OKMULGEE PUBLIC SCHOOLS

How to Request a Special Education Evaluation:

If your child is enrolled in the Okmulgee Public School District, and you are concerned about his or her academic progress, first contact the regular classroom teacher. The regular education teacher will begin monitoring and documenting the student’s academic progress. The teacher will listen to your concerns and may refer your child to the school's Education Team. This team of professionals may develop an intervention plan or behavioral strategies to help your child improve classroom performance. Modifications and adaptations may be attempted in an effort to overcome any academic difficulties. If the modifications are unsuccessful, the Education Team may recommend a multidisciplinary evaluation to determine your child's current educational needs. 

If an Evaluation is Recommended for your Child:

A multidisciplinary evaluation may be recommended for your child if he or she has significant difficulty accessing appropriate educational services due to a possible disability. The regular classroom teacher, school counselor, or principal will contact you to discuss the evaluation recommendation. You will be asked to complete some referral paperwork and sign a Consent for Evaluation form. The school nurse will conduct a vision and hearing screening. A speech-language screening may also be completed if the school team suspects possible speech or language impairments. A school psychometrist, psychologist, speech-language pathologist, or other certified school personnel may administer several different standardized tests or inventories, depending on the suspected disability of your child.

The Evaluation is Complete...now what?

The school will contact you to schedule a meeting. During this meeting, school personnel will discuss the test results and describe your child's academic strengths and educational needs. Your input is essential during this meeting. As a member of the team, you will have an opportunity to discuss your concerns about your child's academic difficulties. Don't be afraid to ask questions about the evaluations or test results. Together, you and the school staff will consider all the options for your child and will determine if special education and related services are needed.

What is an IEP?

If you and the school team decide that special education and related services are needed for your child, then an Individualized Education Program, also known as an IEP, will be developed. An IEP is a written plan for the special education and related services of a student with a disability. It describes your child's present levels of performance, strengths and weaknesses, and what you and the school will do to address his or her educational needs. This plan will include specific annual goals and short-term objectives that the team expects your child to be able to achieve. It also indicates the amount of service that your child will receive. Any related services needed for your child, such as speech-language therapy, will also be indicated on the IEP. This IEP must be reviewed at least once a year. 

The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.

The IDEA governs how states and public agencies provide early intervention, special education, and related services to more than 8 million (as of school year 2022-23) eligible infants, toddlers, children, and youth with disabilities.

Infants and toddlers, birth through age 2, with disabilities and their families receive early intervention services under IDEA Part C. Children and youth ages 3 through 21 receive special education and related services under IDEA Part B.

For more information visit the U.S. Department of Education IDEA

"No otherwise qualified individual with a disability in the United States... shall, solely by reason of her or his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance."

Click for Information from OKSDE - Section 504 / Civil Rights

This notice is to inform parents that Okmulgee Public Schools is actively conducting an ongoing Child Find search to locate, identify, and evaluate children ages 3-21 with an established or suspected disability. Child Find efforts encompass all individuals in this age range, including those not currently enrolled in school, as well as children attending public and private schools, Head Start programs, state institutions, and other childcare or treatment facilities. Children who are not yet of school age must reside within the Okmulgee Public Schools district boundaries to be included in the Child Find efforts.

Okmulgee Public Schools has developed and maintains a comprehensive screening process, along with a multidisciplinary referral, evaluation, and eligibility procedure to identify children with suspected disabilities. The district's general education interventions will not delay the initial evaluation for special education services for any student suspected of having a disability. Child Find activities include mandates for public awareness regarding contact information, location, and established screening procedures. Parents/guardians can request information about evaluation procedures at no cost by contacting Okmulgee Public Schools’  Assistant Superintendent, Joanna Lobaugh, (918)758-2000 ext 2104  email: jlobaugh@okmulgeeps.com. 

As required by the Oklahoma State Department of Education, Okmulgee Public Schools must fully inform parents that personally identifiable information is maintained on all children referred and evaluated under the Child Find provisions.

