Quick Reference 092413 2

Revised July 2013
Michele Miller-Hayes, Director

INDEX

Cover Page
Instructional Supervisor Assignment
34 CFR Section 300 Written Notice
504 Forms for Referral
504 Procedures
ABS Referral Packet
Access Sheet
ACE (The Achieving Classroom Excellence Act)
Alternative Behavioral Services (ABS)
Alternative Education Referrals (AER)
Application for One-on-One Assistant
Assistive Technology Assistance Request Form
Procedures for Assistive Technology Referral
Authority to Transfer Education Records
Avatar Procedures
Behavior Intervention Plan
Behavior Observation Form
Caseload and Class Size Requirements
Categories and Key Indicators
Certification
Classroom Interventions
Complaints Brochure
Confidential Records
Confidentiality
Consent for Release of Confidential Information
Criteria Checklist
Destruction Log
Developmental Disabilities Services Division (DDSD)
Developmental Disabilities Services Division (DDSD) Flyer
Discipline
Dynamic Learning Maps
Early Childhood Outcomes
Early Childhood Pre-School/Sooner Start Referral Procedures
ESY IEP Procedures
ESY Consideration Forms
Example Behavior Data Form
FERPA
Formal Written Complaint
Foster Grandparents
Functional Behavioral Assessment
Goals/Objectives
Graduation Checklist
Graduation Procedures
Half Day Placement Procedures
Highly Qualified Frequently Asked Questions
Home Based
Initial Evaluation Key Points
Language Dominance Bilingual Procedures
Language Dominance Testing Form
Language Dominance Testing FAQ
Language Dominance Waiver
Lindsey Nicole Henry Scholarship

Least Restrictive Environment
Manifestation Determination
Medical Report Form
Medication
MEETS/MEEGS
Modifications Checklist
Modifications
Notification of Meeting (Eng., Span., & Viet.)
Notification of Meeting Procedures
OMAAP Phase Out Memo
OSDE Forms
Parent Consent Form
Parent Contact Form Details
Parent Contact Form
Parent Rights English
Parent Rights Spanish
Parent Rights Vietnamese
Parent Survey
Physical Restraint Details
Physical Restraint Documentation Form
Placement
Procedural Safeguards
Procedures for Requesting A One-on-One Assistant
Procedures for Requesting IDEA PD Funds
Progress Report
Record of Access
Record of Parent Contact
Re-evaluation Process
Related Services Personnel Qualifications
Removal from Special Services/Revocation of Consent
Response to Intervention (RTI)
Retention, Report Cards, and Grading
Retention
Review of Existing Data (RED)
Seclusion Documentation
Seclusion Documentation Details
Speech-Language Evaluation Summary Report
Social Workers
Special Education Course Guide
State Mandated Assessment
Student Enrollment
Student Summary of Performance
Surrogate Appointment Letter
Surrogate-Request Forms
Task Analysis - Blank
Time Sampling Blank
Transfer of Parental Rights
Transfers
Transition Assessment
Transition Services
Transition Timeline Checklist
Transition NSTTAC Indicator 13 Checklist
Translation Procedures
Translation Request Form
Transportation
USDE IDEA Part B Medicaid Consent
Vocational Rehabilitation Referrals and Procedures
Weekly Data Sheet
Written Complaint Building Response Procedures
Written Notice to Parents
Written Notice to Parents (Spanish)
Written Notice to Parents (Vietnamese)

504 PROCEDURES

A 504 is a legal document falling under the provisions of the Rehabilitation Act of 1973. It
is designed to make accommodations for a student who has a health/medical condition
that substantially limits academic achievement, but who does not qualify under IDEA.

If the student meets the following criteria a 504 is developed.

Has a physical or mental impairment, and;
the physical or mental impairment substantially affects the students academic
achievement.

Reviews of Existing Data Forms are required documentation to facilitate the 504 plan and
must include:

Current (within the year) test scores.
State/District CRTs/EOI or Benchmark Scores
Explore Baseline Assessment (8
th
-9
th
),
Plan Midpoint Assessment (10
th
)
Current grades
Attendance history
Current copy of the students schedule
Current documentation of the medical condition-The SDE Medical Form
(pgs1&2) and completed REDS form (pgs 1&2)
Descriptive statements of weaknesses/concerns from each core teacher
Counseling diagnosis if receiving by an outside counseling agency

Parent must sign HIPAA consent form and receive parent notification of Medicaid
billing (see attached). 504 plans must be reviewed annually and are based on
academic effects.

Important Considerations

504 Plans only address current needs
504 Plans are not intended to lesson workloads for AP classes, to ensure the
student receives As and Bs, or for SAT/ACT accommodations.
If there is no history or evidence of a substantial limitation .the student will not
(qualify for a 504 plan.
504 Plans are binding and all accommodations must to be implemented
School nurse may need to be a part of the 504 team depending in the students
medical condition and needs.
504 folders should be kept in your building for 7 years.
Each school needs to designate a 504 Care
Plan Coordinator to facilitate the process.
ACCESS SHEET DETAILS

The access sheet must be on the cover of every confidential folder as regulated by the
Family Education Rights and Privacy Act (FERPA).

A record must be kept of parties obtaining access to educational records and the
purpose for which the party is to use the records.

Authorized persons include all staff providing direct services.

Unauthorized persons must have parental permission to access confidential records.

Refer to http://www.ecfr.gov/cgi-bin/text-
idx?c=ecfr&SID=c6a63ac76c4e32c705c067d51
82b6f29&rgn=div5&view=text&node=34:1.1.1
.1.33&idno=34
Refer to http://www.ok.gov/
sde/achieving-classroom-
excellence-act-ace
Approved by Oklahoma State Board of Education November 17, 2009 Page 1
Updated May 26, 2011

Alternate Tests and Minimum Cut Scores
for Meeting Achieving Classroom
Excellence (ACE) Graduation Testing
Requirements for Each of the Oklahoma
End-of-Instruction Exams:

ACE Algebra I
ACE Algebra II
ACE Geometry
ACE Biology I
ACE English II
ACE English III
ACE United States History

Purpose of the Alternate Tests
Oklahoma Statutes (70 O.S. 1210.523) allow for students to use alternate tests approved by the
State Board of Education to meet the ACE Testing Requirements set forth in the same section of
law. Those testing requirements state:

Beginning with students entering the ninth grade in the 2008-2009 school year, every student shall
demonstrate mastery of the state academic content standards in the following subject areas in order to
graduate from a public high school with a standard diploma:
1. Algebra I;
2. English II; and
3. Two of the following five:
a. Algebra II,
b. Biology I,
c. English III,
d. Geometry, and
e. United States History.
To demonstrate mastery, the student shall attain at least a proficient score on the end-of-instruction
criterion-referenced tests administered pursuant to Section 1210.508 of this title.

All students must take the End-of-Instruction (EOI) exams for any course they complete and for
which an EOI exists.

Each student who completes the instruction for English II, English III, United States History, Biology I,
Algebra I, Geometry, and Algebra II at the secondary level shall complete an end-of-instruction test. (70
O.S. 1210.508)

This means that the alternate tests may not be given in lieu of End-of-Instruction (EOI) exams
but may be used by students who did not score at least at the proficient level on one of the
required EOI exams in order to meet the ACE Testing Requirements for graduation.

Development of the Alternate Test List and Minimum Scores
According to law, the ACE Steering Committee made recommendations to the State Board of
Education regarding appropriate minimum cut scores for each of the approved alternate tests.
The ACE Steering Committee established a subcommittee to study the details of this task. Their
work was conducted between J une 2009 and November 2009. The subcommittee requested that
Pearson Education, Inc. conduct a relational study between the state EOI exams and the ACT
and ACT PLAN. The recommendations of the subcommittee and the ACE Steering Committee
were based on the Pearson relational study as well as published research from the proprietary
owners of the alternate tests.

Use of the Alternate Tests
Oklahoma Statutes (70 O.S. 1210.523 and 70 O.S. 1210.525) and Oklahoma Administrative
Code (OAC 210:10-13-16) provide procedures whereby alternate tests may be used by
Oklahoma students to meet the ACE graduation testing requirements set forth in 70 O.S.
1210.523. Documentation requirements are also set forth in OAC 210:10-13-16. A flowchart,
the requirements, and frequently asked questions may be found in the ACE Implementation
Guide on the State Department of Education Web site, <http://www.sde.state.ok.us>.

The following list of tests and minimum cut scores was originally approved by the State Board of
Education on November 17, 2009, with updates made in 2010 and 2011.
Mathematics Alternate Tests

EOI Exam Alternate Proficient Advanced
ACE Algebra I ACE Algebra II EOI Proficient Advanced
ACT PLAN
: Mathematics Subtest 15 21
ACT
AP
Calculus 2 3
CLEP
College Algebra 30 40
IB
Math Methods (Standard Level) 2 3

IB
Math Studies (Standard Level) 2 3

IB
Mathematics (Higher Level) 2 3

PSAT/NMSQT
SAT

WorkKeys
: Applied Mathematics 5 6

ACE Algebra II ACT
AP
Calculus 2 3
CLEP
College Algebra 40 50
COMPASS
Algebra 46 NA
IB
Math Method (Standard Level) 2 3

IB

IB

PSAT/NMSQT
SAT

WorkKeys

ACE Geometry ACT
AP
Calculus 2 3
IB
Math Methods (Standard Level) 2 3

IB

IB

PSAT/NMSQT
SAT

WorkKeys

Science Alternate Tests

ACE Biology I ACT PLAN
: Science Subtest 16 23
ACT
: Science Subtest 19 25
AP
Biology 2 3
CLEP
General Biology 30 40
IB
Biology (Higher Level) 2 3

IB
Biology (Standard Level) 2 3

History and Social Sciences Alternate Tests

ACE U.S. History AP
US History 2 3
CLEP
History of United States I and

History of the United States II
(total score for both tests)
Combined 60 Combined 80
IB
US History (Higher Level) 2 3

English/Language Arts Alternate Tests

ACE English II

ACE English III EOI Proficient Advanced
ACT
: Reading Subtest
ACT
: English Subtest

and

ACT
: Writing
Combined 30
(with neither
below 14)

and

8
Combined 46
(with neither
below 22)

and

10
AP
English Language and Composition 2 3

AP
English Literature and Composition 2 3

IB
English (Higher Level) 2 3

IB
English (Standard Level) 2 3

PSAT/NMSQT
: Critical Reading
Subtest
34 51
SAT
: Critical Reading Subtest 370 535

WorkKeys
: Reading for Information

and

WorkKeys
: Business Writing
4

and

4
5

and

5

ACE English III
ACT
: Reading Subtest
ACT
: English Subtest

and

ACT
: Writing
Combined 32
(with neither
below 15)

and

8
Combined 48
(with neither
below 23)

and

10
AP
English Language and Composition 2 3

AP
English Literature and Composition 2 3

IB
English (Higher Level) 2 3

IB
English (Standard Level) 2 3

PSAT/NMSQT
: Critical Reading
Subtest
37 53
SAT
: Critical Reading Subtest 395 555

WorkKeys
: Reading for Information

and

WorkKeys
: Business Writing
4

and

4
5

and

5

Definitions Notes
AP
Advanced Placement
ACT
, COMPASS
, PLAN
, and WorkKeys
are registered trademarks of

ACT, Inc.
CLEP
College-Level
Examination Program

AP
, Advanced Placement
, CLEP
, College-Level Examination Program
,
PSAT/NMSQT
,

and SAT
are registered trademarks or owned trademarks of

College Board.
IB
International Baccalaureate
IB
and International Baccalaureate
are registered trademarks of the

International Baccalaureate Organization.

Oklahoma State Department of Education Page 1 10/02/2008
Achieving Classroom Excellence (ACE) Demonstration of Mastery Cumulative Record

This ACE Demonstration of Mastery Cumulative Record documents the students progress toward meeting the graduation requirements set forth by 70 O.S. 1210.523.
The required information must be kept on this form or in the districts student information system for each student who does not attain at least a satisfactory or
proficient score on the first administration of any of the required end-of-instruction (EOI) exams. Satisfactory and proficient scores on EOI exams are documented on
the students transcripts; therefore, attaining a satisfactory or proficient score on the first attempt does not need to be documented on the cumulative record.

Student Name: ____________________________________________ Student Testing Number (STN): ___________________________________

Name of School District: ____________________________________ Name of School Site: _____________________________________________

ACE Graduation Requirements: Beginning with students entering the ninth grade in the 2008-2009 school year, every student shall demonstrate mastery of the state
academic content standards in the following subject areas in order to graduate from a public high school with a standard diploma:
1. Algebra I;
2. English II; and
3. Two of the following five:
a. Algebra II,
b. Biology I,
c. English III,
d. Geometry, and
e. United States History.

Verification: The name and signature of the school district official responsible for student records is required to verify the accuracy of this cumulative record upon graduation
and when it accompanies a student transferring to a new district.

__________________________________________________________________________________________________________________________________________________________________________________
Name of School Official (Typed) Title Official Signature Date

Oklahoma Administrative Code 210:10-13-16(c): Beginning with students entering the ninth grade in 2008-2009, in order to facilitate the monitoring of student progress toward
meeting the graduation requirements of 70 O.S. 1210.523, districts will maintain an Achieving Classroom Excellence (ACE) Demonstration of Mastery cumulative record for
those students who do not attain at least a satisfactory or proficient score on any of the required end-of-instruction exams. All school districts in the state shall use this cumulative
record uniform document, or all information required on the uniform document must be contained within the districts student information system. The State Department of
Education will provide an electronic version of this cumulative record to the districts. This cumulative record shall accompany the student when transferring to a new district. For
each student who meets the graduation requirements, the students transcript shall read, The student has met the graduation requirement of demonstrating mastery in the state
academic content standards.


Directions: Use this table to document progress of students toward meeting the graduation requirements set forth by 70 O.S. 1210.523. This table
should serve as final documentation that a student has demonstrated mastery in Algebra I, English II, and two of the remaining five courses, leading
to the transcript statement, The student has met the graduation requirement of demonstrating mastery in the state academic content standards. Each
attempt at the end-of-instruction (EOI) exams, alternate tests, and alternate methods must be documented (except for those students who attain a
Satisfactory/Proficient or Advanced score on their first attempt at an EOI exam). In addition, any exceptions or exemptions applied according to
Oklahoma Administrative Code 210:10-13-16, one-year exemptions based on other Student Assessment rules and policies, absences, or additional
notes of unusual circumstances must be documented. Additional lines or copies may be made and included in the cumulative record as necessary.
Supporting documents may also be attached.

End-of-Instruction (EOI) Tests
Date Offered
Remediation*
Date Offered
EOI Retake*
Alternate Test, End of Course Project, Exception, Exemption,
or Other Notes
Date
Graduation
Requirement
Met and Initials
of Official
Test
Date
Attempted
Performance
Level
Explanation of Test (Name/Score), End of
Course Project (Name/Score), Exception,
Exemption, or Other Notes
Date
Attempted
Algebra I
(Required for
Graduation)

English II
(Required for
Graduation)

Biology I

U.S. History

Algebra II

Geometry

English III

* Oklahoma Administrative Code 210:10-13-16: (E) Remediation opportunities will be outlined in the local school district remediation plan (70 O.S. 1210.523). School districts shall document a student's failure to
participate in remediation including written acknowledgement of the graduation requirements by the student's parent or guardian. (F) School districts shall document a student's failure to complete test retake opportunities
including written acknowledgement by the students parent or guardian of the graduation requirements related to end-of-instruction tests.

MEMORANDUM

TO: Administrators, Counselors, and Testing Coordinators
FROM: Melissa White, Executive Director of Counseling/ACE, Office of Educational
Support
DATE: January 27, 2011
SUBJECT: ACE End of Course Project and ELL testing accommodation update.

1. Update: What accommodations are available for English language learners?
Oklahoma defines a limited English language learner (ELL) as a student who has a
primary language other than English and is not proficient in listening, speaking, reading,
writing, or comprehension in the English-speaking classroom as determined by a language
assessment instrument. A student is required to pass an assessment as proficient to exit
ELL status. This definition applies to both Title I and Title III.
All ELL students are required to be assessed annually for English language proficiency in
the domains of listening, speaking, reading, and writing, using the Assessing Comprehension
and Communication in English State-to-State for English Language Learners (ACCESS for
ELLs) test.
Accommodations are made in order to provide a student equal access to learning and
equal opportunity to demonstrate what is known.
According to the Oklahoma Administrative Code (OAC 210:10-13-2), students
identified as ELL may be provided acceptable accommodations, for which the need is to be
determined by the local school district. Accommodations must be those normally employed
as part of classroom instruction on a regular basis. Given this stipulation, the following are
the only accommodations approved by the SDE for use by students who are ELL in the
OSTP:
1. Provide the assistance of a qualified translator to translate or clarify test instructions or
test items that do not assess reading competency if a translator has been used in classroom
instruction on a regular basis.* A qualified translator is a person who has a high proficiency
in both English and the childs native language, and who also has some familiarity with the
instructional and assessment context before working with the child and text. Translations
must maintain as much fidelity to the original text as possible. Paraphrasing which modifies
the concept or construct being tested, either by taking away or adding to the original text, will
either unfairly disadvantage or advantage the student who is an ELL. Alternatively,
audiotapes of instructions and test items made by a qualified translator maybe used when a
qualified translator cannot be physically present at the time of testing. The District Test
Coordinator must destroy tapes. Some sources for locating qualified translators are: local
community colleges and universities, private English-language schools for college-level
foreign students, adult English-as-a-second-language programs, private translation services,
hospitals, businesses dealing with non-English-speaking countries, etc.
Janet Barresi
State Superintendent of Public Instruction
State of Oklahoma
Oklahoma State Department of Education
2500 North Lincoln Boulevard, Oklahoma City, OK 73105-4599
(405) 521-3301, Fax: (405) 521-6205
http://sde.state.ok.us
Administrators, Counselors, and Testing Coordinators Page 2 of 3
January 26, 2012

2. The Test Administrator and/or translator must transcribe answers into a standard
scorable answer document/test book. For the Writing test, a students response may NOT
be transcribed from another language into English.
3. Read aloud, simplify, repeat, and clarify test instructions in English. Also, test items may
be read aloud and repeated in English if the test is not a Reading, OMAAP English II,
ACE English II or ACE English III Multiple-Choice test. A read aloud should never be
used in a group larger than 5 students.
4. Provide small group (no more than five students) or individual testing opportunities.
This may include changing the location of test administration and allowing a bilingual/ESL
teacher to administer the test. A Test Proctor must be provided in all testing situations,
including individual testing. Allow students as much time as necessary to complete the test.
Administer subject-area subtests over several sessions (except Sections 1 of the ACE English
II and ACE English III tests). Without prior instruction in test-taking strategies, even this
accommodation may be of limited value.
5. Provide word-to-word dictionaries (dictionaries that do not give word definitions). In all
cases, accommodations must maintain the validity of the test. Accommodations should be
carefully selected for students who are ELL based on their individual needs and whether or
not they have been introduced to the student and used prior to taking the test in an
instructional setting. Too many accommodations introduced too late actually hamper student
performance rather than level the playing field as desired.
This list specifically addresses accommodations for ELL students. However, it is possible
that an ELL student may also be identified as a Special Education student and be on an
Individual Education Program (IEP). These students must be afforded accommodations for
IEP students. Please refer to the list of accommodations in Appendix B of your Oklahoma
School Testing Program manual.

UPDATE: ELL students who have lived in the United States less than three (3) years prior
to their proposed graduation date are allowed to retake the ACE English II EOI with all
regularly available accommodations and the additional accommodation of test items being
read aloud in English and repeated (which is not a normally allowable accommodation on the
ACE English II test), contingent on the following conditions:

The student has already taken the English II EOI and scored Limited Knowledge or
Unsatisfactory;
The student has participated in remediation as provided or approved by the local school
district;
The student has a passing grade in the English II course; and
The Read Aloud accommodation is normally employed as part of classroom instruction
on a regular basis.

This accommodation will be allowable on retakes of the general EOI, modified EOI
(OMAAP), or alternate EOI (OAAP).
Administrators, Counselors, and Testing Coordinators Page 3 of 3
January 26, 2012

2. Update: How many End of Course Projects are available?
To date, the State Board of Education has approved four projects for Algebra I, one
project for Algebra II, one project for Geometry, one project for Biology I, four projects
for U.S. History, one project with many options for English II, and 14 projects for
English III. Committees of teachers, administrators, business leaders, higher education
faculty, and other stakeholders have prepared these projects and all have been approved
by the Oklahoma State Board of Education. All projects are available to you on the
School District Reporting Site (SDRS). In order for each district superintendent to have
access to the confidential ACE End of Course Projects through SDRS, superintendents
must submit a signed assurances statement for the district. This statement can be found
on the ACE Resources page of the OSDE Web site,
http://sde.state.ok.us/Curriculum/ACE/resources.html. This assurances statement does
not need to be resubmitted each year unless a new superintendent is hired by the district.

If you have any questions about the End of Instruction Assessments, Alternate Tests, End
of Course Projects, or Modified Proficiency Scores, please contact Melissa White,
Executive Director of Counseling/ACE, Office of Educational Support, at (405) 521-
3549, or via e-mail at <Melissa.White@sde.ok.gov>.

ALTERNATIVE BEHAVIORAL SERVICES
(ABS)
Special education students may be referred to an interim alternative educational setting for not more
than 45 days without regard to whether the behavior is determined to be a manifestation of the childs
disability, IF the student meets any of the following conditions:
1. Student possesses a weapon at school, on school premises, or at a school function.
2. Student knowingly possesses or uses illegal drugs, sells or solicits the sale of a controlled
substance while at school, on school premises, or at a school function.
3. Student inflicts serious bodily injury upon another while at school, on school premises or at a
school function.
SERIOUS BODILY INJURY IS DEFINED BY LAW AS:
That which involves substantial risk of death, extreme physical pain, protracted and obvious
disfigurement, or protracted loss or protracted impairment of the function of a body member,
organ, or mental faculty.

The following documentation is required for admission to ABS:
ABC-Function/Behavior intervention Summary
ABS application
Student grades
Students enrollment (courses, titles, at time of offense)
Current IEP
IEP Review Form documenting need for alternative placement
Police Report/Case number
SeeWorth Application
Remember: FAPE must continue while waiting for placement to ABS. Suspension days can be used if
the student has not already used his 10 days of suspension. The team must look at other
interventions within the building to enable the student to continue a FAPE.
Contact Tiffany Barnett at 587-0419 and inform her of the student needing a referral to ABS, she will
assist you in expediting the procedure. The referral and required documentation should be faxed to
297-6594 or emailed to tlbarnett@okcps.org immediately pending the Manifestation Determination
hearing.

Policies and Procedures pg. 27 and
203

ALTERNATIVE EDUCATION REFERRALS (AER)

The IEP TEAM must have strong documentation supporting a need for a more restrictive environment. The IEP
and Re-evaluation events must be current and in compliance.

A Functional Assessment of Behavior (FAB) and a Behavior Intervention Plan (BIP) must have been
completed for the incident noted on the referral. 34 CFR 300.530
Behavior goals and objectives addressing the concerning behaviors must in the IEP
(The behavior plan must have been implemented, and all building interventions and LRE must be
exhausted and documented before alternative placement will be considered. Supporting documentation is
required.)
Students must continue in their current placement until the AER is approved.
IEP services must be provided on the 11th day of suspension.
A change of placement meeting must be held stating the need for the alternate setting. (non-subsequent
IEP mtg)

If the above steps have not been done, the referral will be sent back to the school.

Refer to p. 209-228 of the
Policy and Procedure Manual
for more information.
See ABS referral for drugs, weapons, and serious
bodily harm

ONE-ON-ONE ASSISTANT APPLICATION
STUDENT INFORMATION
STUDENT Name:
Date of birth: ID#: Phone:
Current address:
City: State: ZIP Code:
DISABILITY:
PARENT INFORMATION
PARENTS NAME:
address:
Phone: E-mail: Fax:
City: State: ZIP Code:

STUDENTS STRENGHTS AND WEAKNESSES

ONE-ON-ONE ASSISTANT APPLICATION
TARGETED BEHAVIORS:

INTERVENTIONS ATTEMPTED:

PROGRAMS ATTENDED PREVIOUSLY:
SCHOOL/PROGRAM: SCHOOL/PROGRAM:
SCHOOL/PROGRAM: SCHOOL/PROGRAM:

SPECIAL SERVICES
ASSISTIVE TECHNOLOGY ASSISTANCE REQUEST FORM

School:______________________________ Date of Request:________________________

Requested by:_________________________________ Email:___________________________________

IEP Case Manager: ____________________________ Email:___________________________________

REQUEST FOR SPECIFIC STUDENT: and/or REQUEST FOR CLASSROOM:

Student Name:_____________________ Teacher:______________________________

ID #:_______________________________ Room Number:________________________

AREAS OF CONCERN FOR STUDENT: AREAS OF CONCERN/NEEDS FOR
CLASSROOM:

___ Fine Mtr-computer/device access ___ Classroom Setup
___ Motor Aspects of writing ___ Task Boxes
___ Composing written material ___ Schedules
___ Communication ___ Boardmaker
___ Reading ___ OAAP
___ Learning and Studying ___ Organization
___ Math ___ Smartboard
___ Recreation/Leisure ___ Adapted Curriculum Materials
___ Seating/Positioning ___ Work Systems (Token Economy)
___ Mobility ___ Other-Please specify ___________
___ Vision
___ Hearing
___ Behavior
___ Other-Please specify ______________________

Request for AT Equipment Trials/Training:_______________________________________________

Follow-up/Comments:

AT Consultant Assigned:____________________________________________

Procedures for Assistive Technology referral (revised
2013)
1. Send Request for Assistive Technology form
(found on AT website) to smstafford@okcps.org or
through School Mail: Sharon Stafford, Special
Services.
2. The AT Consultant will contact IEP case manager to
determine further action.
Please visit the AT website for videos, activities, and
much more. You can access the website by going to:
www.okcps.org
Click on Departments
Click on Student Support Services
Click on Special Services
Click on Assistive Technology

Refer to pp. 44 of the Special
Education Handbook.
AUTHORITY TO TRANSFER EDUCATION RECORDS DRAFT OSDE Form 10
Page 1
To:_________________________________________________________________________________________________
SCHOOL DISTRICT/AGENCY
____________________________________________________________________________________________________
____________________________________________________________________________________________________
STREET ADDRESS/P.O. BOX CITY STATE ZIP
In accordance with the Family Education Rights and Privacy Act (FERPA), 34 CFR 99.31, transfer of
education records is requested for
____________________________________________________________________________________________________
NAME OF CHILD BIRTHDATE
Request for education records includes, but is not limited to: health, grades, cumulative, discipline
records, and special education records. Transfer of student records, including disciplinary records,
must be made in a timely manner, within three business days of receipt of request, under state law.
(70 O.S. 24-101.4)
The student intends to enroll or is enrolled in our school district/agency. Therefore, please send
records to:
RECORDS OFFICE
OKLAHOMA CITY PUBLIC SCHOOLS
900 N. Klein
Oklahoma City, Oklahoma 73106-7036
Fax: 405-297-6641
From: ______________________________________________________________________________________________
SIGNATURE OF SCHOOL DISTRICT/AGENCY OFFICIAL DATE TELEPHONE
Education records are maintained and released in accordance with the Family Educational Rights
and Privacy Act (FERPA). Parents or eligible students shall be provided a copy of the records to
be disclosed if requested. Further disclosure of the above records will be in accordance with 34
CFR 99.31.
DRAFT
Sandy Garrett, Superintendent of Public Education, Oklahoma State Department of Education (OSDE)
White: Agency Yellow: Records Offce
900 N. Klein Oklahoma City, OK 73106
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appear, and the class you just registered for will be in your cart.
Click the Check Out button to officially register.

5. The system will request that you confirm your class. Click
Finalize to confirm you wish to attend.

Click Check Out to officially
register for the class you want to
attend.
You should receive a Registration Complete confirmation for
the class you selected:

Refer to pp.114 -122 of the Special Education
Handbook.
http://ok.gov/sde/sites/ok.gov.sde/files/
OklahomaSpecialEducationHandbook_0.pdf

BEHAVIOR OBSERVATION FORM

Student Name: _____________________________ Observation Date: ______________

Observer: __________________________________ Time: _____________________

Activity: ____________________________________ Class Period: _______________

Behavior: ______________________________________________________________

ANTECEDENT BEHAVIOR CONSEQUENCE

Refer to pp. 114 -122 of
the Special Education
Handbook
Categories

Refer to http://ok.gov/sde/disability-category
Reading Find It? Skill? Age(s)?
Tic Tac Toe Letter and Phoneme
Game
Make it yourself!! Letter and sounds recognition Pre-K to 1st
Word Supply
Intervention Handbook or
interventioncentral.org
Reading Error Correction All
Sentence Repeat
"Word Attack" Hierarchy
Error Word Drill
Voyager Reading Mini Books Special Ed teachers using Voyager Reading Fluency and 1st and 2nd grade only
Folding In
Fluency and/or Word Ident. All
Assisted Reading Practice
Fluency All
Listening Passage Preview
Fluency All
Paired Reading
Fluency All
Sight Word Memory (Memory
Game with two sets of flash cards)
http://www.learningbooks.net/Dolchfl
ash.html
Sight Word All
State Academic Vocabulary Julie Carpenter Sight Word Ident/Comp. All
Strategies to Achieve Reading
Success (Student Book example
Printouts)
curriculumassociates.com Comprehension All (Grades 2 and up)
Keywords: A Memorization Strategy
Comprehension All (Grades 2 and up)
Advanced Story Map Instruction
"Click or Clunk?" A Student
Comprehension Self Check
Main-Idea Maps
Mental Imagery: Improving Text
Recall
Oral Recitation Lesson
Prior Knowledge: Activating the
Known
Reciprocal Teaching: A Reading
Comprehension Package
Text Lookback
Building Academic Vocabulary
(list)
SDE Website or
http://www.sde.state.ok.us/NCLB/pdf
/BuildAcademicVoc.pdf
Vocabulary All
www.abcteach.com Website Reading Comprehension All Grades
www.free-reading.net Website
Letter sounds/Letter Writing/
Phonological Awareness
Elementary
http://www.fcrr.org/Interventions/in
dex.htm
Website Struggling Readers K-3 Skills
Recognizing letter blends
Circle targeted letter blends in a
reading passage
Blends Elementary
Carbo Reading Series (reading
program)
http://www.carboreading.com/power
_reading.asp
Reading and Reading Fluency Elementary Reading Skills
Blend Flash cards Make it yourself!! Blends Elementary
I've Dibel'd, Now What? Book by Susan L Hall Reading Elementary Reading Skills
Math Find It? Skill? Age(s)
Cover-Copy-Compare
Math Facts and Procedures All
Using Plans to Learn Math Facts
Math Facts All
Cuisenaire Rods: Improving Math
with Patterns
Math Concepts All
Touch Math: Making a Successive
Task Simlutaneous
Math Computation All
Advanced Organizer (Math) Attachment (Kara McCullah Math Reasoning All
http://nlvm.usu.edu/en/nav/grade_
g_2.html
Website (Virtual Manipulatives) Math Concepts Grades 3-5
Rock N Learn Multiplicaton
(Mulitiplication Rap)
Metro Libraries Multiplication Facts Grades 3-5
Written Expression Find It? Skill? Age(s)?
Integrated Writing Instruction
Writing Grades 3 and Up
Pronunciation/Dictionary Methods
Spelling Grades 2 and Up
Cover, Copy, Compare
Attachment, Excel Document (Kara
McCullah)
Spelling and Vocabulary All
http://teachers.net/gazette/DEC02/
spelling.html
Website Spelling Elementary
www.esl-galaxy.com Website Written Expression Elementary Grades
Websites Find It? Skill? Ages?
www.starfall.com Website Basic Academic Skills Elementary
www.bookadventure.com Website Basic Academic Skills Elementary
www.disney.com Website Basic Academic Skills Elementary
www.pbskids.org Website Basic Academic Skills Elementary
http://www.janbrett.com Website Basic Academic Skills Elementary
http://www.storylineonline.net/ Website Basic Academic Skills Elementary
http://www.factmonster.com/ Website Basic Academic Skills Elementary
http://www.awesomelibrary.org/ Website Basic Academic Skills Elementary
http://www.mathfactcafe.com Website Math, Math Facts K-4 (Skills)
www.esl-galaxy.com Website Written Expression Elementary Grades
www.sitesforteachers.com Website (go to Kids Lab) All areas Elementary Grades
www.iknowthat.com Website All Areas Elementary Grades Pre-K-6
www.learningpage.com Website All Areas Elementary Grades
www.literacycenter.net Website Reading, Math, ESL Elementary Grades
Behavioral Interventions Find It? Area of Concern? Age(s)
Biting? Think Again
Aggression Ages 3-7
Let Me Show you How
Aggression Ages 3-7
Calming Before the Storm
Aggression Ages 3-7
Teacher Praise
Aggression Ages 3-7
Rug Time
Aggression Ages 3-7
Sit and Watch
Aggression Ages 3-7
Working It Off
Aggression Ages 3-7
One-Two- Three Bounce
Aggression Ages 3-7
De-Escalation
Aggression Ages 3-7
Good Things Happen When You Do
Aggression Ages 3-7
A Success Story
Overdependency on Adults Ages 3-7
I Can Do It By Myself
Overdependency on Adults Ages 3-7
Turning In Small Amounts Frequently
Completing Schoolwork All
Public Posting of Records
Mystery Motivators to Improve
Academic Performance
Dots for Motivation
I Want to Play with That
Staying on Task Ages 3-6
Good Listeners
Staying on Task Ages 3-7
The Good Behavior Game
Staying on Task All
Auditory Memory During Transitions
Transitioning Ages 4-7
Behavior Momentum
Following Directions Ages 3-7
Beat the Buzzer
Following Two Step Directions
Happy Face Cards
Teaching Prosocial Behaviors
Following Directions
http://www.behaviordoctor.org/fba
workbook.htm
Website Behavioral Interventions All
Behavior Intervention Manual Hawthorne Press Behavioral Interventions All
Random Positive Attention
Behavioral Interventions All
Gross/Fine Motor Find It? Skill? Ages
Motor Planning with Towels
Gross Motor Skills Ages 4-5
Hop on Pop
Gross Motor Skills Ages 3-7
Pinch Strength
Fine Motor Skills Ages 3-7
Cutting
Fine Motor Skills Ages 3-6
The play Dough Dig and Find! Make it yourself fine Motor Skills All
Instructional Find It? Area of Concern? Ages?
Increasing Positive/Decreasing
Negative Interactions
Classroom Management All
Random Positive Attention
Classroom Management All
Visual Cues
Developmental All
Daily Schedule
Developmental All
Build Student Motivation
Developmental All
Strategies to Make Directions and
Learning Expectations Clearly
Understood
Developmental All
Providing Structured Opportunities
for Student Participation in Social
Interactions
Developmental All
Planning to Generalize Learning
Across Settings and Situations
Developmental All

What is an IDEA complaint?
The Oklahoma State Department of
Education (OSDE), Special Education
Services (SES), and local educational
agencies (LEA) have procedures for
filing and resolving specific written
complaints regarding alleged
violations of the requirements under
Part B of the IDEA.

How is a complaint filed?
An organization or individual may file
a signed written complaint with the
LEA or the OSDE using the OSDE,
SES complaint forms or in letter form.

Complaints/concerns made in person
or over the telephone to OSDE, SES
are not considered formal or written
complaints.

A copy of the written complaint filed
with OSDE, SES will be provided to
the LEA.

Note: If the complaint is filed with the
LEA, the complainant may havetheOSDE,
SES review theLEA decision.

What must the complaint
include?
The complaint must be written and
include a statement that the LEA has
violated a requirement under IDEA,
Part B; the facts on which the
statement is based; and the signature of
the person(s) filing the complaint.

Desired remedies are not
required; however, they
may be helpful.
Note: The complaint must allege a
violation occurred not more than one
year prior to the date the complaint is
received by the LEA or OSDE, SES.

Can additional information
be submitted for
consideration in the
complaint?
Additional information may be
submitted orally or in writing about
the allegation in the complaint.

All relevant information will be
considered to assist in determining if
there is a violation of a requirement
of IDEA, Part B.

COMPLAINT
PROCEDURES

for the
Individuals With
Disabilities Education Act
What are the complaint
timelines?
A written letter of findings will be
issued within 60 calendar days of
the receipt of a complaint, unless
exceptional circumstances exist
which require lengthier
involvement.

What will the complaint
findings address?
The letter of findings will address
each allegation and reasons for the
final decision.

Can complaints be resolved
through mediation?
Mediation is another approach utilized
to resolve issues under IDEA. In
many instances, this option can
facilitate early resolution of the
complaint. A brochure is available to
explain this process and information
regarding how mediation can be
arranged. Contact the OSDE, SES at
(405) 521-3351 for additional
information.

What about complaints
filed under the due process
hearing system?
If a written complaint and a due
process are filed at the same time, any
part of the written complaint, which is
also the subject of the due process
hearing or has previously been
decided in a due process hearing, will
not be addressed through the
complaint procedure. The due process
hearing decision shall take
precedence.

Where can I get
information?
You may contact the OSDE, SES at
(405) 521-3351 or talk to the person in
charge of special education at your
local school district.

Revised
December 2011
K
KK I
II D
DD S
SS
It is the policy of the Oklahoma State Department of Education
(OSDE) not to discriminate on the basis of race, color, religion,
gender, national origin, age, or disability in its programs or
employment practices as required by Title VI and VII of the Civil
Rights Act of 1964, TitleIX of theEducationAmendments of 1972,
andSection504of theRehabilitationAct of 1973.

Civil rightscomplianceinquiriesrelatedto theOSDE maybedirected
to the Affirmative Action Officer, Room111, 2500 North Lincoln
Boulevard, OklahomaCity, Oklahoma73105-4599, telephonenumber
(405) 522-4930; or, the United States Department of Educations
Assistant Secretary for Civil Rights. Inquiries or concerns regarding
compliancewithTitleIX by local school districts shouldbepresented
tothelocal school district TitleIX coordinator.

REPRINT

Thispublication, printedbytheStateDepartment of EducationPrinting
Services, is issuedby theOklahomaStateDepartment of Educationas
authorized by 70 O.S. 3-104. Two hundred copies have been
prepared with IDEA Part B Administrative federal funds at a cost of
$80. Copies havebeendepositedwiththePublications Clearinghouse
of theOklahomaDepartment of Libraries. December 2011.

Formal or Written Complaint
Procedures
For The
Individuals With Disabilities
Education Act (IDEA) Part B

Dr. Janet C. Barresi
State Superintendent of Public
Instruction

Oklahoma State
Department of
Education
CONFIDENTIAL RECORDS

ACCESS

All personnel working with a student with special needs should have access to the
confidential file. Access requires signing the access cover page and current date.

DESTRUCTION (See Destruction Log)

Building files need to be maintained for six years from the last activity date, then
proceed with destruction in accordance with directions on the departments
Destruction of Records Log. Do not destroy files unless every form is at least six
years old. A permanent log of destroyed records is maintained at the building site.

Districts Special Education Records are also kept for six years from the last
activity date. Parents must be notified and have the right to determine whether
they prefer to have the file forwarded to them or destroyed. The parent has sixty
(60) days to respond. A permanent log of destroyed records must be maintained.

RELEASE

Buildings may release confidential data when consent for release of information
forms are completed. A copy of the form is maintained in the confidential file.

REQUEST

When requesting records from another district, the request should include the most
current information. Make your request as specific as possible since forms for
each state differ. Request all information that will bring the confidential folder into
compliance. If you need assistance in collecting records, contact Diane Byrd at
dbyrd@okcps.org or call 587-0413.

1. Categorical Eligibility Statements
2. Parent Consent for Initial Evaluation
3. Current and Previous IEPs
4. Current Evaluations (where applicable):
Psychometric Report
Psychological Report (required for ED)
Speech/Language Summary Report
OT/PT Reports
Physicians Report/Medical Report
Audiological Report
Visual Report
Observation

Refer to pp. 187 189 of the
Special Education Handbook

CONFIDENTIAL RECORDS (cont)

STORAGE

All confidential records must be maintained in a centralized secured (locked)
location and must be accessible to all providers during the school day.

TRANSITION OF RECORDS

Each building needs to maintain a log of confidential records that have been
transferred to another school within the district.

Building principals will designate office personnel to be responsible for maintaining
the log.

Confidential data may be hand delivered faxed or sent through postal service.
Special education teachers should coordinate delivery of confidential records for
students transitioning to middle school and or high school.

CONFIDENTIALITY

Each public school shall implement procedures regarding the confidentiality of identifiable
information and education records.

I. Individuals with Disability Education Act (IDEA)

A. Special education records include:

special education evaluation reports, recommendations, and observations
by professionals who have individually screened or evaluated a student for
identification of a disability or placement in a program;
special reports and information from outside agencies or specialists (e.g.,
private schools, social services agencies, rehabilitation agencies,
transition service providers, hospitals, physicians);
special education documentation forms;
documentation of all actions, protests, challenges, meetings, and
recommendations by the parents and LEAs for any special education
purpose (e.g., taped IEP meetings, complaints, due process hearings);
videotapes and audiotapes of an individual child in relation to special
education services; and
portfolio assessments

B. Access:

The right to access education records shall not be withheld from parents
and/or students because of debts owed to LEA; access shall be
documented on Record of Access;
Unauthorized persons must have parental permission to access
confidential record; access shall be documented on Record of Access;
Parents/students have the right to request/receive a copy of the records;
and
A confidential folder should contain only information on an individual
student.

It is a misdemeanor for teachers to reveal any information concerning a student
except as required in the performance of contractual duties.

Refer to pp. 187 of the Policy
and Procedure Manual for
more information.
Oklahoma City Public Schools

OCPS/OSDE Form 1, 10, and 11, Page 2

Notification of Rights under FERPA for Elementary and Secondary Institutions

The Family Educational Rights and Privacy Act (FERPA) affords parents and students over 18 years of age (eligible
students) certain rights with respect to the students education records. They are:

The right to inspect and review the students education records within 45 days of the day the District
receives a request for access.

Parents or eligible students should submit to the school principal (or appropriate school official) a written
request that identifies the record(s) they wish to inspect. The principal will make arrangements for access
and notify the parent or eligible student of the time and place where the records may be inspected.

The right to request the amendment of the students education records that the parent or eligible student
believes is inaccurate or misleading or otherwise in violation of the students privacy rights.

Parents or eligible students may ask the district to amend a record that they believe is inaccurate or
misleading or otherwise in violation of the students privacy rights. They should write the school principal,
clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading or
otherwise in violation of the students privacy rights.

If the district decides not to amend the record as requested by the parent or eligible student, the district
will notify the parent or eligible student of the decision and advise them of their right to a hearing
regarding the request for amendment. Additional information regarding the hearing procedures will be
provided to the parent or eligible student when notified of the right to a hearing.

The right to consent to disclosures of personally identifiable information contained in the students
education records, except to the extent that FERPA authorizes disclosure without consent.

One exception which permits disclosure without consent is disclosure to school officials with legitimate
educational interests. A school official is a person employed by the district as an administrator, supervisor,
instructor, or support staff member (including health or medical staff and law enforcement unit
personnel); a person serving on the school board; a person or company with whom the district has
contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); or a
parent or student serving on an official committee, such as a disciplinary or grievance committee, or
assisting another school official in performing his or her tasks.

