Please find the LINK for a SHORT Need and Interest Survey regarding Education after High School for students with Intellectual and/or Developmental Disabilities in Oklahoma. This survey has been developed in partnership with OKIPSE Alliance, Oklahoma Department of Rehabilitation Services and Sooner SUCCESS. Your responses are confidential and very much needed as we look at expanding Inclusive Post Secondary Education (IPSE) programs in our state. THANK YOU for your time. Your opinion will make a difference when planning new programs!
We are thrilled to announce the Oklahoma School-Based Therapist Network, sponsored by OSDE-SES and the Lee Mitchener Tolbert Center for Developmental Disabilities. This collaboration aims to provide a robust support system for Oklahoma's public-school Occupational Therapists, Physical Therapists, and Speech-Language Pathologists. Navigating the diverse needs of students in special education settings can be challenging, particularly for new therapists. Even seasoned professionals sometimes seek fresh perspectives on evidence-based interventions. Recognizing this, the Oklahoma School-Based Therapist Network, in conjunction with the Tolbert Center, is dedicated to offering resources, training, and consultative services tailored to the unique demands of school-based therapists.
Starting August 2024, the Network will offer:
- Continuing Education Opportunities: Earn CEUs conveniently designed for school-based OTs, PTs, and SLPs, addressing their specific learning needs.
- Technical Support: Access virtual or in-person consultations to address individual challenges and queries.
- Online Resource Library: Sharing a wealth of resources curated to enhance therapeutic practices in school settings.
- Monthly Lunch and Learn Webinars: Engage in free, informative sessions covering a range of pertinent topics.
- First-Year School Therapist Training Series: Equip yourself with essential skills and insights tailored for new practitioners.
Empower yourself with knowledge, support, and community through the Oklahoma School-Based Therapist Network. Together, let's elevate our knowledge to better serve our students.
If you are beginning your first year providing school-based therapy services, click here for more information and to sign up for the free series.
We want to hear from you! What topics would you like more information on? What resources do you need? What times are you most available for continuing education opportunities? Click here for more information.
If you are interested in receiving the listserv that will be sent out for Related Service Providers, please fill out the form. For more details, please reach out to Michele DeBerry or Amber Davis.
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Your EOY data submission is due on June 30, 2024. As of 6/24/2024, 100 districts have nothing submitted on their District Summary Data page. With the deadline drawing near, we wanted to remind you of your required data submission before it’s too late.. If you’re unsure what’s needed in your EOY submission, please see the following checklist:
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Complete the District Summary Data page. This includes data related to initial evaluations (Indicator 11), SoonerStart referrals (Indicator 12), and personnel. Note: CEIS is also included in the District Summary Data page, however, that only applies to only a handful of districts—you will know if you are one.
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Enter your discipline data. There are two discipline reports located in Advanced Reporting— the Discipline Report and the Discipline Incident Report. These reports will be blank until you start entering your discipline data. Ideally, the discipline incidents in your SIS should be close, or equal to what’s been entered in EDPlan.
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Check your Early Childhood Outcomes Report and enter any necessary entry/exit scores. Depending on the unique situation of each student in your early childhood program, some may or may not require data entries. Review each student on your Early Childhood Outcomes Report to confirm each are compliant.
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Secondary Transition checks. If you are a K-12 district, check your Secondary Transition Report to verify that all students aged 15 years old and in 9th grade have active IEPs through the end of the school year, and that each have post-secondary goals and transition services listed on their IEPs.
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Check your Exit Report. While exiting data will be due in the latter part of August, now is a good time to check your report to verify its accuracy and draft an appeal list. During the exiting data verification in August, districts will again have a chance to verify their exiting data and file appeals to add or remove students from their exiting report. This is done in an effort not only to collect quality and reliable data, but to also maintain graduation/dropout rates for districts.
Certification - The certification window will open on July 2, 2024 and close on July 14, 2024. On 7/2, OKSDE will email survey invitations to all superintendents to certify the EOY data. The survey invitation will include a link to a Google survey that the superintendent will need to complete to certify the data.
For assistance with your EOY submission, all EOY resources can be found here: https://sde.ok.gov/end-year-data-reporting.
Many districts have expressed concern about graduating seniors exited from their SIS not showing up in EPlan—while it may look like something is wrong, this is normal. OSDE creates the graduations file and processes it after the WAVE rollover, which is sometime near mid-July. Please continue to monitor your exiting report and reach out to OSDE for further guidance if seniors are not showing up. It is not necessary to manually exit your graduates from EDPlan at this time.