The types of information sought during this process may include, but are not limited to: parent concerns, developmental history, adaptive behavior, health/medical information, vision and hearing assessments, motor skills, perceptual/processing abilities, behavioral information, psychological evaluations, vocational assessments, and data gathered through observations in various environments. 

It is the responsibility of Okmulgee Public Schools to ensure parents/guardians are informed of their rights under the Family Educational Rights and Privacy Act (FERPA).

Child Find is a continuous process of public awareness activities, screening and evaluation designed to locate, identify, and refer as early as possible all young children with disabilities and their families who are in need of Early Intervention Program or Preschool Special Education services of the Individuals with Disabilities Education Act (IDEA). 
 

IDEA States:  All children with disabilities residing in the State, including children with disabilities who are homeless children or are wards of the State, and children with disabilities attending private schools, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located, and evaluated.

• Children Under Three (3) Years Old 
  • Contact SoonerStart Early Intervention Services –  Okmulgee Health Department (918)756-1883 
    • SoonerStart - Eligibility, Apply, and Contact Information
    • OKSDE SoonerStart Information for Families 
• Children Three (3) Years Old and Older 
  • Contact Okmulgee Public Schools – 
    • Joanna Lobaugh, Assistant Superintendent  (918)758-2000 ext 2104  jlobaugh@okmulgeeps.com

The Family Educational Rights and Privacy Act or FERPA provides certain rights for parents regarding their children’s education records. This guide provides general information on a parent’s rights under FERPA.

• A Parent Guide to the Family Educational Rights and Privacy Act (FERPA)

The Family Educational Rights and Privacy Act or FERPA provides certain rights for parents regarding their children’s education records. When a student reaches 18 years of age or attends an institution of postsecondary education at any age, the student becomes an “eligible student,” and all rights under FERPA transfer from the parent to the student. This guide provides general information on an eligible student’s rights under FERPA.

• An Eligible Student Guide to the Family Educational Rights and Privacy Act (FERPA)