A school official has a legitimate educational interest if the official needs to review an education record in
order to fulfill his or her professional responsibility.

Upon request, the district discloses education records without consent to officials of another school district
in which a student seeks or intends to enroll. (NOTE: FERPA requires a school district to state in its
annual notification that it intends to forward records on request).

The right to file a complaint with United States Department of Education concerning alleged failures by
the district to comply with requirements of FERPA. The name and address of the office that administers
FERPA is: Family Policy Compliance Office, United States Department of Education, 600 Independence
Avenue, SW, Washington, D.C. 20202-4605

1

Student:________________________________________________Grade:

This form is intended to assist Individualized Education Program (IEP) teams in determining whether a student
should participate in the OCCT, with or without accommodations, or in an alternate assessment based on
modified achievement of the standards (OMAAP) with or without accommodations, a combination of OCCT and
OMAAP with or without accommodations, or an alternate assessment based on alternate achievement of the
standards (OAAP) Portfolio. It is expected that only a small number of students with disabilities will
participate in an alternate assessment (OMAAP or OAAP Portfolio).

Students with disabilities are required to be provided with accommodations and modifications to ensure progress
toward meeting his/her IEP goals and short-term objectives and/or benchmarks related to the general education
curriculum.

The decision to administer an alternate assessment (OMAAP or OAAP Portfolio) must be an IEP team decision
using multiple measures as objective evidence including:
Previous performance on state assessments;
Other assessments that document academic achievement; and
The students progress, to date, in response to appropriate instruction.

It shall not be based on:
A particular disability category;
The amount of time the student receives services in special education;
The location of service delivery; or
The fact that the academic achievement of the student is significantly below his/her same age peers.

The next page provides a flowchart to help determine which assessment(s) will be appropriate for the student.
OMAAP determinations must be made separately for each content area to be assessed.
Criteria Checklist for Assessing Students with Disabilities on State Assessments
Oklahoma Core Curriculum Test (OCCT)
Oklahoma Modified Alternate Assessment (OMAAP)
Oklahoma Alternate Assessment Program (OAAP) Portfolio
For documenting decisions made regarding appropriate assessment selections, this document may
be attached to the students current IEP and should be completed annually. The assessment
decision must be documented on the students IEP.

2

.

Box A: If the answer to any item in Box A
is NO, go to Box E. If all answers in Box A
are YES, proceed to Box B.
Does the students disability result in
substantial academic difficulties?
Yes No
Is the students difficulty with regular
curriculum demands primarily due to
his/her disability and not due to
excessive absences unrelated to the
disability, or social, cultural,
environmental, or economic factors?
Yes No
Does the students IEP reflect
curriculum and daily instruction that
focus on modified achievement of the
standards or alternate achievement of
the standards?
Yes No
Box D: If the answer to any item in Box
D is NO, go to Box C. If all answers in
Box A and D are YES, the student
qualifies for the OAAP Portfolio in all
subjects assessed.
Does the student have a
significant cognitive disability?
Yes No
Do the students demonstrated
cognitive ability and adaptive
behavior require substantial
adjustments (CARG-A) to the
general education curriculum?
Yes No
Do the students learning
objectives and expected
outcomes focus on functional
application of skills as illustrated
in the students IEP goals and
short-term objectives and/or
benchmarks?
Yes No
Does the student require direct
and extensive instruction to
acquire, maintain, generalize,
and transfer new knowledge and
skills?
Yes No
Box B: Does the students demonstrated
cognitive ability and adaptive behavior
require substantial adjustments (CARG-A)
to the general education curriculum? If no,
go to Box C if yes, go to Box D.
Box C: If the answer to any item in Box C is
no, go to Box E. If all answers are yes, the
student qualifies for the OMAAP
assessment, go to Box F.
The IEP team is reasonably certain that
the student, even if he/she is receiving
access to grade level curriculum,
taught by highly qualified teachers and
makes significant progress, will not
achieve grade-level proficiency within
the year covered by the IEP.
Yes No
The student received evidence-based
response to intervention and continues
to progress below grade level
achievement based on classroom
assessments or other valid measures.
Yes No
The student scored at the
Unsatisfactory level on the previous
years Oklahoma Core Curriculum
Test (OCCT) in reading/language arts,
mathematics or, science? *
Yes No
Box F: The student qualifies for the
Modified assessment. (Check all subjects
that apply):

_____Mathematics _____English II
_____Science _____Algebra I
_____Reading _____Biology I
_____U.S.
History

Box E: The student does not qualify for an
alternate assessment (OMAAP or OAAP
Portfolio). The regular assessment, with or
without accommodations, is the most
appropriate assessment for the student.

_____Mathematics _____Algebra I
_____Reading _____English II
_____Science _____Biology I
_____Social Studies _____U.S. History
_____Geography
_____Writing (Grades 5 and 8)
*Scoring Satisfactory on the previous years
OMAAP does not preclude a student from
participating in the OMAAP for the current
year. When OCCT scores from previous years
are not available (e.g., Grade 3), the IEP team
may substitute scores equivalent to
unsatisfactory from local assessments to
identify students.
1
DESTRUCTION LOG

Directions:

1. Identify confidential records that are six years old or older based on the last
generation date. (Do not destroy file unless every form is at least six years
old.)
2. Record the students names, dates of birth, and identification numbers on
this form.
3. Destroy the confidential data by shredding or tearing so that no identifiable
data exists.
4. Have the destruction process witnessed.
5. Maintain a copy of the destruction log in the area where inactive confidential
files are kept.

Student Name Date of Birth I.D.#

Date of Destruction ________________________
Method of Destruction ________________________
Destruction Witness by ________________________

DISCIPLINE

STEPS REQUIRED BY AN IEP TEAM WHEN A STUDENTS BEHAVIOR IS A
CONCERN (Please refer to the Student Code of Conduct in the Parent
Handbook)

After a child with a disability has been removed from his/her current placement for
10 school days in the same school year, during any subsequent days of removal
the public agency must provide services according to the IEP. 34CFR300.530b(2)

If this is related to drugs, weapons, or serious bodily injury refer to the Alternative
Behavioral Services (ABS) procedures and referral requirements.

If the IEP TEAM (home school, assigned school, EES, or alternative school)
suspects a students behavior may lead to suspension or an alternative placement
the following steps need to be taken:

1. Goals and a behavior intervention plan (BIP) must be written.
a. Emphasis is on positive consequences that are motivating to the
student (TEAM should have prior input from the student, such as an
interest survey before determining the positive consequences).
b. Include input from the student/parent/guardian as well as staff.
2. Begin a functional behavioral assessment (FBA). Contact and collaborate
with your School Psychologist.
a. Document behavior changes, improvement or lack of, on some type
of form such as a tally sheet, observation chart, daily record, etc.
b. TEAM reviews students progress 2 to 3 weeks after beginning the
FBA.
c. If the students behavior is not improving it may be necessary for the
TEAM to make changes to the BIP. An IEP Not Subsequent must be
completed when making changes to a BIP. Remember to consider
changes to the LRE.
d. If the TEAM determines suspension or an alternative placement is
needed, see Change of Placement Manifestation Determination
procedures. DO NOT WAIT UNTIL THE STUDENT HAS HAD 10
DAYS OF SUSPENSION TO BEGIN THE FBA!
e. Changes made to the students length of day may only be
considered when the above procedures have been completed and
documented. (Refer to Half-Day Placement Procedures)

3. Change of Placement Manifestation Determination procedures must be
completed within 10 school days.

Discipline encompasses a broad category of techniques. Discipline is learned. To
end misbehavior, find the cause. Find ways for students to learn new behaviors
(Hartwig 1997).
Refer to pp. 198 - 228 of the
Special Education Handbook.

EARLY CHILDHOOD OUTCOMES

The information must be collected on students aged 3 through 5 years of age as
they enter part B services (school services). This is done at eligibility.

Information is again collected as they exit preschool services either on their 6
th

Birthday or as they leave Special Education services. The students must have
received Special Education and related services for at least 6 months.

Types of Information:

May include but not limited to: parent and clinical observation, curriculum-based
assessments, norm-reference assessments, service provider notes about
performance in different situations, and progress and issues identified in the IEP.
Assessment tools can be useful source of information but should be placed in
context with other information about the child. Some assessments are not
designed to provide information about functional behaviors and functioning across
a variety of situations. Standardized testing is an unusual setting for a young child
and if the childs functioning in the testing situation differs from everyday
functioning the rating should reflect the everyday functioning of the child.

Ratings should reflect childs current functioning across settings and situations that
make up his/her days and should convey functioning in every day situations and
not their ability to function under ideal circumstances.

If assistive technology or special accommodations are available in the childs
everyday environments then the rating should describe the childs functioning
using these adaptations. If these adaptations are only used in some environment
or are limited then the ratings should be with whatever assistance is commonly
present.

A 7-Point Rating Scale with scores ranging from Not Yet to Completely is used
to document outcomes. Forms are available in EXCEED.

Refer to p. 171 of the Special
Education Handbook.
Early Childhood Pre-School/Sooner Start Referral Procedures
2013-2014
When a pre-school referral (not already enrolled in a district preschool) is received by
Erin Trussell, the home school will be identified and the referrals will be sent to the -
appropriate buildings. The principal and appropriate service providers will be notified by
email. These (not enrolled in a district preschool) referrals are not to be placed ahead of
referrals already in process but should be placed in line as received.
However, Sooner Start referrals (students prior to age 3) MUST have eligibility and an
IEP completed prior to their 3
rd
birthday.
Events will already be started in Encore with information that was provided. Completion
of the F-3s, including hearing and vision screens, permission to test, evaluation,
eligibility, and an IEP will be completed by the home school. The appropriate service
and service delivery will be determined by the IEP team.
A Child Outcome Summary must be completed as a part of the evaluation. All students
evaluated prior to age 6 require an Outcome Summary, even students already
enrolled in the public school or that move in from another district. A new Outcome
Summary must be completed on all age appropriate students upon entering from
another district (attach to outside agency report). Additionally, an Outcome Summary
exit report must be completed for all students who move out of district (if the student has
received services in this district for at least 6 months). The SLP is responsible for
ensuring the completion of summaries for students identified with a primary disability of
speech and language impaired. The school psychologist is responsible for ensuring the
completion of summaries for students identified with other primary disabilities. Case
managers are responsible for the completion of exit reports.
If you are unable to complete hearing and vision screens please contact Debbie
Johnson, Nursing Administrator at 587-0250.
If the IEP team determines the child requires services within a self-contained preschool
program, please contact Erin Trussell at 587-0433.
If you have any questions you may contact Erin Trussell @ 587-0433, Mary Rozotto
@587-0421, Roxie McKnight @587-0423, or Sharon Stafford @587-0415.

EXTENDED SCHOOL YEAR (ESY) IEP PROCEDURE

Special Education and related services must be provided through an ESY program
if the team determines the student has regressed or is predicted to regress.
Regression is defined as severe loss in critical skill areas due to a break in the
educational services or if the recoupment time is excessive.

All IEP Teams must utilize the Consideration for ESY Checklist as part of every
IEP.

Documentation is listed on the ESY checklist as to why the student does not
qualify.

If all service providers are not present then you must determine that additional
data is required. Related service providers must be present to determine ESY
services for their areas of specialty.

The team must address when they will reconvene.

Notification from the Special Services office of procedures and required forms will
be sent each spring.

BEHAVIORAL DAILY/WEEKLY DATA SHEET
Student: Example From: ________________ to______________

KEY:
F = Frequency: Talley #
of Times

D = Duration: Record #
of Minutes

R = Ratio: Record #of
times/opportunities

I= Intensity: 1=Low, 3 =
Mod, 5 = High
TARGET BEH (+)
CODE
OPERATIONAL DEFINITION

DATA COLLECTION
METHOD
Comp = Compliance Follow classroom instructions presented directly to him, the first time.(ie. Its time
to line up, clean up etc.) w/ 80 % consistency over 2 consecutive weeks.
R
Calming-Frustration
Tolerance
Practice a variety of calming strategies ( deep breathing, squeeze and release,
counting, getting green or explaining how he is feeling) w/ 80% consistency over
two consecutive weeks.
R
Physical
Aggression
Tally any instances of physical aggression-(hitting, kicking, squeezing, etc.) 5 x
per day over 2 consecutive weeks.
F-Per day
Property
Destruction
Tally any instance of destruction of property or attempts to destroy property
(throwing items, tipping over furniture, kicking or hitting furniture etc.) 12 x per day
F-Per day

Date: ___/___/___ Date: ___/___/___

Time or
Activity
Comp
R
Calm
R
Aggression
F
Property Des.
F
Time or
Activity
Comp
R
Calm
R
Aggression
F
Property Des.
F

DAILY
TOTALS

DAILY
TOTALS

Date: ___/___/___ WEEKLY TOTALS

Time or
Activity
Comp
R
Calm
R
Aggression
F
Property Des.
F
Behavior

Comp
R
Calm
R
Aggression
F
Property Des.
F

DAILY
TOTALS

WEEKLY
TOTALS

Date: ___/___/___

Comments: _______________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________

Date: ___/___/___

Comments: ________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________

Date: ___/___/___

Comments: ________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________

Date: ___/___/___

Comments: ________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________

Date: ___/___/___

Comments: ________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________

Famil y Educational Rights and Privacy (FERPA)

For additional information about the federal law Family Educational Rights and Privacy
(FERPA) (20 US.C. 1232g; 34 CFR Part 99) follow the link provided below.
http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

FOSTER GRANDPARENTS

The Oklahoma City Public Schools has been tapping into a valuable resource with
its Foster Grandparent Volunteers working with students in our special education
classrooms since 1991. The Foster Grandparent Program utilizes the experience,
knowledge and patience of volunteers 55 years of age and older.

The Foster Grandparent Volunteers work four hours a day, five days a week in
their neighborhood elementary schools assisting special education students with
reading, reviewing spelling words, helping with math facts, writing assignments
and other needs to help students have success in the classroom. Often the
encouragement from a Foster Grandparent may mean the difference in a student
accomplishing an assignment or falling behind. Other possible benefits for the
Foster Grandparent include a stipend of $2.65 per hour + meals, paid leave,
holidays, transportation assistance and more.

If you would be interested in having a Foster Grandparent volunteer in your
classroom and know of a senior citizen in your neighborhood who would be
interested in working with your students, please contact Special Services, Penny
Holloway @ 587-0091.

FUNCTIONAL BEHAVIOR ASSESSMENT

Six Steps to the Single Session FBA

1. Identify and define the target behavior.
Remember to describe behavior that is observable, descriptive and
operationally defined.

2. Collect information across respondents and settings.
This is obtained from a variety of sources, including standardized
instruments, records, discussions, interviews, and direct observation. Be
sure to determine duration, frequency, and intensity patterns.

3. Identify antecedent events and consequences.
These are events that logically serve as a stimulus for the current behavior.
The consequences that follow and cause the student to maintain specific
behavior should be identified and described.

4. Identify the function or the purpose of the behavior.
There are basically three reasons:
1. to obtain or get something
2. to escape or avoid something or someone
3. to control antecedent stimuli

5. Develop hypothesis about the behavior.
Remember a hypothesis is simply an informed guess. These are statements
that describe the relationship of the behavior to the event and circumstances
and help identify specific variables to be manipulated.

6. Develop an intervention based on the hypothesis.
Manipulate the variables systematically. Teach acceptable alternatives.
Implement positive consequences motivating to the student. LEAPS is a
research based intervention that is aligned to CCSS and RtI to assist with
teaching replacement behaviors. Please visit www.goleaps.com for
additional information.

GOALS AND OBJECTIVES

Objectives are now optional on the IEP of those students who participate in
regular or modified state assessments.

Students who participate in Portfolio assessment must have goals and at least 2
objectives.

Goals and objectives continue to be required for BIPs and Transition.

Measurable annual goals are required. The goals must be measurable statements
describing how the students educational needs, resulting from the disability, and their
needs in the general curriculum, including post-secondary transition, can be reasonably
met.

A goal must be written on grade level using the Common Core State Standards.

Students will enroll in the Core Curriculum standards
outlined in state law if the parent or legal guardian
gives approval in writing for the student to opt out
of the College Preparatory/Work Ready Curriculum.
For details see Success brochure or graduation
requirements online at <www.sde.state.ok.us>.
This curriculum meets the states requirements
for high school graduation and a standard diploma.
The local Board of Education may set graduation
requirements above the state standards.
Not all courses included in this curriculum are aligned
to requirements for college admission, but students
may be admitted to college if they complete the
required coursework for college admission.
Not all courses included in this curriculum are aligned
to requirements for college admission, but students
may be eligible for the Oklahomas Promise tuition
waiver if they complete the required coursework.
Students must meet additional requirements related
to End-of-Instruction tests and the Personal Financial
Literacy Passport (see details on checklist page).
Oklahomas High School Graduation Requirements
under Title 70 Oklahoma Statutes 11-103.6
College Preparatory/Work
Ready Curriculum Standards
Core Curriculum Standards
The decision to opt out of the College Preparatory/Work Ready Curriculumto the Core Curriculumstandards may
be made more than once, but it may become more difcult for a student in the upper grades to select specic courses
necessary for high school graduation. Contact your local high school counselor for assistance.
For more information on:
Local high school graduation requirements, contact your high school counselor.
Oklahomas Promise college tuition waiver requirements, contact the Oklahoma State Regents for Higher
Education, (405) 225-9100.
State graduation requirements, contact Counseling, (405) 521-3549, or Accreditation, (405) 521-3333, at the
Oklahoma State Department of Education (SDE).
Achieving ClassroomExcellence Act requirements, contact the SDEs Offce of Standards and Curriculum,
(405) 521-3361.
End-of-Instruction (EOI) tests, contact the SDEs Offce of Accountability and Assessment, (405) 521-3341.
ACE Graduation Checklist
aligned to the detailed brochure:
Earning Skills for Success
Students entering the 9th grade are required to enroll
in the College Preparatory/Work Ready Curriculum.
A students parent or legal guardian may complete an
opt-out form provided by the school to request that
the student be enrolled under the Core Curriculum
standards also in state law.
This curriculum meets the states requirements
for high school graduation and a standard diploma.
The local Board of Education may set graduation
requirements above the state standards.
This curriculum is aligned to the requirements for college
admission at Oklahomas colleges and universities.
This curriculum is aligned to Oklahomas Promise,
a program that provides a college tuition waiver for
students who meet specifc eligibility requirements.
Students must meet additional requirements related
to End-of-Instruction tests and the Personal Financial
Literacy Passport (see details on checklist page).
www.sde.state.ok.us
Oklahoma Requirements for High
School Graduation, Student Testing,
and Oklahomas Promise
JUNE 2009
ACE Graduation Checklist
A summary of Oklahomas College Preparatory/Work Ready Curriculum standards
from the Achieving ClassroomExcellence Act of 2005 (ACE), Title 70 O.S. 11-103.6.
English (4 Units)
_____ English I
_____ English II
_____ English III
_____ English IV
_____ Other English course approved

for college admission requirements
Mathematics (3 Units)
Beginning with those entering the 9th grade in the
2008-09 school year, all students must take 3 units
of Mathematics in Grades 9-12 in addition to any of
the following courses taken prior to Grade 9.
_____ Algebra I
_____ Algebra II
_____ Geometry
_____ Trigonometry
_____ Math Analysis
_____ Calculus
_____ AP Statistics
_____ Other mathematics course
approved for college admission
requirements
Laboratory Science (3 Units)
_____ Biology I
_____ Chemistry
_____ Physics
_____ Other laboratory science course
approved for college admission
requirements
History and Citizenship Skills
(3 Units)
_____ 1 United States History, and
_____ United States Government
_____ Oklahoma History
_____ 1 selected from the subjects of
History, Government, Geography,
Economics, Civics, or non-
Western culture and approved
to meet college admission
requirements
Foreign or Non-English
Language OR Computer
Technology (2 Units)
_____ 1st year of Foreign or
Non-English language
_____ 2nd year of sameForeign or
Non-English language
OR
_____ 1st year of Computer Technology
_____ 2nd year of Computer Technology
(excludes keyboarding or typing courses)
1 Additional Unit selected from
any courses listed previously
_____ __________________________
Fine Arts or Speech
(1 Unit or Set of Competencies)
_____ Music
_____ Art OR _____ Speech
_____ Drama

At Least 6 Electives
_____ __________________________
_____ __________________________
_____ __________________________
_____ __________________________
_____ __________________________
_____ __________________________
Testing Requirements*
Beginning with students entering 9th grade in the
2008-09 school year, every student shall demonstrate
mastery of the state academic content standards in the
following subject areas in order to graduate from a
public high school with a standard diploma.
_____ English II, and
_____ Algebra I, and two of the following:
_____ English III
_____ Algebra II
_____ Geometry
_____ Biology I
_____ U.S. History
23 UNITS are required in order to meet state graduation requirements.

*Students with disabilities may participate in the Oklahoma Alternate Assessment Program (OAAP) or Oklahoma
Modied Alternate Assessment Program (OMAAP), as determined by their Individual Education Program (IEP) teams.
The local school boards graduation requirements may exceed the state graduation requirement of 23 units.
See the school counselor for local coursework requirements or for information regarding profciency-based promotion.
Personal Financial Literacy Requirement (Title 70 O.S. 11-103.6h )
Beginning with students entering the 7th grade in the 2008-2009 school year, in order to graduate from a
public high school, students must complete and demonstrate satisfactory knowledge in 14 areas of instruction
related to fnancial literacy, including such topics as credit card debt, saving money, interest, balancing a
checkbook, understanding loans, identity theft, and earning an income. School districts have the option of
determining when the areas of instruction are taught and whether these are integrated into existing courses or
taught as a separate course (which may count as an elective credit). Contact your local school district offcials
for specifc details.

GRADUATION PROCEDURES

The IEP team must identify and document the projected date of graduation when
completing the IEP transition plan for a student in the 9
th
grade or 16 years of age,
whichever comes first.

All special education students fall under the ACE four of seven EOI requirements. Credit
checks should be completed annually, prior to the IEP subsequent. Please note that the
Opt-out letter denies students access to two free years of education through
Oklahoma Promise.

If the student is not going to graduate as indicated on the previous IEP, you must hold
an IEP Not Subsequent to extend the graduation date. The graduation date is on the
transition section. FAPE can be provided through age 21 if necessary.

The SOP is a form designed to meet the IDEA 2004 law related to addressing the
students post-secondary goals. The IEP team should provide the student with a copy of
the Graduation event, SOP, reevaluation assessments, and the sample Post
Secondary Service Provider letter.

Graduation requirements are listed annually in the Student Handbook. Refer to the ACE
section of the Quick Reference.

Half Day Placement
The instructional team has noticed an increased number of students placed
on days at the secondary level. Remember, you must work the LRE
continuum prior to reducing a students school day. According to the Office
of Special Education Programs (OSEP) a students placement in the
general education classroom is the first option the placement group should
consider. IEP teams must consider each students individual needs when
determining LRE and cannot be made as a matter of general policy by
administration, teachers, or others apart from the IEP team process.
Additionally, there must be a plan of action in place to return a student to a
full day program, if a student is currently on day. A reduced school day is
not a permanent solution and should be utilized for 60 days or less.
The LRE continuum consists of :
Regular education full-timeInside the regular class more than
80% of school day or 5 out of 7 class periods
Special class part-timeInside the regular class 40% to 80% of the
day
Special class full-timeInside the regular class less than 40% of the
day
Separate day school
Separate residential facility
Home Instruction/Hospital Environment
Correctional Facility

The IEP team needs to initiate an FBA prior to reducing a students day.
Transportation can be arranged at this time with your Instructional
Supervisor.
Refer student to Special Service Social Worker, if needed.
Remember a decrease in seat time (6.5 hours a day according to State
law) extends the time it will take a student to graduate.
For alternative ways to meet a students educational needs in the LRE
please contact your instructional supervisor.
Refer to p. 114 117 of the Special
Education Handbook.

HIGHLY QUALIFIED
FREQUENTLY ASKED QUESTIONS

1. What is the definition of highly qualified teacher?

The requirement that teachers be highly qualified applies to all special education
teachers who teach a core academic subject.

A. Holds a minimum of a bachelors degree; and

B. Has obtained full Oklahoma certification or holds an Oklahoma teaching
license and does not have certification or licensure requirements waived
on an emergency, temporary, or provisional basis;

C. Has demonstrated subject-matter competency in each of the academic
subjects in which the teacher delivers the content knowledge.

2. Do special education teachers need to meet the highly qualified requirement
if they are not teaching a core academic subject?

No, only teachers who teach core academic courses are required to meet the definition
of a highly qualified teacher. If you are collaborating or co-teaching you do not need to
meet the requirements of highly qualified.

3. If a special education teacher was highly qualified using the 2005-2006
HOUSSE documentation is the teacher highly qualified for the 2006-2007
school year?

No. The HOUSSE has been revised and you will need to use the 2006-2007 HOUSSE
documentation.

4. If a special education teacher teaches core academic subjects exclusively to
students who are being assessed against alternate academic achievement
standards, at what subject matter level must the special education teacher
be highly qualified?

The 2004 IDEA amendments provide that if a special education teacher teaches core
academic subjects exclusively to students who are being assessed against alternate
achievement standards, the teacher must meet the highly qualified requirements for
elementary school teachers and for instruction above the elementary level have subject-
matter knowledge appropriate to the level of instruction being provided.

5. Must a special education teacher who teaches core academic subjects
exclusively to students with disabilities be highly qualified in all subjects
they teach?

Refer to pp. 232, 242 - 245 of the

Yes. Special education teachers in this category, whether new to the profession or not,
must be highly qualified. Special education teachers who are not new to the profession
must demonstrate competence in all core subjects they teach. You will use the revised
2006 single subject special education HOUSSE to demonstrate subject-matter
competency in each of the core academic subjects that you teach.

The 2004 IDEA amendments provide that special education teachers new to the
profession who teach multiple core academic subjects and are highly qualified in early
childhood, elementary, mathematics, language arts, or science at the time they are
hired, have two additional years after the date of hire to become highly qualified in all
other academic subjects they teach, including through use of a core academic
HOUSSE.

6. What activities may special education teachers carry out if they are not
highly qualified in the core academic content area being taught?

There are many activities that special education teachers may carry out that would not,
by themselves, require those teachers to be highly qualified in a particular subject
matter. Special educators who do not directly instruct students in any core academic
subjects or who provide only consultation to highly qualified teachers of core academic
subjects in adapting curricula, using behavioral supports and interventions, or selecting
appropriate accommodations do not need to demonstrate subject-matter competency in
those subjects. These special educators could also assist students with study skills or
organizational skills and reinforce instruction that the child has already received from a
highly qualified teacher in that core academic subject.

7. Do all areas of advanced certification by the National Board of Professional
Teaching Standards make a teacher automatically highly qualified?

A teacher is automatically highly qualified at the middle/secondary level if the national
board certification is in the specific core academic subject area the teacher teaches.
Example: English Language Arts/Early Adolescence.
A teacher holding national board certification in a non-core academic subject may
become highly qualified by counting the national board certification within their
HOUSSE.

Example: Exceptional Needs Specialist/Early Childhood.

8. Will college course work at the college of education count when building a
HOUSSE?

No. An EDUC, CIED, or any other education prefix is not acceptable except for reading.
Examples of acceptable core academic prefixes are: POLSCI, ENG, MATH, etc.

9. Can psychology or sociology count when building a HOUSSE in social
studies?

No. NCLB specifically identified the social studies core academic areas as civics and
government, economics, history, and geography. This is in contrast to the other core
academic areas of science, mathematics, language arts, etc. Therefore, when counting
coursework for social studies only these specific core academic social studies areas
may be counted.

10. Can college course work in Humanities count for any core academic
subjects when building a HOUSSE?

Yes. When a teacher is teaching a course for art or music credit, they may count
Humanities when building a HOUSSE.

11. Can college course work in speech, drama, journalism, or communication
count when building a HOUSSE in language arts?

No. These courses are not considered core academic subjects.

12. Can you count out-of-state years of teaching experience when building a
HOUSSE?

No. Each state must develop their HOUSSE based on their state standards.

13. When building a HOUSSE, can service in the content area (Column 3) count
if they are accrued out of state?

No. Each state must develop their HOUSSE based on their state standards.

14. What is meant by High Objective Uniforms State Standard of Evaluation
(HOUSSE) procedures?

As of July 1, 2006 you will be required to use the revised HOUSSE for all special
education teachers who teach a core academic subject.

15. May Districts offer HOUSSE procedures as a way for experienced teachers to
demonstrate subject-matter competency in the subjects they teach after the
2005-2006 school year?

Yes. Districts will need to use the revised HOUSSE for special education teachers, as a
way of determining that individual teachers have the subject-matter competence they
need to be highly qualified in each subject they teach.

16. Do you build a HOUSSE (High Objective Uniform State Standard of
Evaluation) for each academic area you are teaching?

Yes. Due to requirements by USDE we have revised the HOUSSE document and you
will need to use the revised form for the school year 2006-2007.

17. If you have a masters degree in special education are you automatically
highly qualified?

No, you would still need to build your HOUSSE using the revised document.

18. If you have elementary certification plus special education certification are
you highly qualified?

For veteran teachers teaching the subject of elementary, you are qualified only when
content competency is demonstrated by also passing the elementary test or by building
a HOUSSE in the subject of elementary education. Teacher testing began in 1982.

19. In column 1 of the HOUSSE do I only count one academic area for credits?

Yes, you add up all your credit hours of a C or better, for the academic area and then
multiply by 4. Remember education courses do not count except for Reading.

20. I have taken my national board certification in special education; will that
automatically make me highly qualified?

No, you may use National Board certification in special education under column 6 of the
HOUSSE document.

21. What if I cannot reach 100 points to build a HOUSSE will I lose my job?

You cannot be the teacher of record for any core academic area. You have until June
30, 2007 to use the revised HOUSSE. Your school district may need to look at
reconfiguring your teaching assignments where you are in a consultative, collaborative
or co-teaching role.

HOMEBASED

If there is medical documentation from a licensed physician indicating a need for
Homebased instruction, a special education student could receive instruction in the
home setting.

For information and procedures please call the Special Services Office, Karen Petree,
587-0411 or kspetree@okcps.org.

Homebased and homeschool are two different educational setting.

INITIAL EVALUATION
KEY POINTS

Review of Existing Data(REDs) is required for all initial evaluations. Pages 1 & 5 are
required in all circumstances. Pages 2, 3, & 4 are also required if existing, or outside,
information is available. Page 6 is required for all students suspected of having a
Learning Disability or Other Health Impairment.

Interventions must be documented on the REDs for a minimum of 6 weeks prior to
determining need for an evaluation. (See RTI for students suspected as having a
Learning Disability or Other Health Impairment.) The Qualified Diagnostician/Examiner
must sign the REDs.
(Qualified Diagnostic Examiner Psychologist, Psychomotrist or Speech Language
Pathologist)

Due Diligence must always be performed when attempting to meet with parents. Due
Diligence is performed when two attempts, using two different methods of contact, are
made. For example; personal phone call and mailed notification

Parent Consent must be obtained prior to an initial evaluation. Parent consent is also
required before an outside transition specialist can attend the IEP meeting.

Eligibility Team Qualified Diagnostic Examiner, parent, special education teacher(s)
certified in areas of suspected disability, regular education teacher, and student (age 14
and above).

MEETS/MEEGS are completed by the Qualified Diagnostic Examiner.

MEETS/MEEGS - Special education teacher(s) certified in all areas of suspected
disabilities must be present at the eligibility meeting. Page 5 is required for all students
suspected of having a Learning Disability or Other Health Impairment.

Parents are to be given copies of the IEP, eligibility, evaluation and Parent
Rights/FERPA.

Timelines:
Evaluations within 45 school days
Eligibility within 15 days from report
IEP within 30 days from eligibility

Refer to pp. 64-65 of the
Melissa Eldridge, Bilingual Specialist
(405)587-0426*mgeldridge@okcps.org
Fax # (405) 297-6594

PROCEDURES FOR REQUESTING LANGUAGE DOMINANCE

The following information must be mailed or faxed to the Bilingual
Specialist:
Special Services Request for language Dominance Testing form
Communication/Language Background for ELL Students (For teachers only)
Bilingual Language Proficiency Questionnaire (For parents of Pre-K students and also Kindergarten
students that have had no previous schooling.)
Health Information (Vision and Hearing Screening Results)
WIDA Teacher Report (If the WIDA score is a 4.0 or higher the student is English Dominant and does
not need a Language Dominance Evaluation. Check with parents and look at the Home Language
Survey information that was filled out by the parent at the beginning of the year before the referral is
send to the Bilingual Specialist.)

When an English Language Learner is referred for a Re-evaluation, the
following procedure should be followed.
A copy of the Review of Existing Data attached to a Request for Language Dominance form should be
faxed or mailed to Special Services, Melissa Eldridge. Language dominance is not needed if student was
English dominant in the initial evaluation or if the student has scored a 4.0 or above on the WIDA test. If
student was bilingual or Spanish dominant, language dominance must be done again.
The teacher does not need to fill out the Communication /Language Background Form unless the student is
new to the district.

When requesting a Waiver for a Language dominance evaluation, the
following should be followed.
Fill out Waiver form and fax or mail to Melissa Eldridge
Explain clearly why the student does not need a language dominance evaluation
Example: The Student has been diagnosed Intellectually Disabled- and is non-verbal. (Waivers are
usually considered for more severe disabilities affecting communication) or has only been in our
schools district for 1 year or less and is apparent that the student does not speak English.

When requesting a Language Dominance Evaluation for Speech and
Language students.
If a student is referred for articulation only, a Language Dominance Evaluation is not needed. If
the student is Spanish dominant or Bilingual, refer student to Laura Clark, SLP.

When can an English Language Learner be referred?
Students Pre-K 12 can be referred when the classroom teacher and other school professional
belief the student is exhibiting academic difficulties that may not be related to learning a second
language.

[When requesting for Language dominance testing please keep the original forms in the students file
and send a copy (not the original) to Special Services.]
Educating Students for Life-Long Learning and Responsible Living
Special Services
900 N. Kline, Oklahoma City, OK 73106

SPECIAL SERVICES REQUEST FOR LANGUAGE DOMINANCE TESTING
Initial Evaluation Re-Evaluation

STUDENT REFERRED FOR TESTING:

Date of Request: ____________________________

Name: ________________________________ Birth date: ______________ Age: ________

School: ____________________________ Grade: ____________ ID#: _________________________

Classroom Teacher /Case Manager: ________________________________________________________________

*Request sent by: ______________________________________________________________________________

*Primary Language Spoken at Home: ______________________________________________________________

Are there signs of a language disorder in the students native language that may impede English language
learning? Yes No
Explain:___________________________________________________________________________________
__________________________________________________________________________________________
Are the students English skills within the expected level, given his or her years of formal schooling and literacy
in native language? (Explanation below) Yes No
Explain: __________________________________________________________________________________
_____________________________________________________________________________________________
[Students learn basic interpersonal communication skills (BICS) in about 2 years upon entering a new language
environment. However, learning deeper, more abstract, and complex language as involved in classroom
instruction(Cognitive Academic Language Proficiency, CALP) takes 4-7 years of formal schooling in order to
acquire an average level of academic language if they have had the support of native language instruction
(Cummins 1984). If they have had only English instruction, the typical ELL student will need 7-10 years to attain
average achievement, if they ever do (Thomas & Collier, 2002). ]

Has the Student ever been taught in a Bilingual setting, Dual language program, or in his/her Native language.
Yes No

If yes, for how long has the student been taught in these types of settings? _________________________________

Has the Student repeated grades: Yes No

Note circumstances involving retention of student: ____________________________________________________
_____________________________________________________________________________________________

Reason(s) for Request:
Speech or Articulation Only-Language Dominance is not needed
Speech and Language
Academic Difficulties
Parent Request
Other _____________________________________________________________________
[Please attach a copy of the*Communication/Language Background for ELL or for Pre-K students attach only the *Bilingual
Language Proficiency Questionnaire. Also, attach a copy of the*WIDA Teacher Report. Mail or fax to Melissa Eldridge,
Bilingual Specialist at Special Services. Keep all original forms in their confidential file at school.]
1
BILINGUAL
LANGUAGE DOMINANCE TESTING
PRE-REFERRAL INTERVENTION

Questions and Answers

What is pre-referral intervention?

A safeguard against inappropriate referrals to special education
A process for problem solving student difficulties which are not the result of a
disability
A process which supports the classroom teacher and assists in the development of
alternative strategies for students experiencing difficulty
A process which assists in distinguishing true learning disorders from
characteristics of second language acquisition, culture, and other linguistic
differences
A process which helps to rule out linguistic, cultural, social-economic and/or
other environmental differences as the primary source of a students academic
failure

What are the benefits of pre-referral intervention?

Referrals to special education are more valid. Students are more likely to have a
true disorder
Students who do not have a disability, but need instructional support will receive
it in the regular program
Teachers in the regular program develop a network of peer support
Problem solving as a team facilitates professional growth in needed areas; staff
development is formative and directly in response to teacher needs

Why must a language dominance test be conducted?

Public Law 105-17 (IDEA), formerly, P.L. 94-142, mandates that a student be evaluated
in his or her native language to provide the most descriptive and fair assessment results.
Also, the regulation implementing Section 504, at 34 C.F.R. sec.104.35 mandates that a
school district conduct an evaluation of any person who, because of disability needs or is
believed to need special education or related services in a regular or special education
program. Since the students tested are not part of normative populations for standardized
instruments, many factors must be considered when interpreting assessment results. The
regulation at 34 C.F.R. sec. 104.36 mandates that school district must establish a system
Education Handbook
2
of procedural safeguards for students who need or are believed to need special education
or related services.

Language dominance testing provide expertise regarding expected second language
learning and helps determine whether or not concerns are due to normal second language
acquisition processes or if they may signal other areas of concern that warrant
consideration for further assessment. Also, language dominance testing serves as a
safeguard against inappropriate referrals to special education. However, language
dominance testing is one source for determining further consideration for Special
Education. The decision for further evaluations should be drawn from a variety of
sources, including aptitude and achievement tests, teacher recommendations, physical
condition, social or cultural background, and adaptive behavior, including persons
knowledgeable about the child. Decisions made should be in conformity with section
104.34. [34 C.F.R. sec. 104.35(c)].

When parent, physicians, or school staff professionals present concerns to the Preschool
Child Find Committee about preschool students, a bilingual specialist representative
collaborates during the child study screening or local screening committee meeting to
explore linguistic and cultural variables that need to be considered.

Who needs a language dominance testing?

All limited English Language Learners (ELL) who are being considered for special
education must have been previously considered for a language dominance assessment by
the Multidisiplinary team (RTI team, Sit team etc.). The referring source should contact
the Multidisiplinary team to determine the appropriateness of a language dominance
assessment and initiate consideration for such assessment.

For preschool-age ELL children, a bilingual specialist participates in the Preschool Child
Find child study and/or local screening committee meeting. During these collaborative
meetings, the committee examines language and cultural variables that should be
considered before further testing are recommended.

ELL students, already in special education programs, who are due for reevaluation and
transitioning preschool class-based or home-resource students, may need a language
dominance test before further testing is initiated. When a previously administered
language dominance test has determined that the student undergoing evaluation is
English dominant, a second language dominance test is not needed as long as the ELL
student in question has remained in an English-speaking educational environment since
the first Language dominance test was conducted. Upon request, the bilingual specialist
will provide a waiver letter explaining why the Language dominance test is or is not
required in these cases.

The language dominance test may vary in form and context from student to student
according to individual needs and backgrounds. While the majority of ELL students
require complete language dominance testing, some cases may only require language
3
dominance confirmation. Others may require only first language analysis and in a few
cases only require telephone consultations or a waiver. Since many variables affect
whether or not a language dominance test is needed and which type of assessment is
appropriate, any questions or concerns should be discussed with the Bilingual Specialist.

What is the purpose of a language dominance test?

Language dominance is a pre-referral procedure conducted by the Bilingual Specialist to:
Determine home language proficiency and skills
Establish English proficiency and skills within the second language acquisition
continuum
Identify dominant language(s), if any, for the purpose of further evaluation and
assessment, if needed
Address referral concerns, using second language acquisition research and
Bilingual or second language learner perspective
Recommend effective classroom strategies and interventions when needed.

The language dominance test provides information that will help the school determine
appropriate interventions. Reports may also confirm the need to consider further testing.
Subsequently, language dominance test results help the multidisciplinary team determine
if special education evaluation should be initiated and in what language(s) further
assessment should be conducted.

When should a language dominance test be requested?

A language dominance test should be requested during Tier one of the pre- referral
process (See three tier steps of interventions). The language dominance test is a pre-
referral procedure that must be completed before parent consent for further evaluation is
granted. Thus, the language dominance report helps the school determine the need for
further action and identifies the appropriate language for testing, if assessment is
indicated.

What are the components of a language dominance test?

The language dominance test consists of a variety of formal, standardized assessment
instruments and alternative measures. Tests are administered in both English and the
students home language, by the bilingual specialist and if needed a trained interpreter. A
report is submitted to the schools Multidisiplinary team.
Each language dominance test is tailored to the specific student according to his or her
age, grade level, length of time in the United States and/or in English-speaking schools,
and the concerns stated in the referral. The assessment explores academic areas that tap
into both languages and higher-level thinking skills. The assessment can include
evaluating the students receptive and expressive vocabulary, oral communication ability,
reading comprehension, story retelling ability, and writing skills, among other domains.
4
The length of the Language dominance test varies depending on the literacy level of each
individual student.

Formal assessment instruments include:

Woodcock Munoz Language Survey (WMLS-R)
1. Picture Vocabulary-measures expressive semantic tasks at the single-word level
2. Verbal analogies measures the ability to comprehend and verbally complete a
logical word relationship.
3. Letter word identification measures the subjects reading identification skills
with isolated letters and words that appear in large type on the subjects side of
the Test Book.
4. Dictationmeasures prewriting skills and measures the subjects ability to
respond in writing to a variety of questions pertaining to letterforms, spelling,
punctuation, capitalization, and word usage.
5. Understanding Directions-- understanding directions measures aspects of oral
language including listening skills, lexical knowledge, and working memory.
6. Story Recall---measures aspects of oral language including listening skills,
meaningful memory, and expressive language. The task requires the subject to
recall increasingly complex stories that are presented using an audio recording.
7. Passage Comprehension--passage comprehension measures how well a subject
understands written discourse as it is being read.

Bilingual Verbal Ability Test (BVAT)
1. Picture Vocabularymeasures the ability to name familiar and unfamiliar
pictures objects.
2. Oral Vocabularymeasures knowledge of word meanings.
3. Verbal Analogiesmeasures the ability to comprehend and verbally complete a
logical word relationship.

Who should request a language dominance test?

While individual teachers, counselors, administrators, other school personnel, parents, or
primary caregivers may request consideration for a language dominance assessment,
referrals must show evidence that the school has followed Tier one of the RTI process.
The process requires that a group of educators or a team at the school level discuss
concerns and that a consensus on the need for a Language dominance assessment be
reached after other interventions have been systematically implemented. The members of
an in-school problem solving team, including the referring source (s) and ESL teacher,
are best able to initiate consideration for a language dominance assessment and serve as a
contact for the Bilingual Specialist in Special Services.

