Position Title: Kumu Kīnānā (Special Education Teacher / Care Coordinator)
Reports To: Poʻokumu (Director/Principal) and/or Hope Poʻokumu (Vice Principal)
Bargaining Unit: HSTA Unit 05
Classification: Full-Time, 10-month, Year-to-Year Appointment

Introduction

At Nā Wai Ola Public Charter School, we are committed to preparing resilient, lifelong learners who thrive globally with a strong identity and connection to Hawaiʻi and the Hawaiian culture. We are an inclusion school, meaning that students with disabilities are educated alongside their non-disabled peers to the maximum extent appropriate. We believe that inclusion fosters equity, aloha, and collective excellence while honoring the uniqueness of each child.

Kumu Kīnānā (Special Education Teachers) are essential in this mission. They ensure that students with disabilities receive high-quality instruction, support, and services within inclusive classrooms and learning environments, while also serving as advocates, collaborators, and cultural leaders.

This position is performed in accordance with the HSTA Bargaining Unit 05 contract, Hawaiʻi Revised Statutes (HRS §302D), Hawaiʻi Administrative Rules (Title 8, Chapters 27, 60, 61, and 70), and all applicable federal laws, including IDEA, Section 504, Title VI, FERPA, and ESSA.

Core Responsibilities

Instruction and Curriculum
● Design and deliver specially designed instruction (SDI) based on students’ Individualized Education Programs (IEPs) and Section 504 Plans.
● Adapt curriculum and instructional strategies to meet the diverse needs of students with disabilities while integrating Hawaiian culture, ʻāina-based learning, and project-based learning (PBL).
● Provide instruction in inclusive, resource, co-teaching, and/or self-contained settings, with priority on maximizing student participation in the general education environment.
● Integrate assistive technology, adaptive equipment, and other supports to enhance student access and success.
● Collaborate with the general education kumu to ensure accommodations and modifications are implemented with fidelity.
● Differentiate instruction to meet the needs of students with IEPs, 504 plans, English Learners, and gifted students, in compliance with federal and state laws.
● Create and facilitate project-based learning (PBL) units that are interdisciplinary, inquiry-based, and rooted in real-world issues, Hawaiian culture, and ʻāina-based learning.

Case Management and Compliance
● Serve as Case Manager for assigned students, ensuring full compliance with IDEA and Section 504 requirements, timelines, and documentation.
● Coordinate, schedule, and facilitate IEP and Section 504 team meetings.
● Develop legally compliant IEPs and Section 504 Plans, including measurable goals, service delivery, accommodations, and modifications.
● Maintain accurate records, including IEPs, progress monitoring, service logs, evaluation reports, and Medicaid billing (as applicable).
● Participate in state and federal monitoring processes, due process hearings, and mediations when necessary.
Assessment and Progress Monitoring
● Conduct formal and informal assessments to identify student strengths, needs, and eligibility for services.
● Administer academic, functional, and behavioral assessments, including Functional Behavioral Assessments (FBA).
● Develop, implement, and monitor Behavior Intervention Plans (BIPs) when required.
● Collect and analyze data to measure progress toward IEP goals and academic standards.
● Provide timely progress reports to families in alignment with school reporting periods. Inclusion and Student Support
● Lead and support the implementation of IEPs and 504 Plans with fidelity in inclusive classroom settings.
● Implement inclusive practices that promote student participation in general education settings to the maximum extent appropriate.
● Use inclusive, trauma-informed, restorative, culturally responsive practices to support student learning, behavior, and social-emotional well-being.
● Provide direct instruction in social-emotional learning, executive functioning, and behavioral regulation as needed.
● Collaborate with general education kumu, educational assistants, and support staff to ensure that accommodations, modifications, and supports are delivered effectively.
● Collaborate with related service providers (SLP, OT, PT, BCBA, counselor, etc.) to ensure integrated service delivery.
● Maintain detailed and timely documentation of IEP goals, service minutes, academic and behavioral data, parent communication, and progress monitoring.
● Participate in manifestation determination reviews (MDRs) and disciplinary processes for students with disabilities.
● Advocate for students to ensure equitable access to the general education curriculum, extracurricular activities, and schoolwide events.