U.S. Department of Education Frequently Asked Questions

• Accommodations
  Changes that allow a person with a disability to participate fully in an activity. Examples include: extended time, different test formats, and alterations to a classroom
• Advocate
  An individual who is not an attorney but who assists parents and children in their dealings with school districts regarding the children’s special education programs.
• Age of Majority/Transfer of Rights
  By age 17, young adult and parent(s) should be informed of any transfer of rights at the age of majority.  In Oklahoma, the age of majority is 18.
• Attention Deficit Disorder (ADD)
  ADD is a condition causing a persistent pattern of difficulties resulting in one or more of the following behaviors: inattention, hyperactivity or impulsivity.  Signs include apparent listening problems, difficulty following directions, problems organizing activities and tasks, lack of sustained attention, avoidance of tasks that require mental effort, tendency to lose things, and forgetfulness in daily activities.
• Attention Deficit Hyperactivity Disorder (ADHD)
  ADHD is a condition with hyperactive-impulsive behaviors such as excessive running, climbing, fidgeting, squirming, difficulty playing quietly, blurting out answers before hearing the entire question, difficulty remaining in a seat/chair, interrupting others, inattention to details, and the difficulty waiting for their turn or in a line.
• American with Disabilities Act (ADA) 1990
  A federal act that establishes a clear and comprehensive prohibition of discrimination on the basis of disability (Public Law 101-336).
• Anxiety in Children
  Extreme agitation, filled with tension and dread.  It is different than fear.  Children with anxiety may or may not qualify for special education. Those who need modifications to their school day can achieve this through a 504 plan.
• Aphasia
  Aphasia is condition characterized by either partial or total loss of the ability to communicate verbally or using written words. A person with aphasia may have difficulty speaking, reading, writing, recognizing the names of objects, or understanding what other people have said.
• Assessment or Evaluation
  Term used to describe the testing and diagnostic processes leading up to the development of an appropriate IEP for a student with special education needs.
• Asperger’s Syndrome
  A type of pervasive developmental disorder (PDD) that involves delays in the development of basic skills, including socializing, coordination and the ability to communicate.
• Assistive Technology (AT)
  Devices or equipment used to increase, maintain or improve the functional capabilities of a child.   The OSDE provides a manual, Technical Assistance Guide Assistive Technology for Children and Youth with Disabilities IDEA Part B, to assist Oklahomans.
• Autism
  A brain development disorder characterized by impaired social interaction, communication and by restricted and repetitive behavior. Signs usually begin before a child is 3 years old.
• Behavior Intervention Plan (BIP)
  Special education term used to describe the written plan used to address problem behavior that includes positive behavioral interventions, strategies and support. BIP’s may include program modifications and supplementary aids and services. Generally, a BIP follows a Functional Behavior Assessment (FBA).
• Bipolar Disorders
  Bipolar disorders are characterized by cycles of mania alternating with depression. It is difficult to diagnose children with this disorder and often controversial.
• Blindness
  Condition defined by lacking visual perception due to physiological or neurological factors.
• Cerebral Palsy (CP)
  A series of motor problems and physical disorders related to brain injury. CP causes uncontrollable reflex movements and muscle tightness and may cause problems in balance and depth perception. Severe cases can result in intellectual disabilities, seizures or vision and hearing problems.
• Child Find
  A federal mandate that local educational agencies initiate programs to identify children in need of special education services.
• Comment Form
  This form is utilized to add necessary documentation or information concerning the child. IEP members use the attachment with other OSDE Forms (i.e., Individualized Education Plan [IEP], IEP Review, Multidisciplinary Evaluation and Eligibility Group Summary [MEEGS]) to supply comments, express disagreements or concerns, add interventions and/or additional information that may benefit a child or add a group/team member’s input that cannot be present at the meeting.
• Cumulative File
  A compilation of records maintained by the local school district for any child enrolled in school. The file may contain evaluations and information about a child’s disability and placement. It also contains grades and the results of standardized assessments. Parents have the right to inspect these files at any time.
• Deaf-Blindness (DB)
  A combination of concurrent hearing and vision impairments which cause severe communication and other developmental and learning needs that cannot be appropriately met in special education programs provided solely for children with deafness or blindness.
• Deafness
  Hearing impairment so severe that a child is impaired in possessing any linguistic information through hearing.
• Developmental Delay (DD)
  A child, ages 3-6, with a developmental delay in adaptive, cognitive, social, emotional, communication, or physical.  At age 9, Oklahoma students are placed in a different category.
• Disability
  Physical or mental impairment that substantially limits one or more major life activities.
• Dyscalculia
  The inability to perform mathematical operations.
• Dysgraphia
  The inability to perform the motor movements required for handwriting.