Melissa Eldridge
Bilingual Specialist
Special Services
Oklahoma City Schools

WAIVER FOR LANGUAGE DOMINANCE TESTING

Initial Re-evaluation

STUDENT REFERRED FOR TESTING:

Date Received: __________________________________

Name of Student:___________________________Date of Birth: ____________ Age_______

School: _ __ _ ________ Grade: _______ ID# _____________________

Classroom Teacher (case worker): __ _______________________

Reason for Request: __ ________________

* Requested by:_____ ___________________________

Language Spoken At Home: ____ ___________________________________

Reason for Waiver:

Recommendation:

It is recommended the placement team should consider information from this evaluation along
with any other evaluations and pertinent information, including the Bilingual Classroom
Communication Profile (BCCP) and the WIDA Test for consideration for assessment.

Melissa Eldridge, Bilingual Specialist Date:
Special Services
LINDSEY NICOLE HENRY SCHOLARSHIP
HB 1744 is a law (70 S.D. 13-102.2) that amended the LNH Scholarship Act
beginning August 26, 2011. Section A of the Act allows the parent/guardian of a public
school student with a disability to exercise their parental option and request to have an
LNH Scholarship awarded for their child to enroll in and attend a private school, if the
child is on an Individualized Education Program (IEP) prior to the request and has spent
the previous school year in attendance at a public school in the state by being reported
by a school district for funding purposes during that year.
You must formally withdraw your child from the public school district where he or she is
enrolled upon receipt of approval for the LNH Scholarship. Failure to withdraw your child
from the district may affect your eligibility status to receive the scholarship.
Application Procedure
1. The parent must first choose an approved private school. Approved Pri vate
Schools List
2. The LNH Scholarship Application must be submitted by the parent/guardian to the
Oklahoma State Department of Education (OSDE) by mail or fax, with the required
documentation, by December 1 of the year that parent/guardian is seeking the
scholarship. All applications received after December 1, beginning with the 2010-2011
school year, will be processed for the following school year.
3. The application process must be completed with the OSDE each year that the
parent/guardian chooses to participate in LNH Scholarship.
To request the LNH Scholarship for your child with a disability, please submit a
completed copy of the LNH Scholarship Application (available below) with all required
documentation to the OSDE. You may also call (405) 521-4865 to receive an
application packet by mail.
Please contact Anita Eccard, Associate State Director at (405) 521-4865.


To: Parent or Legal Guardian of a Public School Student with a Disability

From: Michele Miller-Hayes, Director of Special Services
Erin Trussell, Private School Special Services Coordinator

Date: August 4, 2011

Subject: Notification of Educational Options Available through the Lindsey
Nicole Henry Scholarship for Student with Disabilities

House Bill 3393 is a law (70 S.D. 13-102.2) that became effective August 27, 2010.
The bill created a scholarship for use at a private school accredited by the State Board of
Education for students with Individualized Education Programs (IEPs).

HB 1744 is a law (70 S.D. 13-102.2) that amends the LNH Scholarship Act beginning
August 26, 2011. Section A of the Act allows the parent/guardian of a public school
student with a disability to exercise their parental option and request to have an LNH
Scholarship awarded for their child to enroll in and attend a private school, if the child
was on an IEP prior to the request and has spent the previous school year in attendance at
a public school in the state by being reported by a school district for funding purposes
during that year. Exceptions will apply to a student who is a child of a member of the
United States Armed Forces who transfers to a state from out of state or from a foreign
country pursuant to the permanent change of station orders.

Section B of the Act requires the parent/guardian to notify the OSDE directly of the
intent to participate in the LNH Scholarship program. The parent/guardian must make
this request by completing the application process to provide necessary eligibility and
accountability information annually.

The LNH Scholarship Application will be available online to parents/guardians on the
Oklahoma State Department website at www.sde.state.ok.us and can also be downloaded
and mailed or faxed to the OSDE for the parent/guardians convenience. Applications
received after the December 1 deadline will be considered for the following school year.

If you have additional questions about the LNH Scholarship Application process,
please contact Anita Eccard, Associate State Director at (405) 521-4865.


Knh gi: Ph Huynh hoc Ngi Bo H Hc Sinh Khuyt Tt trng Cng Lp

Ngi Gi: Michele Miller-Hayes, Gim c Dch V c Bit
Charleen Hudson, Phi Tr Vin Dch V c Bit T Thc

Ngy: 4 thng Tm, 2011

Ni Dung: Thng Bo cc kh nng tu chn ca Hc Bng Lindsey Nicole
Henry cho Hc Sinh Khuyt Tt

D Lut 3393 l lut (70 S.D. 13-102.2) c hiu lc t ngy 27 thng Tm, 2010. D lut
cp hc bng dng cho trng t c B Gio Dc Tiu Bang chp nhn i vi Chng
Trnh Gio Dc C Nhn (Individualized Education Programs - IEPs).

HB 1744 l lut (70 S.D. 13-102.2) b tc cho o Lut Hc Bng LNH bt u ngy 26
thng Tm, 2011. Khon A ca o Lut cho php ph huynh/ngi bo h c con em l hc
sinh khuyt tt hc trng cng lp c hnh s quyn chn la ca mnh v yu cu c cp
Hc Bng LNH con em ca h c th ghi danh v theo hc trng t, nu tr trong
chng trnh IEP trc khi yu cu v theo hc trng cng lp nm trc thuc tiu bang
c phn b bo co nhm xin tin trong nm qua. Hc sinh c hng ngoi l l con em
ca Qun Lc Hoa K, ngi c thuyn chuyn ti t tiu bang khc hoc t nc ngoi
thay i ni lm vic thng trc.

Khon B ca o Lut yu cu ph huynh/ngi bo h phi thng bo trc tip cho B Gio
Dc Tiu Bang (OSDE) l mun tham gia chng trnh Hc Bng LNH. Ph huynh/ngi bo
h thc hin yu cu ny bng cch hon tt mu n cung cp nhng thng tin cn thit v
vic hp l v trch nhim hng nm.

n xin Hc Bng LNH c trn mng in ton ca Tiu Bang Oklahoma ti
www.sde.state.ok.us ph huynh c th ti n xung sau tu nghi c th dng in tn
hoc gi th cho B Gio Dc. n np sau ngy hn nh 1 thng Mi Hai s coi nh dng
cho nm hc ti.

Nu qu v c thc mc g v tin trnh xin Hc Bng LNH, vui lng lin lc vi Anita
Eccard, Ph T Gim c Tiu Bang in thoi s (405) 521-4865.
Vietnamese


Para: Padre o guardin legal de un estudiante de la escuela pblica con una inhabilidad

De: Michele Miller-Hayes, Directora de Servicios Especiales ,
Erin Trussell, Coordinadora de Servicios Especiales para las Escuelas Privadas

Fecha: 4 de agosto de 2011

Asunto: Notificacin de las opciones educativas disponibles por medio de la beca de Lindsey
Nicole Henry (LNH) para estudiantes con inhabilidades

El Proyecto de Ley de la Cmara 3393 es una ley ( 13-102.2 de 70 S.D.) que entr en vigor el 27 de
agosto de 2010. El Proyecto de Ley cre una beca para el uso en una escuela privada que haya sido
acreditada por la Direccin de Educacin Estatal para los estudiantes que estn en un programa
educativo individualizado (IEP).

El Proyecto de Ley de la Cmara 1744 es una ley ( 13-102.2 de 70 S.D.) que enmend la beca de LNH a
partir del 26 de agosto de 2011. La seccin A del Acto permite que el padre o guardin de un estudiante
con una inhabilidad que asiste a una escuela pblica ejercite su opcin parental para pedir una beca de
LNH. La beca le puede ser otorgada a un nio para que se inscriba y asista a una escuela privada
siempre y cuando el nio ya haya estado en un IEP antes de solicitar una beca, el ao pasado escolar
haya asistido a una escuela pblica dentro del estado y haya sido reportado por ese distrito escolar para
los propsitos de financiamiento durante ese ao. Las excepciones aplicarn a un estudiante que sea un
nio de un miembro de las fuerzas armadas de de los Estados Unidos que se transfiera a un estado de
otro estado o de un pas extranjero conforme al cambio permanente de las rdenes del puesto.

La seccin B del acto requiere que el padre o guardin le notifique al Departamento de Educacin del
Estado directamente de su intencin de participar en el programa de la beca de LNH. El padre o
guardin debe hacer esta peticin anualmente siguiendo el proceso de la solicitud. Este proceso es
necesario para los propsitos de elegibilidad y rendicin de cuentas.

La solicitud para la beca de LNH estar disponible para los padres o guardianes en la Internet en la
pgina Web del Departamento de Educacin del Estado de Oklahoma (OSDE) en: www.sde.state.ok.us.
Tambin puede bajarse y enviarse por correo o por fax al OSDE para la conveniencia del padre o
guardin. Las solicitudes recibidas despus del plazo del 1 de diciembre sern consideradas para el
prximo ao escolar.

Si usted tiene preguntas adicionales sobre el proceso para solicitar la beca de LNH, favor de ponerse en
contacto con Anita Eccard, Directora Adjunta del Estado al (405) 521-4865.
MANIFESTATION DETERMINATION

Remember: All steps on the Discipline Procedure Form are prerequisite to the
Manifestation Determination.
All change of placement requires a Manifestation Determination within 10 school days. The
TEAM must consider all relevant information in the childs file including IEP, teacher
observations, FBA, and BIP. In addition consider the following: assessment data,
strengths/needs, psychological evaluations, attendance, grades, parent and teacher input.
Key factors to consider when discussing possible suspension are:
1. Is the students misconduct a result of the disability?
2. Is the students misconduct a result of inappropriate placement or services?
3. Is the BIP appropriate?
4. Does the FBA address this type of incident or referral?
If the manifestation review indicates deficiencies in the areas listed above, immediate steps
need to be taken.
It may be determined that the behavior was not a manifestation of the childs disability, if the
review of relevant information (listed above) determines that the conduct in question was not
caused by or have a direct relationship to the childs disability.
Parents have the right to challenge the findings of the manifestation review. The only exception
is alternative placement due to drugs, weapons, or serious bodily injury.
If a suspension of more than 10 days is documented or determined appropriate, the IEP TEAM
shall determine and record in the IEP appropriate special education services to be provided
during the suspension, including any change to a more restrictive placement before such a
change occurs. Long-term suspension does not relieve a building of its responsibility to
educate the student.
Consider after school hours, Saturday school, in-school suspension, online school, or
in-house alternative placement.

Education Handbook.
NAME OF CHILD: ____________________________________________________STUDENT ID: __________________________
FIRST MIDDLE LAST
OSDE Form 9 Page 1 of 2

BIRTHDATE: ___________________ GRADE ____________ AGE ___________ DATE: _______________________
MONTH/DAY/YEAR MONTH/DAY/YEAR
PARENT(S):_________________________________________________________________________________________________

PHONE: (WORK) _______________________ (HOME) ________________________ (OTHER) __________________________

HOME ADDRESS: ___________________________________________________________ DISTRICT/AGENCY: _____________

TO BE COMPLETED BY THE SCHOOL

Referral Date____________ School Contact Person _________________________________ Phone _______________________

Medical concerns about this child are as follows:

At school
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

At home
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
NOTE: Consent for Release of Confidential Information with parent signature, is required.

TO BE COMPLETED BY A LICENSED MEDICAL DOCTOR, DOCTOR OF OSTEOPATHY, OR
ADVANCED REGISTERED NURSE PRACTITIONER (ARNP)
Information in the following areas would be helpful to the school and parents in planning for the childs educational needs. Please
respond as appropriate, including any applicable medical diagnoses.

General health:

Motor functioning:

Neurological findings:

Allergies:

MEDICAL REPORT

Medical Report
FIRST MIDDLE LAST

Dietary considerations:

Vision (attach eye report):

Hearing:

Medications, including purpose:

Other pertinent information:

Please indicate ways in which any of the above may adversely affect behavior.

Is further medical evaluation or treatment planned for any specific area?

In what ways may your medical findings affect the schools educational or behavioral planning?

In what ways can school personnel facilitate ongoing communication with you?

If the child is involved in the Systems of Care program, please describe.
This information will be maintained in accordance with the Family Educational Rights and Privacy Act (34 CFR Part 99) and
Individuals with Disabilities Education Act (IDEA).
Medical or epidemiological information or records which identify any person as having a communicable or venereal disease (such
as hepatitis, syphilis, gonorrhea, and the human immunodeficiency virus [also known as AIDS]) shall be strictly classified as
confidential pursuant to Title 63 O.S. 502.2.
Physicians or ARNPs name address, and telephone number
(typed or stamped)

_________________________________________________
Physicians/ARNPs Signature

_________________________________________________
Date

MEDICATION

IDEA 2004 prohibits LEA (Local Education Agency) personnel from requiring parents to
medicate their child as a condition of attending school, receiving an evaluation, or
receiving services.

Doctors order must be on file to dispense medication and provide tube feedings.

Medical plans are necessary for directions if the nurse is absent. Best practice is to have
a three tier plan in place. (i.e. nurse, secretary, teacher)

For regular education students that may need a 504 plan refer to 504 section.

If you have any questions contact your school nurse or Debbie Johnson, Health Services
at 587-0250.

Refer to p. 17 of the Policy and
Procedure Manual for more
information.
MEEGS

MULTIDISCIPLINARY EVALUATION AND ELIGIBILITY GROUP
SUMMARY

Team members:

Parent
Qualified Examiner
Special Education Teacher(s)
Must have certification, registry, or emergency endorsement in the
disability category listed on page 1 of the MEEGS. Contact your Special
Services Supervisor if no one in your building has the necessary
certification/registry.
Regular Teacher
Others may include (SLP, bilingual specialist, OT, PT, etc.)
If Speech / Language Impairment is identified as a disability, the SLPs
attendance is mandatory.

Eligibility

Not eligible - implement recommendations
Eligible - implement IEP process

Education Handbook.

MODIFICATIONS

The IEP team should determine what modifications should be made in the regular
classroom to ensure student success. Specific modifications should be addressed in the
IEP per subject and location. Regular teachers must be given information regarding
specific modifications and/or accommodations for each student they serve who receives
special education services.

Examples:

Shortened assignments (break assignments into segments)
Contracts
Positive consequences (stickers, pens, etc.)
Peer tutor
Highlight key words/phrases
Organizers
Timers
Take home tests/assignments
Hands on activities/assignments
Alternative assignments
Taped lessons/tests/answers
Behavior sheets
Assigned study area
Seating arrangements
Allow movement when possible (errands, standing to work, etc.)
Oral tests/assignments
Open book exams
Extra time for tests/assignments
Reduced complexity of assignments


NOMBRE DEL NIO: ____________________________________________________ ID. DE ALUMNO: ___________________
PRIMER NOMBRE SEGUNDO NOMBRE APELLIDO

FECHA DE NACIMIENTO: ___________________ GRADO: ____________ EDAD: ___________ FECHA: __________________
MES / DA / AO MES / DA / AO
PADRE(S):___________________________________________________________________________________________________

TELFONO: (TRABAJ O) _______________________ (CASA) ________________________ (OTRO) ______________________

DIRECCIN: ___________________________________________________________ DISTRITO /AGENCIA: ______________
CALLE / APARTADO POSTAL CIUDAD ESTADO C. POSTAL

PARA: _______________________________________________________________________________________________________
PADRE/MADRE Y NIO (SI SE ESTN CONSIDERANDO LOS SERVICIOS DE TRANSICIN)
Nos gustara reunirnos con usted para platicar sobre:
Evaluacin / elegibilidad / identificacin de discapacidad que requiere servicios de educacin especial.
Colocacin / Programa de Educacin Individualizada (IEP).
Transicin desde los servicios de intervencin temprana a la educacin preescolar.
Revisin de la colocacin / IEP.
Reevaluacin para determinar si hay discapacidad y su naturaleza, el grado de educacin especial y servicios relacionados necesarios.
Consideracin de los servicios de transicin necesarios (a partir del 9no grado o al cumplir los 16 aos de edad, lo que ocurra primero).
Consideracin de los servicios de Ao Escolar Extendido (ESY).
Otras opciones a considerar (si corresponde): _______________________________________________________________________________

LUGAR DE LA REUNIN (Edificio / Sala)

DIRECCIN
el a las
FECHA HORA

Esta reunin nos dar la oportunidad de platicar sobre el programa educativo de su nio y cualquier cambio que pudiera ser necesario para poder
brindarle los servicios apropiados. Se debe invitar a los alumnos a asistir a las reuniones con el fin de considerar los servicios de transicin que
comenzarn a ms tardar cuando se desarrolla el primer IEP durante el noveno grado del alumno o al cumplir los 16 aos de edad, lo que ocurra
primero. Como padre, usted decidir si su nio menor de edad asistir. Se puede invitar a la reunin a representantes de agencias que podran ser
responsables de brindar los servicios de transicin, previo consentimiento por escrito de los padres. Segn su discrecin o la discrecin de la agencia,
podran tambin ser miembros del Equipo IEP otros individuos que tengan conocimiento o experiencia especial sobre el nio.

Las personas indicadas abajo deben asistir: Las personas seleccionadas abajo estn invitadas a asistir:
Padre/Madre Proveedor(es) de servicios relacionados Representante de Parte C de IDEA
Maestro de educacin regular Consejero de rehabilitacin vocacional Otro ______________________
Maestro de educacin especial Alumno Otro ______________________
Representante administrativo Examinador calificado Otro ______________________

Por favor comunquese con la persona en la direccin, nmero de telfono o direccin de correo electrnico que se indican abajo antes del
_____/_____/_____ para confirmar si se puede reunir en el lugar y la hora acordados mutuamente sugeridos, o si se deberan hacer otros arreglos que
le sean convenientes. Si ninguno de los padres puede asistir, la agencia pondr a disponibilidad de los padres otros mtodos de participacin,
incluyendo llamados telefnicos individuales o en conferencia y copias del IEP. El programa y servicios educativos de su nio no sern modificados
antes de la reunin para poder garantizarle a usted la oportunidad de participar. Se harn arreglos para contar con servicios de
traduccin/interpretacin si usted as lo solicita. Los padres cuentan con proteccin bajo los derechos y garantas de procedimiento. Si tiene alguna
pregunta sobre este aviso o sobre sus derechos, por favor comunquese con la persona que se indica en este formulario. Puede buscar recursos
adicionales en el documento Derechos de los Padres en la Educacin Especial: Aviso de Derechos y Garantas de Procedimiento. Para conseguir
una copia, comunquese con <llenar con maestro de educacin especial>.

DE: ____________________________________________________________________________________________________
FIRMA DEL FUNCIONARIO DEL DISTRITO / AGENCIA PBLICA DISTRITO / AGENCIA TELFONO FECHA

___________________________________________________________________________________________________________
CALLE / APARTADO POSTAL CIUDAD ESTADO CDIGO POSTAL CORREO ELECTRNICO
SCHOOL USE ONLY: Notice sent by: U.S. Mail Date Mailed __________

Personal Delivery Date Delivered __________
Translation/interpretation needed? Yes No If yes, specify how and when provided:____________________________
School/public agency officials signature verifies that parent(s) have received an explanation in their native language or other mode of communication to
accommodate the parent(s) understanding their rights.

AVISO DE REUNIN
GIY THNG BO CUC HP
TN CA A TR:___________________________________S TH HC SINH:____________________
TN TN LT H
NGY SINH:_____________________ LP:__________TUI:__________ NGY:____________________
THNG/NGY/NM THNG/NGY/NM
PH HUYNH:________________________________________________________________________________

S IN THOI: (S LM)___________________(NH)_______________(S KHC)_________________

A CH NH:___________________________________________________QUN/C QUAN:____________
A CH NG/S HP TH THNH PH TIU BANG S M VNG

GI TI:____________________________________________________________________________________
PH HUYNH V A TR (NU DCH V CHUYN TIP C XEM XT)
Chng ti mun gp qu v tho lun:
Gim nh/iu kin hng/nhn nh khuyt tt cn gio dc c bit
t ch/Chng Trnh Gio Dc C Nhn (IEP)
Chuyn tip t nhng dch v can thip sm ti lp mu gio
Duyt xt vic t ch/IEP
Ti gim nh n nh s khuyt tch v bn cht, mc gio dc c bit v nhng dch v lin h cn thit.
Xem xt nhng dch v chuyn tip cn thit (Bt u trong lp chin hay khi t 16 tui, ty theo ci no ti trc)
Xem xt nhng dch v cho Nin Hc Ko Di (ESY)
Xem xt nhng la chn khc (nu thch nghi): ____________________________________________________

A IM CUC HP (Ta nh/Phng) A CH
Vo ngy___________________________________ vo lc__________________________________________
NGY GI

Cuc hi tho ny s to mt c hi tho lun chng trnh gio dc ca con qu v v nhng s sa i no cn thit cung cp
nhng dch v thch nghi. Nhng hc sinh phi c mi ti tham d nhng cuc hp vi mc ch xem xt nhng dch v chuyn
tp bt u khng tr hn IEP u tin c hoch nh trong lo chin ca hc sinh hay khi t 16 tui, ty theo ci no ti trc. L
ph huynh, qu v s quyt nh l tr v thnh nin c tham d hay khng. (Nhng) i din t nhng c quan c th c trch nhim
cung cp nhng dch v chuyn tip phi c mi ti bui hp, vi s ng thnh vn ca ph huynh.. Ty theo quyt nh ca qu
v hay c quan, nhng c nhn khc m c hiu bit hay chuyn mn c bit v a tr cng c th l mt thnh vin ca i IEP.

Nhng ngi di y phi thamd: Nhng ngi c chn di y c mi tham d:
Ph huynh (Nhng) Ngi Cung cp Dch v Lin h i din IDEA Phn C
Thy dy Gio dc Thng C vn Phc hi Hun ngh Ngi khc_________
Thy dy Gio dc c bit Hc sinh Ngi khc_________
i din Ban Qun l Trc nghim vin kh nng Ngi khc_________

Xin lin lc ngi a ch hay s in thoi di y trc ngy ____/____/____ cho bit qu v c th gp vo gi v a im
c ngh hay cn s sp xp no khc thun tin cho qu v. Nu c hai ph huynh khng thamd c, c quan phi sp xp
nhng phng cch tham gia khc cho ph huynh, k c tho lun c nhn hay ha mbng in thoi v nhng bn sao ca IEP.
Chng trnh gio dc v dch v cho con emqu v s khng thay i trc cuc hp qu v c c hi tham gia. Phin dch/thng
dch s c sp xp nu c s yu cu. Ph huynh c s bo v theo nhng th tc bin php an ton. Nu qu v mun hi g v
giy thng bo ny hay nhng quyn hn ca qu v, xin lin lc vi ngi c tn trong trong bn ny. Nhng ngun thng tin thm c
th tm thy trong tp Quyn hn ca Ph huynh trong Chng trnh Gio dc c bit: Thng bo nhng Th tc Bin php An ton.
c mt bn, xin lin lc <autofill special education teacher>.
T:__________________________________________________________________________________________
CH K CA VIN CHC KHU HC/C QUAN CNG KHU HC/C QUAN S IN THOI NGY

A CH NG/HP TH THNH PH TIU BANG S M VNG

CH TRNG GHI VO Y M THI: Giy bo gi bng: Bu in Hoa k Ngy gi____________________
a tay Ngy a tay________________
Cn thng dch/phin dch vin? C Khng Nu ghi c, cho bit cung cp cch no v khi no:_______________
Ch k ca vin chc trng/c quan cng xc nhn l (nhng) ph huynh nhn c bn gii thch bng ngn ng gc ca h hay bng mt
phng cch truyn t khc gip h hiu nhng quyn hn ca h.

OSDE Mu 6 Trang 1 ca 1 trang
NOTIFICATION OF MEETING

The Notification of Meeting:

10 days notice is recommended unless parent waives this
right.
Must be early enough to ensure parents have opportunity to
attend.
Meeting is scheduled at a mutually agreed upon time and
place.
2 attempts one personal contact (documented home visits,
phone calls, video conference, mail, email) & a written contact
(Notification of Meeting) mailed through US Mail = due
diligence.

The Notification of Meeting must include checked boxes
indicating the purpose(s) of the meeting
A written notice is required for a referral for reevaluation, request
for parent consent, manifestation determination, and when a
parent is not present.

Hold meeting if the parent does not show for the meeting after due
diligence. This meeting must be held on date and time specified on
the previous notification of meeting. Send the Written Notice of
Meeting, copy of the IEP, and Parent Rights.

Education Handbook.

To: Superintendents, District Test Coordinators, and Special Education Directors
From: Maridyth McBee, Assistant State Superintendent of Assessment and Accountability;
Rene Axtell, Assistant State Superintendent of Special Education Services
Date: February 28, 2013
RE: Phase out plan and timeline for the elimination of the Oklahoma Modified Alternate
Assessment Program (OMAAP), Grades 3-8 and End-of-Instruction (EOI)
The Oklahoma State Department of Education (OSDE) has been in a state of transition to the
Partnership for Assessment of Readiness for College and Careers (PARCC) since the adoption of
the Common Core State Standards (CCSS) in the Spring of 2010. The purpose of this memo is
to outline the specific changes regarding the assessment options for students with
disabilities discussed by the previous memo dated February 5
th
, 2013 (link below). These
changes will have an impact upon students with disabilities, Individualized Education Programs
(IEPs), assessment, and student results.
1. Beginning with the 2013-2014 school year, the OMAAP will not be an assessment option for
first time test takers.
Students with disabilities who were previously eligible for alternate assessments based on
modified academic achievement standards will be included in the high-quality assessment
based on grade-level academic achievement standards beginning with the 2013-2014
school year.
2. Students who were previously administered the OMAAP EOIs during 2012-13 or earlier
and were unsuccessful will have the opportunity to retake an OMAAP in the same subject area
in order to apply a modified proficiency score.
This option will remain in place through the 2015-2016 school year for every student
who participated in the OMAAP for the first time prior to the start of the 2013-2014
school year. This timeframe will provide students the opportunity to retake the OMAAP
in the same subject area in order to apply a modified proficiency score.

What do these changes mean for Oklahoma students with disabilities and assessments during
SY 2013-14?
All students who are first time test takers within a subject area must either participate in
the Oklahoma Core Curriculum Test (OCCT) or the OAAP assessment.
Core Instruction should focus on the new Oklahoma C3 Standards.
Placement decisions should focus on the least restrictive environment that affords a
student access to the Oklahoma C3 Standards and core content curriculum.
Instructional and Assessment Accommodations should focus on providing appropriate
access that does not decrease learning expectations.
TIMELINE*
2013-2014 2014-2015 2015-2016
2016-2017 and
beyond
All first time test takers
in a subject area must
participate in the OCCT
or OAAP.
or OAAP.
or OAAP.
All students, including
second time test
takers, must
participate in the
OCCT or OAAP for
all subjects.
Any student who
participated in the
OMAAP during the
2012-2013 school year
or earlier and was
unsuccessful has the
option to retake the
OMAAP in the same
subject area in order to
apply a modified
proficiency score for
ACE graduation
requirements.
Any student who
participated in the
OMAAP during the
or earlier and was
OMAAP in the same
apply a modified
ACE graduation
requirements.
Any student who
participated in the
OMAAP during the
or earlier and was
OMAAP in the same
apply a modified
ACE graduation
requirements.
There will be no
OMAAP option in
any subject area
available for second
time test takers.
*The number of students needing to utilize the OMAAP for a modified proficiency score will
decrease substantially over these school years. The focus of IEP and LIEP teams should be on
selecting appropriate accommodations in order for students to be successful in the regular
assessment.
OSDE Formulario 4 Pgina 1 de 1

NOMBRE DEL NIO:_________________________________________________ ID DEL ESTUDIANTE:______________________
PRIMER INICIAL APELLIDO
FECHA DE NACIMIENTO______________ GRADO: ____________ EDAD:____________ FECHA: ________________________
MES/DIA/AO MES/DA/AO
PADRE(S):________________________________________________________________________________________________
TELFONO: (TRABAJ O) _______________________ (DOMICILIO) ________________________ (OTRO) _____________________________
DOMICILIO: ____________________________________________________ DISTRITO/AGENCIA: ______________________
DIRECCIN/APARTADO POSTAL CIUDAD/ESTADO CDIGO POSTAL

Se solicita consentimiento para lo siguiente:

Evaluacin inicial

Reevaluacin

Enmienda/Modificaciones al Programa de Educacin Individualizada (IEP)

Acceso ayudas pblicas o seguro (debe obtenerse cada vez que el organismo pblico intenta acceder; debe ser
voluntario por parte del (de los) padre(s)).

Asistencia equipo del IEP: dispensa para un miembro del equipo del IEP, total o parcial

________________________________________ __________________________________________ _______________________
(Nombre del miembro dispensado) (Representante del LEA) (Fecha)

Miembros de organismo(s) externo(s) que financia(n) o presta(n) servicios de transicin secundarios para
asistir a reuniones del IEP
_____________________________________________________ _______________________a ____________________________
(Organismo) (Fecha) (Fecha)

_____________________________________________________ _______________________a ____________________________
(Organismo) (Fecha) (Fecha)
PADRE(S):
Se explican los procedimientos de valoracin que se utilizarn para evaluar las reas de funcionamiento en la notificacin escrita a los
padres, OSDE Formulario 8. He recibido una explicacin de la evaluacin propuesta y los procedimientos de evaluacin que se
utilizarn. Estoy al tanto de las protecciones dispuestas segn las garantas procesales. He recibido una copia de los Derechos de los
padres en educacin especial: Notificacin de las garantas procesales _______________ (iniciales de los padres).

Por recursos adicionales, comunquese con su organismo de educacin local (LEA) al nmero telefnico que sigue. Tambin puede
comunicarse con el Departamento de Educacin del Estado de Oklahoma (OSDE), Servicios de Educacin Especial (SES) al (405) 522-
3248 o visitando el sitio Web del OSDE-SES Web en <www.sde.state.ok.us>.

_____________________________________________________________________________________________________________
FIRMA DEL PADRE FECHA

DE: _______________________________________________________________________________________________________
FIRMA DEL FUNCIONARIO DEL DISTRITO/ORGANISMO PBLICO TELFONO FECHA

_______________________________________________________________________________________________________
DIRECCIN/APARTADO POSTAL CIUDAD ESTADO CDIGO POSTAL
USO ESCOLAR
NICAMENTE:
Notificacin enviada por: Correo de EE. UU. Fecha envo __________

Entrega en mano Fecha entrega __________
Se necesita traduccin/interpretacin? S No Si s, especificar cmo y cundo se necesita:__________________________
La firma del funcionario de la escuela/organismo pblico confirma que el(los) padre(s) han recibido una explicacin en su lengua nativa u otra forma de
comunicacin de modo que el(los) padre(s) entienda(n) sus derechos.

CONSENTIMIENTO DE LOS PADRES
Mu 4 OSDE Trang 1 ca 1

TN A TR: ____________________________________________________S TH HC SINH: ______________________
TN/TN LT/H
NGY SINH: _______________________LP: ________________ TUI: _______________ NGY: ______________________
THNG/NGY/NM THNG/NGYNM
PH HUYNH:_____________________________________________________________________________________________
IN THOI (S LM): _______________________ (NH) ________________________ (KHC) ______________________
A CH NH: ___________________________________________________________ QUN/C QUAN: _________________
S ng ca ph huynh c yu cu cho iu sau y:

Gim nh s khi

Ti gim nh

Tu chnh/S i cho Chng Trnh Gio Dc C Nhn (IEP)

Tip cn Tr Cp Cng Cng hay Bo Him (Phi c s ng mi ln c quan cng cng mun tip cn; s
ng ca ph huynh phi l t nguyn.)

S c hin din ca nhm IEP: S min hin din ca mt thnh vin IEP, nguyn b hay mt phn
________________________________________ __________________________________________ _______________________
(Tn ca Thnh vin c Min) (i din LEA) (Ngy)

Thnh vin ca c quan ngoi ti tr hay cung cp dch v chuyn tip th yu tham d nhng bui hp
IEP
____________________________________________________ _______________________ti ____________________________
(C quan) (Ngy) (Ngy)

_____________________________________________________ _______________________ti ____________________________
(C quan) (Ngy) (Ngy)

PH HUYNH:
Nhng th tc gim nh c dng c lng nhng chc nng c gii thch trong Giy Thng Bo cho Ph Huynh, Mu 8
OSDE. Ti c gii thch s gim nh ngh v nhng th tc gim nh c dng. Ti thng hiu nhng s bo v trong
nhng th tc bo v an ton. Ti nhn c mt bn Quyn Hn ca Ph Huynh trong Chng Trnh Gio Dc c Bit: Thng
Bo v nhng Th Tc Bo V An Ton. _______________ (Tn tt ca ph huynh)

bit thm thng tin xin lin lc vi c quan gio dc a phng (LEA) s in thoi di y. Qu v cng c th lin lc B
Gio Dc Oklahoma (OSDE), Dch V Gio Dc t Bit (SES) s (405) 522-3248 hay ving a ch mng ca OSDE-SES
<www.sde.state.ok.us>.

_________________________________________________________________________________________________________
CH K CA PH HUYNH NGY

T: _______________________________________________________________________________________________________
CH K CA VIN CHC KHU HC/C QUAN CNG KHU HC/ C QUAN IN THOI NGY

_________________________________________________________________________________________________________
CH TRNG HC
GHI Y M THI:
Thng bo gi bng: Bu in Ngy gi __________

a tay Ngy a __________
Cn thng dch/phin dch? C Khng Nu c, ni r cung cp cch no v khi no:________________________
Ch k ca vin chc nh trng/c quan cng xc nhn rng ph huynh nhn c gii thch bng ngn ng chnh ca h hay bng phng cch truyn thng
khc gip ph huynh hiu quyn hn ca h.

S NG CA PH HUYNH
Parent Contact Form Details

The Record of Parent Contact Form should be utilized to document each
contact made with the parent/guardian.
This form is used to document all attempted contacts.
Parent Contacts should be documented in the online IEP platform. If a
paper copy is used, send the original to records.

OSDE Form 2 Page __ of __

NAME OF CHILD: ____________________________________________________STUDENT ID: ___________________________
FIRST MIDDLE LAST

BIRTHDATE: __________________ DISTRICT/AGENCY: ______________________________________________________
MONTH/DAY/YEAR
PARENT(S):__________________________________________________________________________________________________

PHONE: (WORK) _______________________ (HOME) ________________________ (OTHER) ___________________________

HOME ADDRESS: ____________________________________________________________________________________________

SPECIAL INSTRUCTIONS: _____________________________________________________________________________________
_____________________________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

Date (Month/Day/Year) Purpose of Contact:

Method of Contact:
Mail Email Phone

Other______________

Results:
Person Making Contact:


Method of Contact:
Mail Email Phone

Other______________

Results:


Method of Contact:
Mail Email Phone

Other ______________

Results:

RECORD OF PARENT CONTACT

NAME OF CHILD: _________________________________________________STUDENT ID:
FIRST MIDDLE LAST

SPECIAL INSTRUCTIONS:
____________________________________________________________________________________________________________


Method of Contact:
Mail Email Phone

Other___________________

Results:


Method of Contact:
Mail Email Phone

Other___________________

Results:


Method of Contact:
Mail Email Phone

Other
_______________

Results:

Method of Contact:
Mail Email Phone

Other
_______________

Results:


PARENTS RIGHTS IN SPECIAL EDUCATION:
NOTICE OF PROCEDURAL SAFEGUARDS

As the parent(s) of a child who is receiving
or may be eligible for special education and
related services, you have certain rights
according to State and federal laws. If you
have questions about these rights and
procedural safeguards, please contact your
school district, or the Oklahoma State
Department of Education (OSDE), Special
Education Services (SES). These rights and
procedural safeguards are in accordance
with Federal Law, the Individuals with
Disabilities Education Act (IDEA) 2004.

In general, a copy of the procedural
safeguards must be given to you (or your
young adult who has reached the age of
majority18 years of age unless a guardian
has been appointed by a Court) only one
time per year, except that a copy must also
be given to you: upon initial referral or your
request for evaluation; upon the filing of a
State administrative complaint or due
process hearing complaint; upon your
request and if your student is subject to a
disciplinary change of placement. Your
school district may place a current copy of
the procedural safeguards notice on its Web
site if such Web site exists.

The procedural safeguards notice must
include a full explanation of the procedural
safeguards, written in a language
understandable to the general public, and
provided in your native language or other
mode of communication you use, unless it is
clearly not feasible to do so. If your native
language or other mode of communication is
not a written language, your school district
must ensure that the notice is translated
orally or by other means in your native
language or other mode of communication;
you understand the content of the notice;
and that there is written evidence that these
requirements have been met.

PRIOR WRITTEN NOTICE TO PARENTS

Your school district must provide prior
written notice to you each time it proposes
or refuses to initiate or change the
identification, evaluation, educational
placement of your child or the provision of a
free appropriate public education (FAPE) to
your child.

The notice must include:
A description of the action your
school district proposes or refuses to
take.
An explanation of why your school
district proposes or refuses to take
the action.
A description of any other options
that the Individualized Education
Program (IEP) Team considered and
the reasons why those options were
rejected.
A description of each evaluation
procedure, assessment, record, or
report your school district used in
2
deciding to propose or refuse the

action.
A description of any other factors
which are relevant to your school
districts proposal or refusal.
A statement that you have protection
under the procedural safeguards
under the IDEA and, if the notice is
not a referral for an initial
evaluation, the means by which a
copy of a description of the
procedural safeguards can be
obtained, and include resources for
you to contact for help in
understanding the provisions of the
IDEA.

The notice must be:
Written in language understandable
to the general public.
Provided in your native language or
other mode of communication you
use, unless it is clearly not feasible to
do so.

NATIVE LANGUAGE

If your native language or other mode of
communication is not a written language,
your school district must ensure that the
notice is translated for you orally or by other
means in your native language or other
mode of communication and that you
understand the content of the notice. The
school must have written documentation that
this requirement has been met.

In the case of an individual who is limited
English proficient (LEP), native language
refers to the language normally used by that
person. In the case of a child, it refers to the
language normally used by your childs
parents in all direct contact with your child.
In all direct contact with your child, it refers
to the language normally used by your child
in the home or learning environment.
For a person with deafness or blindness, or a
person with no written language, the mode
of communication is the language the person
normally uses (such as sign language,
Braille, or oral communication).

ELECTRONIC MAIL (E-MAIL)

If your school district offers you the choice
of receiving documents by e-mail, you may
also choose to receive the following
documents by e-mail:
Procedural Safeguards Notice.
Notices related to a due process
complaint.

PARENT CONSENTDEFINITION

Consent means:
You have been fully informed in
your native language or other mode
of communication of all information
relevant to the activity for which you
are asked to provide consent.
You understand and agree in writing
to the carrying out of the activity for
which your consent is sought, and
the consent describes the activity and
lists the records (if any) which will
be released and to whom.
You understand that the granting of
consent is voluntary and you may
revoke or withdraw your consent at
any time prior to carrying out the
action. However, your revocation of
consent is not retroactive which
means that it does not negate the
action that has already occurred after
you gave consent and before you
revoked consent.

3
PARENTAL CONSENT FOR INITIAL

EVALUATION

After providing you with written notice of
the proposed evaluations for your child,
your school district must obtain your
consent before conducting an initial
evaluation to determine whether your child
is eligible under Part B of the IDEA to
receive special education and related
services. Your consent for an initial
evaluation does not mean that you have
given your consent for the school district to
provide special education and related
services to your child. Your school district
must make reasonable efforts to obtain your
informed consent for initial evaluation to
decide whether your child is a child with a
disability.

Your consent is not required before your
school district may:
Review existing data as part of your
childs evaluation or reevaluation.
Give your child a test or other
assessment that is given to all
children, unless, before that test or
assessment, consent is required from
all parents of all children.
Screen your child by a teacher or
specialist to determine strategies for
curriculum implementation.

WARDS OF THE STATE

For children that are wards of the state and
are not living with his/her parent(s) the
school district does not need consent from
the parent for an initial evaluation to
determine if your child is a child with a
disability if:
Despite reasonable efforts to do so,
the school district cannot find the
parent(s) of the child.
The rights of the parent(s) have been
terminated in accordance with State
law.
A judge has assigned the right to
make educational decisions and to
consent for an individual evaluation
to an individual appointed by the
judge to represent the child.

Ward of the state as used in the IDEA,
means a child who, as determined by the
state where the child lives, is:
A foster child.
Considered a ward of the state under
Oklahoma State law.
In the custody of a public child
welfare agency.

The term does not include a foster child who
has a foster parent who meets the definition
of a parent.

REFUSAL TO CONSENT

If you, the parent(s), refuse consent for
evaluation, the school or school district may
continue to pursue an evaluation by utilizing
the mediation and due process complaint
hearing procedures, except to the extent
where State law is inconsistent with this
provision related to parental consent. If you
are home schooling your child or you have
placed your child in a private school, the
school cannot use the mediation or due
process hearing procedures to pursue an
evaluation.

Parental consent for evaluation must not be
construed as consent to placement for
provision of special education and related
services.

If the local educational agency (LEA)
pursues an evaluation by utilizing the due
process complaint hearing procedures, and
the hearing officer decides in favor of the
4
LEA/agency, the LEA/ agency may evaluate

your child without your consent. This is
subject to the parents rights under
provisions for administrative appeals,
impartial reviews, civil actions, due process
timelines, and status of your child during the
proceedings under the IDEA. The
LEA/agency must notify the parent(s) of its
actions and that the parent(s) have appeal
rights, as well as safeguards and rights at the
hearing itself.

TRANSFER OF PARENTAL RIGHTS AT
AGE OF MAJ ORITY

When a young adult with a disability
reaches the age of majority (18 years of age)
or when a minor is married, under State law
(except for a young adult with a disability
who has been determined to be incompetent
under State law):
The school district must provide any
notice required by the law to both the
young adult and the parents.
All other rights afforded to parents
under the IDEA Part B transfer to the
young adult.
The school district must notify the
individual and the parent(s) of
transfer of rights at least one year
before the transfer in your students
IEP.
All rights afforded to parent(s) under
this law transfer to young adults who
are incarcerated in an adult or
juvenile federal, State, or local
correctional institution.

If, under State law, a young adult with a
disability who has reached the age of
majority has not been determined to be
incompetent, but who is determined not to
have the ability to provide informed consent
with respect to his or her educational
program, the State must establish procedures
for appointing the parent(s) of the young
adult, or if the parent(s) are not available,
another appropriate individual, to represent
the educational interests of the young adult
throughout the period of eligibility of the
young adult under this part.

EVALUATION

Either a parent or a school district may
initiate a request for an initial evaluation to
disability. If you believe your child is in
need of a special education evaluation, you
should contact your childs school.

Evaluation means a variety of assessment
tools, including your input, your childs
teachers and other service providers
observations, strategies, technically sound
instruments, and procedures used in
accordance with IDEA to determine whether
a child qualifies as a child with a disability
as defined by IDEA and the educational
needs of your child. The term means
procedures used selectively with an
individual child, and it does not include
basic assessments administered to or
procedures used with all children in a
school, grade, or class.

ELIGIBILITY

Upon completion of the determination of
tests and other evaluation procedures,
including information provided by you, the
parent(s), the determination of whether your
child is eligible as a child with a disability
must be made by a group of qualified
professionals and the parent(s). A copy of
the evaluation report and the documentation
of determination of eligibility must be given
to you, the parent(s), at no cost. Your child
will be eligible for special education
services if it is determined that your child
has one or more of the disabilities included
under Oklahomas special education
5
standards and your child is in need of special

education (specially designed instruction) as
a result.

