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The report specifies information to be included for each program, including classroom locations and counts, student enrollment by birth month, classroom funding sources, and quality of teacher-child interactions using a formative assessment tool. It also covers child outcome measures across cognitive, linguistic, social-emotional, and health and physical development, supported by formative assessment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/annual-report-on-special-education-and-title-i-funded-prekindergarten-programs-december-2025/585287/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/annual-report-on-special-education-and-title-i-funded-prekindergarten-programs-december-2025/585287.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-13","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What categories of information does the report require for each special education and Title I-funded prekindergarten program?","Question",{"text":112,"@type":113},"It requires classroom number and location, student counts aggregated by birth month, sources of funding, quality of teacher-child interactions assessed with a formative tool, and child outcomes across development areas assessed with a formative tool.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report handle student enrollment data?",{"text":117,"@type":113},"Student counts are taken as of the official enrollment date and aggregated by birth month.",{"name":119,"@type":110,"acceptedAnswer":120},"Which developmental areas are included in the child outcomes assessment?",{"text":121,"@type":113},"Child outcomes cover cognitive, linguistic, social, emotional, and broader health and physical development, all assessed using a formative assessment tool.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585287,1792192847,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","6WDWH RI +DZDL ދ L Department of Education  \nAnnual Report on Special Education and Title I-Funded Prekindergarten  \nPrograms  \nDecember 2025  \nSection 302A-450, Hawai ދ i Revised Statutes, requires the Hawai ދ i State Department of Education to annually report on special education and Title Ifunded prekindergarten programs to include, as related to each type of program:  \n1. The number and location of classrooms;  \n2. Number of students served as of the date on which the official enrollment count is taken and aggregated by birth month;  \n3. Sources of funding for each classroom;  \n4. Quality of teacher-child interactions relating to social-emotional support, classroom structure, and quality of learning experiences, as assessed using a formative assessment tool; and  \n5. Child outcomes relating to all areas of childhood development and learning, including cognitive, linguistic, social, and emotional approaches to education and health and physical development, as assessed using a formative assessment tool.  \n+DZDL ދ L 6WDWH 'HSDUWPHQW RI (GXFDWLRQ $QQXDO 5HSRUW  \n5HODWLQJ WR 6SHFLDO (GXFDWLRQ DQG 7LWOH ,-)XQGHG 3UHNLQGHUJDUWHQ 3URJUDPV  \n6FKRRO \u003CHDU 􀀋6\u003C􀀌 􀀕􀀓􀀕􀀗-􀀕􀀓􀀕􀀘  \n1. 7KH 1DPH RI 6FKRRO DQG 1XPEHU RI &ODVVURRPV  \nThe following table includes school information regarding Special Education (SPED) DQG 7LWOH , SUHVFKRRO FODVVURRPV LQ WKH +DZDL ދ L 6WDWH 'HSDUWPHQW RI (GXFDWLRQ (Department) .  \nTable 1. Preschool Classrooms  \n\n| 6FKRRO | 1XPEHU RI 63(' 3UHVFKRRO &ODVVURRPV | 7LWOH , 3UHVFKRRO &ODVVURRPV |\n| --- | --- | --- |\n| ‘Aiea Elementary | 1 | 0 |\n| ‘Aikahi Elementary | 1 | 0 |\n| ‘Aina Haina Elementary | 1 | 0 |\n| Ala Wai Elementary | 1 | 0 |\n| Ɩliamanu Elementary | 2 | 0 |\n| Aliދiolani Elementary | 1 | 0 |\n| August Ahrens Elementary | 4 | 0 |\n| Barbers Point Elementary | 1 | 0 |\n| DeSilva Elementary | 1 | 0 |\n| ދ Eleދele Elementary | 1 | 0 |\n| ދ Ewa Beach Elementary | 2 | 0 |\n| ދ Ewa Elementary | 3 | 0 |\n| Fern Elementary | 1 | 0 |\n| +DKDދLRQH (OHPHQWDU\\ | 2 | 0 |\n| +DދLNnj (OHPHQWDU\\ | 1 | 0 |\n| +DOHދLZD (OHPHQWDU\\ | 1 | 0 |\n| HƗna High & Elementary | 1 | 0 |\n| +DXދXOD (OHPHQWDU\\ | 1 | 0 |\n| Hawaiދi School for the Deaf and the\u003Cbr>Blind | 1 | 0 |\n| +HދHLD (OHPHQWDU\\ | 1 | 0 |\n| Helemano Elementary | 2 | 0 |\n| Hickam Elementary | 1 | 0 |\n| Hilo Union Elementary | 2 | 0 |\n| Holomua Elementary | 3 | 0 |\n| Hǀlualoa Elementary | 1 | 0 |\n| Hǀnaunau Elementary | 1 | 1 |\n| Honowai Elementary | 1 | 0 |\n| Ho‘okele Elementary | 2 | 0 |\n| ދ Iliahi Elementary | 1 | 0 |\n| Inouye Elementary | 6 | 0 |\n| Iroquois Elementary | 2 | 0 |\n| Jefferson Elementary | 2 | 0 |\n| .DދDKXPDQX (OHPHQWDU\\ | 2 | 0 |\n| .DދDOD (OHPHQWDU\\ | 1 | 0 |\n| .DދHZDL (OHPHQWDU\\ | 1 | 0 |\n| Kahakai Elementary | 2 | 0 |\n| .ƗKDOD (OHPHQWDU\\ | 1 | 0 |\n| .DKDOXދX (OHPHQWDU\\ | 1 | 0 |\n| Kahuku Elementary | 1 | 0 |\n\n\n| 6FKRRO | 1XPEHU RI 63(' 3UHVFKRRO &ODVVURRPV | 7LWOH , 3UHVFKRRO &ODVVURRPV |\n| --- | --- | --- |\n| Kahului Elementary | 3 | 0 |\n| .DދLPLORD (OHPHQWDU\\ | 2 | 0 |\n| Kainalu Elementary | 2 | 0 |\n| Ka‘iulani Elementary | 1 | 0 |\n| Kailua Elementary | 2 | 0 |\n| Kalaniana‘ole Elementary | 1 | 0 |\n| .DOHLRSXދX Elementary | 2 | 0 |\n| Kalihi Elementary | 1 | 0 |\n| Kalihi-Kai Elementary | 2 | 0 |\n| Kalihi-Uka Elementary | 1 | 0 |\n| Kalihi-Waena Elementary | 1 | 0 |\n| Kamaile Academy PCS | 2 | 0 |\n| .DPDOLދL (OHPHQWDU\\ | 2 | 0 |\n| Kamehameha III Elementary | 1 | 0 |\n| .DPLORދLNL (OHPHQWDU\\ | 2 | 0 |\n| Kanoelani Elementary | 2 | 0 |\n| .DSDދD (OHPHQWDU\\ | 3 | 0 |\n| .DSƗODPD (OHPHQWDU\\ | 1 | 0 |\n| .DSLދRODQL (OHPHQWDU\\ | 1 | 0 |\n| Kapolei Elementary | 3 | 0 |\n| Kapunahala Elementary | 1 | 0 |\n| Kauluwela Elementary | 1 | 0 |\n| Kaumana Elementary | 1 | 0 |\n| .DXPXDOLދL (OHPHQWDU\\ | 2 | 0 |\n| Kaunakakai Elementary | 1 | 0 |\n| .HDދDX (OHPHQWDU\\ | 2 | 0 |\n| Kealakehe Elementary | 3 | 0 |\n| Keaukaha Elementary | 1 | 0 |\n| Kekaha Elementary | 1 | 0 |\n| Keolu Elementary | 1 | 0 |\n| Keonepoko Elementary | 2 | 0 |\n| .HRQHދXOD (OHPHQWDU\\ | 3 | 0 |\n| .ƯKHL (OHPHQWDU\\ | 2 | 0 |\n| KƯlauea","cbCaiupKQRbmAzUA","https://ap.wps.com/l/cbCaiupKQRbmAzUA","pdf",231939,"English","# Annual Report Requirements\n## Classroom counts and locations\n## Student enrollment by birth month\n## Funding sources\n## Teacher-child interaction quality\n## Child outcomes and assessments","[{\"question\":\"What categories of information does the report require for each special education and Title I-funded prekindergarten program?\",\"answer\":\"It requires classroom number and location, student counts aggregated by birth month, sources of funding, quality of teacher-child interactions assessed with a formative tool, and child outcomes across development areas assessed with a formative tool.\"},{\"question\":\"How does the report handle student enrollment data?\",\"answer\":\"Student counts are taken as of the official enrollment date and aggregated by birth month.\"},{\"question\":\"Which developmental areas are included in the child outcomes assessment?\",\"answer\":\"Child outcomes cover cognitive, linguistic, social, emotional, and broader health and physical development, all assessed using a formative assessment tool.\"}]","Annual Report on Special Education and Title I-Funded Prekindergarten Programs - December 2025 | PDF",1792054252]