• Dyslexia
  A type of learning disability that affects reading ability.  The individual may have problems remembering, recognizing or reversing written letters, numbers and words, might read backwards, and have poor handwriting.
• Dyspraxia
  An inability to perform coordinated movements with no apparent problem with muscles or nerves and can be applied to language and speech functions.
• Due Process
  Special education term used to describe the process where parents may disagree with the program recommendations of the school district. The notice must be given in writing within 30 days. IDEA provides two methods for resolving disputes, mediation or fair hearing.
• Early Intervention
  Programs for developmentally delayed infants and toddlers through 35 months of age; designed to help prevent problems as the child matures. See Project Child Find.
• Emotional Disturbance (ED)
  An emotional condition used to describe a diagnosable mental, behavioral or emotional disorder that lasts for a significant duration, to a marked degree and affects educational performance.
• Extended School Year (ESY)
  An extended school year is a component of special education services for students with unique needs who require services in excess of the regular academic year as a necessary part of FAPE as required by IDEA.
• Family Educational Rights and Privacy Act (FERPA)
  FERPA is a federal law that regulates the management of student records and disclosure of information from those records.  The Act has its own administrative enforcement mechanism.
• Free Appropriate Public Education (FAPE)
  Special education and related services are provided at public expense, without charge to the parents.
• Functional Behavioral Assessment (FBA)
  A problem-solving process for addressing inappropriate behavior that impedes a child’s learning or the learning of others.  It is the collection of tools, scales, observations, and interviews that are tailored to the needs of the specific student whose behavior is problematic.  The purpose of the FBA is to determine under what conditions the behavior occurs, what drives it, what reinforces it, and what time of the day and patterns can be detected.  This assessment is used to create a BIP for the student.
• Hearing Impairment
  Full or partial decrease in the ability to detect or understand sounds marked by a 40 decibel loss of hearing impairment which adversely affects educational performance.
• Home/Hospital Instruction
  Students with verified medical conditions, which prevent them from attending school, may receive services on a temporary basis in the home or hospital with a physician’s referral.  Related services can also be provided as part of home instruction placement.  This decision is made by the IEP team.  Please do not confuse this with home schooling.
• Independent Educational Evaluation (IEE)
  A school district is required by law to conduct assessments for students who may be eligible for special education. If the parent disagrees with the results of a school district’s evaluation conducted on their child, they have the right to request an independent educational evaluation. The district must provide parents with information about how to obtain an IEE. An independent educational evaluation means an evaluation conducted by a qualified examiner who is not employed by the school district. Public expense means the school district pays for the full cost of the evaluation and that it is provided at no cost to the parent.
• Individual with Disabilities Education Act (IDEA)
  Original legislation was written in 1975, guaranteeing students with disabilities a free and appropriate public education and the right to be educated with their non-disabled peers. Congress has reauthorized this federal law. The most recent revision occurred in 2004.  See 6 principles of IDEA.
• Individualized Education Program (IEP)
  Special education term outlined by IDEA to define the written document that states the disabled child’s present levels of educational performance, areas of strengths and needs, goals, objectives, related services, and transition plan for students receiving special education.
• Individualized Education Program (IEP) Team
  Term used to describe the committee of parents, teachers, administrators and school personnel that provides services to the student. The committee may also include medical professional and other relevant parties. The team reviews assessment results, determines goals and objectives and program placement for the child needing services, OSDE Form 7: Individualized Education Plan (IEP).
• Individualized Family Service Plan (IFSP)
  A process of providing early intervention services for children ages 0-3 with special needs. Family based needs are identified and a written plan is developed and reviewed periodically.
• Individualized Transition Plan (ITP)
  This plan starts in the 9^th grade or before age 16 and addresses areas of post-school activities, post-secondary education, employment, community experiences and daily living skills.
• Inclusion
  Term used to describe services that place students with disabilities in general education classrooms with appropriate support services. Student may receive instruction from both a general education teacher and a special education teacher.
• Intellectual Disability (ID)
  ID replaces the term mental retardation.  An intellectual disability is characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 18.
• Learning Disability
  Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
• Least Restrictive Environment (LRE)
  The placement of a special needs student in a manner promoting the maximum possible interaction with the general school population. Placement options are offered on a continuum including regular classroom with no support services, regular classroom with support services, designated instruction services, special day classes and private special education programs.