Required Participation in Hawaiian Culture-Based Education
As a Hawaiian culture-based school, full and active participation in all cultural initiatives is required as a condition of employment. All kumu shall:
● Implement and lead Hawaiian cultural protocols in class and schoolwide settings, including oli, pule, hoʻokupu, hoʻokipa, mālama ʻāina, hōʻike, makahiki, and lōkahi days.
● Meaningfully incorporate ʻŌlelo Hawaiʻi, ʻike kūpuna, moʻolelo, and Hawaiian values into classroom instruction and daily routines.
● Attend and participate in all cultural, schoolwide, and staff events, including hālāwai (staff meetings), professional development, ʻohana nights, hōʻike, and field learning (huakaʻi).
● Collaborate with cultural practitioners, kumu ʻōlelo Hawaiʻi, and school leadership to ensure cultural integrity across all instructional practices.
● Model kuleana, aloha, and cultural humility as a school-wide standard of conduct.

Professional Responsibilities
● Comply with the HSTA Bargaining Unit 05 contract, including instructional duties, planning, grading, and student supervision.
● Attend and actively participate in Professional Learning Communities (PLCs), IEP/504 meetings, Student Support Team (SST) meetings, and all school hālāwai.
● Engage in mandated professional development, including training on IDEA, Section 504, FERPA, HIPAA, child protection, safety, and culture-based education.
● Supervise educational assistants, paraprofessionals, and other assigned support staff, providing guidance and feedback.
● Actively contribute to school initiatives such as meal/snack distribution, mālama ʻāina days, huakaʻi, and hōʻike.

Communication and Conduct
● Maintain consistent and professional communication with students, families, colleagues, and service providers.
● Serve as the primary contact for parents/guardians regarding special education services, student progress, and concerns.
● Uphold professional behavior in alignment with the Hawaiʻi Teacher Standards Board (HTSB) Code of Ethics and school policies.
● Protect the confidentiality of all student information in accordance with FERPA, HIPAA, and DOE/school procedures.
● Model pono behavior and act as both a cultural and academic role model in all settings.

Safety, Compliance, and Legal Responsibilities
● Follow all federal, state, and school laws and policies, including IDEA, Section 504, Title VI, ESSA, ADA, and HRS §302D.
● Ensure that student health, safety, and welfare are prioritized in all instructional and non-instructional settings.
● Report suspected child abuse/neglect in compliance with Hawaiʻi’s mandated reporter laws.
● Comply with school safety protocols, emergency drills, and crisis intervention procedures.
● Conduct all work in a safe and responsible manner, ensuring accommodations for medical needs are implemented.

Commitment to Nā Wai Ola PCS Mission and Vision
Every kumu is expected to:
● Uphold Nā Wai Ola’s mission: to support the intellectual, emotional, physical, and cultural growth of each student in a caring, culturally grounded environment.
● Support the school’s vision of developing resilient, lifelong learners grounded in Hawaiian culture who are globally competent and community-minded.
● Contribute to a school culture rooted in aloha, kuleana, and collective excellence.
● Embrace our identity as an inclusion school, ensuring that students of all abilities learn together in a supportive, equitable, and culturally rich environment.

Work Hours

Special Education Teachers at Nā Wai Ola Public Charter School are employed under the terms of the HSTA collective bargaining agreement. The standard workday for full-time teachers is 7 hours, exclusive of a duty-free lunch period, as defined by the HSTA contract.

Teachers are expected to be on campus during contractual hours and fulfill all instructional, supervisory,
and professional responsibilities, which include but are not limited to:
● Providing direct classroom instruction and case management services.
● Planning, preparing, and assessing instructional materials and student progress.
● Supervising students during recess, lunch, arrival/dismissal, and other assigned times.
● Participating in required faculty meetings, professional development, and school events.
● Engaging in parent/family communication and supporting ʻohana involvement.
● Supporting the school’s project-based learning model and culture-based education initiatives.

In alignment with the school’s mission and culture, teachers may also be expected to participate in school-related cultural activities, huakaʻi (field trips), hōʻike (exhibitions), and other after-school or weekend events. These activities, when required beyond the contractual workday or year, will be coordinated in compliance with the HSTA collective bargaining agreement and may qualify for additional compensation or adjustment in work expectations, as applicable.