The Office of Student Data Information has released information regarding the new grade levels for the 2024-2025 school year. Additional grade level codes have been added as part of the SIF upgrade to assist with the enrollment of 3-year-old students (PR) differentiating them from 4-year-old students (PK). OSDE will utilize the grade code of 13 for OAAP students either working toward their Alternate Diploma after their 12th-grade year or OAAP students returning for services after earning an Alternate Diploma. The grade code of 13 will be used for all enrolment after 12th grade.
- Early Childhood Outcomes for all children exiting preschool this school year must be completed no later than June 30, 2024 in order to count as completed for the district. Guidance regarding entry and exit ECOs, as well as best practice is available on the website.
- District data related to early childhood transitions must be submitted (even if no transitions occurred) no later than June 30, 2024 via the District Summary Data in EdPlan. Guidance related to early childhood transition and early childhood enrollment is also available on the website.
- End of Year Reports for ECOs and Early Childhood Transitions are available in EdPlan Advanced Reporting.
- While looking at these reports, consider the red flags as a prompt for LEA teams to check to ensure ECOs and early childhood transitions have been completed as indicated. If they have been done, then nothing additional is required.
- These reports are available as tools for districts. They are informational, so the red flag report will likely not change.
- For questions related to early childhood data, please reach out to the data team and/or Megan Withers.
The FY25 LEA Agreement is now available online. You can access the LEA Agreement through the Grants Management System on the GMS Access Select page. Remember to select FY2025, then click the create button under IDEA. Your FY25 Assurances must be completed prior to beginning the LEA Agreement. Both the FY25 Assurances and FY25 LEA Agreement must be submitted by June 30, 2024.
Should you have any questions please contact your finance specialist.
FY 24 Close Outs are now open. Districts must perform a closeout for IDEA projects 618, 621, 623, 625, 641, 642. Projects 613, 615, 616, 619, 626, and 627 do not require a closeout. Closeouts must be completed online through the GMS and completed by September 1st. Closeouts cannot be performed until all submitted claims have been processed. Please contact your finance specialist if assistance is needed.
New memorandum regarding changes and updates to the application for High Needs, Tier I and Tier II. Please contact your finance specialist for any assistance
Targeted districts will be receiving funds for the purpose of developing or improving an OKMTSS framework using an evidence-based academic and/or behavior continuum of interventions through tiered support.
The Project 619 Memo provides actions steps and additional information.
The FY2025 Assurances are now available online. Assurances must be completed prior to July 1st.
You can access the Assurances through your Single Sign On.
- Sign into your Single Sign On
- Select: Grants Management/Expenditure Reporting
- Select: Page on the GMS Access
- Change Fiscal Year: 2025
- Proceed: Create your Assurances
When completing the FY25 Assurances, districts should be sure their nine digit zip code corresponds with their physical address. The physical address should match the districts physical address in SAM.gov.
OSDE-SES is providing Transition Technical Assistance through a temporary, part-time Secondary Transition Program Specialist. Assistance to schools/districts will be available through various formats to include e-mail, phone, virtual (via Microsoft Teams) and/or in-person. Please use this link to complete a Transition Technical Assistance Request for your school/district regarding Secondary Transition topics, including the new Alternate Diploma and 18-22 Transition Programs. For brief questions and/or more information about Transition Technical Assistance, please contact Claudia Beckner or Lori Chesnut.
Indicator 14: Post-School Outcomes Survey is the “Percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school.” The Oklahoma State Department of Education, Special Education Services (OSDE-SES) annually surveys exiters (students who exit the IDEA) aged 16 and up a year after they graduate, drop out, or age out. The results are reflected on the annual District Determination Profile (DDP). It is important to have a high percentage of exiters participate in the Post-School Outcomes (PSO) Survey to ensure that the data are representative of the State and districts and useful in improving effective transition programs and services. Districts may opt-in to Survey their former students to reconnect and raise PSO response rates.
Watch the OSDE-SES and Data-Driven Enterprises Indicator 14: Post-School Outcomes Informational Webinar to learn more about opting in to survey your former students to raise your response rates and to find out what they have been doing since leaving high school!
Check out the updated the updated PSO Guidance Briefs.
 Welcome to inspireOK 24, where educators come together to innovate and inspire! Dive into a day of collaborative learning, sharing insights, and crafting transformative teaching practices tailored for Oklahoma schools.
Reserve your spot now by registering and remember to print your ticket for hassle-free entry to all sessions. Let's ignite change and shape tomorrow's education landscape together!
Join us on July 15, 2024 from 8:30 AM - 4:30 PM.
For more information, please see the Register, Sessions and Conference Program.
The Oklahoma State Department of Education (OSDE), Office of Special Education Services (SES) has partnered with the AIM Institute for Learning & Research to provide a course for educators to earn an “AIM Pathways to Proficient Reading Dyslexia Focus” micro-credential badge accredited by the International Dyslexia Association (IDA). We are also offering a general track containing the same content as the micro-credential. However, the general track will not result in a micro-credential badge. The general track does not require assignments with the rigor similar to a college course as the micro-credential track.