An initial evaluation must be conducted in a
45-school-day timeframe from receipt of
parental consent for the initial evaluation
until the initial eligibility determination is
completed.

This timeframe would not apply if you
repeatedly fail or refuse to make your child
available for the evaluation or your child
enrolls in another school district while the
evaluation is being conducted. Your childs
new school district and you would then
agree on a specific time when your childs
evaluation would be promptly completed.

If your child has participated in a process
that assesses your childs response to
scientifically research-based intervention to
determine if your child has a specific
learning disability, the instructional
strategies used and the student-centered data
collected must include documentation that
you, the parent(s), were notified about the
States policies regarding the amount and
nature of student performance data that
would be collected and the general
education services that would be provided;
strategies for increasing your childs rate of
learning; and the your right to request an
evaluation.

PARENTAL CONSENT FOR SERVICES

Your school district must obtain your
informed consent before providing special
education and related services to your child
for the first time.

Your school district must maintain
documentation of reasonable efforts to
obtain your informed consent.

The documentation must include a record of
the school districts attempts in these areas,
such as:
Detailed records of telephone calls
made or attempted and the results of
those calls.
Copies of correspondence sent to
you and any responses received.
Detailed records of visits made to
your home or place of employment
and the results of those visits.

If you refuse to give your consent for your
child to receive special education and related
services for the first time, or if you do not
respond to a request to provide such consent,
your school district cannot provide special
education and related services to your child.
Your refusal to provide consent for your
child to first receive special education
services cannot be challenged legally by
your school district.

If you refuse to consent to the provision of
special education and related services, or if
you fail to respond to a request to provide
such consent:
The school district is not in violation
of the requirement to make available
a FAPE to your child for its failure to
provide those services to your child.
The school district is not required to
have an IEP meeting or develop an
IEP for your child for the special
education and related services for
which your consent was requested.

Except for an initial evaluation and initial
placement of your child into special
education, the IDEA provides that consent
may not be required as a condition of any
benefit to you or your child. Any changes in
your child's special education program, after
the initial placement, are not subject to your
parental consent under the IDEA Part B, but
6
are subject to the prior notice and IEP

requirements.

Oklahoma procedures and the IDEA also
require prior notice to parents and
opportunity to participate in development or
review of IEPs before conducting
reevaluations.

PARENTAL CONSENT FOR
REEVALUATIONS

A reevaluation must be conducted at least
every three years, or more often if
conditions warrant. However, the IDEA
does not require that a school conduct a
reevaluation more than once per year unless
you and the school agree. Also, the IDEA
allows the school district and you to
mutually agree to waive the reevaluation.

Your school district must obtain your
informed consent before it reevaluates your
child, unless your school district can
demonstrate that:
Your school district took reasonable
measures to obtain your consent for
your child's reevaluation.
You failed to respond.
No additional information is needed
after a review of existing
information.

Your school district may, but is not required
to, pursue your childs reevaluation by using
the mediation, due process complaint
resolution meeting, and/or impartial due
process complaint hearing procedures to
override your refusal to consent to your
childs reevaluation. However, as with
initial evaluations, your school district does
not violate its obligations under Part B of the
IDEA if it declines to pursue the
reevaluation in this manner.

PARENTAL REVOCATION OF
CONSENT

You have the right to revoke consent for the
continued provision of special education and
related services at any time.

You must submit in writing your request to
revoke your consent for special education
and related services. Services cannot be
revoked in part; therefore, your request for
revocation would forfeit all special
education services, related services and any
other supports included in your childs IEP.
Within a reasonable time, your school
district must respond to your revocation with
a written notice, regarding the termination of
the educational placement and special
education and related services that will
result from the revocation of consent. The
written notice must include information on
resources for you to contact to understand
the requirements of Part B of the IDEA. If
you revoke consent for special education,
the school district:
Is not in violation of the requirement to
make available a FAPE to your child
for its failure to provide services to
your child.
Your child will be treated as a
nondisabled student for disciplinary
purposes.
Is not required to amend your
childs education records to remove
any references to your childs
receipt of special education and
related services.

You or the school district may at a later date,
initiate a request for an initial evaluation to
disability.

7
INDEPENDENT EDUCATIONAL
EVALUATION

You have the right to obtain an independent
educational evaluation (IEE) for your child.
If you request an IEE, the school district
must provide you information about where
an IEE may be obtained.

An independent educational evaluation
means an evaluation conducted by a
qualified examiner who is not employed by
the school district responsible for the
education of your child.

IEE at public expense means that the school
district either pays for the full cost of the
evaluation or ensures that the evaluation is
otherwise provided at no cost to you.
Whenever an IEE is at public expense, the
criteria in which the evaluation is obtained,
including the location of the evaluation and
the qualifications of the examiner, must be
the same as the criteria that the school
district uses when it initiates an evaluation.

You have the right to an IEE at public
expense if you disagree with an evaluation
of your child obtained by your school
district. However, the school district may
initiate a due process complaint hearing to
show that its evaluation is appropriate. If the
final decision is that the evaluation is
appropriate, you still have the right to an
IEE, but not at public expense.

The school district may require you to
provide them prior notice before you obtain
an IEE at public expense; however, the
school district may not fail to pay for an IEE
if you do not notify the school district that
an IEE is being sought.

If you obtain an IEE at private or public
expense, theresults of the evaluation must
be considered by the school district in any
decision made with respect to the provision
of a FAPE to your child, and may be
presented as evidence at a due process
hearing regarding your child.

If a hearing officer requests an IEE as part
of a hearing decision, the cost of the
evaluation must be at public expense.

EDUCATION RECORDS-PERSONALLY
IDENTIFIABLE INFORMATION

An education record is information that the
school maintains that contains personally
identifiable information on your child.

Personally identifiable information includes:
the name of your child, your name, or other
family member names; the address of your
child; a personal identifier, such as your
child's social security number or student
number; or a list of personal characteristics
or other information that would make it
possible to identify your child with
reasonable certainty.

ACCESS RIGHTS

Each school district must permit you to
inspect and review any educational records
which are collected, maintained, or used by
your school district. The school district must
comply with your request without
unnecessary delay and before any meeting
regarding your childs IEP, a resolution
session or impartial due process hearing, and
in no case, more than 45 days after the
request has been made.

The right to inspect and review educational
records under this section includes:
Your right to a response from the
school district to your reasonable
requests for explanations and
interpretations of the records.
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Your right to have your

representative inspect and review the
records.
Your right to request that the school
district provide copies of the records
if you cannot effectively inspect and
review the records, unless you
receive those copies.

A school district may presume that you have
authority to inspect and review records
relating to your child unless the school
district has been advised that you do not
have the authority under applicable State
law governing such matters as guardianship,
separation, and divorce.

RECORD OF ACCESS

Each school district must keep a record of
parties obtaining access to education records
collected, maintained, or used under this
part, (except access by parents and
authorized employees of the school district),
including the name of the party, the date
access was given, and the purpose for which
the party is authorized to use the records.

RECORDS ON MORE THAN ONE
CHILD

If any educational record includes
information on more than one child, the
parent(s) of those children have the right to
inspect and review only the information
relating to their child or to be informed of
that specific information.

LISTS OF TYPES AND LOCATIONS OF
INFORMATION

On request, each school district must
provide you with a list of the types and
locations of your childs education records
collected, maintained, or used by the school
district.
FEES FOR SEARCHING, RETRIEVING,
AND COPYING RECORDS

Each school district may not charge a fee to
search for or to retrieve information under
the IDEA Part B. Each school district may
charge a fee for copies of records, which are
made for you if the fee does not effectively
prevent you from exercising your right to
inspect and review those records.

AMENDMENT OF RECORDS AT
PARENT'S REQUEST

If you believe that information in education
records collected, maintained, or used under
this part is inaccurate, misleading, or
violates the privacy or other rights of your
child, you may request the school district
that maintains the information change the
information.

The school district must decide whether to
change the information in accordance with
your request within a reasonable period of
time of receipt of this request. If the school
district decides to refuse to change the
information in accordance with your request,
it must inform you of the refusal and advise
you of your right to a hearing as set forth
under the Family Education Rights and
Privacy Act (FERPA).

OPPORTUNITY FOR A HEARING

The school district must, on request, provide
you an opportunity for a hearing to
challenge information in educational records
regarding your child to ensure that it is not
inaccurate, misleading, or otherwise in
violation of the privacy or other rights of
your child. If, as a result of the hearing, the
school district decides that the information is
inaccurate, misleading or otherwise in
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your child, it must change the information

accordingly and inform you in writing.

RESULTS OF A HEARING

If, as a result of the hearing, the school
district decides that the information is not
inaccurate, misleading, or otherwise in
your child, it must inform you of your right
to place in the records it maintains on your
child your written statement commenting on
the information or providing any reasons
you disagree with the decision of the school
district.

Such an explanation placed in the records of
your child must be maintained by the school
district as part of the records of your child as
long as the record or contested portion is
maintained by the school district. If the
school district discloses the records of your
child or the challenged portion to any party,
the explanation must also be disclosed to the
party.

CONSENT FOR DISCLOSURE OF
PERSONALLY IDENTIFIABLE
INFORMATION

Unless the information is contained in
education records, and the disclosure is
authorized without your consent under
FERPA, your consent must be obtained
before personally identifiable information is
disclosed to parties other than officials of
participating agencies. Your consent is not
required before personally identifiable
information is released to officials to
participating agencies for purposes of
meeting a requirement of Part B of the
IDEA.

Your consent must be obtained before
personally identifiable information is
released to officials of participating agencies
providing or paying for transition services.

If your child is in, or is going to attend, a
private school that is not located in the same
school district in which you reside, your
consent must be obtained before any
personally identifiable information about
your child is released between officials in
the school district where the private school
is located and officials in the school district
where you reside.

SAFEGUARDS

Each school district must protect the
confidentiality of personally identifiable
information at collection, storage,
disclosure, and destruction stages.

One official at each school district must
assume responsibility for ensuring the
confidentiality of any personally identifiable
information.

All persons collecting or using personally
identifiable information must receive
training or instruction regarding your States
policies and procedures regarding
confidentiality under Part B of the IDEA
and FERPA.

Each school district must maintain, for
public inspection, a current listing of the
names and positions of those employees
within the district that may have access to
personally identifiable information.

DESTRUCTION OF INFORMATION

Your school district must inform you when
personally identifiable information
collected, maintained, or used is no longer
needed to provide educational services to
your child.

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The information must be destroyed at your

request; however, a permanent record of
your childs name, address, and phone
number, grades, attendance record, classes
attended, grade level completed, and year
completed, may be maintained without time
limitation.

MEDIATION

Mediation in special education is a free and
effective process to assist parents and
schools in resolving disagreements, at the
earliest stage possible, regarding the
education program of a student with
disabilities. This occurs at a non-
adversative meeting that is more structured
than a parent-school conference but less
formal than a due process hearing.

The Oklahoma State Department of
Education or school district must make
mediation available to allow you and the
school district to resolve disagreements
involving any matter under Part B of the
IDEA, including matters arising prior to the
filing of a due process complaint. Thus,
mediation is available to resolve disputes
under Part B of the IDEA, whether or not
you have filed a due process hearing request.
When a due process complaint is initiated
under the IDEA, the school district must
inform you of the availability of mediation
as an alternative to resolving disputes.

The procedures must ensure that the
mediation process:
Is voluntary on your part and the
school districts part.
Is provided at no cost to you.
Is not used to deny your right to a
due process hearing, or deny any
other rights you have under Part B of
the IDEA.
Is conducted by a qualified and
impartial mediator who is trained in
effective techniques.

For further information on Oklahomas
Mediation system, you may contact the
Special Education Resolution Center
(SERC) at 918-712-9632 or 888-267-0028.
You may also contact the local Early
Settlement Center at 877-521-6677 for the
name and number of your local Early
Settlement Center.

Opportunity to Meet with a Disinterested
Party:

The state educational agency (SEA) or
school district may establish procedures to
offer you and school districts that choose not
to use the mediation process an opportunity
to meet with a disinterested party who is
under contract with:
An appropriate alternative dispute
resolution entity (Early Settlement
Centers of the Alternative Dispute
Resolution System, under the direction
of the Administrative Office of the
Courts), a parent training and
information center (Oklahoma Parent
Training and Information Center), the
J oint Oklahoma Information Network
(J OIN), or a community parent resource
center in the State.
To encourage the use, and explain the
benefits, of the mediation process to you.
The mediator:
May not be an employee of the SEA or
the school district that is involved in the
education or care of your child.
Must not have a personal or professional
interest which conflicts with the
mediators objectivity.

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A person who otherwise qualifies as a

mediator is not an employee of a school
district or State agency solely because
he/she is paid by the agency or school
district to serve as a mediator.

Trained, qualified, and impartial mediators
are available, and may be requested from the
Early Settlement Centers of the Alternative
Dispute Resolution System, under the
direction of the Administrative Office of the
Courts. Information and referral may also be
obtained at no cost through the OSDE-SES,
the Oklahoma Areawide Services
Information System (OASIS), the Oklahoma
Parent Training Information Center, or the
Oklahoma Disability Law Center (ODLC).

The OSDE-SES supports resolution of
disputes, involving any matter subject to due
process complaints, through mediation or
other informal means between parents and
school districts concerning the education of
a child with a disability or purported to have
disabilities. The State is responsible for the
costs of the mediation process.

Each meeting in the mediation process must
be scheduled in a timely manner and held in
a location that is convenient for you and the
school district. Mediation is not used to deny
or delay your right to a due process hearing
or to deny any other rights afforded under
these requirements. Also, the mediation
meeting does not alter the required timelines
for due process hearings.

To resolve a dispute through the mediation
process, both you and the school district
must execute a legally binding agreement
that sets forth such resolution, and:
States that all discussions occurred
during the mediation process will
remain confidential and may not be
used as evidence in any subsequent
due process hearing or civil
proceedings.
Is signed by both you and a
representative of the school district
who has the authority to bind the
school district.

A written, signed mediation agreement is
enforceable in any State court or competent
jurisdiction or in a district court of the
United States.

Mediation may be requested by you or the
school district but must be attended and
agreed upon by both parties. The parties
involved may or may not have
representatives at the mediation; however,
those persons attending should be in a
position of authority to make decisions.

Either party may refuse to participate in a
conference without prejudice to any
procedural safeguard afforded under any
applicable State or federal law.

FILING LOCAL OR STATE LEVEL
ADMINISTRATIVE COMPLAINTS

A signed written complaint regarding
alleged violations of the IDEA Part B may
be filed with the local school district
administrator or the SEA. The complaint
may address your specific child and/or
policy or practice of the school district that
you allege is in violation of the IDEA.

If the complaint is filed with the local school
district, the complainant may request that
the State review the findings.

A written complaint must include:
A statement that the school district
has violated a requirement under the
IDEA Part B.
Facts on which the statement is
based.

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The signature and contact

information of the complainant.

If alleging violations regarding a specific
child:
The name of the child and the
address of the residence of the child.
The name of the school in which the
child attends.
In the case of a homeless child or
youth, available contact information
for the child and the name of the
school in which the child attends.
A description of how the school
district has violated the requirements
under the IDEA related to the
allegation including the facts related
to the problem.
The proposed resolution of the
problem to the extent known and
available to the party following the
complaint at the time the complaint
is filed.

The complaint must allege the violation
occurred not more than one year prior to the
date the complaint is filed.

If you file an administrative complaint and a
due process hearing complaint on the same
issue, the investigation of the administrative
complaint will be held in abeyance. The
hearing officer assigned to hear your due
process hearing complaint will conduct an
impartial hearing.

Relevant information may be submitted
orally and in writing regarding the alleged
issue for consideration in determining if
there is a violation of the IDEA Part B.

A form for this purpose is available from the
OSDE-SES to assist you in filing a formal
written complaint.

A written letter of findings will be issued by
the OSDE-SES within 60 calendar days after
receipt of a formal written complaint, unless
exceptional circumstances exist which
require lengthier involvement.

Mediation is also encouraged as an option to
facilitate early resolution of complaint
issues. Information to assist in requesting
mediation or filing a complaint may be
obtained by contacting the special education
director or administrator of your school
district or the OSDE-SES.

FILING A DUE PROCESS HEARING
COMPLAINT

You or the school district may file a due
process complaint on any matter relating to
a proposal or refusal to initiate or change the
identification, evaluation, or educational
placement of your child, or the provision of
a FAPE.

The due process complaint must allege a
violation that happened not more than two
years before you or the school district knew
or should have known about the alleged
action that forms the basis of the due process
complaint.

The above timeline does not apply to you if
you could not file a due process complaint
due to:
The school district specifically
misrepresented that it has resolved
the issue forming the basis of the
complaint.
The school district withheld
information from you that was
required to be provided to you under
Part B of the IDEA.

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The school district must inform you of any

free or low-cost legal or other relevant
services available in your area if you request
the information, or if you or the school
district file a due process complaint.

DUE PROCESS COMPLAINT

To request a hearing, you or the school
district (or your attorney or the school
districts attorney) must submit a due
process complaint to the other party. That
complaint must contain all of the content
listed below and must be kept confidential.

You or the school district, whichever filed
the complaint, must also provide the SEA
with a copy of the complaint.

The due process complaint must be in
writing, signed, and include:
The name of your child.
Your childs date of birth.
The address of your childs
residence.
The name of the school your child is
attending.
If your child is a homeless child or
youth, your childs contact
information and the name of the
school your child is attending.
The current grade or current
placement of your child.
Your childs established or purported
disability.
A description of the nature of the
problem of your child relating to the
proposed or refused action, including
facts relating to the problem.
A proposed resolution of the
problem to the extent known and
available to you or the school district
at the time.

The reason for challenging the
identification, evaluation, education-
al placement of your child, or the
provision of a FAPE to your child.

A party may not have a due process hearing
until the party, or the attorney representing
the party, files a notice that meets the
requirements.

A form for this purpose is available from the
OSDE-SES to assist you in filing a due
process complaint.
A copy of this request must be mailed by
you, or the attorney representing you on
behalf of your child, to the school district,
and to the OSDE-SES, Attention: Due
Process Hearing Requests, 2500 North
Lincoln Boulevard, Room 412, Oklahoma
City, Oklahoma 73105-4599.

An impartial due process hearing office will
be appointed to the case. You or your
attorney will be notified of the appointment.

The due process complaint will be
considered sufficient unless the party
receiving the due process complaint notifies
the hearing officer and the other party, in
writing, within 15 calendar days of receiving
their complaint, that the complaint does not
meet the requirements listed above. Within
five calendar days of receiving the
notification that the receiving party
considers a due process complaint
insufficient, the hearing officer must make a
determination if the due process complaint
meets the requirements listed above, and
must immediately notify the parties in
writing of such determination.

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If the hearing officer determines that your

due process hearing complaint is
insufficient, you have the right to submit an
amended complaint addressing the reason
why it did not meet the criteria of a
sufficient complaint.

You or the school district may make
changes to the due process complaint only
if:
The other party approves of the
changes in writing and is given the
opportunity to resolve the due
process complaint through resolution
meeting.
By no later than five days before the
due process hearing begins, the
hearing officer grants permission for
the changes. If the complaining party
makes changes to the due process
complaint, the timeline for the
resolution meeting, and the time
period for the resolution start again
on the date in which the amended
complaint is filed.

Nothing in this section may be construed to
preclude you from filing a separate request
for a due process complaint on an issue
separate from the complaint already filed.

If the school district has not sent a prior
written notice to you regarding the subject
matter contained in your due process
complaint, the school district must, within
ten calendar days of receiving the due
process complaint, send to you a response
that must include:
An explanation of why the school
district proposed or refused to take
the action raised in the due process
complaint.
A description of other options that
your childs IEP team considered
and the reasons why those options
were rejected.
A description of each evaluation
procedure, assessment, record or
report the school district used as the
basis for the proposed or refused
actions.
A description of the other factors that
are relevant to the school districts
proposed or refused actions.

Except as stated above, the party receiving a
due process complaint must, within ten
calendar days of receiving the due process
complaint, send to the other party a response
that specifically addresses the issues raised
in the complaint.

RESOLUTION SESSIONS

Within 15 calendar days of receiving notice
of your due process hearing complaint, and
before the due process hearing begins, the
school district must convene a meeting with
you and the relevant member(s) of the IEP
team who have specific knowledge of the
facts identified in your due process
complaint.

The meeting:
Must include a representative of the
school district who has decision-
making authority on behalf of the
school district.
May not include an attorney of the
school district, unless you are
accompanied by an attorney.

The purpose of the meeting is for you to
discuss your due process complaint, and the
facts that form the basis of the complaint.

The school district is provided the
opportunity to resolve the complaint, unless
you and the school district both agree in
writing to waive the resolution meeting, or
agree to use the mediation process. Unless
both you and the school district waive the
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resolution meeting or agree to go to

mediation, your failure to participate in the
resolution meeting will delay the timelines
for the resolution process and the due
process hearing until the resolution meeting
is held.

If the school district has not resolved the
complaint to your satisfaction within 30
calendar days of the receipt of the due
process complaint, the due process hearing
may occur.

The 45 calendar day timeline for issuing a
final decision begins at the expiration of the
30 calendar day resolution period, unless
you and the school district have both agreed
to waive the resolution process or to use
mediation. In this case, the 45 calendar day
timeline begins the next day.

If, after making reasonable efforts and
documenting such efforts, the school district
is not able to obtain your participation in the
resolution meeting, the school district may,
at the end of the 30 calendar day resolution
period, request that a hearing officer dismiss
your due process complaint.

If the school district fails to hold a mediation
session within 15 days after receiving your
due process hearing complaint or fails to
participate in the resolution meeting, you
may ask the hearing office to begin the due
process hearing timeline.

If a resolution to the dispute is reached at the
resolution meeting, you and the school
district must execute a legally binding
agreement that is:
Signed by you and a representative
of the school district who has the
authority to bind the school district.
Enforceable in any State court of
competent jurisdiction or in a district
court of the United States.
If you and the school district enter into an
agreement as a result of a resolution
meeting, either party may void the
agreement within three business days of the
time that both you and the school district
signed the agreement.

IMPARTIAL DUE PROCESS HEARING

At a minimum, a hearing officer must:
Not be an employee of the SEA or
the school district involved in the
education or care of your child;
however, a person is not an
employee of the agency solely
because he/she is paid by the agency
to serve as a hearing officer.
Not have personal or professional
interest that conflicts with the
hearing officers objectivity in the
hearing.
Be knowledgeable of, and
understand, the provisions of the
IDEA, federal, and State regulations
pertaining to the IDEA, and legal
interpretations of the IDEA by
federal and State courts.
Have the knowledge and ability to
conduct hearings, in accordance with
appropriate standard legal practice.
Have the knowledge and ability to
render and write decisions in
accordance with appropriate,
standard legal practice.

The party that requests the due process
hearing may not raise issues at the due
process hearing that were not addressed in
the due process complaint, unless the other
party agrees.

The SEA maintains a list of qualified
hearing officers. When a due process
hearing is assigned, the SEA must provide
the name of the hearing officer assigned and
their qualifications to all parties involved.
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DUE PROCESS HEARING RIGHTS

Any party to a hearing or an appeal must be
accorded the right to:
Be accompanied and advised by a
lawyer or person with special
knowledge or training regarding the
problems of children with
disabilities.
Present evidence and confront,
crossexamine, and require the
attendance of witnesses.
Prohibit the introduction of any
evidence at the hearing that has not
been disclosed to the other party at
least five business days prior to the
hearing.
Obtain a written, or, at your option,
electronic, word-for-word record of
the hearing.
Obtain a written, or, at your option,
electronic findings of the facts and
decisions, which shall be made
available to the public and
transmitted to the State advisory
panel.

A hearing officer may prevent any party that
fails to disclose relevant evaluations or
recommendations to the other party at least
five business days before the hearing.

You must be given the right to have your
child present, and the right to open the
hearing to the public.

HEARING DECISIONS

A hearing officers decision on whether your
child received a FAPE must be based on
substantive grounds.

In matters alleging a procedural violation, a
hearing officer may find that your child did
not receive a FAPE, only if the procedural
inadequacies:
Impeded your childs right to a
FAPE.
Significantly impeded your
opportunity to participate in the
decision-making process regarding
the provision of a FAPE to your
child.
Caused a deprivation of an
educational benefit.

Nothing in the procedural safeguards section
of the federal regulations under Part B of the
IDEA can be interpreted to prevent you
from filing a separate request for a due
process hearing on an issue separate from a
request already filed.

The SEA, after deleting any personally
identifiable information, must:
Provide the findings and decisions in
the due process hearing or appeal to
the State special education advisory
panel.
Make those findings and decisions
available to the public.

FINALITY OF DECISION, APPEAL,
IMPARTIAL REVIEW

A decision made in a due process hearing is
final, except that any party involved in the
hearing may appeal the decision within 30
calendar days.

If a party is aggrieved by the findings and
decision in the hearing, an appeal may be
brought to the SEA.

If there is an appeal, the SEA appoints a
state reviewing officer who conducts an
impartial review of the findings and
decisions appealed. The official conducting
the review must:
Examine the entire hearing record.
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Ensure that the procedures at the

hearing were consistent with the
requirements of due process.
Seek additional evidence if
necessary. If a hearing is held to
receive additional evidence, the
hearing rights described above apply.
Give the parties an opportunity for
oral or written argument, or both, at
the discretion of the reviewing
official.
Make an independent decision on
completion of the review.
Give you and the school district a
copy of written, or at your option,
electronic, findings of fact and
decisions.

The SEA, after deleting any personally
identifiable information, must transmit the
findings and decisions to the State special
education advisory panel, and make the
findings and decisions available to the
public.

The decision made by the reviewing official
is final, unless a party brings a civil action
under the procedures described below.

TIMELINES AND CONVENIENCE OF
HEARINGS AND REVIEWS

The SEA must ensure that no later than 45
calendar days after the expiration of the 30
calendar day period for resolution meetings,
or, no later than 45 calendar days after the
expiration of the adjusted time period:
A final decision is reached in a
hearing.
A copy of the decision is mailed to
you and the school district.

If there is an appeal, the SEA must ensure
that no later than 30 calendar days after the
receipt of a request for a review:
A final decision is reached in the
review.
A copy of the decision is mailed to
you and the school district.

A hearing officer may grant specific
extensions of time beyond the 45 day
calendar time period, if you or the school
district requests a specific extension of the
timeline.

Each hearing must be conducted at a time
and place that is reasonably convenient to
you and your child.
Except in the case of a change in placement
initiated by school personnel due to your
child carrying or possession of a weapon,
possession or use of illegal drugs, or the sale
or soliciting the sale of a controlled
substance, or inflicting serious bodily injury
upon another person, (or a change in
placement ordered by a hearing officer due
to a determination that maintaining the
current placement is substantially likely to
result in injury to the child or others), if you
request a hearing to challenge the
manifestation determination review, your
child must remain in the interim alternative
educational setting pending the decision of
the hearing officer, or until the expiration of
the time period of the change of placement,
whichever occurs first, unless the State or
school district and you agree otherwise.

RIGHT TO BRING A CIVIL ACTION

Any party who does not agree with the
findings and decisions in the State level
review has the right to bring a civil action
with respect to the matter that was the
subject of the due process complaint
hearing. The action may be brought in any
State court of competent jurisdiction or in a
district court of the United States, without
regard to the amount in dispute.

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The party bringing the civil action must

have 90 calendar days from the date of the
decision of the hearing officer to bring such
an action.

In any civil action, the court:
Receives the records of the
administrative proceedings.
Hears additional evidence at the
request of a party.
Bases its decision on the
preponderance of the evidence, and
grants the relief that the court
determines to be appropriate.

ATTORNEYS' FEES

In any action or proceeding brought under
Part B of the IDEA, the court, in its
discretion, may award reasonable attorneys'
fees as part of the cost:
To a prevailing party who is the
parent of a child with a disability.
To a prevailing party who is a school
district against the attorney of a
parent who files a request for a due
process hearing or subsequent cause
of action that is frivolous,
unreasonable or without foundation,
or against the attorney of a parent
who continued to litigate after the
litigation clearly became frivolous,
unreasonable or without foundation.
To a prevailing school district
against the attorney of a parent, or
against the parent, if the parents
complaint or subsequent cause of
action was presented for any
improper purpose, such as to harass,
to cause unnecessary delay, or to
needlessly increase the cost of the
action or proceeding.

A court awards reasonable attorneys fees
based on rates prevailing in the community
in which the action or hearing arose for the
kind and quality of services furnished. No
bonus or multiplier may be used in
calculating fees awarded.

Funds under the IDEA Part B may not be
used to pay attorney's fees or costs of a party
related to an action or proceeding.

Attorneys' fees may not be awarded and
related costs may not be reimbursed in any
action or proceeding for services performed
subsequent to the time of a written offer of
settlement to you, if:
The offer is made within the time
prescribed by Rule 68 of the Federal
Rules of Civil Procedure; or, in the
case of an administrative proceeding,
at any time more than ten calendar
days before the proceeding begins.
The offer is not accepted within ten
calendar days.
The court or administrative hearing
officer finds that the relief finally
obtained by you is not more
favorable to you than the offer of
settlement.

Attorneys' fees may not be awarded relating
to any meeting of the IEP team unless such
meeting is convened as a result of an
administrative proceeding or court action,
or, at the discretion of the State, for
mediation.

DISCIPLINE

AUTHORITY OF SCHOOL PERSONNEL

School personnel may consider any unique
circumstances on a case-by-case basis, when
determining whether to order a change in
placement for a child with a disability who
violates a code of student conduct.

School personnel may remove a child with a
disability who violates a code of student
19
conduct from their current placement to an

appropriate interim alternative educational
setting, another setting, or suspension, for
not more than ten consecutive school days
(to the extent such alternatives are applied to
children without disabilities).

If school personnel seek to order a change in
placement that would exceed ten school
days, and the behavior that gave rise to the
violation of the school code is determined
not to be a manifestation of your childs
disability, school personnel may apply the
disciplinary procedures to your child in the
same manner and for the same duration in
which the procedures would be applied to
children without disabilities, except the
school must provide services to your child.

Your childs IEP team determines the
interim alternative educational setting for
such services.

These services that must be provided to your
child if removed from his or her current
placement may be provided in an interim
alternative educational setting.

SERVICES

Your child, if removed from his or her
current placement for more than ten school
days in the same school year must:
Continue to receive educational
services, so as to enable him or her
to participate in the general
education curriculum, although in
another setting, and to progress
toward meeting the goals identified
in his or her IEP; and receive, as
appropriate, an Functional Behavior
Assessment (FBA), behavioral
intervention services, and
modifications that are designed to
address the behavior violation so that
it does not happen again.
MANIFESTATION DETERMINATIONS

Must occur within ten school days of any
decision to change the placement of your
child because of a violation of a code of
student conduct that results in ten or more
consecutive school days, or more than ten
cumulative schools days of suspension in the
same school year that school officials have
determined is a pattern of behavior.

A pattern of behavior may be determined
because of the length of each removal, the
total time that the student has been removed,
the proximity of the removals to one another
and whether or the behavior is substantially
similar to the students behavior in previous
incidents that resulted in disciplinary
removals.

The school district, you, and other relevant
members of the IEP team (as determined by
you and the school district) must review all
relevant information in your childs file,
including his or her IEP, any teacher
observations, and any relevant information
you have provided to determine if:
The conduct in question was caused
by, or was a direct and substantial
relationship to, his or her disability.
The conduct in question was the
direct result of the school districts
failure to implement his or her IEP.

If the school district, you, and other relevant
members of the IEP team determine that
either is applicable for your child, the
conduct must be determined to be a
manifestation of your childs disability.

DETERMINATION THAT BEHAVIOR
WAS A MANIFESTATION

If the school district, you, and other relevant
members of the IEP team determine that the
20
conduct was a manifestation of your childs

disability, the IEP team must either:
Conduct an FBA and implement a
behavior intervention plan (BIP) for
your child, unless the school district
had conducted such assessment prior
to such determination and the
behavior that resulted in a change in
placement.
If a BIP already has been developed,
the IEP team must meet to review
the plan, and modify it, as necessary,
to address the behavior.

Unless determined to be a special
circumstance, the school district must
return your child to the placement from
which your child was removed, unless you
and the school district agree to a change of
placement as part of the modification of the
BIP.

DETERMINATION THAT BEHAVIOR
WAS NOT A MANIFESTATION OF THE
DISABILITY

If the result of the review is a determination
that the behavior of your child was not a
manifestation of your child's disability, the
relevant disciplinary procedures applicable
to children without disabilities may be
applied to your child in the same manner in
which they would be applied to children
without disabilities, except that a FAPE
must be provided to your child during the
term of suspension.

You have the right to request mediation or
an expedited due process hearing if you
disagree with the manifestation
determination.

DISCIPLINARY RECORDS

If the school district initiates disciplinary
procedures applicable to all children, the
school district must ensure that the special
education and disciplinary records of your
child are transmitted for consideration by the
person(s) making the final determination
about the disciplinary action.

INTERIM ALTERNATIVE
EDUCATIONAL SETTINGS

Regardless of whether or not the behavior
was a manifestation of your childs
disability, school personnel may remove a
student to an interim alternative educational
setting for up to 45 school days if your
child:
Carries or possesses a weapon to
school or has a weapon at school, on
school premises, or at a school
function under the jurisdiction of an
SEA or a school district.
Knowingly has or uses illegal drugs,
or sells or solicits the sale of a
controlled substance, while at school,
on school premises, or at a school
function under the jurisdiction of a
SEA or school district.
Has inflicted serious bodily injury
upon another person while at school,
on school premises, or at a school
function under the jurisdiction of an
SEA or a school district.

Serious Bodily Injury is defined to mean a
bodily injury that involves a substantial risk
of death; extreme physical pain; protracted
and obvious disfigurement, or protracted
loss or impairment of the function of a
bodily member, organ or faculty.

The IEP Team will determine the
appropriate services for your child in an
Interim Alternative Educational Settings
(IAES).

The school has the option of continuing the
IAES into the next school year if there are
21
less than 45 school days remaining in the

school year in which the incident takes
place.

Not later than the date on which the decision
to take disciplinary action is made, the
school district must notify you of that
decision, and provide you with a procedural
safeguards notice.

CHANGE OF PLACEMENT DUE TO
DISCIPLINARY REMOVALS

The removal of your child from his or her
current educational placement is a change of
placement if:
The removal is more than ten
consecutive days.
Your child has been subjected to a
series of removals that constitute a
pattern of removal because:
o The series of removals
totaled more than ten school
days in a school year.
o Your childs behavior is
substantially similar to your
childs behavior in previous
incidents that resulted in the
series of removals.
o Of such additional factors as
the length of each removal,
the total amount of time your
child has been removed, and
the proximity of the removals
to one another.
o Whether a pattern of
removals constitutes a change
of placements is determined
on a case-by-case basis by
the school district, and, if
challenged, is subject to
review by judicial
proceedings.

APPEALS

You may file a due process complaint to
request a due process hearing if you disagree
with:
Any decision regarding placement
made under the discipline provision.
The manifestation determination.
The school district may file a due
process complaint to request a due
process hearing if it believes that
maintaining the current placement of
your child is substantially likely to
result in injury to your child or to
others.

AUTHORITY OF HEARING OFFICER

A hearing officer must conduct the due
process hearing and make a decision. The
hearing officer may:
Return your child to the placement
from which your child was removed
if the hearing officer determines that
the removal was a violation of the
requirements described under the
heading Authority of School
Personnel, or that your childs
behavior was a manifestation of your
childs disability.
Order a change in the placement of
your child to an appropriate interim
alternative educational setting for not
more than 45 school days if the
hearing officer determines that
maintaining the current placement of
your child is substantially likely to
result in injury to your child or to
others.

These hearing procedures may be repeated,
if the school district believes that returning
your child to the original placement is
substantially likely to result in injury to your
child or to others.

22
The SEA or school district must arrange for

an expedited hearing when you request one.
Whenever you or the school district file a
due process complaint to request such a
hearing, a hearing must be held that meets
the requirements described under the
headings Due Process Complaint
Procedures, Hearings on Due Process
Complaints, and Appeal of Decisions;
Impartial Review, except as follows:
The SEA or school district must
arrange for an expedited due process
hearing, which must occur within 20
school days of the date the hearing is
requested and must result in a
determination within ten school days
after the hearing.
Unless you and the school district
agree in writing to waive the
meeting, or agree to use mediation, a
resolution meeting must occur within
seven calendar days or upon
receiving notice of the due process
complaint.
The hearing may proceed, unless the
matter has been resolved to the
satisfaction of both parties within 15
calendar days of receipt of the due
process complaint.

A State may establish different procedural
rules for expedited due process hearings
than it has established for other due process
hearings. Except for the timelines, those
rules must be consistent with the rules in this
document regarding due process hearings.

A party may appeal the decision in an
expedited due process hearing in the same
way as they may for decisions in other due
process hearings.

PLACEMENT DURING APPEALS

When you or the school district has filed a
due process complaint related to disciplinary
matters, your child must (unless you and the
SEA or school district agree otherwise)
remain in the interim alternative educational
setting pending the decision of the hearing
officer or until the expiration of the time
period of removal provided for and
described under the heading Authority of
School Personnel, whichever comes first.

PROTECTIONS FOR CHILDREN NOT
YET ELIGIBLE FOR SPECIAL
EDUCATION AND RELATED
SERVICES

If a child who has been determined to be
eligible for special education and related
services under IDEA Part B, violates a code
of student conduct, but the school district
had knowledge before the behavior that
brought about the disciplinary action that
your child was a child with a disability, then
your child may assert any of the procedural
safeguards described in this notice.

Basis of knowledge for disciplinary matters-
A school district must be deemed to have
knowledge that a child is a child with a
disability if, before the behavior that brought
about the disciplinary action occurred:
You expressed concern in writing
that your child is in need of special
education and related services to
supervisory or administrative
personnel of the appropriate
education agency, or a teacher of
your child.
You requested an evaluation related
to eligibility for special education
and related services under Part B of
the IDEA.
Your childs teacher, or other school
district personnel, expressed specific
concerns about a pattern of behavior
demonstrated by your child, directly
to the school districts director of
special education or to other
23
supervisory personnel of the school

district.

Exception
A school district must not be deemed to
have knowledge that your child is a child
with a disability:
If you have not allowed an
evaluation of your child.
If you have refused services for your
child.
Your child has been evaluated and
determined not to be a child with a
disability under the IDEA Part B.

CONDITIONS THAT APPLY IF NO
BASIS OF KNOWLEDGE

If prior to taking disciplinary measures
against your child, a school district does not
have knowledge that a child is a child with a
disability, as described in Basis of
Knowledge for Disciplinary Matters and
Exceptions, your child may be subjected to
the disciplinary measures applied to children
without disabilities who engaged in
comparable behaviors.

However, if a request is made for an
evaluation of your child during the time
period in which your child is subjected to
disciplinary measures, the evaluation must
be conducted in an expedited manner. Until
the evaluation is completed, your child
remains in the educational placement
determined by school authorities, which
include suspension or expulsion without
educational services.

If your child is determined to be a child with
a disability, taking into consideration
information from the evaluation conducted
by the school district and information
provided by you, the school district must
provide special education and related
services in accordance with the provision
under the IDEA Part B, including the
disciplinary requirements described above.

REFERRAL TO AND ACTION BY LAW
ENFORCEMENT AND J UDICIAL
AUTHORITIES

The IDEA Part B does not:
Prohibit a school district from
reporting a crime committed by a
child with a disability to appropriate
authorities.
Prevent Oklahoma State law
enforcement and judicial authorities
from exercising their responsibilities
with regard to the application of
federal and Oklahoma State law to
crimes committed by a child with a
disability.

Transmittal of records
If a school district reports a crime
committed by a child with a disability, the
school district:
Must ensure that copies of your
childs special education and
disciplinary records are transmitted
for consideration by the appropriate
authorities to whom the agency
reports the crime.
May transmit copies of your childs
special education and disciplinary
records only to the extent permitted
by Family Education Rights and
Privacy Act (FERPA).

REQUIREMENTS FOR UNILATERAL
PLACEMENT BY PARENTS OF
CHILDREN IN PRIVATE SCHOOLS AT
PUBLIC EXPENSE

The IDEA Part B does not require a school
district to pay for the cost of education,
including special education and related
services, of your child with a disability at a
private school or facility if the school
24
district made a FAPE available to your

child, and you chose to place your child in a
private school or facility. However, the
school district where the private school is
located must include your child in the
population whose needs are addressed under
Part B provisions of the IDEA regarding
children who have been placed by their
parents in a private school at 34 CFR
300.131 through 300.144.

Reimbursement for private school
placement

If your child previously received special
education and related services under the
authority of a school district, and you choose
to enroll your child in a private elementary
or secondary school without the consent of
or referral by the school because you
disagree that the IEP being offered your
child, a court or a hearing officer may
require the school district to reimburse you
for the cost of that enrollment. The court or
hearing officer must find that the school
district had not made a FAPE available to
your child in a timely manner prior to that
enrollment, and that the private placement is
appropriate.

A hearing officer or a court may find your
placement to be appropriate, even if the
placement does not meet the State standards
that apply to education provided by the SEA
and the school district.

Limitations on reimbursement
The cost of reimbursement may be reduced
or denied if:
At the most recent IEP meeting that
you attended prior to removal of
your child from the public school,
you did not inform the IEP team that
you were rejecting the placement
proposed by the school district to
provide a FAPE to your child,
including stating your concerns and
your intent to enroll your child in a
private school at public expense.
Ten business days (including any
holidays that occur on a business
day) prior to the removal of your
child from the public school, you did
not give written notice to the school
district of the information described
above.
Prior to the removal of your child
from the public school, the school
district provided prior written notice
to you, of its intent to evaluate your
child (including a statement of the
purpose of the evaluation that was
appropriate and reasonable), but you
did not make your child available for
such evaluation.
Upon a courts finding that your
actions were unreasonable.

However, the cost of reimbursement must
not be reduced or denied for failure to
provide notice if:
The school district prevented you
from providing the notice.
You cannot read or write in English.
You had not received notice of your
responsibility to provide the notice
described above.
Compliance with the requirements
above would likely result in physical
harm to your child.