• Local Education Agency (LEA) Term used to describe a school district.
• Mainstreaming
  Term used to describe the integration of children with special needs into regular classrooms for part of the school day. The remainder of the day is in a special education classroom.
• Major Life Activities
  Functions such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning or working.
• Manifestation Determination/Hearing
  Within 10 school days of any decision to change the placement of a child with a disability because of violation of school code, the IEP team must review all relevant information in the student’s file to determine if the conduct in question was caused by the child’s disability or if the conduct was a direct result of the school district’s failure to implement the child’s IEP.
• Medical Report/Information
  This form may be used to document any relevant medical findings, health problems, medication, and any other medical information relevant to determining eligibility. Most of the information on this form must be completed by a licensed medical doctor, doctor of osteopathy, or advanced registered nurse practitioner, OSDE Form 9: Medical Report.
• Modifications
  This refers to changes made to curriculum expectations in order to meet the needs of the student. Modifications are made when the expectations are beyond the student’s level of ability. Modifications may be minimal or very complex depending on the student performance. Modifications must be clearly acknowledged in the IEP.
• Multidisciplinary Evaluation and Eligibility Group Summary (MEEGS)
  The multidisciplinary evaluation must include relevant and functional information from the home and school, or other age-appropriate settings, to provide a comprehensive perspective of the student’s educational needs. Information provided by the parent, and information related to enabling the student to be involved in and progress in the general education curriculum (or for a preschool aged student, to participate in age-appropriate activities), will be compiled to assist the group in determining whether the student has a disability and requires special education services, OSDE Form 5: Multidisciplinary Evaluation and Eligibility Group Summary (MEEGS).
• Multiple Disabilities An IEP term used to define a combination of disabilities that causes severe educational needs that require multiple special education programs.
• No Child Left Behind Act (NCLB)
  The No Child Left Behind (NCLB) Act, Public Law (PL) 107-110, is the nation’s latest general education law. It amends the Elementary and Secondary Education Act (ESEA) and has brought sweeping changes to our educational systems.
• Notification of Meeting
  is used by the LEA to take steps to ensure that parent(s) are afforded the opportunity to participate in the special education process. The parent(s) must receive sufficient notice of meetings.
• Obsessive-Compulsive Disorder (OCD)
  OCD is an anxiety disorder that presents itself as recurrent, persistent obsessions or compulsions. Obsessions are intrusive ideas, thoughts or images while compulsions are repetitive behaviors or mental acts that the child feels they must perform.
• Occupational Therapy (OT)
  Treatment from an Occupational Therapist (OT) that provides consultation and support to staff to improve a student’s educational performance related to fine motor, gross motor and sensory integration development.
• Oppositional Defiant Disorder (ODD)
  A child who defies authority by disobeying, talking back, arguing or being hostile in a way that is excessive compared to other children and this pattern continues for more than six months may be determined to have ODD. ODD often occurs with other behavioral problems such as ADHD, learning disabilities and anxiety disorders.
• Orthopedic Impairment
  Term used to define impairments caused by congenital anomaly, impairments by diseases and impairments by other causes.
• Other Health Impaired (OHI)
  Term used to describe limited strength, vitality and alertness that results in limited ability in the educational environment. Impairment could be a result of chronic health problems such as asthma, attention deficit disorder (ADD), epilepsy, heart condition, hemophilia, leukemia, nephritis, rheumatic fever and sickle cell anemia.
• Parent Consent
  Special education term used by IDEA that states you have been fully informed in your native language or other mode of communication of all the information about the action for which you are giving consent and that you understand and agree in writing to that action.
• Parent/Family Survey
  The Oklahoma State Department of Education (OSDE), Special Education Services (SES),  in collaboration with the Oklahoma Parents Center, Inc. (OPC) annually collect information using the Parent/Family Survey regarding SoonerStart/Early Intervention and schools’ efforts to partner with parents for the provision of special education and related services. An informational brochure is given to parents at the end of the IEP meeting.  Parents are given 4 options to complete the survey.
• Parents Rights in Special Education:  Notice of Procedural Safeguards
  The OSDE document based on Oklahoma law, IDEA and federal laws that afford parent/s of a child who is receiving or may be eligible for special education and related services, a guideline of their rights.
• Physical Therapy (PT)
  Physical therapists provide consultation and support to staff to improve a student’s educational performance related to functional gross motor development.
• Reevaluation/Continuation of Eligibility
