIDOE Digital Transformation for Learning Plan 2020-21 reflects our equity focus for SY 2020-21 - equity of access to technology, pushing digital supports into communities, ʻOhana Help Desk, and expansion of HIDOE’s distance learning platform.