25
RESOURCES FOR PARENTS AND

SCHOOLS

Alternative Dispute Resolution Program
(Mediation)
Administrative Office of the Courts
(877) 521-6677 or (405) 522-7876

J oint Oklahoma Information Network
(J OIN)
500 North Broadway, Suite 300
Oklahoma City, Oklahoma 73102
Dial 2-1-1

Legal Aid of Western Oklahoma
(405) 521-1302

Legal Services of Eastern Oklahoma
(918) 584-3211
(918) 428-4357 (Hot Line)
(888) 534-5243 (Hot Line)

Office of J uvenile Affairs (OJ A)
Educational Services
(405) 962-6106

Oklahoma ABLE Tech
1514 West Hall of Fame
Stillwater, Oklahoma 74078
(800) 257-1705

Oklahoma Advanced Practice Nurse
Coalition
(918) 660-3937

Oklahoma Areawide Services Information
System (OASIS)
(800) 426-2747

Oklahoma Assistive Technology Center
(OATC) at the University of Oklahoma
Health Sciences Center, Department of
Rehabilitation SciencesCollege of Allied
Health
1600 North Phillips
(405) 271-3625; (405) 271-1705 (TDD)
(405) 271-1707 (Fax)
(800) 700-OATC (6282)

Oklahoma Assistive Technology Center
(OATC) at the University of Oklahoma
Tulsa Department of Rehabilitation
SciencesCollege of Allied Health
4502 East 41st Street
Tulsa, Oklahoma 74135
(918) 660-3261 or (918) 660-3279
(918) 660-3297 (Fax)

Oklahoma Association of Clinical Nurse
Specialists
(405) 951-8214

Oklahoma Board of Nursing
(405) 962-1800

Oklahoma Commission of Children and
Youth (OCCY)
(405) 606-4900

Oklahoma Department of Career and
Technology Education
(405) 377-2000
(405) 743-6816 TDD

Oklahoma Department of Corrections
(405) 962-6139

Oklahoma Department of Health
(405) 271-5600

Oklahoma Department of Human Services
(DHS)
(405) 521-2778

Oklahoma Department of Mental Health &
Substance Abuse Services (ODMHSAS)
(405) 522-3908

26
Oklahoma Department of Rehabilitation

Services (DRS)
Office of Disability Concerns
(800) 522-8224 V/TDD
(405) 521-3756 V/TDD
(800) 845-8476
(405) 951-3400 V/TDD
Oklahoma Disability Law Center (ODLC)
(800) 226-5883 V/TDD
Tulsa (918) 743-6220 V/TDD
Oklahoma City (405) 525-7755 V/TDD

Oklahoma Indian Legal Services
(800) 658-1497 or (405) 943-6457

Oklahoma Parent Training and Information
Center
(877) 553-4332

Oklahoma State Department of Education
(OSDE)

Special Education Services
2500 North Lincoln Boulevard, Room 412
(405) 522-3248 or (405) 521-4875 TTY

Project ECCO (Enriching Childrens
Communications Opportunities)
(866) 514-9620

Special Education Resolution Center
(SERC)
4825 South Peoria, Suite 2
(888) 267-0028
(918) 712-9632

DERECHOS DE LOS PADRES EN EDUCACIN ESPECIAL:
AVISO DE DERECHOS Y GARANTAS DE PROCEDIMIENTO

Como padre(s) de un nio que recibe o puede ser
elegible para recibir educacin especial y
servicios relacionados, usted tiene ciertos
derechos segn las leyes estatales y federales. Si
tiene preguntas sobre estos derechos y garantas
de procedimiento, por favor comunquese con el
distrito escolar que le corresponde o con los
Servicios de Educacin Especial (SES, por sus
siglas en ingls) del Departamento de Educacin
del Estado de Oklahoma (OSDE, por sus siglas
en ingls). Estos derechos y garantas de
procedimiento se ajustan a la Ley Federal, la Ley
de Educacin para Individuos con
Discapacidades (IDEA, por sus siglas en ingls)
de 2004.

En general, usted (o su joven adulto que haya
alcanzado la mayora de edad: 18 aos, a menos
que el Tribunal haya nombrado un tutor) debe
recibir una copia de los derechos y garantas de
procedimiento slo una vez por ao, excepto que
tambin le tienen que dar una copia a usted: al
momento de la derivacin inicial o cuando usted
solicita la evaluacin; al momento de la
presentacin de una queja administrativa estatal o
queja de audiencia de debido proceso; si usted as
lo solicita y si su estudiante queda sujeto a un
cambio de colocacin por razones disciplinarias.
Su distrito escolar puede colocar una copia actual
del aviso de derechos y garantas de
procedimiento en su sitio de Internet, si cuenta
con uno.

El aviso de derechos y garantas de
procedimiento debe incluir una explicacin
completa de los derechos y garantas de
procedimiento, escrito en un idioma
comprensible para el pblico en general, y
entregado en su lengua madre u otro modo de
comunicacin que usted use, a menos que

claramente no sea posible hacerlo. Si su lengua
madre u otro modo de comunicacin no es un
idioma escrito, el distrito escolar debe asegurarse
de que el aviso sea traducido oralmente o por
otros medios a su lengua madre u otro modo de
comunicacin; que usted comprenda el contenido
del aviso; y que haya evidencia escrita de que se
cumplieron estos requisitos.

AVISO ESCRITO PREVIO A LOS PADRES
El distrito escolar debe brindarle un aviso escrito
previo cada vez que proponga o se niegue a
iniciar o cambiar la identificacin, evaluacin o
colocacin educativa de su nio o la provisin de
educacin pblica gratuita y apropiada (FAPE,
por sus siglas en ingls) para su nio.

El aviso debe incluir:
Una descripcin de la medida que el distrito
escolar propone o se niega a tomar.
Una explicacin de por qu el distrito escolar
propone o se niega a tomar la medida.
Una descripcin de cualquier otra opcin que
el Equipo del Programa de Educacin
Individualizada (IEP, por sus siglas en ingls)
tuvo en cuenta y los motivos por los cuales
dichas opciones fueron rechazadas.
Una descripcin de cada valoracin, registro,
informe o procedimiento de evaluacin que
us el distrito escolar para decidir proponer o
negar la medida.
Una descripcin de cualquier otro factor que
sea relevante para la propuesta o rechazo por
parte del distrito escolar.
Una declaracin de que usted tiene
proteccin conforme a los derechos y
garantas de procedimiento de acuerdo con la
ley IDEA y, si el aviso no es una derivacin

para una evaluacin inicial, los medios a
travs de los cuales se puede obtener una
copia de la descripcin de los derechos y
garantas de procedimiento, y debe incluir
recursos que usted puede contactar para que
lo ayuden a comprender las disposiciones de
la IDEA.

El aviso debe:
Estar escrito en un idioma que el pblico en
general pueda entender.
Entregarse en su lengua madre u otro modo
de comunicacin que usted use, a menos que
claramente no sea posible hacerlo.

LENGUA MADRE

Si su lengua madre u otro modo de comunicacin
no fuera un idioma escrito, el distrito escolar
debe asegurarse de que el aviso sea traducido
oralmente o por otros medios a su lengua madre
u otro modo de comunicacin y que usted
comprenda el contenido del aviso. La escuela
debe contar con documentacin escrita de que se
ha cumplido con este requisito.

En el caso de un individuo con dominio limitado
de ingls (LEP, por sus siglas en ingls), el
trmino "lengua madre" se refiere al idioma que
generalmente utiliza esa persona. En el caso de
un nio, se refiere al idioma que por lo general
usan los padres del nio en todos los contactos
directos que tienen con el nio. En todos los
contactos directos con el nio se refiere al
idioma que el nio usa generalmente en el hogar
o entorno de aprendizaje.

Para una persona sorda o ciega, o una persona sin
idioma escrito, el modo de comunicacin es el
lenguaje que la persona usa generalmente (como
por ejemplo lenguaje de seas, Braille o
comunicacin oral).

CORREO ELECTRNICO (E-MAIL)
Si el distrito escolar le ofrece la opcin de recibir
documentos por correo electrnico, usted
tambin puede optar por recibir los siguientes
documentos por correo electrnico:
Aviso de derechos y garantas de
procedimiento.
Avisos relacionados con una queja de debido
proceso.
CONSENTIMIENTO DE LOS PADRES -
DEFINICIN
Consentimiento significa que:
Le han proporcionado toda la informacin
relevante a la actividad para la cual le piden
que d su consentimiento en su lengua madre
u otro modo de comunicacin.
Usted comprende y acuerda por escrito que se
lleve a cabo la actividad para la cual se busca
su consentimiento, y el consentimiento
describe la actividad y enumera los registros
(de haberlos) que se divulgarn y a quin.
Usted comprende que el consentimiento es
voluntario y que puede revocar o retirar su
consentimiento en cualquier momento antes
de que se lleve a cabo la accin. Sin embargo,
la revocacin del consentimiento no es
retroactiva, lo cual significa que no niega la
accin que ya ha tenido lugar despus de que
usted dio su consentimiento y antes de que
revocara el consentimiento.

CONSENTIMIENTO DE LOS PADRES PARA
LA EVALUACIN INICIAL
Despus de proporcionarle un aviso por escrito
de las evaluaciones propuestas para su nio, el
distrito escolar debe obtener su consentimiento
antes de llevar a cabo una evaluacin inicial para
determinar si su nio es elegible, segn la Parte
B de la IDEA, para recibir educacin especial y
servicios relacionados. Su consentimiento para
que se realice una evaluacin inicial no significa
que usted ha dado consentimiento para que el
distrito escolar le proporcione a su nio
educacin especial y servicios relacionados. El
distrito escolar debe hacer esfuerzos razonables
para obtener su consentimiento informado para la
realizacin de una evaluacin inicial a fin de
decidir si su nio tiene una discapacidad.

El distrito escolar no necesita su consentimiento
para poder:

Revisar datos existentes como parte de la
evaluacin o reevaluacin de su nio.
Tomar a su nio una prueba u otra
evaluacin que se les tome a todos los
nios, a menos que, antes de dicha prueba
o evaluacin, se pida el consentimiento a
todos los padres de todos los nios.
Encargar a un maestro o especialista que
evale a su nio para determinar las
estrategias que deben tomarse para
implementar el plan de estudios.

MENORES BAJ O LA TUTELA DEL
ESTADO

En el caso de nios que son menores bajo la
tutela del estado y no viven con su(s) padre(s),
el distrito escolar no necesita el consentimiento
del padre/madre para realizar una evaluacin
inicial a fin de determinar si el nio es un nio
con una discapacidad, si:
A pesar de los esfuerzos razonables para
hacerlo, el distrito escolar no puede
localizar al (a los) padre(s) del nio.
Los derechos del (de los) padre(s) del nio
han sido cancelados de acuerdo con la ley
estatal.
Un juez ha asignado el derecho de tomar
decisiones educativas y de dar
consentimiento para una evaluacin inicial a
un individuo nombrado por el juez como
representante del nio.

El trmino menor bajo la tutela del estado tal
como lo utiliza la IDEA, se refiere a un nio
que, segn lo determina el estado donde el
nio vive:
Es un nio en cuidado de crianza.
Es considerado un menor bajo la tutela del
estado segn la ley del Estado de
Oklahoma.
Se encuentra al cuidado de una agencia
pblica de bienestar de nios.

El trmino no incluye a un nio en cuidado de
crianza que tiene un padre/madre de crianza
que cumpla con la definicin de padre/madre.

NEGATIVA A DAR CONSENTIMIENTO

Si usted(es), el/los padre(s), no dan
consentimiento para una evaluacin, la escuela
o el distrito escolar pueden seguir intentando
que se realice una evaluacin utilizando los
procedimientos de mediacin y de audiencia
de queja de debido proceso, excepto al grado
en que la ley sea inconsistente con esta norma
en relacin con el consentimiento de los
padres. Si usted est educando a su nio en el
hogar o usted ha ubicado al nio en una
escuela privada, la escuela no puede utilizar
los procedimientos de mediacin o de
audiencia de debido proceso para intentar
hacer una evaluacin.

El consentimiento de los padres para una
evaluacin no se debe considerar
consentimiento de colocacin para que se
brinde educacin especial y servicios
relacionados.

Si la agencia educativa local (LEA, por sus
siglas en ingls) busca hacer una evaluacin
utilizando los procedimientos de audiencia de
queja de debido proceso, y el funcionario de
audiencias decide a favor de la LEA/agencia,
sta puede evaluar a su nio sin su
consentimiento. Esto queda sujeto a los
derechos de los padres segn las disposiciones
para apelaciones administrativas, revisiones
imparciales, acciones civiles, plazos de debido
proceso, y condicin del nio durante los
procedimientos segn lo dispuesto por la
IDEA. La LEA/agencia debe notificar al (a
los) padre(s) sobre sus acciones y
comunicarles que tienen derechos de
apelacin, as como derechos y garantas de
procedimiento en la audiencia en s.

TRASPASO DE LOS DERECHOS DE
PADRES EN LA MAYORA DE EDAD

Cuando un joven adulto con una discapacidad
alcanza la mayora de edad (18 aos) o cuando
un menor de edad contrae matrimonio, segn
la ley estatal (excepto en el caso de un joven
adulto con una discapacidad que se considere
persona incompetente segn la ley estatal):

El distrito escolar debe proporcionar los
avisos que exige la ley tanto al joven adulto
como a los padres.
Todos los otros derechos atribuidos a los
padres segn la Parte B de la IDEA se
traspasan al joven adulto.
El distrito escolar debe notificar al
individuo y al (a los) padre(s) sobre el
traspaso de derechos por lo menos un ao
antes del traspaso del Plan de Educacin
Individualizada (IEP) del alumno.
Todos los derechos atribuidos al (a los)
padres segn esta ley se traspasan a los
jvenes adultos que estn encarcelados en
una institucin correccional federal, estatal
o local para adultos o menores.

Si, segn la ley estatal, un joven adulto con
una discapacidad que haya alcanzado la
mayora de edad no fue considerado persona
incompetente, pero se determina que no tiene
la capacidad de dar un consentimiento
informado respecto de su programa educativo,
el Estado debe establecer procedimientos para
nombrar al (a los) padre(s) del joven adulto, o
a otro individuo apropiado si el/los padre(s) no
estn disponibles, para representar los intereses
educativos del joven adulto durante el perodo
de elegibilidad del joven adulto segn lo
dispuesto por esta seccin.

EVALUACIN

Uno de los padres o el distrito escolar puede
iniciar una solicitud para que se realice una
evaluacin inicial con el objetivo de
determinar si el nio es un nio con una
discapacidad. Si usted cree que su nio
necesita una evaluacin de educacin especial,
debe ponerse en contacto con la escuela del
nio.

Evaluacin se refiere a una variedad de
herramientas de evaluacin, incluyendo sus
comentarios, las observaciones de los maestros
de su nio y otros proveedores de servicios,
estrategias, instrumentos tcnicamente slidos
y procedimientos que se usan de acuerdo con
la IDEA para determinar si un nio rene los
requisitos para ser considerado nio con una
discapacidad segn la definicin de la
IDEA y para determinar las necesidades
educativas de su nio. El trmino
significa procedimientos utilizados
selectivamente con un nio en particular
y no incluye las evaluaciones bsicas que
se administran o los procedimientos que
se usan con todos los nios de una
escuela, grado o clase.

ELEGIBILIDAD

Una vez completada la determinacin de
pruebas y otros procedimientos de
evaluacin, incluyendo la informacin
proporcionada por usted, el/los padre(s),
la determinacin de si su nio es elegible
como nio con una discapacidad debe ser
tomada por un grupo de profesionales
calificados y el/los padre(s). Usted(es),
el/los padre(s), deben recibir sin costo
una copia del informe de evaluacin y de
la documentacin de determinacin de
elegibilidad. Su nio ser elegible para
recibir servicios de educacin especial si
se determina que tiene una o ms
discapacidades incluidas segn las
normas de educacin especial de
Oklahoma y si su nio necesita
educacin especial (instruccin
especialmente diseada) como resultado.

Se debe realizar una evaluacin inicial en
un plazo de 45 das escolares a partir del
momento en que se recibi el
consentimiento de los padres para la
evaluacin inicial hasta que se tome la
determinacin inicial de elegibilidad.

Este plazo no aplicara si usted en
repetidas oportunidades no presenta al
nio para la evaluacin o si se niega a
que est disponible para la evaluacin, o
si su nio se inscribe en otro distrito
escolar mientras se est llevando a cabo
la evaluacin. En ese caso, el nuevo
distrito escolar del nio y usted se
pondran de acuerdo en un momento
especfico para llevar a cabo con
prontitud la evaluacin del nio.

Si el nio ha participado en un proceso que
evala la respuesta del nio a la intervencin
basada en la investigacin cientfica para
determinar si su nio tiene una discapacidad de
aprendizaje especfica, las estrategias de
enseanza utilizadas y los datos centrados en el
alumno recopilados deben incluir
documentacin que indique que usted(es),
el/los padre(s), fueron notificados sobre las
polticas del estado respecto de la cantidad y la
naturaleza de los datos de rendimiento del
alumno que se recopilaran y de los servicios
de educacin general que se brindaran;
estrategias para aumentar el ritmo de
aprendizaje del nio; y el derecho que usted
tiene de solicitar una evaluacin.

PARA LOS SERVICIOS
El distrito escolar debe obtener su
consentimiento informado antes de brindarle a
su nio educacin especial y servicios
relacionados por primera vez.

El distrito escolar debe guardar la
documentacin de los esfuerzos razonables que
realiz para obtener su consentimiento
informado.
La documentacin debe incluir un registro de
los intentos realizados por el distrito escolar en
estas reas, como por ejemplo:
Registros detallados de los llamados
telefnicos realizados o intentados y los
resultados de dichos llamados.
Copias de la correspondencia que le
enviaron a usted y las respuestas recibidas.
Registros detallados de las visitas hechas a
su hogar o lugar de trabajo y los resultados
de dichas visitas.

Si usted se niega a dar su consentimiento para
que su nio reciba educacin especial y
servicios relacionados por primera vez, o si
usted no responde cuando se le pide que
proporcione dicho consentimiento, el distrito
escolar no puede brindarle a su nio educacin
especial y servicios relacionados. El distrito
escolar no puede desafiar legalmente su
negativa a dar consentimiento para que
su nio reciba servicios de educacin
especial por primera vez.

Si usted se niega a dar su consentimiento
para que su nio reciba educacin
especial y servicios relacionados, o si no
responde a un pedido para que
proporcione dicho consentimiento:
El distrito escolar no estar violando
el requisito de brindarle a su nio
educacin pblica gratuita y
apropiada (FAPE) debido a su
incapacidad de brindar dichos
servicios a su nio.
El distrito escolar no est obligado a
llevar a cabo una reunin del plan de
educacin individualizada (IEP) o a
desarrollar un IEP para su nio por la
educacin especial y servicios
relacionados para los cuales se
solicit su consentimiento.

Excepto para una evaluacin inicial y la
colocacin inicial de su nio en
educacin especial, la IDEA establece
que puede no exigirse un consentimiento
como condicin para que usted o su nio
reciban algn beneficio. Cualquier
cambio que se produzca en el programa
de educacin especial de su nio,
despus de la colocacin inicial, no
queda sujeto al consentimiento de los
padres segn las disposiciones de la Parte
B de la IDEA, pero s estn sujetos a un
aviso previo y a los requisitos del IEP.

Los procedimientos de Oklahoma y la
IDEA tambin exigen que se les d aviso
previo a los padres y la oportunidad de
que estos participen en el desarrollo o
revisin de los IEP antes de que se
realicen las reevaluaciones.

PARA LAS REEVALUACIONES

Se debe hacer una reevaluacin por lo
menos cada tres aos, o con mayor
frecuencia si las condiciones as lo
requieren. Sin embargo, la IDEA no

exige que una escuela realice una reevaluacin
ms de una vez por ao a menos que usted y la
escuela estn de acuerdo en esto. Adems, la
IDEA les permite tanto a usted como al distrito
escolar ponerse de acuerdo para renunciar a la
reevaluacin.

Usted debe dar su consentimiento informado al
distrito escolar antes de que ste pueda
reevaluar a su nio, a menos que el distrito
escolar pueda demostrar que:
El distrito escolar tom medidas razonables
para obtener su consentimiento para la
reevaluacin del nio.
Usted no respondi.
No se necesita ninguna informacin
adicional despus de la revisin de la
informacin existente.

El distrito escolar puede, pero no est
obligado, buscar que se realice la reevaluacin
de su nio usando el proceso de mediacin, la
reunin de resolucin de queja de debido
proceso, y/o los procedimientos de audiencia
de queja de debido proceso imparcial para
invalidar su negativa a dar consentimiento para
la reevaluacin de su nio. Sin embargo, al
igual que en el caso de las evaluaciones
iniciales, el distrito escolar no estar en
violacin de sus obligaciones segn la Parte B
de la ley IDEA si se niega a buscar la
reevaluacin de esta manera.

REVOCACIN DEL CONSENTIMIENTO
DE LOS PADRES
Usted tiene el derecho a revocar, en cualquier
momento, el consentimiento para que se brinde
educacin especial y servicios relacionados
continuos.

Usted debe presentar por escrito su solicitud de
revocar el consentimiento para educacin
especial y servicios relacionados. Los servicios
no pueden revocarse en parte; por lo tanto, con
su solicitud de revocacin usted estara
renunciando a todos los servicios de educacin
especial, servicios relacionados y cualquier
otro apoyo incluido en el IEP de su nio.
Dentro de un plazo razonable, el distrito
escolar debe responder a su revocacin
con un aviso escrito sobre la terminacin
de la colocacin educativa y de los
servicios de educacin especial y
servicios relacionados que tendr lugar
como resultado de la revocacin del
consentimiento. El aviso escrito debe
incluir informacin sobre los recursos
que usted puede contactar para
comprender los requisitos de la Parte B
de la IDEA. Si usted revoca su
consentimiento para que el nio reciba
educacin especial:
El distrito escolar no estar violando
el requisito de brindarle a su nio
educacin pblica gratuita y
apropiada (FAPE) debido a su
incapacidad de brindar servicios a su
nio.
Su nio ser tratado como un alumno
no discapacitado para los fines
disciplinarios.
El distrito escolar no tiene obligacin
de enmendar los registros educativos
de su nio para quitar cualquier
referencia de que su nio haya
recibido educacin especial y
servicios relacionados.

Posteriormente, usted o el distrito
escolar pueden iniciar una solicitud para
que se realice una evaluacin inicial con
el fin de determinar si su nio tiene una
discapacidad.
EVALUACIN EDUCATIVA
INDEPENDIENTE
Usted tiene derecho a obtener una
evaluacin educativa independiente (IEE,
por sus siglas en ingls) para su nio. Si
usted solicita una IEE, el distrito escolar
debe brindarle informacin sobre dnde
puede conseguirse una IEE.

Evaluacin educativa independiente se
refiere a una evaluacin realizada por un
examinador calificado que no sea
empleado del distrito escolar responsable
de la educacin de su nio.

IEE a expensas pblicas significa que el
distrito escolar paga el costo total de la
evaluacin o garantiza que la evaluacin le sea
provista a usted sin costo. Siempre que una
IEE sea a expensas pblicas, los criterios por
los cuales se obtiene la evaluacin, incluyendo
el lugar de la evaluacin y las aptitudes del
examinador, deben ser los mismos que los
criterios que el distrito escolar utiliza cuando
inicia una evaluacin.

Usted tiene el derecho a recibir una IEE a
expensas pblicas si no est de acuerdo con
una evaluacin de su nio que haya obtenido el
distrito escolar. Sin embargo, el distrito escolar
puede iniciar una audiencia de queja de debido
proceso para demostrar que la evaluacin es
apropiada. Si la decisin final es que la
evaluacin es apropiada, usted an tiene
derecho a recibir una IEE, pero no a expensas
pblicas.

El distrito escolar puede exigirle que le d un
aviso previo antes de obtener una IEE a
expensas pblicas; sin embargo, el distrito
escolar no puede no pagar los gastos de una
IEE si usted no notifica al distrito escolar que
se est intentado obtener una IEE.

Si usted obtiene una IEE a expensas pblicas o
privadas, el distrito escolar debe tener en
cuenta los resultados de la evaluacin para
cualquier decisin que tome con respecto a la
provisin de FAPE para su nio, y puede ser
presentada como evidencia en una audiencia de
debido proceso sobre su nio.

Si un funcionario de audiencias solicita una
IEE como parte de una decisin de audiencia,
el costo de la evaluacin ser a expensas
pblicas.

REGISTROS EDUCATIVOS -
INFORMACIN DE IDENTIFICACIN
PERSONAL

Un registro educativo es la informacin que
guarda la escuela y que contiene informacin
de identificacin personal sobre su nio.

La informacin de identificacin
personal incluye: el nombre del nio, su
nombre o los nombres de otros miembros
de la familia; la direccin del nio; un
identificador personal, como por ejemplo
el nmero de seguro social o nmero de
alumno del nio; o una lista de
caractersticas personales u otra
informacin que hiciera posible
identificar al nio con razonable certeza.

DERECHOS DE ACCESO

Cada distrito escolar debe permitirle
inspeccionar y revisar cualquier registro
educativo que el distrito escolar recopile,
mantenga o utilice. El distrito escolar
debe cumplir con su pedido sin demora
innecesaria y antes de cualquier reunin
sobre el IEP de su nio, una sesin de
resolucin o audiencia de debido proceso
imparcial, y en ningn caso pasados los
45 das de haberse realizado el pedido.

El derecho a inspeccionar y revisar los
registros educativos segn lo
especificado en esta seccin incluye:
Su derecho a recibir una respuesta del
distrito escolar respecto de sus
pedidos razonables de explicacin e
interpretacin de los registros.
Su derecho a que su representante
inspeccione y revise los registros.
Su derecho a solicitar que el distrito
escolar proporcione copias de los
registros si usted no los puede
inspeccionar y revisar efectivamente
a menos que reciba dichas copias.

Un distrito escolar puede presumir que
usted tiene autoridad para inspeccionar y
revisar los registros relacionados con su
nio a menos que el distrito escolar haya
recibido informacin de que usted no
tiene dicha autoridad segn la ley estatal
correspondiente que rige los asuntos tales
como tutela, separacin y divorcio.

REGISTRO DE ACCESO

Cada distrito escolar debe mantener un registro
de las partes autorizadas a obtener acceso a los
registros educativos recopilados, mantenidos o
usados segn esta seccin (excepto el acceso
por parte de los padres y empleados
autorizados del distrito escolar), incluyendo el
nombre del individuo, la fecha en la que se
otorg acceso, y el propsito por el cual se
autoriza a la persona a usar los registros.

REGISTROS SOBRE MS DE UN NIO

Si algn registro educativo incluyera
informacin sobre ms de un nio, el/los
padre(s) de dichos nios tienen derecho a
inspeccionar y revisar slo la informacin
referida a su nio, o a recibir informacin
sobre esos datos especficos.

LISTAS DE TIPOS DE INFORMACIN Y
SUS UBICACIONES

Cuando usted as lo solicite, cada distrito
escolar debe proporcionarle una lista de los
tipos y ubicaciones de registros educativos de
su nio recopilados, mantenidos o utilizados
por el distrito escolar.

TARIFAS PARA LA BSQUEDA,
RECUPERACIN Y COPIADO DE
REGISTROS

Los distritos escolares no pueden cobrar una
tarifa por buscar o recuperar informacin
segn lo dispuesto en la Parte B de la IDEA.
Los distritos escolares pueden cobrar una tarifa
por las copias de los registros que hagan para
usted si la tarifa no le impide de manera
efectiva ejercer su derecho de inspeccionar y
revisar dichos registros.

ENMIENDAS DE REGISTROS A PEDIDO
DEL PADRE

Si usted considera que la informacin presente
en los registros educativos recopilados,
mantenidos o utilizados segn esta seccin es
incorrecta, engaosa o viola la privacidad u
otros derechos de su nio, usted puede
solicitarle al distrito escolar que mantiene la
informacin que la modifique.

El distrito escolar debe decidir si se
cambia la informacin de acuerdo con su
pedido dentro de un perodo razonable de
tiempo a partir de la recepcin de este
pedido. Si el distrito escolar decide
negarse a cambiar la informacin de
acuerdo con su pedido, debe informarle
sobre el rechazo y comunicarle su
derecho a una audiencia tal como lo
dispone la Ley de Derechos Educativos y
de Privacidad de la Familia (FERPA, por
sus siglas en ingls de Family Education
Rights and Privacy Act)

OPORTUNIDAD PARA UNA
AUDIENCIA
El distrito escolar debe, bajo pedido,
darle la oportunidad de tener una
audiencia para cuestionar la informacin
presente en los registros educativos sobre
su nio a fin de asegurar que no sea
imprecisa, errnea o que de otra manera
viole los derechos de privacidad u otros
derechos de su nio. Si, como resultado
de la audiencia, el distrito escolar decide
que la informacin es imprecisa, errnea
o que de alguna otra manera viola los
derechos de privacidad u otros derechos
de su nio, ste debe cambiar la
informacin como corresponda e
informarle por escrito.

RESULTADOS DE UNA AUDIENCIA

Si, como resultado de la audiencia, el
distrito escolar decide que la informacin
no es imprecisa, errnea o que de alguna
otra manera viola los derechos de
privacidad u otros derechos de su nio,
debe comunicarle que usted tiene
derecho a incluir en los registros que se
mantienen de su nio una declaracin
escrita que haga comentarios sobre la
informacin o que incluya las razones
por las cuales usted no est de acuerdo
con la decisin del distrito escolar.

El distrito escolar debe mantener dicha
explicacin incluida en los registros de

su nio como parte de los registros de su nio
mientras el distrito escolar mantenga el registro
o porcin en disputa. Si el distrito escolar
divulga los registros de su nio o la porcin en
disputa a algn tercero, la explicacin tambin
debe ser divulgada a dicho tercero.

CONSENTIMIENTO PARA LA
DIVULGACIN DE INFORMACIN DE
IDENTIFICACIN PERSONAL

A menos que la informacin se encuentre en
registros educativos, y que la divulgacin se
autorice sin su consentimiento segn la
FERPA, se debe obtener su consentimiento
antes de divulgar la informacin de
identificacin personal a terceros que no sean
funcionarios de agencias participantes. No es
obligatorio obtener su consentimiento antes de
que la informacin de identificacin personal
pueda ser divulgada a funcionarios de agencias
participantes a los fines de cumplir un requisito
de la Parte B de la IDEA.

Debe obtenerse su consentimiento antes de que
la informacin de identificacin personal
pueda ser divulgada a funcionarios de agencias
participantes que proveen o pagan servicios de
transicin.

Si su nio asiste, o va a asistir, a una escuela
privada que no est ubicada en el mismo
distrito escolar donde usted vive, debe
obtenerse su consentimiento antes de que
cualquier informacin de identificacin
personal sobre su nio sea divulgada entre los
funcionarios del distrito escolar donde se
encuentra la escuela privada y los funcionarios
del distrito escolar donde usted vive.
PROTECCIONES

Cada distrito escolar debe proteger la
confidencialidad de la informacin de
identificacin personal en las etapas de
recopilacin, almacenamiento, divulgacin y
destruccin.

Un funcionario de cada distrito escolar debe
asumir la responsabilidad de garantizar la
confidencialidad de la informacin de
identificacin personal.

Todas las personas que recopilan o
utilizan informacin de identificacin
personal deben recibir capacitacin o
instruccin sobre las polticas y
procedimientos de su estado respecto de
la confidencialidad segn la Parte B de la
IDEA y FERPA.

Cada distrito escolar debe mantener, para
inspeccin pblica, un listado
actualizado de los nombres y puestos de
dichos empleados dentro del distrito que
pueden tener acceso a la informacin de
identificacin personal.

DESTRUCCIN DE INFORMACIN

Su distrito escolar debe informarle
cuando la informacin de identificacin
personal recopilada, mantenida o
utilizada ya no sea necesaria para brindar
servicios educativos a su nio.

La informacin debe ser destruida si
usted as lo solicita; sin embargo, puede
mantenerse sin lmite de tiempo un
registro permanente de su nio que
contenga nombre, direccin y nmero de
telfono, calificaciones, registro de
asistencia, clases cursadas, nivel de
grado completado y ao en que fue
completado.

MEDIACIN

La mediacin en la educacin especial es
un proceso gratuito y efectivo para
ayudar a los padres y las escuelas a
resolver desacuerdos, lo antes posible,
respecto del programa de educacin de
un alumno con discapacidades. Esto
sucede en una reunin no adversativa que
es ms estructurada que una conferencia
entre padres y escuela pero menos formal
que una audiencia de debido proceso.

El Departamento de Educacin del
Estado de Oklahoma o el distrito escolar

deben poner el proceso de mediacin a
disposicin para permitirle a usted y al distrito
escolar resolver los desacuerdos referidos a
cualquier asunto segn la Parte B de la IDEA,
incluyendo asuntos que surjan antes de la
presentacin de una queja de debido proceso.
Por lo tanto, la mediacin est disponible para
resolver disputas conforme a la Parte B de la
IDEA, independientemente si usted ha
presentado o no un pedido de audiencia de
debido proceso. Cuando se inicia una queja de
debido proceso conforme a la IDEA, el distrito
escolar debe informarle que el proceso de
mediacin est disponible como una
alternativa para resolver disputas.

Los procedimientos deben garantizar que el
proceso de mediacin:
Sea voluntario de su parte y de parte del
distrito escolar.
Se le proporcione sin costo alguno.
No se utilice para denegarle el derecho a
una audiencia de debido proceso, o
denegarle cualquier otro derecho que usted
tenga segn la Parte B de la IDEA.
Sea realizado por un mediador calificado e
imparcial que tenga capacitacin en
tcnicas efectivas.

Para obtener ms informacin sobre el sistema
de Mediacin de Oklahoma, puede
comunicarse con el Centro de Resolucin de
Educacin Especial (SERC, por sus siglas en
ingls) al 918-712-9632 o al 888-267-0028.
Tambin puede comunicarse con el Centro de
Conciliacin Temprana al 877-521-6677 para
conseguir el nombre y nmero de su Centro de
Conciliacin Temprana local.

Oportunidad para reunirse con una parte no
interesada:

La agencia educativa estatal (SEA) o el distrito
escolar pueden establecer procedimientos para
ofrecerles a usted y a los distritos escolares que
decidan no usar el proceso de mediacin una
oportunidad de reunirse con una parte no
interesada que tenga contrato con:
Una entidad alternativa apropiada de
resolucin de disputas (Centros de
Resolucin Temprana del Sistema
Alternativo de Resolucin de
Disputas, bajo la direccin de la
Oficina Administrativa de los
Tribunales), un centro de
informacin y capacitacin para
padres (Centro de Informacin y
Capacitacin para Padres de
Oklahoma), la Red de informacin
Conjunta de Oklahoma (J OIN, por
sus siglas en ingls), o un centro
comunitario de recursos para padres
en el estado.
Para que lo aliente a usted a usar el
proceso de mediacin y le explique
los beneficios del mismo.
El mediador:
No puede ser empleado de la SEA o
del distrito escolar que est
involucrado en la educacin o cuidado
de su nio.
No debe tener un inters personal o
profesional que entre en conflicto con
la objetividad del mediador.

Una persona que de otra manera rena
los requisitos para ser mediador no es un
empleado de un distrito escolar o agencia
del Estado simplemente porque reciba un
pago por parte de la agencia o del distrito
escolar para actuar como mediador.

En los Centros de Resolucin Temprana
del Sistema Alternativo de Resolucin de
Disputas, bajo la direccin de la Oficina
Administrativa de los Tribunales hay
disponibles mediadores capacitados,
calificados e imparciales que pueden ser
solicitados. Tambin se puede obtener
informacin y derivacin gratuita a
travs de OSDE-SES, el Sistema de
Servicios de Informacin en todo
Oklahoma (OASIS, por sus siglas en
ingls), el Centro de Informacin y
Capacitacin para Padres de Oklahoma,
o el Centro de la Ley de Discapacidad de
Oklahoma (ODLC, por sus siglas en
ingls).

El OSDE-SES apoya la resolucin de las
disputas, referidas a cualquier asunto sujeto a
quejas de debido proceso, a travs del proceso
de mediacin u otros medios informales entre
padres y distritos escolares respecto de la
educacin de un nio con una discapacidad o
que se suponga que tiene discapacidades. El
Estado es responsable de pagar los costos del
proceso de mediacin.

Toda reunin del proceso de mediacin debe
programarse de manera oportuna y llevarse a
cabo en un lugar que sea conveniente tanto
para usted como para el distrito escolar. La
mediacin no se utiliza para negarle o demorar
su derecho a tener una audiencia de debido
proceso o para denegar cualquier otro derecho
otorgado conforme a estos requisitos. Adems,
la reunin de mediacin no altera los plazos
requeridos para las audiencias de debido
proceso.

Para resolver una disputa a travs del proceso
de mediacin, tanto usted como el distrito
escolar deben firmar un acuerdo obligatorio
que exponga dicha resolucin y que:
Especifique que todos los debates que
surgieron durante el proceso de mediacin
se mantendrn confidenciales y que no
podrn usarse como evidencia en ningn
procedimiento civil o de audiencia de
debido proceso subsiguiente.
Est firmado tanto por usted como por un
representante del distrito escolar que tenga
la autoridad de obligar legalmente al
distrito escolar.

Un acuerdo de mediacin escrito y firmado es
ejecutable en cualquier jurisdiccin
competente o tribunal estatal o en un tribunal
de distrito de los Estados Unidos.

Usted o el distrito escolar pueden solicitar
mediacin pero ambas partes deben asistir y
estar de acuerdo. Las partes involucradas
pueden o no tener representantes en la
mediacin; sin embargo, aquellas personas que
asistan deben estar en una posicin de
autoridad para tomar decisiones.

Cualquiera de las partes puede negarse a
participar en una conferencia sin
perjuicio de ningn derecho y garanta de
procedimiento otorgado segn las leyes
estatales o federales correspondientes.

PRESENTACIN DE QUEJ AS
ADMINISTRATIVAS A NIVEL
LOCAL O ESTATAL

Puede presentarse ante el administrador
del distrito escolar local o la SEA una
queja por escrito firmada referente a
supuestas violaciones de la Parte B de la
IDEA.

Si la queja se presenta ante el distrito
escolar local, el reclamante puede
solicitar que el Estado revise las
conclusiones.

Una queja escrita debe incluir:
Una declaracin de que el distrito
escolar ha violado un requisito
conforme con la Parte B de la IDEA.
Hechos sobre los cuales se basa la
declaracin.
La firma e informacin de contacto
del reclamante.

Si se alegan violaciones referentes a un
nio en particular:
El nombre del nio y la direccin de
residencia del nio.
El nombre de la escuela a la que
asiste el nio.
En el caso de un nio o joven sin
hogar, informacin de contacto
disponible del nio y el nombre de la
escuela a la que asiste el nio.
Una descripcin de la manera en la
que el distrito escolar ha violado los
requisitos segn la IDEA
relacionados con el alegato,
incluyendo los hechos relacionados
con el problema.
La resolucin del problema propuesta
hasta donde se tenga conocimiento y
disponible a la parte que sigue la

queja al momento en que se presenta la
queja.

La queja debe alegar que la violacin ocurri
no ms de un ao antes de la fecha en que se
presenta la queja.

Si usted presenta una queja administrativa y
una queja de debido proceso para el mismo
asunto, la investigacin de la queja
administrativa se mantendr en reserva. El
funcionario de audiencias asignado para ver y
entender su queja de debido proceso llevar a
cabo una audiencia imparcial.

La informacin relevante sobre el supuesto
asunto a considerar para determinar si existe
una violacin de la Parte B de la IDEA puede
presentarse de manera oral y por escrito.

Para este fin, hay un formulario disponible en
OSDE-SES que le ayudar a presentar una
queja escrita formal.

La OSE-SES emitir una carta de conclusiones
por escrito dentro de un plazo de 60 das
calendario a partir del momento en que se
recibe una queja formal por escrito, a menos
que existan circunstancias excepcionales que
requieran un involucramiento ms extenso.

Tambin se alienta la mediacin como una
opcin para facilitar la resolucin temprana de
asuntos relacionados con quejas. Se puede
obtener informacin de ayuda para solicitar
una mediacin o presentar una queja
comunicndose con el director o administrador
de educacin especial de su distrito escolar o
con el OSDE-SES.

PRESENTACIN DE UNA QUEJ A DE
DEBIDO PROCESO

Usted o el distrito escolar pueden presentar una
queja de debido proceso sobre cualquier asunto
que se relacione con una propuesta o negacin
para iniciar o modificar la identificacin,
evaluacin o colocacin educativa de su nio,
o la provisin de FAPE.

La queja de debido proceso debe alegar
una violacin que haya sucedido no ms
de dos aos antes de que usted o el
distrito escolar se enterara o se tendra
que haber enterado sobre la supuesta
accin que forma las bases de la queja de
debido proceso.

El plazo mencionado arriba no
corresponde a su caso si usted no pudo
presentar una queja de debido proceso
porque:
El distrito escolar tergivers
especficamente que haba resuelto
el asunto que forma las bases de la
queja.
El distrito escolar retuvo
informacin que tena obligacin de
entregarle a usted segn la Parte B
de la IDEA.

El distrito escolar le debe informar sobre
cualquier servicio legal u otros servicios
relevantes gratuitos o de bajo costo que
estn disponibles en su rea si usted
solicita dicha informacin, o si usted o el
distrito escolar presentan una queja de
debido proceso.

QUEJ A DE DEBIDO PROCESO

Para solicitar una audiencia, usted o el
distrito escolar (o su abogado o el
abogado del distrito escolar) deben
presentar una queja de debido proceso a
la otra parte. Dicha queja debe incluir
todo lo que se describe a continuacin y
debe mantenerse de manera confidencial.

Usted o el distrito escolar, el que haya
presentado la queja, tambin debe
proveerle a la SEA una copia de la queja.

La queja de debido proceso debe ser
hecha por escrito, estar firmada e incluir:
El nombre de su nio.
La fecha de nacimiento de su nio.
La direccin de residencia de su nio.
El nombre de la escuela a la que
asiste su nio.

Si su nio es un nio o joven sin hogar, la
informacin de contacto del nio y el
nombre de la escuela a la que asiste.
El grado actual o colocacin actual de su
nio.
La discapacidad establecida o supuesta de
su nio.
Una descripcin de la naturaleza del
problema de su nio relacionada con la
accin propuesta o rechazada, incluyendo
los datos que tengan referencia con el
problema.
Una propuesta para la resolucin del
problema hasta donde se tenga
conocimiento y est disponible para usted o
el distrito escolar en ese momento.
La razn por la cual se cuestiona la
identificacin, evaluacin, colocacin
educativa de su nio, o la provisin de
FAPE para el nio.

Una parte no puede tener una audiencia de
debido proceso hasta que la parte, o el abogado
que representa a la parte, presenten un aviso
que cumpla con los requisitos.

En OSDE-SES hay un formulario disponible
para este propsito que lo ayudar a presentar
una queja de debido proceso.

Usted o el abogado que lo represente a usted
en nombre de su nio deben enviar por correo
una copia de este pedido al distrito escolar y a
OSDE-SES, Atencin: Due Process Hearing
Requests, 2500 North Lincoln Boulevard,
Room 412, Oklahoma City, Oklahoma 73105-
4599.
Se asignar al caso un funcionario de
audiencias de debido proceso imparcial. Se les
informar a usted o a su abogado sobre esta
asignacin.

La queja de debido proceso se considerar
suficiente a menos que la parte que recibe la
queja de debido proceso notifique al
funcionario de audiencias y a la otra parte, por
escrito y en un plazo de 15 das calendario a
partir del momento de recepcin de la queja,
que la misma no cumple con los requisitos que
se enumeran arriba. Dentro de los cinco
das calendario de recibir la notificacin
de que la parte receptora considera
insuficiente una queja de debido proceso,
el funcionario de audiencias debe tomar
la determinacin si la queja de debido
proceso cumple o no con los requisitos
que se mencionan arriba, y debe notificar
dicha determinacin de inmediato y por
escrito a las partes.

Si el funcionario de audiencias determina
que su queja de debido proceso es
insuficiente, usted tiene el derecho a
presentar una queja enmendada en la que
se exponga la razn por la cual la queja
no reuna con los criterios de una queja
suficiente.

