Districts may now submit 2020-2021 school year professional development documentation to receive up to two bonus points on the annual district determination (issued November 2021).
Note: Not all PD qualifies for the bonus: please read the qualifications carefully when you open the link.
Districts who were assigned Level 2 or Level 3 supports (DMR 2 or DMR 3) during the 2020-2021 School year will automatically earn bonus points for timely completion of monitoring requirements and do not need to complete the survey.
The survey close date is October 15, 2021.
Please submit your information by clicking on the icon above. If you have questions, please email Felica Denton or Cheryl Revolinski for assistance.
If your district employs educational interpreters, please verify that they are on the OSDE Educational Interpreter Registry. All interpreters in an educational setting are required to be on the registry and are required to obtain yearly CEUs.
2021-2022 OAAP Year-End Testing
2021-2022 OAAP Operational Testing Schedule: 3/21 – 5/17 (DLM Year-End)
 Test Administrator Training Protocol
Test administrators may begin completing training courses. Courses are accessed in the Module Training Site. The DLM system will only assign training courses to users assigned a teacher role in Educator Portal. District administrators who would like to complete DLM training must assign themselves a teacher role.
- All training must be completed before administering the DLM assessment.
- Each post-test must be completed with a score of 80% or better. All post-tests must be successfully completed for the entire training course to be complete.
Guide to DLM Required Administrator Training 2021-2022
DLM Instructionally Embedded Assessments (Optional)
2021-2022 Window: September 13th – February 26th
Instructionally embedded assessments are computer-delivered alternate assessments that are intended to integrate classroom instruction and assessment in a cycle throughout the year. The Instruction and Assessment Planner is used to create instructional plans and assign testlets for students. These assessments are only used during the instructionally embedded window. Find out more about instructionally embedded assessments here: Instructionally Embedded Assessments
The Oklahoma Deaf-Blind Technical Assistance Project is a service targeting children and youth who have a loss in both vision and hearing. The child does not have to be completely deaf and completely blind to qualify – they must have a loss in vision and a loss in hearing. The project services are free. Below is detailed information about our services. If you are serving a child or if you are aware of a child with losses in vision and hearing, please refer them to the Oklahoma Deaf-Blind TA Project.
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OSDE-SES is pleased to announce over the coming weeks we will be releasing topical guidance briefs in order to provide expanded and specific guidance over a wide range of topics. These guidance briefs will be released through the Tuesday listserv and will be housed long-term for your reference on the special education webpage under the Technical Assistance button for Brief Guidance. Also on the corresponding topical page, if any.
The special education child count is just around the corner on October 1st. The final data will be available in the Child Count application in Single Sign-on on OCTOBER 4th. Please wait to certify or submit an appeal until you have reviewed the Child List in Single Sign-on. For information about the appeal procedures or guidance on child count, please refer to our Child Count Collection webpage.
The American Rescue Plan (ARP) was signed into law on March 11, 2021, offering the first
COVID-19 related targeted IDEA resources to address the challenges faced in ensuring services for children with disabilities.
IDEA Part B / American Rescue Plan Funds Guidance
IDEA Part B/ARP funding regarding Maintenance of Effort (MOE) requirements have not been waived and no exceptions are available for ARP funds. LEAs must maintain and not supplant their State and local funds from one fiscal year to the next. IDEA Part B and ARP funds are federal funds and do not affect the LEAs ability to meet MOE unless these federal funds have been used to replace expended State and local funds.
OSDE sponsored events, professional development, and conferences are beneficial to special education teachers and staff. Additionally, Project 613 does not have a deadline to submit an application. Districts can submit an application at any time.
Please Note: All upcoming activities and events are subject to being rescheduled, canceled, or move to an online format. Information about any changes will be posted to the listserv.
The Oklahoma State Department of Education Special Education Services Division and the Office of School Safety and Security are offering Crisis Prevention Intervention (CPI) training for small and rural school districts across the state. Districts may register up to 4 staff members to participate in the 2-day training. All participants must attend both days of the training session.
The Nonviolent Crisis Intervention® program is a safe and effective behavior management system designed to help educators provide the best Care, Welfare, Safety, and Security for students in distress. This training is designed to equip school staff members with tools to use in crisis prevention and de-escalation techniques and physical interventions.
OSDE CPI Fall 21 Regional Training Information Document
 Free Secondary Transition Professional Development provided by the OU Zarrow Center. Next Session: September 30, 2021.
⇒ 2021-2022 Creating a Complete Transition Assessment Batter Flyer
When: October 13, 2021 from 12:00-2:00PM
Charting the LifeCourse is a framework developed to help individuals with disabilities and families at any age or stage of life think about what they need to know, identify how to find or develop supports, and discover what it takes to live the lives they want to live. Participation packets will be mailed prior to the presentation.
Understanding and nurturing the communicative competence of learners with significant disabilities is a challenge. This workshop will focus on assessing levels of communication for learners at the non-symbolic or early symbolic level of communication. The Communication Matrix will be used to review the assessment process and how to target levels for instruction and programing. There will be a variety of examples of learners with significant disabilities along with interventions to promote transition from pre-symbolic to emerging symbolic communication and continued progress.
Please register for both sessions!
Nov 4, 2021 3:00-5:30 PM Central Time (US and Canada)
Nov 18, 2021 03:00 PM Central Time (US and Canada)
To learn more about the professional development, see the Understand and Nurturing the Communicative Competence of Learners with Significant Disabilities Flyer. Questions about the professional development can be directed to Abby Johnson.
As the 2021-22 school year begins, a reminder of the special education paraprofessional requirements are:
- OSDE special education paraprofessional training through Pepper, career technology centers, or other state-approved training providers,
- Cardiovascular Pulmonary Resuscitation (CPR)/First Aid, maintaining current certification.
- Universal Precautions/Bloodborne Pathogens yearly training, and
- Six hours of professional development each year.
If you are looking to enroll your paras into the OK Paraprofessional courses through Pepper, the first step is to ensure they have an account with Pepper. Please reach out to PCG-Pepper Support for access. The PCG-Pepper Support Staff will respond within 24 hours regarding the process for setup. Paraprofessionals typically do not have access to OK EdPlan, they must be setup directly within Pepper.
Special Education Paraprofessional Requirements and Credentials
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