Prior to applying for this course paid by OSDE, there will be an in-person meeting on August 7, 2024, to explain the difference between the “general” track and the “micro-credential” track. We will hold 4 sessions, make sure to register for only 1 of the sessions.
At the end of each session, participants will make the determination to apply for either the “general” track or the “micro-credential” track through an online process. Please bring a device to complete this application.
Each applicant must be employed with a public school district and provide a letter on school letterhead from an administrator indicating employment for the 2024-2025 school year. As applications are reviewed and selected, priority will be given to individuals currently teaching in the area of reading. For example, priority will be given to positions such as special education teachers, Title I reading teachers, reading specialists/interventionists, speech-language pathologists, and lower elementary general education teachers, etc. There will be a limited number of individuals selected to enroll in these courses due to limited funds. Completion of the micro-credential course, including submitting all course assignments on time, the individual will receive a $2,000 stipend. The general track will not receive a stipend, but the course will be paid by OSDE.
Please register as soon as possible since there is limited space available. For more information, please see the attached flyer.
These courses fulfill the requirements listed in 70 O.S. § 1210.196.5: Guidelines for Training of Volunteer Diabetes Care Assistants.
If you have any questions, please contact Diabetes Training.
Live Classes:
Live Virtual Registration:
On-demand virtual Classes on OSDE Connect will open on July 1, 2024:
This course fulfills the requirements listed in 70 O.S § 1210.284: Vision Screening - Recommendations on Standards - Comprehensive Eye Exam on Failure - Annual Reports.
If you have any questions, please send them to Kellie Carter
Live Class Options-
Vision Screening Provider Training- 9:00 AM - 12:00 PM
Vision Screening Trainer of Provider (only available to those who are certified in Vision Screening Provider Training) - 1:00 PM - 4:00 PM
The Oklahoma State Department of Education, Office of Special Education Services will be holding their CPI 2-day Regional Trainings for you to send 4 employees to get blue card certified. This training will cover both verbal intervention and restraints.
Limited seats available! Registration is now OPEN!
Join us on July 25-26, 2024 in OKC!
OSDE-SES will host CPI Verbal Intervention Regional Trainings with no associated costs to districts. Verbal interventions will not include de-escalation techniques or holds/restrictions. This training is reimbursable through Project 615 for substitutes, travel, and lodging at least 60 miles one-way. Registration is limited to 4 participants per district.
- August 29, 2024: Stillwater, Oklahoma
- September 5, 2024: Ardmore, Oklahoma
- October 4, 2024: Oklahoma City, Oklahoma
- January 17, 2025: Oklahoma City, Oklahoma
- February 7, 2025: Guymon, Oklahoma
- February 21, 2025: Lawton, Oklahoma
While OSDE will be pressing forward with verbal interventions, prior blue card certifications are applicable to the content of the training until the expiration date. At that time the district has two options.
- One option is to send a district representative to become a train-the-trainer with certification from the CPI "institute".
- The second option is attending a training for verbal interventions hosted by OSDE.
Should districts choose to train with the CPI institute those associated costs are reimbursable through Project 615 as well. Lastly, the individual trained can only train within their base of employment.
For additional information contact Jamie Schroeder at (414) 441-1750
Oklahoma's Engaging Support Conference 2024
You Bring the Magic: Your Magic, Your Impact
The Oklahoma State Department of Education, Office of Special Education Services will be hosting our Annual Conference for Support Staff for the 2024-2025 School Year.
If you have any questions about the Oklahoma's Engaging Support Conference, please email Megan Salisbury or Abby Johnson.
Districts may now submit 2023-2024 school year documentation related to special education to receive bonus points. Bonus points are located on the annual Determination report to be released November 2024. A district can earn up to two bonus points for professional development, transition planning and parent advisory committee meetings.
To access the bonus point survey, go to EdPlan>Tools>LEA Document Library>PD Bonus. Complete the survey and upload all professional development documentation (agenda with summarized description and sign-in sheet), transition planning and parent advisory committee meetings to the PD Bonus tab. Instructions to upload documentation are also located under the PD Bonus tab.
Documentation must meet the following criteria:
- Must have 3 hours on the same topic.
- Can be divided into shorter time segments
- Must include general education and special education teachers.
- Topics related to special education only (no general district training)
- Documentation required includes topic, agenda and summary with date and times, and dated sign-in sheet.
Districts assigned "level 2, 3, or 4" DMR support through the differentiated monitoring process will automatically receive bonus point credit for completion of monitoring requirements.
Email Felica Denton when submission is ready for review or if you have questions. The deadline for submissions is Friday, September 27, 2024.
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.
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