Usted o el distrito escolar pueden hacer
cambios a la queja de debido proceso
slo si:
La otra parte aprueba los cambios por
escrito y recibe la oportunidad de
resolver la queja de debido proceso
por medio de una reunin de
resolucin.
No ms de cinco das antes de que
comience la audiencia de debido
proceso, el funcionario de audiencias
da permiso para realizar los cambios.
Si la parte que realiza la queja hace
cambios a la queja de debido
proceso, el plazo para la reunin de
resolucin y el perodo de tiempo
para la resolucin vuelven a
comenzar en la fecha en la que se
presenta la queja enmendada.

Ninguna parte de esta seccin ser
interpretada como un impedimento para
que usted presente un pedido separado de
queja de debido proceso sobre un asunto
diferente a la queja ya presentada.

Si el distrito escolar no le ha enviado un
aviso escrito previo sobre el tema
planteado en su queja de debido proceso,
el distrito escolar debe, en un plazo de
diez das calendario a partir del momento

en que recibe la queja de debido proceso,
enviarle una respuesta que debe incluir:
Una explicacin de por qu el distrito
escolar propuso o se neg a tomar la
medida que se plantea en la queja de
debido proceso.
Una descripcin de otras opciones que el
equipo IEP de su nio tuvo en cuenta y las
razones por las cuales dichas opciones
fueron rechazadas.
Una descripcin de cada valoracin,
registro, informe o procedimiento de
evaluacin que us el distrito escolar como
base para las medidas propuestas o
rechazadas.
Una descripcin de los otros factores que
sean relevantes para las medidas
propuestas o rechazadas del distrito
escolar.

A excepcin de lo mencionado arriba, la parte
que recibe la queja de debido proceso debe, en
un plazo de diez das calendario de haber
recibido la queja de debido proceso, enviar a la
otra parte una respuesta que aborde
especficamente los asuntos planteados en la
queja.

SESIONES DE RESOLUCIN
En un plazo de 15 das calendario de haber
recibido el aviso sobre la queja de debido
proceso, y antes de que comience la audiencia
de debido proceso, el distrito escolar debe
convocar a una reunin con usted y el/los
miembro(s) relevantes del equipo IEP que
tengan conocimiento especfico de los hechos
identificados en su queja de debido proceso.

La reunin:
Debe incluir a un representante del distrito
escolar que tenga autoridad para tomar
decisiones en nombre del distrito escolar.
No puede incluir a un abogado del distrito
escolar, a menos que usted est
acompaado por un abogado.

El propsito de la reunin es que usted hable
sobre la queja de debido proceso, y los hechos
que conforman las bases de la queja.

El distrito escolar recibe la oportunidad
de resolver la queja, a menos que usted y
el distrito escolar acuerden por escrito
renunciar a la reunin de resolucin, o
acuerden usar el proceso de mediacin.
A menos que tanto usted como el distrito
escolar renuncien a la reunin de
resolucin o acuerden ir a la mediacin,
el hecho de no participar en la reunin de
resolucin demorar los plazos para el
proceso de resolucin y la audiencia de
debido proceso hasta que se lleve a cabo
la reunin de resolucin.

Si el distrito escolar no ha resuelto la
queja para su satisfaccin dentro de los
30 das calendario de recibida la queja de
debido proceso, puede llevarse a cabo la
audiencia de debido proceso.

El plazo de 45 das calendario para emitir
una decisin final comienza al
vencimiento del perodo de resolucin de
30 das calendario, a menos que usted y
el distrito escolar hayan acordado
renunciar al proceso de resolucin o
utilizar la mediacin. En este caso, el
plazo de 45 das calendario comienza al
da siguiente.

Si, despus de hacer esfuerzos razonables
y de documentar dichos esfuerzos, el
distrito escolar no puede lograr que usted
participe en la reunin de resolucin, el
distrito escolar puede, al final del perodo
de resolucin de 30 das calendario,
solicitar que un funcionario de
audiencias desestime su queja de debido
proceso.

Si el distrito escolar no lleva a cabo una
sesin de mediacin dentro de los 15 das
de recibir su queja de debido proceso o
no participa en la reunin de resolucin,
usted puede pedirle al funcionario de
audiencias que comience el plazo para la
audiencia de debido proceso.

Si se logra una resolucin para la disputa
en la reunin de resolucin, usted y el

distrito escolar deben ejecutar un acuerdo
obligatorio que:
Est firmado por usted y un representante
del distrito escolar que tenga la autoridad
de obligar legalmente al distrito escolar.
Sea ejecutable en cualquier tribunal estatal
de jurisdiccin competente o en un tribunal
de distrito de los Estados Unidos.

Si usted y el distrito escolar celebran un
acuerdo como resultado de una reunin de
resolucin, cualquiera de las partes puede
invalidar el acuerdo dentro de los tres das
hbiles posteriores al momento en que usted y
el distrito escolar firmaron el acuerdo.

AUDIENCIA IMPARCIAL DE DEBIDO
PROCESO

Como mnimo, el funcionario de audiencias:
No debe ser empleado de la SEA o del
distrito escolar involucrado en la educacin
o cuidado de su nio; sin embargo, no se
considera que una persona sea empleada de
la agencia simplemente porque reciba un
pago de la agencia para actuar como
funcionario de audiencias.
No debe tener un inters personal o
profesional que entre en conflicto con su
objetividad como funcionario de audiencias
en la audiencia.
Debe ser muy entendido y comprender las
disposiciones de la IDEA, las regulaciones
federales y estatales referentes a la IDEA, y
las interpretaciones legales de la IDEA por
parte de los tribunales federales y estatales.
Debe tener el conocimiento y la habilidad
de llevar a cabo audiencias, de acuerdo con
la prctica legal estndar y apropiada.
Debe tener el conocimiento y la habilidad
de tomar y redactar decisiones de acuerdo
con la prctica legal estndar y apropiada.

La parte que solicita la audiencia de debido
proceso no puede plantear asuntos en la
audiencia de debido proceso que no fueron
tratados en la queja de debido proceso, a
menos que la otra parte est de acuerdo.

La SEA tiene una lista de funcionarios de
audiencia calificados. Cuando se asigna
una audiencia de debido proceso, la SEA
debe entregar a todas las partes
involucradas el nombre del funcionario
de audiencias asignado y sus aptitudes.

DERECHOS DE AUDIENCIAS DE
DEBIDO PROCESO

A todas las partes de una audiencia o
apelacin se les debe conceder el derecho
de:
Estar acompaadas y recibir
asesoramiento de un abogado o
persona con conocimiento o
capacitacin especial sobre los
problemas de nios con
discapacidades.
Presentar evidencia y enfrentar,
contrainterrogar y exigir la asistencia
de testigos.
Prohibir la introduccin de cualquier
evidencia en la audiencia que no haya
sido divulgada a la otra parte por lo
menos cinco das antes de la
audiencia.
Obtener un registro palabra por
palabra escrito o, si usted lo decide,
electrnico, de la audiencia.
Obtener un registro escrito o, si usted
lo decide, electrnico, de los
fundamentos de hecho y decisiones,
que puede ponerse a disponibilidad
del pblico y transmitirse al panel
asesor del estado.

Un funcionario de audiencias puede
evitar que cualquier parte que no
divulgue las recomendaciones o
evaluaciones relevantes a la otra parte
por lo menos cinco das antes de la
audiencia presente esta informacin.

Usted debe tener el derecho de que su
nio est presente, y el derecho de abrir
la audiencia al pblico.

DECISIONES DE AUDIENCIA

La decisin de un funcionario de audiencias
sobre si su nio recibi o no FAPE debe tener
base sustantiva.

En los asuntos que alegan una violacin de
procedimiento, un funcionario de audiencias
puede considerar que su nio no recibi FAPE,
slo si las insuficiencias de procedimiento:
Le impidieron a su nio el derecho a recibir
FAPE.
Le impidieron a usted significativamente la
oportunidad de participar en el proceso de
toma de decisiones respecto de la provisin
de FAPE para su nio.
Causaron la prdida de un beneficio
educativo.

Ninguna parte de la seccin de derechos y
garantas de procedimiento de las regulaciones
federales conforme a la Parte B de la IDEA
puede interpretarse como un impedimento para
que usted presente un pedido por separado de
una audiencia de debido proceso sobre un
asunto diferente al de un pedido ya presentado.

La SEA, despus de eliminar la informacin de
identificacin personal, debe:
Proveer las conclusiones y decisiones de la
audiencia de debido proceso o apelacin al
panel asesor de educacin especial del
estado.
Poner dichas conclusiones y decisiones a
disponibilidad del pblico.

FINALIDAD DE LA DECISIN,
APELACIN, REVISIN IMPARCIAL

Una decisin tomada en una audiencia de
debido proceso es definitiva, a excepcin de
que cualquiera de las partes involucradas en la
audiencia puede apelar la decisin en un plazo
de 30 das calendario.

Si una parte resulta agraviada por las
conclusiones y decisin de la audiencia, puede
elevarse una apelacin a la SEA.

Si hay una apelacin, la SEA nombra a
un funcionario de revisin estatal que
lleva a cabo una revisin imparcial de las
conclusiones y decisiones apeladas. El
funcionario que hace la revisin debe:
Examinar el registro completo de la
audiencia.
Garantizar que los procedimientos
de la audiencia fueron consistentes
con los requisitos de debido proceso.
Buscar evidencia adicional si es
necesario. Si se lleva a cabo una
audiencia para recibir evidencia
adicional, aplican los derechos de
audiencia descriptos arriba.
Dar a las partes la oportunidad de
presentar argumentos orales o
escritos, o ambos, a discrecin del
funcionario de revisin.
Tomar una decisin independiente
una vez completada la revisin.
Entregarle a usted y al distrito
escolar una copia de los
fundamentos de hecho y decisiones
por escrito o, si usted lo decide, en
formato electrnico.

La SEA, despus de eliminar la
informacin de identificacin personal,
debe transmitirle las conclusiones y
decisiones al panel asesor de educacin
especial del estado y poner las
conclusiones y decisiones a
disponibilidad del pblico.

La decisin que toma el funcionario de
revisin es definitiva, a menos que una
de las partes entable una accin civil de
acuerdo con los procedimientos que se
describen a continuacin.

PLAZOS Y CONVENIENCIA DE LAS
AUDIENCIAS Y REVISIONES

La SEA debe garantizar que a ms tardar
a los 45 das calendario despus del
vencimiento del perodo de 30 das
calendario para las reuniones de
resolucin, o, a ms tardar a los 45 das

calendario despus del vencimiento del
perodo de tiempo ajustado:
Se tome una decisin final en una audiencia.
Se enve por correo a usted y al distrito
escolar una copia de la decisin.

Si hay una apelacin, la SEA debe garantizar
que a ms tardar a los 30 das calendario
despus de recibir una solicitud de revisin:
Se tome una decisin final en la revisin.
Se enve por correo a usted y al distrito
escolar una copia de la decisin.

Un funcionario de audiencias debe otorgar
prolongaciones de tiempo especficas ms all
del perodo de 45 das calendario, si usted o el
distrito escolar solicitan una prolongacin
especfica del plazo.

Cada audiencia se debe realizar en un
momento y lugar que sea razonablemente
conveniente para usted y para su nio.

Excepto en el caso de que haya un cambio en
la colocacin iniciada por el personal de la
escuela debido a la portacin o posesin de un
arma, posesin o uso de drogas ilegales, o
venta o incitacin a la venta de una sustancia
controlada por parte de su nio, o porque el
nio provoc una herida fsica grave a otra
persona, (o un cambio en la colocacin
ordenado por un funcionario de audiencias por
haberse determinado que mantener la
colocacin actual podra muy probablemente
resultar en una lesin al nio o a otras
personas), si usted solicita una audiencia para
cuestionar la revisin de determinacin de
manifestacin, su nio debe permanecer en el
entorno educativo alternativo interino hasta
que el funcionario de audiencias tome una
decisin, o hasta que venza el perodo de
tiempo para cambiar la colocacin, lo que
ocurra primero, a menos que el Estado o el
distrito escolar y usted lleguen a otro acuerdo.

DERECHO A ENTABLAR UNA ACCIN
CIVIL

Cualquier parte que no est de acuerdo con las
conclusiones y decisiones de la revisin a nivel
del estado tiene derecho a entablar una
accin civil con respecto al asunto que
fue el tema de la audiencia de queja de
debido proceso. La accin puede
iniciarse en cualquier tribunal estatal de
jurisdiccin competente o en un tribunal
de distrito de los Estados Unidos,
independientemente de la cantidad en
disputa.

La parte que entabla la accin civil debe
tener 90 das calendario a partir de la
fecha en que el funcionario de audiencias
tom la decisin para iniciar dicha
accin.

En cualquier accin civil, el tribunal:
Recibe los registros de los
procedimientos administrativos.
Escucha evidencia adicional a pedido
de una de las partes.
Basa su decisin en la
preponderancia de la evidencia, y
otorga el recurso que el tribunal
determina apropiado.

HONORARIOS DE LOS ABOGADOS

En cualquier accin o procedimiento
iniciado conforme a la Parte B de la
IDEA, el tribunal, a su discrecin, puede
adjudicar honorarios de abogados
razonables como parte del costo:
A una parte vencedora que sea el
padre de un nio con una
discapacidad.
A una parte vencedora que sea un
distrito escolar contra el abogado de
un padre que presenta un pedido de
audiencia de debido proceso o causa
de accin judicial subsiguiente que
sea frvola, no razonable o sin
fundamentos, o contra el abogado de
un padre que sigui litigando despus
de que el litigio claramente se volvi
frvolo, no razonable o sin
fundamentos.
A un distrito escolar vencedor contra
el abogado de un padre, o contra el
padre, si la queja o causa de accin

judicial subsiguiente del padre fue
presentada con fines inapropiados, como
por ejemplo para acosar, causar una
demora innecesaria, o para aumentar sin
necesidad el costo de la accin o
procedimiento.

Un tribunal adjudica honorarios de abogados
razonables en base a las tarifas que prevalecen
en la comunidad en la que surgi la accin o
audiencia segn el tipo y la calidad de los
servicios prestados. No se pueden usar bonos o
multiplicadores para calcular los honorarios
adjudicados.

No pueden usarse los fondos de acuerdo con la
Parte B de la IDEA para pagar los honorarios
de los abogados o costos de una de las partes
relacionados con una accin o procedimiento.

No se pueden adjudicar honorarios de
abogados y no se pueden rembolsar costos
relacionados en ninguna accin o
procedimiento por servicios realizados con
posterioridad al momento en que se le hizo a
usted un ofrecimiento de conciliacin por
escrito, si:
El ofrecimiento se hace dentro del tiempo
prescripto por la Regla 68 de las Reglas
Federales de Procedimiento Civil; o, en el
caso de un procedimiento administrativo,
en cualquier momento ms de diez das
calendario antes de que comience el
procedimiento.
El ofrecimiento no es aceptado en un
plazo de diez das calendario.
El funcionario de audiencias
administrativas o el tribunal considera que
el recurso que usted finalmente obtuvo no
es ms favorable para usted que el
ofrecimiento de conciliacin.

No pueden adjudicarse honorarios de abogados
en relacin con cualquier reunin del equipo
IEP a menos que dicha reunin se convoque
como resultado de un procedimiento
administrativo o accin judicial, o, a discrecin
del estado, para mediacin.

DISCIPLINA
AUTORIDAD DEL PERSONAL
ESCOLAR

El personal escolar puede considerar
caso por caso cualquier circunstancia
nica al determinar si se debe ordenar un
cambio de colocacin para un nio con
una discapacidad que viola el cdigo de
conducta estudiantil.

El personal escolar puede retirar a un
nio con una discapacidad que viola un
cdigo de conducta estudiantil de su
colocacin actual y ubicarlo en un
entorno alternativo interino apropiado,
otro entorno o suspenderlo, durante no
ms de diez das de clase consecutivos
(hasta el grado en que dichas alternativas
se aplican a los nios sin
discapacidades).

Si el personal escolar busca ordenar un
cambio en la colocacin que excedera
los 10 das de clases, y se determina que
el comportamiento que provoc la
violacin del cdigo escolar no es una
manifestacin de la discapacidad de su
nio, el personal escolar puede aplicar
los procedimientos disciplinarios a su
nio de la misma manera y durante la
misma duracin con que los
procedimientos se aplicaran a nios sin
discapacidades, excepto que la escuela
debe proveerle servicios a su nio.

El equipo IEP de su nio determina el
entorno educativo alternativo interino
para dichos servicios.

Estos servicios que deben brindarle a su
nio si lo retiran de la colocacin actual
pueden proveerse en un entorno
educativo alternativo interino.

SERVICIOS

Su nio, si es retirado de su colocacin
actual durante ms de diez das de clase
en el mismo ao escolar, debe:

Seguir recibiendo servicios educativos, de
manera de permitirle participar en el plan
de estudios general, aunque est en otro
entorno, y hacer un progreso para alcanzar
las metas identificadas en su IEP; y recibir,
cuando sea apropiado, una evaluacin de
comportamiento funcional (FBA, por sus
siglas en ingls), servicios de intervencin
de comportamiento, y modificaciones que
estn diseadas para abordar violaciones de
comportamiento para que esto no vuelva a
suceder.

DETERMINACIONES DE
MANIFESTACIN

Debe ocurrir dentro de los diez das de clase de
haberse tomado cualquier decisin de cambiar
la colocacin de su nio por una violacin de
un cdigo de conducta estudiantil que tenga
como resultado diez o ms das escolares
consecutivos, o ms de diez das de escuela
acumulados de suspensin en el mismo ao
escolar y que los funcionarios de la escuela
hayan determinado que represente un patrn de
conducta.

Puede determinarse un patrn de conducta por
la duracin de cada retiro, el tiempo total que
se ha retirado al alumno, la proximidad entre
uno y otro retiro y si el comportamiento es
sustancialmente similar al comportamiento del
alumno en los incidentes anteriores que
tuvieron como resultado retiros disciplinarios.

El distrito escolar, usted y otros miembros
relevantes del equipo IEP (determinados por
usted y el distrito escolar) deben revisar toda la
informacin relevante presente en el
expediente de su nio, incluyendo su IEP,
observaciones de los maestros, y cualquier
informacin relevante que usted haya
proporcionado para determinar si:
La conducta en cuestin fue causada por su
discapacidad, o tuvo relacin directa y
sustancial con su discapacidad.
La conducta en cuestin fue un resultado
directo de la incapacidad del distrito
escolar de implementar el IEP del nio.

Si el distrito escolar, usted y otros
miembros relevantes del equipo IEP
determinan que alguno de los dos puntos
se aplica a su nio, se debe determinar
que la conducta es una manifestacin de
la discapacidad de su nio.

DETERMINACIN DE QUE EL
COMPORTAMIENTO FUE UNA
MANIFESTACIN

Si el distrito escolar, usted y otros
miembros relevantes del equipo IEP
determinan que la conducta fue una
nio, el equipo IEP debe:
Llevar a cabo una FBA e
implementar un Plan de Intervencin
de Comportamiento (BIP, por sus
siglas en ingls) para su nio, a
menos que el distrito escolar hubiera
realizado dicha evaluacin antes de
que se tomara la determinacin y
antes del comportamiento que result
en un cambio de colocacin.
Si ya se ha desarrollado un BIP, el
equipo IEP debe reunirse para revisar
el plan y modificarlo, cuando sea
necesario, para abordar el
comportamiento.

A menos que se determine que son
circunstancias especiales, el distrito
escolar debe devolver a su nio a la
colocacin de la cual fue retirado, a
menos que usted y el distrito escolar
acuerden un cambio de colocacin como
parte de la modificacin del BIP.

DETERMINACIN DE QUE EL
COMPORTAMIENTO NO FUE UNA
MANIFESTACIN DE LA
DISCAPACIDAD

Si el resultado de la revisin es la
determinacin de que el comportamiento
de su nio no fue una manifestacin de
su discapacidad, pueden aplicarse a su
nio los procedimientos disciplinarios
relevantes que se aplican a los nios sin
discapacidades de la misma manera que

se aplicaran a nios sin discapacidades,
excepto que debe proveerse FAPE a su nio
durante el perodo de suspensin.

Usted tiene derecho a solicitar mediacin o una
audiencia de debido proceso expeditiva si no
est de acuerdo con la determinacin de
manifestacin.

REGISTROS DE DISCIPLINA

Si el distrito escolar inicia procedimientos
disciplinarios aplicables a todos los nios, el
distrito escolar debe asegurar que se transmitan
los registros de educacin especial y disciplina
de su nio para que la(s) persona(s) que
toma(n) la determinacin final sobre la medida
disciplinaria puedan tenerlos en cuenta.

ENTORNOS EDUCATIVOS
ALTERNATIVOS INTERINOS

Haya sido o no el comportamiento una
manifestacin de la discapacidad de su nio, el
personal escolar puede retirar a un alumno y
colocarlo en un entorno educativo alternativo
interino hasta por 45 das de clase si su nio:
Lleva o porta un arma en la escuela o tiene
un arma en la escuela, en predios escolares,
o en una funcin escolar bajo la
jurisdiccin de una SEA o un distrito
escolar.
Intencionalmente tiene o usa drogas
ilegales, o vende o incita la venta de una
sustancia controlada, mientras est en la
escuela, en predios escolares, o en una
funcin escolar bajo la jurisdiccin de una
SEA o un distrito escolar.
Ha provocado una herida fsica grave a otra
persona mientras estaba en la escuela, en
predios escolares, o en una funcin escolar
bajo la jurisdiccin de una SEA o un
distrito escolar.

Herida fsica grave se define como una
lesin fsica que involucra un riesgo sustancial
de muerte; dolor fsico extremo; desfiguracin
prolongada y obvia, o prdida o incapacidad
prolongada de la funcin de un miembro,
rgano o facultad corporal.
El equipo IEP determinar los servicios
apropiados para su nio en un Entorno
Educativo Alternativo Interino (IAES,
por sus siglas en ingls).

La escuela tiene la opcin de que el
IAES contine durante el siguiente ao
escolar si faltaran menos de 45 das para
que termine el ao escolar en el cual
ocurri el incidente.

No ms tarde del da en que se toma la
decisin de tomar una medida
disciplinaria, el distrito escolar debe
notificarle dicha decisin, y
proporcionarle un aviso de derechos y
garantas de procedimiento.

CAMBIO DE COLOCACIN DEBIDO
A RETIROS DISCIPLINARIOS

El retiro de su nio de la colocacin
educativa actual es un cambio de
colocacin si:
El retiro dura ms de 10 das
consecutivos.
Su nio ha estado sujeto a una serie
de retiros que constituyen un patrn
de retiro:
o Porque la serie de retiros sum
ms de diez das de escuela en un
ao escolar.
o Porque el comportamiento de su
nio es sustancialmente similar al
comportamiento de su nio en
incidentes previos que resultaron
en la serie de retiros.
o Por factores adicionales tales
como la duracin de cada retiro,
la cantidad total de tiempo que su
nio fue retirado, y la proximidad
entre un retiro y otro.
o Porque el distrito escolar
determina si un patrn de retiros
constituye un cambio de
colocacin caso por caso y, de ser
cuestionado, queda sujeto a
revisin por los procedimientos
judiciales.

APELACIONES

Usted puede presentar una queja de debido
proceso para solicitar una audiencia de debido
proceso si est en desacuerdo con:
Cualquier decisin respecto de la
colocacin tomada de acuerdo con la
norma de disciplina.
La determinacin de la manifestacin.

El distrito escolar puede presentar una queja de
debido proceso para solicitar una audiencia de
debido proceso si cree que mantener la
colocacin actual de su nio muy
probablemente resulte en una lesin para su
nio o para otros.

AUTORIDAD DEL FUNCIONARIO DE
AUDIENCIAS

Un funcionario de audiencias debe llevar a
cabo la audiencia de debido proceso y tomar
una decisin. El funcionario de audiencias
puede:
Devolver a su nio a la colocacin de la
cual fue retirado si el funcionario de
audiencias determina que el retiro
constituy una violacin de los requisitos
descriptos bajo el ttulo Autoridad del
Personal Escolar, o que el
comportamiento de su nio fue una
nio.
Ordenar un cambio en la colocacin de su
nio a un entorno educativo alternativo
interino durante no ms de 45 das de clase
si el funcionario de audiencias determina
que mantener la colocacin actual de su
nio muy probablemente resulte en una
lesin para el nio o para los dems.

Estos procedimientos de audiencia pueden
repetirse, si el distrito escolar cree que
devolver a su nio a la colocacin original muy
probablemente resulte en una lesin para su
nio o para los dems.

La SEA o distrito escolar debe hacer arreglos
para llevar a cabo una audiencia expeditiva
cuando usted solicite una. Cuando usted o el
distrito escolar presentan una queja de
debido proceso para solicitar dicha
audiencia, debe llevarse a cabo una
audiencia que cumpla con los requisitos
descriptos bajo los ttulos
Procedimientos para Quejas de Debido
Proceso, Audiencias sobre Quejas de
Debido Proceso, y Apelacin de
Decisiones; Revisin Imparcial, a
excepcin de lo que se indica a
continuacin:
La SEA o distrito escolar debe hacer
arreglos para llevar a cabo una
audiencia de debido proceso
expeditiva, la cual debe ocurrir en un
plazo de 20 das de clase a partir de
la fecha en que se solicita la
audiencia y debe resultar en una
determinacin dentro de los diez das
de clase posteriores a la audiencia.
A menos que usted y el distrito
escolar acuerden por escrito
renunciar a la reunin, o acuerden
usar el proceso de mediacin, debe
llevarse a cabo una reunin de
resolucin en un plazo de siete das
calendario o al recibir el aviso de la
queja de debido proceso.
La audiencia puede proceder, a
menos que el asunto se haya resuelto
a satisfaccin de ambas partes dentro
de los 15 das calendario posteriores
a la recepcin de la queja de debido
proceso.

Un estado puede establecer reglas de
procedimiento para audiencias de debido
proceso expeditivas diferentes a las que
ha establecido para otras audiencias de
debido proceso. Excepto en el caso de los
plazos, dichas reglas deben ser
consistentes con las reglas detalladas en
este documento respecto de las
audiencias de debido proceso.

Una parte puede apelar la decisin
tomada en una audiencia de debido
proceso expeditiva de la misma manera
en que se puede hacer para las decisiones
en otras audiencias de debido proceso.

COLOCACIN DURANTE LAS
APELACIONES

Cuando usted o el distrito escolar hayan
presentado una queja de debido proceso en
relacin con asuntos disciplinarios, su nio
debe (a menos que usted y la SEA o distrito
escolar acuerden otra cosa) permanecer en el
entorno educativo alternativo interino hasta
que el funcionario de audiencias tome una
decisin o hasta el vencimiento del perodo de
tiempo de retiro estipulado y descripto bajo el
ttulo Autoridad del Personal de la Escuela,
lo que suceda primero.

PROTECCIONES PARA NIOS QUE
TODAVA NO SON ELEGIBLES PARA
RECIBIR EDUCACIN ESPECIAL Y
SERVICIOS RELACIONADOS

Si un nio considerado elegible para recibir
educacin especial y servicios relacionados
conforme con la Parte B de la IDEA, viola un
cdigo de conducta estudiantil, pero el distrito
escolar tena conocimiento antes del
comportamiento que provoc la medida
disciplinaria de que el nio era un nio con una
discapacidad, entonces el nio puede hacer
valer cualquiera de los derechos y garantas de
procesamiento descriptos en este aviso.

Bases de conocimiento para asuntos
disciplinarios: Debe considerarse que un
distrito escolar tiene conocimiento de que un
nio es un nio con una discapacidad si, antes
de que ocurriera el comportamiento que
provoc la medida disciplinaria:
Usted expres una preocupacin por
escrito de que su nio necesita educacin
especial y servicios relacionados al
personal de supervisin o administrativo de
la agencia educativa apropiada, o a un
maestro del nio.
Usted solicit una evaluacin relacionada
con la elegibilidad para recibir educacin
especial y servicios relacionados conforme
con la Parte B de la IDEA.
El maestro de su nio, u otro personal del
distrito escolar, expres preocupaciones
especficas sobre un patrn de
comportamiento demostrado por el
nio, directamente al director de
educacin especial del distrito escolar
o a otro personal de supervisin del
distrito escolar.

Excepcin:

No se considerar que un distrito escolar
tenga conocimiento de que su nio sea
un nio con una discapacidad:
Si usted no ha permitido que se
evale a su nio.
Si usted ha rechazado los servicios
para su nio.
Si su nio fue evaluado y se
determin que no es un nio con una
discapacidad conforme con la Parte
B de la IDEA.

CONDICIONES QUE SE APLICAN SI
NO HAY BASES DE
CONOCIMIENTO

Si antes de tomar medidas disciplinarias
contra su nio, el distrito escolar no tiene
conocimiento de que un nio es un nio
con una discapacidad, tal como se
describe en Bases de Conocimiento
para Asuntos Disciplinarios y
Excepciones, su nio puede quedar
sujeto a las medidas disciplinarias que se
aplican a los nios sin discapacidades
que se involucran en comportamientos
comparables.

Sin embargo, si se hace un pedido de
evaluacin para su nio durante el
perodo de tiempo en el cual el nio est
sujeto a medidas disciplinarias, la
evaluacin se debe realizar de manera
expeditiva. Hasta que se complete la
evaluacin, su nio permanece en la
colocacin educativa que determinen las
autoridades escolares, las cuales incluyen
suspensin o expulsin sin servicios
educativos.

Si se determina que su nio es un nio
con una discapacidad, tomando en

consideracin la informacin de la evaluacin
llevada a cabo por el distrito escolar y la
informacin provista por usted, el distrito
escolar debe proporcionar educacin especial y
servicios relacionados de acuerdo con la
disposicin conforme a la Parte B de la IDEA,
incluyendo los requisitos disciplinarios que se
describen arriba.

DERIVACIN A Y ACCIN DE PARTE DE
LAS AUTORIDADES DE EJ ECUCIN DE
LA LEY Y J UDICIALES

La Parte B de la IDEA:
No prohbe que el distrito escolar denuncie
un delito cometido por un nio con una
discapacidad ante las autoridades
apropiadas.
No impide a las autoridades de ejecucin
de la ley y judiciales del Estado de
Oklahoma ejercer sus responsabilidades
con respecto a la aplicacin de la ley
federal y del estado de Oklahoma en el
caso de delitos cometidos por un nio con
una discapacidad.

Transmisin de registros:
Si un distrito escolar denuncia un delito
cometido por un nio con una discapacidad, el
distrito escolar:
Debe garantizar que se transmitan copias
de los registros de educacin especial y de
disciplina del nio para que las autoridades
apropiadas ante quienes la agencia
denuncia el delito pueden tenerlas en
consideracin.
Puede transmitir copias de los registros de
educacin especial y de disciplina de su
nio slo en la medida autorizada por la
Ley de Derechos Educativos y de
Privacidad de la Familia (FERPA).

REQUISITOS PARA COLOCACIONES
UNILATERALES POR PARTE DE LOS
PADRES DE NIOS QUE ASISTEN A
ESCUELAS PRIVADAS A EXPENSAS
PBLICAS

La Parte B de la IDEA no obliga a un distrito
escolar a pagar el costo de educacin,
incluyendo educacin especial y
servicios relacionados, de su nio con
una discapacidad en una escuela o
instalacin privada si el distrito escolar
puso una FAPE a disposicin de su nio,
y usted decidi colocarlo en una escuela
o instalacin privada. Sin embargo, el
distrito escolar donde est ubicada la
escuela privada debe incluir a su nio en
la poblacin cuyas necesidades se
abordan conforme con las disposiciones
de la Parte B de la IDEA referente a
nios que han sido colocados por sus
padres en una escuela privada en 34 CFR
300.131 a 300.144).

Reembolso por colocacin en escuela
privada:

Si su nio recibi anteriormente
educacin especial y servicios
relacionados bajo la autoridad de un
distrito escolar, y usted decide inscribir a
su nio en una escuela primaria o
secundaria privada sin el consentimiento
de la escuela o sin su derivacin porque
usted no est de acuerdo con el IEP que
le ofrecen a su nio, un tribunal o
funcionario de audiencias podra obligar
al distrito escolar a reembolsarle el costo
de dicha inscripcin. El tribunal o
funcionario de audiencias debe
determinar que el distrito escolar no
haba puesto FAPE a disponibilidad de
su nio de manera oportuna antes de
dicha inscripcin, y que la colocacin
privada es apropiada.

Un funcionario de audiencias o tribunal
puede considerar que su colocacin es
apropiada, incluso si sta no cumple con
las normas estatales que se aplican a la
educacin provista por la SEA y el
distrito escolar.

Limitaciones de los reembolsos:
Puede reducirse o negarse el costo de los
reembolsos si:
En la reunin de IEP ms reciente a
la que usted asisti antes del retiro de
su nio de la escuela pblica, usted

no inform al equipo IEP que rechazaba la
colocacin propuesta por el distrito escolar
para proveer FAPE a su nio, incluyendo
comunicar sus inquietudes y su intencin
de inscribir a su nio en una escuela
privada a expensas pblicas.
Diez das hbiles antes (incluyendo
feriados que caen en das de semana) antes
del retiro de su nio de la escuela pblica,
usted no dio aviso por escrito al distrito
escolar de la informacin que se describe
arriba.
Antes de retirar a su nio de la escuela
pblica, el distrito escolar le proporcion
un aviso previo por escrito sobre su
intencin de evaluar a su nio (incluyendo
una declaracin del propsito de la
evaluacin que fuera apropiado y
razonable), pero usted no llev a su nio a
dicha evaluacin.
El tribunal determina que las acciones por
usted tomadas no fueron razonables.

Sin embargo, no se debe reducir o negar el
costo del reembolso por no dar aviso si:
El distrito escolar le impidi dar el aviso.
Usted no puede leer o escribir en ingls.
Usted no haba recibido la informacin
sobre su responsabilidad de dar el aviso
que se describe arriba.
El cumplimiento de los requisitos
mencionados arriba muy probablemente
resultara en un dao fsico para su nio.

RECURSOS PARA PADRES Y
ESCUELAS

Programa Alternativo de Resolucin de
Disputas (Mediacin)
Oficina Administrativa de los Tribunales
(877) 521-6677 o (405) 522-7876

Red de informacin Conjunta de Oklahoma
(J OIN)
Marque 2-1-1

Ayuda legal del oeste de Oklahoma
(405) 521-1302

Servicios Legales del este de Oklahoma (918)
(918) 584-3211
(918) 428-4357 (lnea directa)
(888) 534-5243 (lnea directa)

Oficina de Asuntos J uveniles (OJ A)
Servicios Educativos
(405) 962-6106

Oklahoma ABLE Tech
(800) 257-1705

Coalicin de Prctica Avanzada de
Enfermera de Oklahoma
(918) 660-3937

Sistema de Servicios de Informacin en todo
Oklahoma (OASIS)
(800) 426-2747

Centro de Tecnologa de Asistencia de
Oklahoma (OATC) en el Departamento de
Ciencias de Rehabilitacin del Centro de
Ciencias de Salud de la Universidad de
Oklahoma Escuela de Servicios
Paramdicos
1600 North Phillips
(405) 271-3625; (405) 271-1705 (TDD)
(405) 271-1707 (Fax)
(800) 700-OATC (6282)

Centro de Tecnologa de Asistencia de
Oklahoma (OATC) en la Universidad de
Oklahoma Departamento de Ciencias
de Rehabilitacin de Tulsa Escuela de
Servicios Paramdicos
4502 East 41st Street
(918) 660-3261 o (918) 660-3279
(918) 660-3297 (Fax)

Asociacin de Especialistas en
Enfermera Clnica de Oklahoma
(405) 951-8214

J unta de Enfermera de Oklahoma
(405) 962-1800

Comisin de Nios y J venes de
Oklahoma (OCCY)
(405) 606-4900

Departamento de Educacin
Profesional y Tecnolgica de
Oklahoma
(405) 377-2000
(405) 743-6816 TDD

Departamento de Servicios
Correccionales de Oklahoma
(405) 962-6139

Departamento de Salud de Oklahoma
(405) 271-5600

Departamento de Servicios Humanos
de Oklahoma (DHS)
(405) 521-2778

Departamento de Servicios de Salud
Mental y Abuso de Sustancias de
Oklahoma (ODMHSAS)
(405) 522-3908

Departamento de Servicios de Rehabilitacin
(DRS) de Oklahoma
Oficina de Asuntos de Discapacidad
(800) 522-8224 V/TDD
(405) 521-3756 V/TDD
(800) 845-8476
(405) 951-3400 V/TDD

Centro de Ley de Discapacidad de Oklahoma
(ODLC)
(800) 226-5883 V/TDD
Tulsa (918) 743-6220 V/TDD
Oklahoma City (405) 525-7755 V/TDD

Servicios Legales para Indgenas de Oklahoma
(800) 658-1497 o (405) 943-6457

Centro de Capacitacin e Informacin para
Padres de Oklahoma
(877) 553-4332

Departamento de Educacin del Estado
de Oklahoma (OSDE)
Servicios de Educacin Especial
2500 North Lincoln Boulevard, Room
412
(405) 521-3248 o (405) 521-4875 TTY

Proyecto ECCO (Enriching
Childrens Communications
Opportunities Enriquecimiento
de las Oportunidades de
Comunicacin de los Nios)
(866) 514-9620

Centro de Resolucin de Educacin
Especial (SERC)
4825 South Peoria, Suite 2
(888) 267-0028
(918) 712-9632

1

QUYN CA PH HUYNH I VI GIO DC C BIT:
THNG BO NHNG TH TC BO V AN TON

L ph huynh ca mt con em ang
nhn c hoc c th hi iu kin
cho gio dc c bit v cc dch v lin
h, qu v c mt s quyn da theo quy
nh lut Tiu bang v lin bang. Nu
qu v c thc mc v cc quyn ny v
cc th tc bo v an ton, xin vui lng
lin lc khu hc ca qu v, hoc B
Gio dc Tiu bang Oklahoma (OSDE),
Dch v Gio Dc c Bit (SES). Cc
quyn v cc th tc bo v an ton ny
phng theo quy nh Lut Lin bang,
o lut C nhn vi Khuyt tt (IDEA)
nm 2004.

Ni chung, mt bn sao ca cc th tc
bo v an ton phi c a cho qu v
(hoc ngi con thnh nin ca qu v
n tui trng thnh--18 tui tr khi
mt ngi gim h c b nhim
bi Ta) ch mt ln mt nm, ngoi tr
mt bn sao cng phi c a cho qu
v: th theo s gii thiu lc u hoc
yu cu gim nh ca qu v; khi np
n khiu ni hnh chnh Tiu bang
hoc khiu ni iu trn php l; th
theo s yu cu ca qu v v nu hc
sinh ca qu v b i lp v k lut. Khu
hc ca qu v c th t mt bn sao
hin hnh ca thng bo cc th tc bo
v an ton trn mng ca h nu c
mng .

Thng bo cc th tc bo v an ton
phi bao gm gii thch y v cc
th tc bo v an ton, c vit bng
mt ngn ng d hiu i vi cng
chng, v bng ngn ng gc ca qu v
hoc phng thc truyn thng khc m
qu v dng, tr khi thy r rng l
khng lm nh vy c. Nu ngn ng
gc hay phng thc truyn thng khc
ca qu v khng phi l mt ngn ng
vit, khu hc ca qu v phi bo m
rng thng bo c thng ngn bng
ming hoc bng cch khc vi ngn
ng ca qu v hoc phng thc truyn
thng khc; qu v hiu c ni dung
ca thng bo; v c bng chng vn
bn rng cc iu kin ny c p
ng.

VN BN THNG BO TRC
CHO PH HUYNH

Khu hc ca qu v phi cung cp vn
bn thng bo trc cho qu v mi khi
h ngh hay t chi khi xng hay
thay i vic xc nh, gim nh, xp
lp hc ca con qu v hoc cung cp
mt chng trnh gio dc cng cng
thch hp min ph (FAPE) cho con em
qu v.

Thng bo phi bao gm:
Mt s m t hnh ng khu hc
ca qu v ngh hay t chi thi
hnh.
2
Mt s gii thch ti sao khu hc
ca qu v ngh hay t chi thi
hnh.
Mt s m t v cc la chn
khc m Nhm Chng Trnh
Gio Dc C Nhn (IEP) cn
nhc v l do ti sao cc la chn
ny b t chi.
Mt s m t v mi th tc
gim nh, nh gi, ghi li, hoc
bo co khu hc ca qu v c
dng trong vic quyt nh
ngh hoc t chi hnh ng.
Mt s m t ca bt k yu t
khc c lin quan n ngh
hoc t chi ca khu hc ca qu
v.
Mt bn khai ghi l qu v c
bo v theo cc th tc bin php
an ton chiu theo IDEA, v nu
thng bo khng phi l gii
thiu cho s gim nh ban u,
ghi cc phng cch ly mt
bn m t cc th tc bo v an
ton, v ghi c cc ngun thng
tin qu v lin lc hu c
gip hiu r cc quy nh ca
IDEA.

Thng bo phi:
c vit bng ngn ng d hiu
cho cng chng.
c cung cp bng ngn ng
gc ca qu v hoc phng thc
truyn thng khc m qu v
dng, tr khi thy r rng l
khng lm c nh vy.

NGN NG GC

Nu ngn ng gc ca qu v hay
phng thc truyn thng khc khng
phi l ngn ng vit, khu hc ca qu
v phi bo m rng thng bo c
thng dch cho qu v bng ming hoc
bng cch khc vi ngn ng gc ca
qu v hoc phng thc truyn thng
khc v rng qu v hiu c ni dung
ca thng bo. Nh trng phi c ti
liu vn bn l iu kin ny c
p ng.
i vi mt c nhn b gii hn v Anh
ng (LEP), ngn ng gc l ngn ng
thng dng bi ngi . Trong trng
hp ca mt a tr, l ngn ng
thng dng bi cha m ca a tr
trong tt c cc lin lc trc tip vi a
tr. Trong tt c cc lin lc trc tip vi
a tr, iu d c ngha l ngn ng
thng dng bi a tr nh hoc
trong mt mi trng hc tp.
i vi mt ngi b ic hoc m, hoc
mt ngi khng bit vit, phng thc
truyn thng l ngn ng ngi
thng dng (nh ngn ng bng du,
ch Braille, hoc truyn thng bng
ming).

TH TN IN T (E-MAIL)

Nu khu hc ca qu v cho qu v c
nhn ti liu bng th tn in t, qu v
cng c th chn c nhn ti liu sau
y bng th tn in t:
Thng bo Th tc Bo v An
ton.
Thng bo lin quan n khiu
ni php l.

S NG CA PH HUYNH-
NH NGHA

S ng c ngha:
Qu v c thng bo y
bng ngn ng gc ca qu v
hoc phng thc truyn thng
khc v tt c cc thng tin lin
quan n sinh hot ng m cn
c s chp thun ca qu v.
Qu v hiu v ng bng vn
bn cho vic thc hin hot ng
cn c s chp thun ca qu v,
3
v bn ng c m t hot
ng v lit k cc h s (nu c)
s c pht hnh v a cho ai.
Qu v hiu rng s ng ny
l t nguyn v qu v c th hy
b hoc thu hi s ng ca
qu v bt k lc no trc khi
thc hin hnh ng. Tuy nhin,
thu hi s ng ca qu v
khng c hiu lc hi t c ngha
l khng xa b c hnh ng
xy ra sau khi qu v ng
v trc khi qu v thu hi s
ng .