  The process of reevaluation and the determination of continued eligibility of a student with a disability require evaluation data in all areas related to the suspected disability of the student. Throughout this process, it is the responsibility of the LEA to ensure that the parent(s) of a student are given the opportunity to fully participate.  The reevaluation process is required every 3 years, or more often, if needed.  A parent must sign this form and either agree or disagree with the reevaluation.  
• Record of Access to Educational Records
  A one page sign-in form that is used for IEP members to print, sign their name, state the purpose and date for accessing records. 
• Related Services
  As defined in IDEA, related services are transportation and developmental, corrective and other support services that a child with disabilities requires in order to benefit from education. Examples of related services might include audiology and speech therapy, psychological services, physical and occupational therapy, recreation, counseling services, interpreters for the hearing impaired, and medical services for diagnostic and evaluation purposes.  The list is not exhaustive or exclusive.
• Resource Room
  A room that is separate from the regular classroom where students with disabilities can receive specialized assistance.  Local school districts use various terms such as resource room, resource lab, etc.  The resource room is provided by the language written in the IEP as to how many minutes or hours are required by day or by week.
• Seclusion and Physical Restraint
  When seclusion (isolation to a private place) or physical restraint occurs with a child with a disability, it must be documented. Other pertinent information is included on the form to include the location of the seclusion, activity and behavior prior to the seclusion/physical restraint, a description of the de-escalation techniques and interventions used prior to and following the incident and a description of any injuries to the student or school employees.
• Section 504 of the Rehabilitation Act
  Before there was IDEA, there was the Rehabilitation Act of 1973, a civil rights law that prohibits discrimination on the basis of disability. Section 504 of this Act continues to play an important role in education, especially for students with disabilities who may not qualify for special education services under IDEA.
• Section 504 Plan
  An individualized plan developed for a student with a disability that specifies what accommodations and/or services they will get in school so a student will derive as much benefit from their public educational program as their nondisabled peers.  This also applies to extracurricular activities and non-student situations such as employment.  Section 504 applies to all public entities receiving federal monies.
• Sensory Integration
  Neurologic processes involved in interpreting and using sensory input.  If there are disturbances  in integration, sounds may be perceived as louder than normal, touch may be perceived as painful, etc.
• Sensory Processing Disorder (SPD)
  A complex brain disorder that causes a child to misinterpret everyday sensory information like movement, sound and touch. Children with SPD may seek out intense sensory experiences or feel overwhelmed with information.
• Specific Learning Disability (SLD)
  Special education term used to define a disorder in one or more of the basic psychological processes involved in understanding or using language spoken or written that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical equations.
• Speech and Language Impairments
  Communication disorders such as stuttering, delayed speaking, impaired articulation, language impairment or voice impairment.
• Speech and Language Specialists
  Assesses students for possible delayed speech and language skills and provides direct services in the area of phonology, morphology, syntax, semantics and pragmatics. They are also available regarding hearing impairments and amplification.
• Special Education (SpEd)
  Instruction specifically designed to meet the unique needs of a student with a disability, including classroom instruction, instruction in physical education, home instruction, and instruction in hospitals and institutions.
• Tourette’s Syndrome
  Disorder that includes multiple motor and one or more vocal tics, which occur many times per day, nearly daily. If a child has Tourette’s syndrome, symptoms tend to appear between the ages of 3-10 years old.
• Transition Planning Conference (TPC)
  TPC’s provide an opportunity to address any necessary evaluations and assessment information in preparation for determination of eligibility for Part B, special education and related services, on or before the child’s third birthday.
• Transition Services Plan
  The IEP must include secondary transition services that are in effect not later than the beginning of the student’s ninth grade year or upon turning 16 years of age, whichever comes first, or younger, if determined by the IEP team, and updated annually.  The IEP must include a statement about transitions including goals for post-secondary activities and the services needed to achieve these goals. 
• Traumatic Brain Injury (TBI)
  An acquired injury to the brain caused by an external physical force resulting in total or partial functional disability or psychosocial impairment. Applies to open or closed head injuries.
• Turner’s Syndrome
  This rare genetic disorder affects females and is characterized by the absence of an X chromosome. Characteristics include small stature, limited development of sexual characteristics, low hairline and abnormal eye and bone development.
• Visual Impairment
  Impairment in vision that even with correction adversely affects a child’s educational performance.

The Special Education Manuals and Handbooks can be found at  OKSDE Special Education Site