S NG CA PH HUYNH V
VIC GIM NH S KHI

Sau khi cung cp cho qu v thng bo
bng vn bn cc gim nh c
ngh cho con ca qu v, khu hc ca
qu v phi c s ng ca qu v
trc khi tin hnh gim nh s khi
xc nh xem con ca qu v c iu
kin theo Phn B ca IDEA c
gio dc c bit v cc dch v lin h.
S ng ca qu v cho mt s gim
nh s khi khng c ngha l qu v
ng vi khu hc h cung cp gio
dc c bit v cc dch v lin h cho
con ca qu v. Khu hc ca qu v phi
thc hin nhng c gng hp l t
s ng ca qu v cho s gim nh
s khi quyt nh l con ca qu v
c phi l mt tr em b khuyt tt
khng.

S ng ca qu v khng cn thit
khu hc ca qu v c th:
Duyt xt nhng d liu ang c
nh l thnh phn ca s gim
nh hoc ti gim nh con ca
qu v.
Trc nghim con ca qu v hay
dng cch gim nh khc c
p dng cho tt c tr em, tr khi,
trc khi thc hin trc nghim
hoc gim nh , cn phi c
s ng ca tt c cc bc cha
m ca tt c cc tr em.
Kim tra con ca qu v bi mt
gio vin hoc chuyn gia xc
nh nhng chin lc thc
hin chng trnh ging dy.

TR EM DI S BO TR CA
TIU BANG

i vi tr em c t di s bo tr
ca tiu bang v khng sng vi ph
huynh, khu hc khng cn s ng ca
ph huynh cho vic gim nh s khi
xc nh xem con ca qu v l mt
a tr b khuyt tt nu:
D vi nhng c gng hp l,
khu hc khng tm c ph
huynh ca a tr.
Cc quyn ca ph huynh b
chm dt theo quy nh ca php
lut Tiu bang.
Mt thm phn giao quyn
quyt nh gio dc v ng
cho s gim nh c nhn cho
mt ngi c b nhim bi
thm phn i din cho a
tr.

Tr em di s bo tr ca tiu bang
nh trong IDEA, c ngha l mt a
tr, nh c xc nh bi tiu bang ni
a tr sng, l:
Mt a con nui tm.
c coi l mt tr em di s
bo tr ca tiu bang theo php
lut Tiu bang Oklahoma.
Di s trng gi ca mt c
quan an sinh tr em cng cng.

T ng ny khng bao gm mt a con
nui tm c mt ph huynh nui tiu
chun nh ngha l mt ph huynh.

4
T CHI S NG

Nu qu v, vi t cch l ph huynh, t
chi s ng cho gim nh, nh
trng hoc khu hc c th tip tc theo
ui mt s gim nh bng cch dng
mt phin iu gii v th tc php l
khiu ni, ngoi tr ti mc m lut Tiu
bang mu thun vi quy nh ny v s
ng ca ph huynh. Nu qu v cho
con ca qu v hc nh hoc qu v
cho con ca qu v vo trng t, nh
trng khng th dng phin iu gii
hoc th tc php l iu trn theo
ui mt s gim nh.

S ng ca ph huynh cho vic gim
nh khng th c hiu nh l ng
vi s xp t c gio dc c bit
v cc dch v lin h.

Nu c quan gio dc a phng (LEA)
theo ui mt s gim nh bng cch s
dng cc th tc php l khiu ni, v
cc vin chc iu trn quyt nh thun
cho LEA/c quan, LEA/c quan c th
gim nh con ca qu v m khng cn
s ng ca qu v. iu ny s ty
thuc vo quyn hn ca ph huynh theo
quy nh chng n hnh chnh, s duyt
xt khch quan, t tng h s, thi biu
th tc php l, v tnh trng ca con
qu v trong qu trnh t tng theo
IDEA. LEA/c quan phi thng bo cho
ph huynh v cc hnh ng ca h v
rng ph huynh c quyn khng co,
cng nh cc bin php an ton v
quyn hn trong chnh bui iu trn.

CHUYN GIAO QUYN PH
HUYNH KHI TUI TRNG
THNH

Khi mt thanh nin khuyt tt ti tui
trng thnh (18 tui) hoc khi mt tr
v thnh nin lp gia nh, theo lut
Tiu bang (ngoi tr mt thnh nin tr
b khuyt tt c xc nh l thiu
kh nng theo lut Tiu bang):
Khu hc phi cung cp bt k
thng bo no i hi bi php
lut cho ngi thnh nin tr v
ph huynh.
Tt c cc quyn khc dnh cho
cha m theo IDEA Phn B c
chuyn giao cho ngi thnh
nin tr.
Khu hc phi thng bo cho c
nhn v ph huynh v vic
chuyn giao quyn hn t nht
mt nm trc khi chuyn tip
hc sinh ca qu v vo chng
trnh IEP.
Tt c cc quyn hn dnh cho
cha m theo lut ny c
chuyn giao cho cc ngi thnh
nin tr ang b giam gi c
quan ci hun lin bang, Tiu
bang, hoc a phng cho ngi
ln hoc cho thiu nin.

Nu, da theo lut Tiu bang, mt ngi
thnh nin tr b khuyt tt n tui
trng thnh cha c xc nh l thiu
kh nng, nhng c xc nh l khng
kh nng cung cp s ng c
hiu r i vi chng trnh gio dc
ca mnh, Tiu bang phi thit lp cc
th tc b nhim cha m ca ngi
thnh nin tr, hoc nu khng c cha
m, mt c nhn thch hp khc, i
din cho quyn li gio dc ca ngi
thnh nin tr trong sut thi gian
tiu chun ca ngi thnh nin tr da
theo phn ny.

GIM NH

Ph huynh hoc khu hc c th khi
xng vic yu cu mt cuc gim nh
s khi xc nh xem con ca qu v
b khuyt tt khng. Nu qu v tin rng
5
con ca qu v cn mt gim nh cho
chng trnh gio dc c bit, qu v
nn lin lc vi trng ca con qu v.

S gim nh bao gm loi cc
phng cch thm nh, k c kin ca
qu v, gio vin ca con em qu v v
cc s quan st ca cc ngi cung cp
dch v khc, cc k hoch, cc dng c
vng vng v mt k thut, v cc th
tc dng theo ng nh IDEA quy nh
xc nh mt a tr c iu kin
l mt a tr b khuyt tt nh c
nh ngha bi IDEA v nhng nhu cu
gio dc ca con qu v. t ng ny c
ngha l cc th tc c la chn
dng vi mt a tr ring bit, v
khng bao gm cc gim nh cn bn
hoc cc th tc c dng vi tt c tr
em trong mt trng hc, trong mt cp
hc, hoc trong mt lp hc.

S HI IU KIN

Sau khi hon thnh vic xc nh cc xt
nghim v cc th tc gim nh khc,
k c ti liu c cung cp bi qu v,
vi t cch l ph huynh, vic xc nh
xem con ca qu v c hi iu kin
l mt a tr b khuyt tt phi c
thc hin bi mt nhm cc chuyn gia
v ph huynh iu kin. Mt bn sao
ca bo co gim nh v ti liu xc
nh iu kin phi c giao cho
qu v, l ph huynh, min ph. Con ca
qu v s hi iu kin cho cc dch
v gio dc c bit nu con ca qu v
c n nh l c mt hoc nhiu
khuyt tt c ghi trong tiu chun gio
dc c bit ca Oklahoma v kt qu l
con qu v cn mt chong trnh gio
dc c bit (chng trnh ging dy
c thit k c bit).

Gim nh s khi phi c tin hnh
trong khung thi gian 45-ngy-trng
m t khi nhn c s ng ca ph
huynh vi vic gim nh s khi cho
n khi vic xc nh iu kin s
khi c hon tt.

Khung thi gian ny s khng p dng
nu qu v lin tip khng chu hoc t
chi cho con ca qu v c gim
nh hoc con ca qu v ghi danh ti
mt khu hc khc trong khi vic gim
nh ang c tin hnh. Khu hc mi
ca con qu v v qu v ri s ng v
mt khong thi gian r rt vic gim
nh con qu v c hon tt nhanh
chng.

Nu con qu v tham gia trong mt
quy trnh gim nh phn ng ca con
qu v i vi s can thip da trn
nghin cu khoa hc xc nh xem
con qu v c b khuyt tt r rt v kh
nng hc tp, cc k hoch ging dy
c dng v cc d liu thu thp v
a tr phi bao gm ti liu m qu v,
l ph huynh, c thng bo v cc
chnh sch ca Tiu bang v vic thu
thp s lng v bn cht ca cc d
liu v s thnh t ca hc sinh v v
cc dch v gio dc tng qut m s
c cung cp; cc k hoch gia tng
mc hc vn ca con qu v; v quyn
ca qu v yu cu mt cuc gim
nh.

S NG CA PH HUYNH V
CC DCH V

Khu hc ca qu v phi c s ng
c hiu ca qu v trc khi cung cp
gio dc c bit v cc dch v lin h
cho con ca qu v ln u tin.

Khu hc ca qu v phi duy tr ti liu
chng minh c gng hp l c thc
hin c c s ng c hiu ca
qu v.
6
Cc ti liu phi bao gm h s v
nhng c gng ca khu hc trong cc
lnh vc sau y, nh l:
H s chi tit ca cc cuc gi
in thoi hoc c gng gi v
kt qu ca nhng cuc gi .
Bn sao cc th t gi n qu v
v bt k s tr li no nhn
c.
H s chi tit ca chuyn thm
n nh ca qu v hoc ni lm
vic v kt qu ca nhng
chuyn thm .

Nu qu v t chi khng ng cho
con ca qu v nhn gio dc c bit v
cc dch v lin h ln u tin, hoc nu
qu v khng p ng s yu cu cung
cp s ng nh vy, khu hc ca qu
v khng th cung cp gio dc c bit
v cc dch v lin h cho con ca qu
v. S t chi ca qu v khng ng
cho con ca qu v nhn trc tin cc
dch v gio dc c bit khng th b
tranh tng v mt php l bi khu hc
ca qu v.

Nu qy v t chi khng ng vi
vic cung cp gio dc c bit v cc
dch v lin h, hoc nu qu v chu p
ng vi yu cu cung cp s ng :
Khu hc khng vi phm iu
kin phi c sn mt FAPE cho
con ca qu v khi h khng
cung cp nhng dch v cho
con ca qu v.
Khu hc khng bt buc phi c
mt bui hp IEP hoc hoch
nh mt IEP cho con ca qu v
c gio dc c bit v cc
dch v lin h m s ng ca
qu v cho nhng iu ny
c yu cu.
Ngoi tr gim nh s khi v xp lp
ban u cho con ca qu v vo chng
trnh gio dc c bit, IDEA quy nh
rng s ng c th khng cn l
mt iu kin cho bt k li ch no cho
qu v hoc con qu v. Bt c thay i
no trong chng trnh gio dc c bit
ca con qu v, sau s xp lp ban u,
th khng phi c s ng ca qu v
da theo IDEA Phn B, nhng phi tun
theo cc iu kin thng bo trc v
IEP.

Nhng th tc ca Oklahoma v IDEA
cng i s thng bo trc cho ph
huynh v c hi tham gia trong vic
pht trin hay duyt xt chng trnh
IEP trc khi tin hnh vic ti gim
nh.

S NG CA PH HUYNH V
VIC TI GIM NH

S ti gim nh phi c tin hnh t
nht mi ba nm, hoc thng xuyn
hn nu iu kin i hi. Tuy nhin,
IDEA khng i hi nh trng phi
tin hnh vic ti gim nh nhiu hn
mt ln mt nm tr khi qu v v nh
trng ng . IDEA cng cho php cc
khu hc v qu v cng ng min tr
vic ti gim nh.

Khu hc ca qu v phi c s ng c
hiu ca qu v trc khi ti gim nh
con qu v, tr khi khu hc ca qu v c
th chng t rng:
Khu hc ca qu v c gng
hp l c c s ng ca
qu v cho vic ti thm nh a
tr ca quv.
Qu v khng tr li.
Khng cn thng tin no khc
cn thit sau khi duyt xt cc
thng tin hin c.

Khu hc ca qy v c th, nhng khng
bt buc, theo ui vic ti gim nh
cho con ca qu v bng phng cch
7
iu gii, bng cuc hp gii quyt khiu
ni v quy trnh php l, v/hoc qua
phin iu gii khch quan v khiu ni
quy trnh php l gt b s t chi
khng ng ca qu v v vic ti
gim nh con qu v. Tuy nhin, nh
vi gim nh s ki, khu hc ca qu v
khng vi phm cc ngha v ca h
chiu theo Phn B ca IDEA nu h t
chi khng theo ui vic ti gim nh
bng cch ny.

THU HI S NG CA PH
HUYNH

Qu v c quyn thu hi s ng cho
vic tip tc cung cp gio dc c bit
v cc dch v lin h bt c lc no.

Qu v phi np bng vn bn yu cu
ca qu v thu hi s ng ca qu
v v gio dc c bit v cc dch v
lin h. Qu v khng th thu hi mt
phn nhng dch v, v vy, yu cu thu
hi ca qu v s lm mt tt c cc dch
v gio dc c bit, dch v lin h v
bt c cc h tr no khc nm trong
chng trnh IEP ca con qu v. Ni
trong mt thi gian hp l, khu hc ca
qu v phi p ng s thu hi ca qu
v bng mt giy thng bo v vic chm
dt s sp xp gio dc v gio dc c
bit v cc dch v lin h gy ra bi
vic thu hi s ng . Giy thng bo
phi bao gm thng tin v cc ngun
thng tin qu v lin lc v tm hiu
cc iu kin ca Phn B ca IDEA.
Nu qu v thu hi s ng v gio
dc c bit, khu hc:
Khu hc khng vi phm iu
kin phi c sn mt FAPE cho
con ca qu v khi h khng
cung cp nhng dch v cho
con ca qu v.
Con ca qu v s c coi nh
l mt hc sinh v khuyn tt i
vi vn k lut.
Khng bt buc phi sa i h
s gio dc ca con qu v
loi b nhng iu ghi v vic
con qu v c hng gio dc
c bit v cc dch v lin h.

Qu v hoc khu hc sau ny c th khi
xng yu cu mt cuc gim nh s
khi n nh xem con qu v c phi
l mt a tr b khuyt tt khng.

GIM NH GIO DC C LP

Qu v c quyn cho con qu v c
gim nh gio dc c lp (IEE). Nu
qu v yu cu IEE, khu hc phi cung
cp qu v thng tin v ni c giam1
nh IEE.

Gim nh gio dc c lp c ngha l
gim nh thc hin bi mt trc nghim
vin kh nng m khng phi l nhn
vin lm vic cho khu hc lo v vic
gio dc con qu v.

IEE c tr bi chi ph cng cng c
ngha l khu hc tr tin cho ton b chi
ph gim nh hoc m bo rng vic
gim nh c cung cp min ph cho
qu v. Bt c khi no IEE c tr bi
chi ph cng cng, tiu chun m gim
nh s dng, k c a im ca s
gim nh v trnh ca trc nghim
vin, phi ging nh l tiu chun m
khu hc dng khi khi xng mt cuc
gim nh.

Qu v c quyn c IEE tr bi chi ph
cng nu qu v khng ng vi gim
nh ca con qu v thc hin bi khu
hc ca qu v. Tuy nhin, khu hc c
th bt u mt cuc iu trn khiu ni
quy trnh php l cho thy rng gim
8
nh ca h l thch hp. Nu quyt nh
ti hu l s gim nh c thch ng,
qu v vn c quyn c IEE, nhng
khng c tr bi chi ph cng.

Khu hc c th i hi qu v phi thng
bo trc cho h trc khi qu v c
c IEE tr bi chi ph cng, tuy nhin,
khu hc khng th khng tr cho IEE
nu qu v khng thng bo cho khu hc
bit qu v ang tm mt IEE.

Nu qu v c c mt IEE tr bi chi
ph t hoc cng, kt qu ca vic gim
nh phi c cu xt bi khu hc
trong bt k quyt nh no v vic cung
cp mt FAPE cho con ca qu v, v c
th c a ra lm bng chng ti bui
iu trn quy trnh php v con ca qu
v.

Nu mt vin chc iu trn yu cu
mt IEE nh mt thnh phn ca phn
quyt iu trn, chi ph gim nh phi
c tr bi chi ph cng.

H S GIO DC-THNG TIN
NHN DNG C NHN

Mt h s gio dc l ti liu nh trng
duy tr c cha ti liu nhn dng c
nhn v con ca qu v.

Ti liu c nhn bao gm: tn ca con
qu v, tn ca qu v, hay tn ngi gia
nh khc; a ch ca con qu v; mt
nh danh c nhn, nh s an sinh x hi
ca con qu v hoc s hc sinh, hoc
mt danh sch cc c im c nhn
hoc cc thng tin khc m c th gip
nhn dng con ca qu v kh chc chn.

NHNG QUYN TIP CN

Mi khu hc phi cho php qu v kim
tra v duyt xt bt k h s gio dc
c thu thp, duy tr, hay dng bi khu
hc ca qu v. Khu hc phi tun theo
yu cu ca qu v m khng c chm
tr qu v trc bt k cuc hp no
v IEP ca con qu v, mt bui hp gii
quyt hoc iu trn quy trnh php l
khch quan, v trong mi trng hp,
khng c qu 45 ngy sau khi c
yu cu.

Quyn kim tra v duyt xt h s gio
dc trong mc ny bao gm:
Quyn ca qu v c khu hc
tr li cho yu cu hp l ca
qu v v nhng gii thch v
hiu bit h s.
Quyn ca qu v c ngi
i din qu v kim tra v duyt
xt cc h s.
Quyn ca qu v yu cu khu
hc cung cp bn sao ca h s
nu qu v khng th kim tra v
duyt xt cc h s mt cch
hiu qu, tr khi qu v nhn
c nhng bn sao ny.

Mt khu hc phi coi l qu v c thm
quyn kim tra v duyt xt h s lin
quan n con ca qu v, tr khi khu hc
c thng bo rng qu v khng c
quyn hn da theo lut Tiu bang thch
hp v nhng vn nh l gim h, ly
thn, v ly d.

H S CA S TIP CN

Mi khu hc phi lu gi h s nhng
ngi xin tip cn h s gio dc
c thu thp, duy tr, hay dng di
phn ny, (ngoi tr tip cn bi ph
huynh v nhn vin c thm quyn ca
khu hc), k c tn ca ngi , ngy
s tip cn c cho, v mc ch m
ngi c cho php dng cc h s.

9
H S CA TRN MT A TR

Nu bt k h s gio dc no c thng
tin ca trn mt a tr, ph huynh ca
nhng a tr c ch quyn kim tra
v duyt xt nhng thng tin lin quan
n con ca h hoc c thng bo r
rng v nhng thng tin ny.

DANH SCH CC LOI V A
IM CA THNG TIN

Nu c yu cu, mi khu hc phi
cung cp cho qu v mt danh sch cc
loi v a im ca nhng h s gio
dc ca con qu v c thu thp,
duy tr, hay dng bi khu hc.

L PH LC TM, LY, V LM
BN SAO NHNG H S

Mi khu hc khng th tnh l ph lc
tm hoc ly thng tin theo IDEA
Phn B. Mi khu hc c th tnh l ph
cho cc bn sao h s, thc hin cho qu
v nu l ph thc ra khng lm cn
tr vic hnh s quyn ca qu v
kim tra v duyt xt cc h s .

SA I H S QUA YU CU
CA PH HUYNH

Nu qu v tin rng thng tin trong h s
gio dc c thu thp, duy tr, hay
s dng theo phn ny khng chnh xc,
gy hiu lm, hoc vi phm s ring t
hoc cc quyn khc ca con qu v, qu
v c th yu cu khu hc hin duy tr
thng tin, thay i thng tin ny.

Khu hc phi quyt nh vic thay i
thng tin theo yu cu ca qu v hay
khng, trong mt thi gian hp l sau
khi nhn c yu cu ny. Nu khu hc
quyt nh t chi thay i thng tin
theo yu cu ca qu v, h phi thng
bo cho qu v v s t chi v thng
bo qu v v quyn ca qu v c
mt bui iu trn nh c quy nh
theo o lut Quyn Gio dc Gia nh
v Ring t (FERPA).

C HI CHO MT CUC IU
TRN

Khu hc phi, th theo yu cu, cho qu
v mt c hi c mt cuc iu trn
phn i nhng thng tin trong h s
gio dc lin quan n con ca qu v
m bo l nhng thng tin ny khng
sai, khng lch lc, v nh vy khng vi
phm quyn ring t hay cc quyn khc
ca con qu v. Nu, sau phin iu trn,
khu hc quyt nh rng thng tin khng
chnh xc, lch lc, hoc nh vy vi
phm quyn ring t hay cc quyn khc
ca con qu v, h phi thay i cc
thng tin mt cch ph hp v thng bo
cho qu v bng vn bn.

KT QU CA CUC IU TRN

Nu, sau cuc iu trn, khu hc quyt
nh rng thng tin khng sai lm, khng
lch lc, hoc nh vy khng vi phm
quyn ring t hay cc quyn khc ca
con qu v, h phi thng bo cho qu v
v quyn ca qu v b vo h s duy
tr v con ca qu v, mt bn tuyn b
ca qu v ph bnh thng tin hoc cho
bit nhng l do m qu v bt ng vi
quyt nh ca khu hc.

Mt bn gii thch nh vy c ghi
trong h s ca con qu v phi c
duy tr bi khu hc nh l mt thnh
phn ca h s ca con qu v nu h s
hay phn tranh ci c duy tr bi khu
hc. Nu khu hc cng b h s ca con
qu v hoc phn tranh ci cho bt k
ngi no, li gii thch cng phi c
cng b cho ngi .
10
NG CHO CNG B TI LIU
NHN DNG C NHN

Tr khi ti liu c cha trong h s
gio dc, v s cng b c cho php
m khng cn s ng ca qy v theo
FERPA, phi c s ng ca qu v
trc khi ti liu nhn dng c nhn
c cng b cho cc ngi khng phi
l cc vin chc ca cc c quan tham
gia. Khng cn c s ng ca qu v
trc khi ti liu nhn dng c nhn
c pht hnh n cc vin chc
cacc c quan tham gia vi mc ch
p ng iu kin ca Phn B ca
IDEA.

Phi c s ng ca qu v trc khi
ti liu nhn dng c nhn c pht
hnh cho cc vin chc ca cc c quan
tham gia cung cp hay tr tin cho
nhng dch v chuyn tip.

Nu con qu v ang hc, hoc l s i
hc, mt trng t khng nm trong
cng khu hc m qu v c tr, phi c
s ng ca qu v trc khi bt k ti
liu nhn dng c nhn v con ca qu
v c pht hnh gia cc vin chc
trong khu hc ni ta lc trng t v
cc vin chc trong khu hc ni qu v
c tr.

CC BIN PHP AN TON

Mi khu hc phi bo v s cn mt ca
ti liu nhn dng c nhn ti cc giai
on su tp, lu tr, cng b, v tiu
hy.

Mt vin vhc ti mi khu hc phi c
trch nhim bo m s cn mt ca bt
k ti liu nhn dng c nhn no.

Tt c nhng ngi thu thp hay s dng
ti liu nhn dng c nhn phi c
hun luyn hoc hng dn v chnh
sch v th tc ca Tiu bang ca qu v
lin quan n s cn mt theo Phn B
ca IDEA v FERPA.

Mi khu hc phi duy tr, kim tra
cng cng, mt danh sch hin hnh ca
tn v chc v ca nhng nhn vin
trong vng c th tip cn vi ti liu
nhn dng c nhn.

TIU HY THNG TIN

Khu hc ca qu v phi thng bo cho
qu v khi ti liu nhn dng c nhn
c thu thp, duy tr, hay s dng
khng cn cn thit na trong vic cung
cp dch v gio dc cho con qu v.

Ti liu phi c tiu hy qua yu cu
ca qu v, tuy nhin, mt h s vnh
vin ca tn, a ch, v s in thoi,
im s, h s hin din, cc lp hc,
cp lp hc xong, v nm hc xong, ca
con qu v c th c duy tr khng
gii hn thi gian.

HA GII

Ha gii trong gio dc c bit l mt
th tc min ph v hu hiu gip
ph huynh v trng hc trong vic gii
quyt cc s bt ng, giai on sm
nht c th lm c, lin quan n
chng trnh gio dc ca mt hc sinh
b khuyt tt. iu ny din ra trong
mt cuc hp khng c tnh cch knh
ch, c phn chnh thc hn l mt bui
hp gia ph huynh v nh trng
nhng t nghi thc hn l mt cuc iu
trn quy trnh php l.

B Gio dc Tiu bang Oklahoma hoc
khu hc phi c sn phin ha gii
cho qu v v khu hc c gii quyt
cc bt ng lin quan n bt k vn
11
no theo Phn B ca IDEA, k c nhng
vn xy ra trc khi np n khiu
ni quy trnh php l. Nh vy, s ha
gii c sn gii quyt tranh chp theo
Phn B ca IDEA, d qu v c np n
yu cu iu trn quy trnh php l hay
khng.
Khi mt khiu ni quy trnh php l
c khi xng theo IDEA, khu hc
phi thng bo cho qu v bit phin ha
gii l mt phng cch khc gii
quyt tranh chp.

Cc th tc phi m bo rng quy trnh
ha gii:
L s t nguyn ca qu v v
ca khu hc.
c cung cp min ph cho qu
v.
Khng c dng t chi
quyn qu v c mt phin iu
trn quy trnh php l, hoc t
chi bt k quyn no khc m
qu v c theo Phn B ca IDEA.
c tin hnh bi mt ha gii
vin kh nng v cng bng,
c hun luyn v cc phng
cch hu hiu.

bit thm tin v h thng Ha Gii
ca Oklahoma, qu v c th lin lc vi
Trung tm Gii Quyt Gio dc c bit
(SERC) ti 918-712-9632 hoc 888-267-
0028. Qu v cng c th lin lc Trung
tm Gii quyt Sm a phng ti 877-
521-6677 xin tn v s in thoi ca
Trung tm Gii quyt Sm a phng
ca qu v.

C hi Gp Ngi v v li:

C quan gio dc tiu bang (SEA) hoc
khu hc c th thit lp cc th tc
cung cp cho qu v v cc khu hc
khng mun dng th tc ha gii, mt
c hi gp mt ngi v v li l
ngi c hp ng vi:
Mt thc th gii quyt tranh
chp khc ph hp (Trung tm
Gii quyt Sm ca H thng
Gii quyt Tranh chp Khc ,
di s hng dn ca Vn
phng Hnh chnh ca To), mt
trung tm hun luyn ph huynh
v thng tin (Trung tm Thng
tin v Hun luyn Ph huynh
Oklahoma), H thng Thng tin
Oklahoma Hn hp ( J OIN),
hoc mt trung tm tin tc ph
huynh cng ng trong Tiu
bang.
khuyn khch s dng, v gii
thch cc li ch, ca th tc ha
gii cho qu v.

Ha gii vin:
Khng th l mt nhn vin ca
SEA hay khu hc tham gia vo
vic gio dc hoc chm sc cho
con qu v.
Khng c c v li c nhn
hay chuyn nghip mu thun
vi tnh khch quan ca ha gii
vin.

Mt ngi v mt khc c iu kin
nh l ha gii vin khng c l nhn
vin ca mt khu hc hoc c quan Tiu
bang ch v ngi c tr lng bi
c quan hay khu hc phc v nh
mt ha gii vin.

Ha gii vin c o to, c kh
nng, v cng bng c sn, v c th
c yu cu t cc Trung tm Gii
quyt Sm ca H thng Gii quyt
Tranh chp Khc, di s hng dn
ca Vn phng Hnh chnh ca
To. Thng tin v gii thiu cng c th
c cung cp min ph qua OSDE-SES,
H thng Thng tin Dch v Bao vng
12
Oklahoma (OASIS), Trung tm Thng
tin Hun luyn Ph Huynh Oklahoma,
hoc Trung tm Lut Khuyt tt
Oklahoma (ODLC).

OSDE-SES h tr vic gii quyt nhng
tranh chp, lin quan n bt k vn
g thuc vo khiu ni quy trnh php l,
qua ha gii hoc cc phng tin khng
chnh thc khc gia ph huynh v cc
khu hc lin quan n gio dc ca mt
a tr b khuyt tt hoc c coi l c
khuyt tt. Tiu bang chu trch nhim
cho cc chi ph ca th tc ha gii.

Mi bui hp trong th tc ha gii phi
c sp xp mt cch kp thi v c
t chc ti mt a im thun tin cho
qu v v khu hc. S ha gii khng
c dng t chi hay tr hon quyn
qu v c mt cuc iu trn quy
trnh php l hoc t chi bt k
quyn no khc c cp theo cc iu
kin ny. Ngoi ra, cc cuc hp ha
gii khng thay i cc thi biu bt
buc cho cc cuc iu trn quy trnh
php l.

gii quyt tranh chp qua th tc ha
gii, c qu v v khu hc phi thc thi
mt tha thun rng buc php l trong
ra s gii quyt , v:
Ghi rng tt c cc cuc tho
lun din ra trong th tc ha
gii s c gi kn v khng th
c dng lm bng chng trong
cuc iu trn quy trnh php l
sau hoc cc t tng dn s.
c k bi c qu v v i
din ca khu hc m ngi c
thm quyn rng buc khu
hc.

Mt bn tha thun ha gii c k
c hiu lc ti bt k ta n hoc phm
vi php l c thm quyn Tiu bang
hoc ti ta n lin bang Hoa K.

Ha gii c th c yu cu bi qu v
hoc khu hc nhng phi c tham d
v tho thun bi c hai bn. Cc bn c
lin quan c th c hoc khng c i
din ti bui ha gii, tuy nhin, nhng
ngi tham d phi trong a v c
thm quyn quyt nh.

Mt trong hai bn c th t chi tham
gia mt hi ngh m khng b tn hi
n bt k th tc bo v an ton dnh
di bt k lut Tiu bang hoc lin
bang ng dng no.

NP H S KHIU NI HNH
CHNH CP A PHNG HOC
TIU BANG

Mt bn khiu ni c k ni v nhng
vi phm IDEA Phn B c th c
trnh vi qun tr vin khu hc a
phng hoc SEA. Bn khiu ni c th
cp n con qu v v/hay chnh sch
hoc thng l c th ca khu hc m qu
v co buc l vi phm IDEA.

Nu khiu ni c np vi khu hc a
phng, ngi khiu ni c th yu cu
Tiu bang duyt xt nhng kt qu.

Mt n khiu ni phi bao gm:
Mt s tuyn b rng khu hc
vi phm mt iu kin theo
IDEA Phn B.
Cc d kin m s tuyn b da
vo.
Ch k v thng tin lin lc ca
ngi khiu ni.

Nu nhng vi phm b co buc lin
quan n mt a tr ring:
Tn ca a tr v a ch c tr
ca a tr.
13
Tn trng a tr hc.
Trong trng hp ca mt a
tr hoc thanh thiu nin v gia
c, thng tin lin lc c sn cho
a tr v tn trng a tr hc.
M t v cch khu hc vi
phm cc iu kin ca IDEA
lin quan n co buc bao gm
cc s kin lin h n vn
ny.
Gii php ca vn c a ra
n mc c bit v sn c cho
bn khiu ni vo lc n khiu
ni c np.

Khiu ni phi cho bit l s vi phm
xy ra khng qu mt nm trc ngy
n khiu ni c np.

Nu qu v np n khiu ni hnh
chnh v n khiu ni iu trn quy
trnh php l v cng mt vn , vic
iu tra khiu ni hnh chnh s b hon
li. Cc vin chc iu trn c b
nhim nghe s khiu ni iu trn
quy trnh php l ca qu v s tin hnh
mt iu trn cng bng.

Thng tin lin h c th cung cp bng
ming v bng vn bn v vn b co
buc c xem xt trong vic xc
nh c s vi phm ca IDEA Phn B
hay khng.

Mt mu n dng cho mc ch ny c
sn t OSDE-SES gip qu v np
n khiu ni bng vn bn chnh thc.

Mt bc th ghi nhng kt qu s c
pht hnh bi OSDE-SES trong vng 60
ngy lch sau khi nhn c khiu ni
bng vn bn chnh thc, tr khi c
trng hp ngoi l i hi s tham gia
lu di hn.

Ha gii cng c khuyn khch nh l
mt chn la to iu kin gii quyt
sm cc vn khiu ni. Thng tin
gip trong vic yu cu ha gii hoc
n khiu ni c th thu thp c bng
cch lin lc vi gim c gio dc c
bit hoc qun tr vin ca khu hc ca
qu v hoc OSDE-SES.

NP N KHIU NI IU TRN
QUY TRNH PHP L

Qu v hoc khu hc c th np n
khiu ni quy trnh php l v bt k vn
g lin quan n mt ngh hoc t
chi bt u hay thay i nhn din,
gim nh, hoc vic sp xp gio dc
cho con ca qy v, hoc quy nh ca
FAPE.

Vic khiu ni quy trnh php l phi
nu ra mt s vi phm xy ra khng
qu hai nm trc khi qu v hoc khu
hc bit hoc ng l phi bit v hnh
ng b co buc lm cn bn ca khiu
ni quy trnh php l.

Thi biu trn khng p dng cho qu v
nu qu v khng th np n khiu ni
quy trnh php l v:
Khu hc r rng bp mo l
h gii quyt vn l cn
bn ca khiu ni.
Khu hc du khng a cho
qu v thng tin cn phi c
cung cp cho qu v theo Phn B
ca IDEA.

Khu hc phi thng bo cho qu v bt
k dch v php l hoc cc dch v lin
h khc min ph hoc c gi thp sn c
trong khu vc ca qu v nu qu v yu
cu xin thng tin, hoc nu qu v hoc
khu hc np n khiu ni quy trnh
php l.

14
KHIU NI QUY TRNH PHP L

yu cu mt iu trn, qu v hoc
khu hc (hoc lut s ca qu v hoc
lut s ca khu hc) phi np n khiu
ni quy trnh php l cho bn kia. Khiu
ni phi c tt c cc ni dung c
lit k di y v phi c gi cn
mt.

Qu v hoc khu hc, bt c bn no
trnh khiu ni, cng phi cung cp SEA
vi mt bn sao khiu ni.

Vic khiu ni thch ng phi bng vn
bn, k, v bao gm:
Tn ca con qu v.
Ngy sinh ca con qu.
a ch c tr ca con qu v.
Tn ca trng con qu v ang
theo hc.
Nu con qu v l mt a tr
hoc thanh thiu nin v gia c,
thng tin lin lc ca con qu v
v tn ca trng con qu v
ang theo hc.
Lp hin ti hoc sp xp lp
hin ti ca con qu v.
Khuyt tt c hoc coi nh c
ca con qu v.
Mt m t v tnh cht ca vn
ca con qu v lin quan n
hnh ng c ngh hoc b
t chi, bao gm c cc d kin
lin quan n vn ny.
Gii quyt c ngh ca vn
n mc c bit v c sn
cho qu v hoc khu hc vo lc
.
L do tranh ci vic nhn dng,
gim nh, sp xp gio dc cho
con qu v, hoc quy nh ca
FAPE cho con ca qy v.

Mt bn khng th c mt iu trn quy
trnh php l cho n khi bn , hoc
lut s i din bn , np mt bng
thng bo cc iu kin.

Mt mu n cho mc ch ny c sn
ti OSDE SES gip qu v np n
khiu ni quy trnh php l.
Mt bn sao ca yu cu ny phi c
gi bi qu v, hoc lut s i din qu
v thay mt cho con qu v, ti khu hc,
v ti a ch OSDE-SES, Attention:
Due Process Hearing Requests, 2500
North Lincoln Boulevard, Room 412,
Oklahoma City, Oklahoma 73105-4599.

Mt vn phng iu trn quy trnh php
l cng bng s c b nhim cho v
kin. Qu v hoc lut s ca qu v s
c thng bo v bui hn.

Bn khiu ni quy trnh php l s c
coi nh l y tr khi bn nhn c
khiu ni quy trnh php l thng bo
cho vin chc iu trn v pha bn kia,
bng vn bn, trong thi hn 15 ngy
trn lch k t ngy nhn c khiu ni
ca h, rng khiu ni khng p ng
iu kin lit k trn. Trong thi hn
nm ngy trn lch khi nhn c thng
bo bn nhn cho rng n khiu ni
khng y , cc vin chc iu trn
phi quyt nh nu khiu ni iu trn
quy trnh php l p ng cc iu kin
lit k trn, v ngay lp tc phi thng
bo cho cc bn bng vn bn v quyt
nh .

Nu cc vin chc iu trn xc nh
rng khiu ni iu trn quy trnh php
l ca qu v khng , qu v c quyn
np n khiu ni c tu chnh gii
thch l do ti sao khng p ng cc
tiu chun ca mt n khiu ni y
.

Qu v hoc khu hc ch c thay i
khiu ni quy trnh php l nu:
15
Pha bn kia chp thun nhng
thay i bng vn bn v c
cho c hi gii quyt khiu
ni thch ng qua bui hp gii
quyt.
Khng tr hn nm ngy trc
khi bui iu trn quy trnh php
l bt u, vin chc iu trn
cho php cc thay i. Nu bn
khiu ni c nhng thay i
trong khiu ni quy trnh php l,
thi biu cho bui hp gii quyt,
v thi gian gii quyt bt u
li vo ngy n tu chnh khiu
ni c np.

Khng c iu g trong phn ny c th
b hiu l ngn cn qu v np mt yu
cu ring bit cho mt khiu ni quy
trnh php l v mt vn ring bit t
n khiu ni np.

Nu khu hc khng gi trc bng
vn bn thng bo cho qu v v ch
nm trong khiu ni quy trnh php l
ca qu v, khu hc phi, trong thi hn
mi ngy theo lch nhn c khiu ni
quy trnh php l, gi cho qu v mt
bn tr li trong phi bao gm:
S gii thch ti sao khu hc
ngh hoc t chi thc thi hnh
ng nu ra trong khiu ni quy
trnh php l.
Mt s m t cc la chn khc
m nhm IEP ca con qu v cu
xt v l do ti sao cc la chn
ny b t chi.
Mt s m t mi th tc gim
nh, thm nh, h s hoc bo
co khu hc dng lm cn bn
cho cc hnh ng ngh hoc
t chi .
Mt s m t cc yu t khc c
lin quan n cc hnh ng
ngh hoc t chi ca khu hc.

Ngoi tr nh nu trn, bn nhn n
khiu ni quy trnh php l, trong thi
hn mi ngy theo lch nhn c
khiu ni quy trnh php l, phi gi cho
bn kia mt bn tr li cp r rng
cc vn nu ra trong n khiu ni.

CC BUI GII QUYT

Trong thi hn 15 ngy theo lch sau khi
nhn c thng bo ca khiu ni iu
trn quy trnh php l ca qu v, v
trc khi bui iu trn quy trnh php
l bt u, khu hc phi thu xp mt
cuc hp vi qu v v thnh vin lin
h ca nhm IEP hiu r cc s kin
c nu ra trong khiu ni quy trnh
php l ca qu v.

Cuc hp:
Phi bao gm mt i din ca
khu hc m ngi c thm
quyn quyt nh thay mt cho
khu hc.
Khng th bao gm mt lut s
ca khu hc, tr khi qu v i
km vi mt lut s.

Mc ch ca cuc hp l cho qu v
tho lun v khiu ni quy trnh php l
ca qu v, v cc s kin to nn cn
bn ca s khiu ni.

Khu hc s c c hi gii quyt khiu
ni, tr khi qu v v khu hc u ng
bng vn bn min bui hp gii
quyt, hoc ng dng th tc ha
gii. Tr khi c qu v v khu hc u
min bui hp gii quyt hoc ng
ha gii, s khng tham gia ca qu v
vi bui hp gii quyt s tr hon thi
biu ca th tc gii quyt v ca bui
iu trn quy trnh php l cho n khi
c cuc hp gii quyt.

16
Nu khu hc khng gii quyt khiu ni
theo mc hi lng ca qu v trong vng
30 ngy theo lch k t khi nhn c
n khiu ni quy trnh php l, bui
iu trn quy trnh php l c th xy ra.

Thi biu 45 ngy theo lch a ra
quyt nh ti hu bt u vo lc ht
hn ca thi k phn gii 30 ngy lch,
tr khi qy v v khu hc u ng
khc t th tc gii quyt hoc dng
ha gii. Trong trng hp ny, thi
biu 45 ngy theo lch bt u ngy hm
sau.

Nu, sau khi c nhng c gng hp l v
ghi chp nhng c gng , khu hc
khng nhn c s tham gia ca qu v
trong bui hp gii quyt, khu hc c
th, sau thi ngy 30 ngy ca thi k
gii quyt, yu cu vin chc iu trn
bc n khiu ni quy trnh php l ca
qu v.

Nu khu hc khng t chc mt phin
ha gii trong vng 15 ngy sau khi
nhn c n khiu ni quy trnh php
l ca qu v hoc khng tham gia bui
hp gii quyt, qu v c th yu cu vn
phng iu trn bt u thi biu iu
trn quy trnh php l.

Nu vic gii quyt tranh chp i n kt
qu ti cuc hp gii quyt, qu v v
khu hc phi thc thi mt hp ng c
rng buc php l trong :
c k bi qu v v i din
ca khu hc l ngi c thm
quyn rng buc khu hc.
C hiu lc thi hnh ti bt k
ta n Tiu bang no c thm
quyn hoc trong mt ta n lin
bang ca Hoa K.

Nu qu v v khu hc i vo mt hp
ng do kt qu ca mt bui hp gii
quyt, mt trong hai bn c th hy b
hp ng trong vng ba ngy lm vic
t lc c qy v v khu hc k hp
ng.

IU TRN QUY TRNH PHP L
CNG BNG

Ti thiu, mt vin chc iu trn:
Khng c l nhn vin ca
SEA hay khu hc tham gia trong
vic gio dc hoc chm sc cho
con qu v, tuy nhin, mt ngi
khng phi l mt nhn vin ca
c quan ch v ngi c tr
tin bi c quan phc v nh
l mt vin chc iu trn.
Khng c v li c nhn hoc
chuyn mn mu thun vi tnh
khch quan ca vin chc iu
trn trong bui iu trn.
C kin thc, v hiu, cc quy
nh ca IDEA, lin bang, v cc
lut l Tiu bang lin quan n
IDEA, v gii thch php lut ca
IDEA bi ta n lin bang v
Tiu bang.
C kin thc v kh nng tin
hnh phin iu trn, theo ng
hnh ngh php l tiu chun ph
hp.
C kin thc v kh nng a
ra v vit cc quyt nh theo
ng thng l php l tiu chun
ph hp.

Bn yu cu bui iu trn quy trnh
php l khng th nu ln cc vn ti
bui iu trn quy trnh php l m
khng ghi trong n khiu ni quy trnh
php l, tr khi bn kia ng .

SEA duy tr mt danh sch cc vin
chc iu trn kh nng. Khi mt
phin iu trn quy trnh php l c
ch nh, SEA phi cung cp tn ca
17
vin chc iu trn c ch nh v kh
nng chuyn mn ca ngi ny cho tt
c cc bn lin quan.

NHNG QUYN TRONG CUC
IU TRN QUY TRNH PHP L

Bt c bn no trong bui iu trn hoc
khng co phi c c quyn:
i cng vi v c c vn bi
mt lut s hoc ngi c kin
thc c bit hoc hun luyn v
cc vn ca tr em b khuyt
tt.
Trnh by bng chng v gip
din, cht vn, v i hi s
tham d ca cc nhn chng.
Cm vic a bt c bng chng
no ti bui iu trn m cha
c tit l cho bn kia t nht l
nm ngy lm vic trc bui
iu trn.
Thu nhn mt h s trn giy,
hay ty s la chn ca qu v,
mt h s in t ghi tng ch
phin iu trn.
Thu nhn nhng quyt nh v
d kin v nhng phn quyt trn
giy, hoc vi s la chn ca
qu v, bng in t, m cng
chng c th tip cn v c
truyn n ban t vn Tiu bang.

Mt vin chc iu trn c th ngn
chn bt k bn no khng tit l cc
gim nh lin h hoc nhng ngh
cho bn kia t nht l nm ngy lm vic
trc bui iu trn.

Qu v c quyn c c con qu v
hin din, v c quyn cng chng
tham d phin iu trn.

PHN QUYT CA CUC IU
TRN

Phn quyt ca mt vin chc iu trn
v vic con qu v c c nhn mt
FAPE hay khng phi da trn nn tng
c thc cht.

Trong nhng vn co buc l vi phm
v th tc, mt vin chc iu trn c
th kt lun rng con qu v khng
nhn c FAPE, nu cc thiu st v
th tc:
cn tr quyn ca con qu v
c mt FAPE.
cn tr ng k c hi ca
qu v tham gia vo qu trnh
quyt nh lin quan n vic
cung cp mt FAPE cho con qu
v.
gy ra s mt c hng li
ch gio dc.

Khng c iu g trong on ni v cc
th tc bo v an ton ca lut l lin
bang theo Phn B ca IDEA c th c
coi l ngn cn qu v np n yu cu
ring bit cho mt bui iu trn quy
trnh php l v mt vn khc vi mt
yu cu np trc y..

SEA, sau khi xa bt k thng tin nhn
dng c nhn no, phi:
Cung cp cc kt qu v cc
quyt nh trong bui iu trn
quy trnh php l hoc bui
khng co ti ban c vn gio
dc c bit Tiu bang.
cng chng tip cn vi
nhng kt qu v quyt nh.

18
HIU LC TI HU CA PHN
QUYT, CHNG N, DUYT XT
CNG BNG:

Mt phn quyt c ua ra trong mt
bui iu trn quy trnh php l c hiu
lc ti hu, ngoi tr bt k bn no
tham gia trong bui iu trn c th
khng co quyt nh trong vng 30
ngy theo lch.

Nu mt bn b thit hi bi nhng kt
lun v phn quyt trong bui iu trn,
bn c th khng co vi SEA.

Nu vic khng co xy ra, SEA b
nhim mt vin chc duyt xt tiu bang
tin hnh mt cuc duyt xt cng
bng v nhng kt lun v phn quyt b
khng co. Vin chc tin hnh vic
duyt xt phi:
Kim tra ton b h s iu trn.
m bo rng cc th tc ti
phin iu trn ph hp vi cc
iu kin ca quy trnh php l.
Tm kim thm bng chng nu
cn thit.Nu mt phin iu trn
c t chc nhn thm bng
chng, cc quyn iu trn c
m t trn c p dng.
Cho cc bn mt c hi tranh
lun bng li ni hay vn bn,
hoc c hai, theo quyt nh ca
vin chc duyt xt.
a ra mt quyt nh c lp
sau khi hon tt vic duyt xt.
Cung cp cho qu v v khu hc
mt bn sao bng vn bn, hay
ty theo la chn ca qu v, mt
bn bng in t, cc kt lun v
d kin v phn quyt.

SEA, sau khi xa bt k thng tin nhn
dng c nhn no, phi truyn ti nhng
kt lun v cc phn quyt n ban t
vn gio dc c bit Tiu bang, v
cho cng chng tip cn cc kt lun v
phn quyt.

Phn quyt ca vin chc duyt xt c
hiu lc ti hu, tr khi mt bn bt u
t tng dn s theo cc th tc c m
t di y.

THI BIU V S TIN NGHI CA
CC PHIN IU TRN V DUYT
XT

SEA phi bo m rng khng tr hn
45 ngy theo lch sau khi ht hn thi
gian 30 ngy theo lch cho cc cuc hp
gii quyt, hoc khng tr hn 45 ngy
theo lch sau khi ht hn thi gian iu
chnh:
Mt phn quyt ti hu c a
ra trong phin iu trn.
Bn sao ca phn quyt c gi
n qu v v khu hc.

Nu vic khng co xy ra, SEA phi
bo m rng khng tr hn 30 ngy
theo lch sau khi nhn c yu cu
duyt xt:
Mt phn quyt ti hu c a
ra trong vic duyt xt.
Bn sao ca phn quyt c gi
n qu v v khu hc.

Mt vin chc iu trn c th gia hn
th gi r rt qu thi hn 45 ngy theo
lch, nu qu v hoc khu hc yu cu s
gia hn ca thi biu r rt.

Mi phin iu trn phi c tin hnh
ti mt thi im v a im thun tin
cho qu v v con ca qu v.
Ngoi tr trng hp thay i sp lp
khi xng bi nhn vin nh trng v
con em ca qu v mang hoc c mt v
kh, oa tr hoc s dng ma ty bt hp
php, hoc bn hoc g bn mt cht b
kim sot, hoc gy thng tch nghim
19
trng cho mt ngi khc, (hoc thay
i sp lp theo ch th ca mt vin
chc iu trn sau khi xc nh l duy tr
s sp lp hin ti chc chn c th a
n thng tch cho a tr hoc nhng
ngi khc), nu qy v yu cu mt
bui iu trn phn i vic duyt xt
phn quyt biu th, con ca qu v phi
li trong mi trng gio dc thay th
tm thi trong khi ch quyt nh ca
vin chc iu trn, hoc cho n khi ht
hn thi gian ca s thay i sp lp, ty
trng hp no xy ra trc, tr khi
Tiu bang hoc khu hc v qu v ng
ngc li.

QUYN T TNG DN S

Bt k bn no khng ng vi nhng
kt lun v cc quyt nh trong vic
duyt xt cp Tiu bang c quyn t
tng dn s vn m l ch ca
bui iu trn khiu ni quy trnh php
l. V kin c th c khi t ti bt k
ta n Tiu bang no c thm quyn
php l hoc trong mt ta n lin bang
ca Hoa K, bt k s lng ang tranh
chp.

Bn khi t phi c 90 ngy lch k t
ngy quyt nh ca vin chc iu trn
khi t v kin.

Trong bt k t tng dn s no, ta n:
Nhn c cc h s t tng
hnh chnh.
Nghe thm cc bng chng theo
yu cu ca mt bn.
Cn c quyt nh ca mnh trn
s vt tri ca bng chng, v
a ra gii php m ta n n
nh l thch hp.

L PH LUT SU

Trong bt k tha kin hoc t tng theo
Phn B ca IDEA, ta n, ty theo
nh ca mnh, c th phn thng l ph
lut s hp l nh mt phn ca chi ph:
Cho bn thng kin l ph huynh
ca a con b khuyt tt.
Cho bn thng kin l khu hc
chng li lut s ca ph huynh
l ngi np n yu cu bui
iu trn quy trnh php l hoc
nhng s kin tng tip theo
c coi l ph phim, phi l
hoc khng c nn tng, hoc
chng li lut s ca ph huynh
c tip tc kin tng sau khi thy
r s kin tng r rng tr
thnh ph phim, phi l hoc
khng c nn tng.
Cho khu hc thng kin chng li
lut s ca mt ph huynh, hoc
chng li ph huynh, nu khiu
ni ca ph huynh hoc nhng s
kin tng tip theo c a ra
vi nhng mc ch sai quy,
chng hn nh sch nhiu, gy ra
lm nh tr khng cn thit,
hoc tng chi ph tha kin
hoc t tng mt cch v ch.

Mt ta n phn thng l ph lut s
hp l da theo t gi hin hnh trong
cng ng ni v kin hoc iu trn
xy ra i vi loi v cht lng ca cc
dch v cung cp. Khng c tin thng
hoc s bi tng c th c dng
tnh l ph trao thng.

Ngn khong thuc IDEA Phn B khng
th c dng tr l ph lut s hoc
chi ph ca mt bn lin quan n mt
v kin hoc t tng.

L ph lut s khng th c phn
thng v chi ph lin h khng th c
20
hon tr trong bt k v kin hay t tng
cho cc dch v thc hin sau thi im
ngh dn xp bng vn bn cho qu
v, nu:
ngh c a ra trong thi
gian quy nh bi Quy tc 68 ca
Ni quy Lin bang v Th tc
Dn s; hoc, trong trng hp
ca mt v kin hnh chnh, vo
bt k lc no trn mi ngy
theo lch trc khi v kin bt
u.
ngh khng c chp nhn
trong thi hn mi ngy theo
lch.
Ta n hoc vin chc iu trn
hnh chnh thy rng gii php
qu v t c cng khng c
hn g cho qu v so vi ngh
gii quyt.

L ph lut s khng th c phn
thng lin quan n bt k cuc hp
no ca nhm IEP tr khi bui hp
c triu tp do kt qu ca mt v
kin hnh chnh hoc t tng ta n,
hoc, theo quyt nh ca Tiu bang, cho
vic ha gii.

K LUT THM QUYN CA
NHN VIN NH TRNG

Nhn vin nh trng c th cu xt bt
k hon cnh duy nht no theo tng
trng hp mt, khi xc nh xem c
nn ra lnh thay i sp xp lp cho mt
a tr b khuyt tt vi phm quy tc
hnh kim ca hc sinh hay khng.

Nhn vin nh trng c th ri mt a
tr khuyt tt vi phm quy tc hnh kim
ca hc sinh t lp hc hin ti ca n
n mt mi trng gio dc thay th
tm thi thch hp, mt mi trng gio
dc khc, hoc treo hc, khng qu
mi ngy hc lin tc (n mc m
nhng gii php thay th nh vy c
p dng cho cc tr em khng b tn tt).

Nu nhn vin nh trng tm cch ra
lnh sp xp lp hc m vt qu mi
ngy hc, v hnh vi dn n vi phm
ca quy tc nh trng c xc nh
khng phi l mt biu hin ca khuyt
tt ca con qu v, nhn vin nh trng
c th p dng cc th tc k lut cho
con ca qu v theo cch v thi gian
tng t vi cc th tc c p dng
cho tr em khng b khuyt tt, ngoi tr
trng phi cung cp nhng dch v cho
con ca qu v.

Nhm IEP ca con qu v xc nh mi
trng gio dc thay th tm thi cho
nhng dch v .

Nhng dch v ny phi c cung cp
cho con ca qu v nu b ri khi lp
hc hin ti ca n c th c cung cp
trong mt mi trng gio dc thay th
tm.

NHNG DCH V

Con ca qu v, nu b ri khi lp hc
hin ti ca n qu mi ngy hc trong
cng mt nm hc phi:
Tip tc nhn cc dch v gio
dc, gip n tham gia trong
chng trnh gio dc ph thng,
mc d trong mt mi trng
khc, v tin ti vic t c
cc mc tiu c xc nh trong
IEP ca n, v nhn c, nu
thch hp, mt Gim nh Hnh
vi Chc nng (FBA), dch v can
thip hnh vi, v sa i c
thit k p ng vi phm hnh
vi vic ny khng xy ra na.

21
N NH S BIU HIN

Phi din ra trong vng mi ngy hc
ca bt k quyt nh no thay i
lp hc ca con qu v v mt vi phm
quy tc hnh kim ca hc sinh a n
hu qu mi ngy hc lin tip hoc
nhiu hn, hoc hn mi ngy hc tch
ly b treo hc trong cng mt nm hc
m vin chc nh trng xc nh l
mt thi tc ca hnh vi.

Mt thi tc ca hnh vi c th c xc
nh v khong thi gian ca mi ln b
ri b, tng s thi gian m hc sinh
b ri b, mc gn nhau ca cc ln
b ri b v nu hnh vi c tng t mt
cch ng k vi hnh vi ca hc sinh
trong cc s kin trc y a n
hu qu b ri b v k lut.

Khu hc, qu v, v cc thnh vin khc
c lin quan ca nhm IEP (nh c
xc nh bi qu v v khu hc) phi
xem xt tt c cc thng tin c lin quan
trong h s ca con qu v, k c IEP
ca n, bt k nhng quan st no ca
gio vin, v cc bt k nhng thng tin
no c lin quan m qu v cung cp
xc nh xem:
Hnh vi ny c gy ra bi,
hoc l c quan h trc tip v
ng k vi, khuyt tt n.
Hnh vi ny l kt qu trc tip
ca vic khu hc khng thc hin
IEP cho n.

Nu khu hc, qu v, v cc thnh vin
khc c lin quan ca nhm IEP xc
nh rng iu ny hay iu kia c th p
dng cho con qu v, hnh vi ny phi
c xc nh l mt biu hin ca s
khuyt tt ca con em qu v.

XC NH RNG HNH VI L S
BIU HIN

Nu khu hc, qu v, v cc thnh vin
khc c lin quan ca nhm IEP xc
nh rng hnh vi l mt biu hin ca
tnh trng khuyt tt ca con qu v,
nhm IEP phi hoc l:
Tin hnh mt FBA v thc hin
mt k hoch can thip hnh vi
(BIP) cho con ca qu v, tr khi
khu hc tin hnh vic gim
nh nh vy trc khi xc nh
nh vy v hnh vi dn n s
thay i vic sp xp lp.
Nu mt BIP c pht trin,
nhm IEP phi hp xem xt
k hoch, v sa i n, khi cn
thit, gii quyt hnh vi.

Tr khi xc nh l mt hon cnh c
bit, khu hc phi cho con ca qu v tr
li lp hc m t con qu v b ri
b, tr khi qu v v khu hc ng l
s thay i lp hc thuc mt phn ca
s sa i BIP.

XC NH RNG HNH VI KHNG
PHI L MT BIU HIN CA
KHUYT TT

Nu kt qu ca cuc duyt xt l mt
xc nh rng hnh vi ca con qu v
khng phi l mt biu hin ca tnh
trng khuyt tt ca con qu v, cc th
tc k lut c lin quan p dng vi tr
em khng c khuyt tt c th c p
dng cho con ca qu v trong cng mt
cch thc c p dng cho tr em
khng b khuyt tt, ngoi tr mt FAPE
phi c cung cp cho con ca qu v
trong sut thi hn b treo hc.

Qu c quyn yu cu ha gii hoc mt
iu trn quy trnh php l nhanh chng
22
nu qu v khng ng vi vic xc
nh s biu hin.

NHNG H S K LUT

Nu khu hc khi xng cc th tc k
lut p dng cho tt c tr em, khu hc
phi bo m rng gio dc c bit v
nhng h s k lut ca con qu v c
truyn i ngi n nh ti hu v bin
php k lut ngi xem xt.

NHNG MI TRNG GIO DC
THAY TH TM THI

Bt k hnh vi c phi l s biu hin
ca tnh trng khuyt tt ca con qu v
hay khng, nhn vin nh trng c th
ri mt hc sinh n mt mi trng
gio dc thay th tm thi cho ti 45
ngy hc nu con ca qu v:
Mang theo hoc c mt v kh
ti trng hoc c mt v kh
trng, trong khu vc trng
hc, hoc ti mt bui l ca
trng di thm quyn ca mt
SEA hay khu hc.
C c hoc dng ma ty bt
hp php, hoc bn hoc g bn
mt cht b kim sot, trong khi
trng, trong khu vc trng
hc, hoc ti mt bui l ca
trng di thm quyn ca mt
SEA hay khu hc.
gy thng tch c th trm
trng n mt ngi khc trong
khi trng, trong khu vc
trng hc, hoc ti mt bui l
ca trng di thm quyn ca
mt SEA hay khu hc.

"Thng tch C th Nghim trng"
c nh ngha l mt thng tch c
th c lin quan n mt nguy c ng
k b cht; cc k au n th cht; b
tho lu di v r rng, hoc b mt mt
lu di hoc b suy yu chc nng ca
mt phn c th, c quan hoc kh nng.

Nhm IEP s xc nh cc dch v thch
hp cho con ca qu v trong cc Mi
trng Gio dc Thay th Tm thi
(IAES).

Trng c quyn la chn tip tc IAES
vo nm hc tip theo nu cn li t hn
45 ngy hc trong nm hc m s kin
xy ra.

Khng tr hn ngy quyt nh thi
hnh k lut c a ra, khu hc phi
thng bo cho qu v v quyt nh ,
v cung cp cho qu v mt thng bo
th tc bo v an ton.

THAY I LP HC V
B RI B BI K LUT

Vic ri b ca con qu v khi lp hc
hin ti ca n l mt s thay i v lp
hc nu:
S ri b ko di hn 10 ngy
lin tip.
Con ca qu v b ri b theo
lot to thnh mt thi tc ca s
ri b bi v:
o Lot ti b tng cng hn
mi ngy hc trong mt
nm hc.
o Hnh vi ca con qu v
th tng t ng k vi
hnh vi ca con qu v
trong cc s kin xy ra
trc dn n vic ri
b theo lot.
o Vi cc yu t b sung
nh thi gian ca mi ln
b ri b, tng s th gi
con qu v b ri b, v
s gn gi ca nhng ln
b ri b vi nhau.
23
o Mt thi tc ca cc ln
ri b c cu thnh mt
s thay i lp hc hay
khng c xc nh theo
tng trng hp mt bi
khu hc, v, nu b phn
i, th phi c duyt
xt bi th tc t tng t
php.

KHNG CO

Qu v c th np n khiu ni quy
trnh php l yu cu mt bui iu
trn quy trnh php l nu qu v bt
ng vi:
Bt k quyt nh v xp lp
thc hin theo quy nh k lut.
Vic xc nh s biu hin. Khu
hc c th np n khiu ni quy
trnh php l yu cu mt bui
iu trn quy trnh php l nu
h tin rng duy tr lp hin ti
ca con qu v rt c th dn n
thng tch cho con ca qu v
hoc cho ngi khc.

THM QUYN CA VIN CHC
IU TRN

Mt vin chc iu trn phi tin hnh
bui iu trn quy trnh php l v a
ra mt quyt nh. Vin chc iu trn
c th:
Cho con ca qu v tr li lp
hc m t con qu v b ri
b nu vin chc iu trn xc
nh rng vic treo hc l mt s
vi phm cc iu kin c m
t di tiu Thm quyn ca
Nhn vin Trng, hoc hnh
vi ca con qu v l mt biu
hin ca khuyt tt ca con qu
v.
Ra lnh mt s thay i lp hc
ca con qy v n mt mi
trng gio dc thay th tm thi
thch hp khng qu 45 ngy hc
nu vin chc iu trn xc nh
rng duy tr lp hin ti ca con
qu v rt c th dn n thng
tch cho con ca qu v hoc cho
ngi khc.

Nhng th tc iu trn ny c th c
lp i lp li, nu khu hc tin rng cho
con qu v tr v lp hc ban u rt c
th dn n thng tch cho con ca qu
v hoc cho ngi khc.

SEA hay khu hc phi sp xp cho mt
bui iu trn nhanh chng khi qu v
yu cu. Bt c khi no qu v hoc khu
hc np n khiu ni quy trnh php l
yu cu mt phin iu trn, phin
iu trn phi c t chc cc iu
kin m t di tiu Th tc Khiu
ni Quy trnh Php l, iu Trn cho
Cc khiu ni Quy trnh Php l, v
Khng co cc Quyt nh; Duyt xt
Khch quan, ngoi tr nh sau:
SEA hay khu hc phi sp xp
cho mt bui iu trn quy trnh
php l nhanh chng, m phi
xy ra trong vng 20 ngy hc k
t ngy cuc iu trn c yu
cu v phi c kt qu n nh
trong vng mi ngy hc sau
bui iu trn.
Tr khi qu v v khu hc ng
bng vn bn min bui hp,
hoc ng dng vic ha gii,
mt bui hp gii quyt phi din
ra trong vng by ngy theo lch
hoc khi nhn c thng bo
ca n khiu ni quy trnh php
l.
Bui iu trn c th tin hnh,
tr khi vn c gii quyt
vi s hi lng ca c hai bn
trong thi hn 15 ngy theo lch
24
t ngy nhn c n khiu ni
quy trnh php l.

Mt Tiu bang c th thit lp cc quy
tc th tc cho phin iu trn quy trnh
php l nhanh chng khc vi cc quy
tc c thit lp cho cc phin iu
trn quy trnh php l khc. Ngoi tr
cc thi biu, nhng quy tc ny phi
ph hp vi cc quy tc trong ti liu
ny lin quan n cc phin iu trn
quy trnh php l.

Mt bn c th khng co quyt nh
trong mt bui iu trn quy trnh php
l nhanh trong cng mt cch nh h c
th c i vi nhng quyt nh trong
cc iu trn quy trnh php l khc.

XP LP TRONG KHI KHNG CO

Khi qu v hoc khu hc n khiu
ni quy trnh php l lin quan n cc
vn k lut, con ca qu v phi (tr
khi qu v v SEA hoc khu hc ng
ngc li) li trong mi trng gio
dc thay th tm thi trong khi ch
quyt nh ca vin chc iu trn hoc
cho n khi ht hn thi k b ri b
c quy nh bi v c m t di
tiu Thm quyn ca Nhn vin
Trng, ty theo vic no n trc.

BO V TR EM CHA IU
KIN CHO GIO DC C BIT V
CC DCH V LIN H

Nu mt a b c xc nh l hi
iu kin cho gio dc c bit v cc
dch v lin quan theo IDEA Phn B, vi
phm mt quy tc hnh kim ca hc
sinh, nhng khu hc bit trc khi
hnh vi a n hnh ng k lut, rng
con ca qu v l mt a tr b khuyt
tt, th lc con ca qu v c th dng
bt k th tc bo v an ton c m t
trong thng bo ny.

C bn ca kin thc cho nhng vn
k lut - Mt khu hc phi c coi l
bit mt a tr l mt tr em b
khuyt tt nu, trc khi hnh vi a n
hnh ng k lut xy ra:
Qu v by t bng vn bn
mi quan tm rng con qu v
cn gio dc c bit v cc dch
v lin h dn nhn vin gim st
hoc hnh chnh ca c quan
gio dc thch hp, hoc mt
gio vin ca con qu v.
Qy v yu cu mt cuc gim
nh lin quan n vic tiu
chun cho vic gio dc c bit
v cc dch v lin h theo Phn
B ca IDEA.
Gio vin ca con qu v, hoc
nhn vin khu hc khc, by
t mi quan tm r rng v mt
thi tc ca hnh vi biu hin bi
con ca qy v, trc tip n
gim c gio dc c bit ca
khu hc hoc n nhn vin gim
st khc ca khu hc.

Ngoi l
Mt khu hc khng c coi l bit
rng con ca qu v l mt a tr b
khuyt tt:
Nu qu v cha cho php gim
nh con ca qu v.
Nu qu v t chi cc dch v
cho con ca qu v.
Con ca qu v c gi nh
v n nh khng phi l mt a
tr b khuyt tt theo IDEA Phn
B.

25
IU KIN P DNG NU KHNG
C C BN KIN THC

Nu trc khi c bin php k lut i
vi con ca qy v, mt khu hc khng
bit rng mt a tr l mt tr em b
khuyt tt, nh m t trong C bn
Kin thc cho Cc vn K lut v
Ngoi l, con ca qu v c th phi chu
cc bin php k lut c p dng cho
tr em khng c khuyt tt m c cc
hnh vi tng xng.

Tuy nhin, nu yu cu cho mt gim
nh ca con qu v trong khong thi
gian m con qu v phi chu bin php
k lut, s gim nh phi c tin
hnh mt cch nhanh chng. Cho n
khi s gim nh c hon tt, con ca
qu v vn lp hc c xc nh bi
nh thm quyn trng hc, bao gm
nh ch hoc trc xut m khng c
dch v gio dc.

Nu con ca qy v c n nh l mt
a tr b khuyt tt, da theo nhng
thng tin qua vic gim nh thc hin
bi khu hc v nhng thng tin qu v
cung cp, khu hc phi cung cp s gio
dc c bit v cc dch v lin h ph
hp vi quy nh theo IDEA Phn B, k
c cc iu kin k lut c m t
trn.

GII THIU N V HNH NG
BI THM QUYN CNH ST V
T PHP

IDEA Phn B khng:
Cm mt khu hc bo co mt
ti vi phm bi mt a tr
khuyt tt cho cc chnh quyn
ph hp.
Ngn chn thm quyn cnh st
v t php Oklahoma thc thi
cc trch nhim ca h i vi
vic p dng lut ca lin bang
v Tiu bang Oklahoma cho ti
vi phm bi mt a tr b
khuyt tt.

Truyn ti h s
Nu mt khu hc bo co mt ti vi
phm bi mt a tr b khuyt tt, khu
hc:
Phi m bo rng bn sao
nhng h s gio dc c bit
ca con qu v v cc h s k
lut c truyn i c cu
xt bi chnh quyn ph hp m
c quan bo co ti phm.
C th truyn ti cc bn sao ca
nhng h s gio dc c bit v
cc h s k lut ca con u v
ch cho ti c o lut Quyn
Gio dc Gia nh v Ring T
(FERPA).

CC IU KIN CHO XP LP N
PHNG BI PH HUYNH CA
TR EM TRONG TRNG T TR
BI CHI PH CNG CNG

IDEA Phn B khng i hi mt khu
hc phi tr chi ph gio dc, k c gio
dc c bit v cc dch v lin h, ca
con qu v vi khuyt tt ti mt trng
hoc c s t nhn nu khu hc cung
cp mt FAPE cho con qu v, v qu v
chn t con qu v vo mt trng
hc hoc c s t nhn. Tuy nhin, khu
hc ni trng hc t ta lc phi tnh
con ca qu v trong dn s c nhu cu
c p ng bi quy nh ca Phn B
ca IDEA lin quan n tr em c ph
huynh t vo mt trng t 34 CFR
300.131 ti 300.144 .

Hon tr cho vic xp lp vo trng t

Nu con ca qu v trc y nhn
c gio dc c bit v cc dch v
lin h theo thm quyn ca mt khu
26
hc, v qu v chn ghi danh con qu v
vo mt trng tiu hc hoc trung hc
t m khng c s chp thun ca hoc
gii thiu bi nh trng v qu v
khng ng rng IEP ang c cung
cp cho con ca qu v, mt ta n hoc
mt vin chc iu trn c th bt khu
hc hon tr cho qu v chi ph ca vic
ghi hc . Ta n hoc vin chc iu
trn phi thy rng khu hc khng
cung cp mt FAPE cho con ca qu v
mt cch kp thi trc vic ghi danh
d, v vic xp lp hc t l mt iu
ph hp.

Mt vin chc iu trn hay ta c th
thy vic xp lp ca qu v l iu thch
hp, d vic xp lp khng tiu
chun Tiu bang p dng cho gio dc
c cung cp bi SEA v khu hc.

Hn ch tin hon tr
Chi ph hon tr c th b gim bt hoc
b t chi nu:
Ti cuc hp IEP gn y nht
m qu v tham d trc khi vic
ri b ca con qu v t trng
cng, qu v khng thng bo
cho nhm IEP rng qu v t
chi s xp lp ngh bi khu
hc cung cp mt FAPE cho
con qu v, k c vic tuyn b
mi quan tm ca qu v v
nh ca qu v ghi danh con
qu v vo mt trng t tr bi
chi ph cng cng.
Mi ngy lm vic (k c bt c
ngy l no xy ra vo mt ngy
lm vic) trc khi ri b con
ca qu v khi trng cng lp,
qu v a bn thng bo n
khu hc v cc thng tin m t
trn.
Trc khi rii b con ca qu v
khi trng cng lp, khu hc
cung cp giy thng bo trc
cho qu v, v nh gim nh
con qu v (k c mt tuyn b
v mc ch ca vic gim nh
thch hp v hp l), nhng qu
v khng cho con qu v c
sn c gim nh.
Sau khi ta n kt lun l cc
hnh ng ca qu v l bt hp
l.

Tuy nhin, chi ph bi hon khng b
gim bt hoc b t chi v khng thng
bo nu:
Khu hc ngn cn qu v trong
vic cung cp thng bo.
Qu v khng th c hoc vit
ting Anh.
Qy v khng nhn c
thng bo v trch nhim ca
qu v cung cp s thng bo
m t trn.
Ph hp vi cc iu kin trn
c th s gy tn hi v th cht
cho con ca qy v.

27
NGUN THNG TIN CHO PH
HUYNH V TRNG HC

Chng trnh Gii quyt Tranh chp
Thay th
(Ha gii)
Vn phng Hnh chnh ca To n
(877) 521-6677 hoc (405) 522-7876

Mng Thng tin Oklahoma Chung
(J OIN)
Quay s 2-1-1

Tr gip Php l ca Vng Ty
Oklahoma
(405) 521-1302

Dch v php l ca Vng ng
Oklahoma
(918) 584-3211
(918) 428-4357 (Hot Line)
(888) 534-5243 (Hot Line)

Vn phng S v Thiu nin (OJ A)
Dch v gio dc
(405) 962-6106

Oklahoma ABLE Tech
(800) 257-1705

Lin minh Y t Thc hnh Cao cp
Oklahoma
(918) 660-3937

H thng Thng tin Dch v Bao vng
Oklahoma
(OASIS)
(800) 426-2747

Trung tm K thut Tr l Oklahoma
(OATC) ti i hc Oklahoma
Trung tm Khoa hc Y t, S
Khoa hc Phc hi Chc nng-i hc
Y t Lin Minh
1600 North Phillips
(405) 271-3625; (405) 271-1705 (TDD)
(405) 271-1707 (Fax)
(800) 700-OATC (6.282)

Trung tm K thut Tr l Oklahoma
(OATC) ti i hc Oklahoma-
Tulsa S Khoa hc Phc hi Chc nng
-i hc Y t Lin Minh
4.502 East 41 Street
(918) 660-3261 hoc (918) 660-3279
(918) 660-3297 (Fax)

Hip hi Chuyn gia Y t Oklahoma
(405) 951-8214

Ban Y t Oklahoma
(405) 962-1800

y ban tr em v
Thanh nin Oklahoma (OCCY)
(405) 606-4900

B Hng nghip
Gio dc K thut Oklahoma
(405) 377-2000
(405) 743-6816 TDD

B Ci Hun Oklahoma
(405) 962-6139

B Y t Oklahoma
(405) 271-5600

B Dch V Nhn s Oklahoma
(DHS)
(405) 521-2778

B Y t Tm thn &
Dch v Lm dng ma ty Oklahoma
(ODMHSAS)
(405) 522-3908
28
B Dch v Phc hi chc nng
Oklahoma (DRS)
Vn phng Quan tm Ngi khuyt tt
(800) 522-8224 V / TDD
(405) 521-3756 V / TDD
(800) 845-8476
(405) 951-3400 V / TDD

Trung tm Lut Ngi khuyt tt
Oklahoma (ODLC)
(800) 226-5883 V / TDD
Tulsa (918) 743-6220 V / TDD
Oklahoma City (405) 525-7755 V / TDD

Dch v Php l Ngi da Oklahoma
(800) 658-1497 hoc (405) 943-6457

Trung tm Hun luyn Ph Huynh v
Thng tin Oklahoma
(877) 553-4332

B Gio dc Tiu bang Oklahoma
(OSDE)

Dch v Gio dc c bit
2500 North Lincoln Boulevard, Phng
412
(405) 522-3248 hoc TTY (405) 521-
4875

D n ECCO (Lm phong ph C hi
Truyn thng cho Tr em)
(866) 514-9620

Trung tm Gii quyt Gio dc c bit
(SERC)
4.825 Nam Peoria, Suite 2
Tulsa, Oklahoma 74.105
(888) 267-0028
(918) 712-9632
Physical Restraint Documentation Details

OKCPS Special Education Policy and Procedure 2010
Excerpt from the Oklahoma State Department of Education based on HR4247

Physical Restraint must only be used under the following EMERGENCY circumstances AND
only if these elements exist:
Students action pose an imminent risk of harm to self or others
Defined as an immediate and impending threat of a person causing substantial
physical injury to self or others.
Less restrictive measures appropriate to the behavior exhibited by the student have not
de-escalated the risk of injury AND
The physical restraint lasts only long enough to resolve the risk of danger/harm while
waiting for the arrival of your building crisis intervention team or law enforcement.
The degree of limitation/restriction of movement that is applied must not exceed what is
necessary to protect the student or other person from imminent bodily injury.
Prone restraints; restraints that put a student face down or face up that places
pressure/weight on the chest, sternum, lungs, diaphragm, neck, throat, or back
MUST NOT BE USED by OKCPS personnel.
NO restraint that prevents a student from speaking or breathing is allowed.
Physical restraint requires training in:
Conflict de-escalation
The crisis cycle and the interventions at each stage
Possible effects of physical restraint
First Aid, AND
Cardiopulmonary Resuscitation (CPR)
At least one witness who is not involved in the physical restraint should be
present during the restraint incident.

Education Handbook.
The MANDT relational piece needs to be used
prior to administering the technical components of
the program.
MANDT
The MANDT System is the district adopted program addressing conflict de-escalation,
the crisis cycle, restraining skills and side effects of physical restraint. Once personnel
are trained in Mandt they still must be certified in First Aid and CPR before they can
use physical restraint.

In the event that seclusion becomes necessary for a student by an OKCPS employee
the following documentation must occur.
1. Complete the OKCPS Educational Services incident/accident Report and follow
all established procedures.
2. Complete the SDE Seclusion Documentation Form in the online IEP platform.
Place a copy of the report in the students confidential folder, provide a copy to
the parents, and fax a copy to 405-297-6594 attention Michele Miller-Hayes.
3. Hold a de-briefing meeting within 2 school days of the restraint incident (and prior
to any extended break from school).
Attendance must include: All individuals involved in the incident, a
building administrator, the parents/guardian, the student, and the
witness that was not involved with the actual seclusion.
The de-briefing should focus on alternatives to seclusion, how to
avoid future use if seclusion, and the antecedent events that led to
the use of the seclusion. A copy of the minutes of the meeting must
be placed in the students confidential file, a copy given to the
parent, and a copy faxed to 405-297-6594 attention Michele Miller-
Hayes.

OSDE Form 12

Page __ of __
PHYSICAL RESTRAINT DOCUMENTATION FORM

FIRST MIDDLE LAST

BIRTHDATE: ___________________ GRADE: ____________ AGE: ___________ DATE: ______________________
PARENT(S):_________________________________________________________________________________________________



Date of Incident: _________________________ Location: ____________________________________________________________
MONTH/DAY/YEAR

Beginning Time: ________________________________________ Ending Time: _________________________________________

School personnel involved in incident (additional documentation may be attached if determined necessary):
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Describe the students activity and behavior immediately preceding the behavior that prompted the use of physical restraint:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Describe efforts of school personnel to de-escalate the situation, and alternatives to physical restraint that were utilized prior to the use
of physical restraint:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Provide a description of the physical restraint utilized:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Describe the actions of the student and school personnel that occurred during the physical restraint:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
OSDE Form 12

Page __ of __
Describe observed student and school employee behaviors that followed the physical restraint:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Describe de-escalation techniques and interventions utilized following the physical restraint:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Describe any injuries to the student or school employees:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Describe future alternatives to physical restraint that will be utilized:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Signatures:

Person Completing Form: ____________________________________________ Date: _____________________________________

Witness: __________________________________________________________ Date: _____________________________________

Witness: __________________________________________________________ Date: _____________________________________

Witness: __________________________________________________________ Date: _____________________________________
Notification to Parent:
Type: _____________________________ Time: _______________________ By whom: ________________________________

Date Information Provided to Parent: _________________________________ By whom: _________________________________
Notification to Site Administrator:

Type: _____________________________ Time: _______________________ By whom: ________________________________

OSDE Form 12

Page __ of __

Findings of debriefing meeting:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
_________________________________________________________________________________________________________

Signature: ____________________________________________ Date: ___________________________ Agree *Disagree






*Individuals who disagree may submit separate statements presenting their conclusions. (Complete Comment Form as necessary).

If parent(s) did not attend the meeting, explain other methods to ensure parent participation and/or child as appropriate (e.g.,
conference call, videoconference, home visit): _____________________________________________________________________

PLACEMENT

Placement in special education programs is determined by:

IEP teams consideration of least restrictive environment
(LRE) and students need

Eligibility category is not the determining factor in deciding
placement.

The IEP team determines placement.
The students categorical eligibility can be different from the
program placement.
The placement decision is based on the students individual
strengths and needs.
The placement must be in the least restrictive environment.

Examples of possible placement options:

Eligibility Emotionally Disturbed
Placement Specific Learning Disabilities Program/Mild-
Moderate

Eligibility Other Health Impaired
Placement Program for the Emotionally Disturbed

These placements are both legal and appropriate. Teachers can
service students who are not under their certification/registry areas.
However, teachers must have certification and/or registry in the
students categorical disability area in order to be a case manager of
that student and sign the IEP.

Contact your Instructional Supervisor if you need assistance.

PROCEDURAL SAFEGUARDS
(Parent Rights)

OKCPS requires a copy of the procedural safeguards (Parent Rights)
be given to the parents of a child with a disability at least one time per
year.

A copy must be given to the parents in the following situations:

initial referral
parental request for an evaluation
initial eligibility/re-evaluation
IEP
filing of a State complaint/request for a Due Process
parent request

Education Handbook.
PROCEDURES FOR REQUESTING A ONE-ON-ONE ASSISTANT:

1. A STUDENT MUST HAVE A BEHAVIOR INTERVENTION PLAN IN PLACE BEFORE REQUESTING A ONE-ON-
ONE ASSISTANT.

2. THE BEHAVIOR INTERVENTION PLAN MUST BE WORKED FOR 4-6 WEEKS. IF IT IS NOT WORKING, YOU
MUST SHOW DATA ON ONE OF THE APPROVED DATA COLLECTION FORMS ATTACHED, OF THE
INTERVENTIONS AND BEHAVIOR BEING SHOWN BY THE STUDENT.

3. PLEASE THEN SEND THIS FIRST BIP AND DATA TO mvmiller-hayes@okcps.org AND AN OBSERVATION
WILL BE SCHEDULED.

4. YOU MUST THEN WRITE A NEW BEHAVIOR INTERVENTION PLAN AND WORK THIS BIP FOR 4-6 WEEKS.
IF IT IS NOT WORKING, YOU MUST SHOW DATA ON ONE OF THE APPROVED DATA COLLECTION FORMS
ATTACHED, OF THE INTERVENTIONS AND BEHAVIOR BEING SHOWN BY THE STUDENT.

5. WHEN BOTH BIPS BECOME UNSUCCESSFUL, YOU WILL NEED TO TURN IN THE FOLLOWING FORMS TO
Michele Miller-Hayes. THESE FORMS NEED TO BE FILLED OUT COMPLETELY. THEY MUST BE
SCANNED AND E-MAILED TO mvmiller-hayes@okcps.org OR SENT THROUGH SCHOOL MAIL. (PLEASE
NO FAXES AS THEY ARE DIFFICULT TO READ)
a. BOTH BEHAVIOR INTERVENTION PLANS
b. ALL DATA COLLECTED TO SHOW THAT THE BIPS WERE UNSUCCESSFUL, INLCUDING THE
MANDATORY DATA COLLECTION FORMS. ALSO INCLUDE ANY LESSON PLANS THAT DOCUMENT
WHAT REPLACEMENT BEHAVIOR HAS BEEN TAUGHT TO THE STUDENT.
c. APPLICATION FOR ONE-ON-ONE ASSISTANT

6. ONCE ALL OF THESE FORMS HAVE BEEN RECEIVED, THEY WILL BE REVIEWED AND A DECISION WILL
BE MADE WHETHER TO PASS THIS ON TO THE ASSISTIVE TECHNOLOGY TEAM FOR FURTHER ASSISTANCE
OR IF THE IEP TEAMS NEEDS TO CONSIDER A ONE-ON-ONE ASSISTANT.
* * PLEASE NOTE THAT I F THE PACKET OF I NFORMATI ON RECEI VED I S
NOT COMPLETE, I T WI LL NOT BE ACCEPTED AND WI LL BE RETURNED
TO THE SENDER FOR FURTHER I NFORMATI ON* * *
PROCEDURES FOR REQUESTING IDEA PD FUNDS

Follow your standard building procedures to request professional development
funds.
If additional funds are required then request funds through Special Services
following the guidelines below.

REQUEST FOR PROFESSIONAL LEAVE AND TRAVEL
PROCEDURES:

1. Both Request for Leave and Request for Conference Attendance forms are
required if professional leave is being requested.
2. Attach a copy of the brochure or flyer regarding the requested professional leave.
3. Paperwork must be submitted to your immediate supervisor at least four (4)
weeks prior to requested conference.

REQUEST FOR IDEA FUND PROCEDURES:

Funds are made available to assist districts in implementing continuing education for
teachers and related services personnel. Personnel who attend conferences may be
asked to share information with other staff members, and to present information at
inservices. Approval of funding is based on the Annual Needs Assessment of the District
and equal representation from various certification areas.

1. Follow your standard building procedures to request professional development
funds.
2. If additional funds are required then request funds through Special Services
following the guidelines below.
3. Both Request for Leave and Request for Conference Attendance forms must be
completed for all requested professional leave.
4. Signatures of the Applicant, their immediate supervisor, and the Director of Special
Services are required. Reimbursement will not be granted if the Director of
Special Services does not approve funds.
5. Attach a copy of the brochure or flyer regarding the requested professional leave.
6. Paperwork must be submitted to your instructional supervisor at least four (6)
weeks prior to requested conference.
7. Once signatures are received on completed paperwork, approval by the Senior
Human Resource Officer and the Superintendent will be requested.
8. When approval by the Senior Human Resource Officer and the Superintendent is
received, a copy of all approved and signed paperwork will be e-mailed to the
applicant.
9. Upon receipt of approved paperwork, applicant can proceed to finalize plans (i.e.,
register, etc.). Applicants are responsible for initial payment of registration
fees.

After the conference, the applicant

10. Completes a Conference Attendance Summary Report form.
11. Completes an Expense Report form and attaches the original itemized
receipts of payment. NOTE: Just a credit card receipt for a meal will not be
accepted. The receipt must show individual meal items ordered. Receipts are to
be taped to 8 x 11 paper in date order.
a. Hotel receipt must be in applicants name and show a zero balance. If
more than one staff member attends the same conference, rooms
must be shared (two people per room). If both applicants are going to
pay for their share of the room and request reimbursement, each receipt
must be in each individual applicants name; show the amount that
individual paid, and show a zero balance.
b. Rental cars are not reimbursable.
c. Applicants are limited to $40.00 per day for meals. NOTE: $40.00 per day
is not cumulative. (Does not include adult beverages)
d. Applicants will only be reimbursed for meals while traveling to and from and
during out-of-district conferences. Meals purchased outside of the
location of the conference are not reimbursable (i.e., you go to an
attraction while on professional leave for a conference; you cannot be
reimbursed for meals eaten there.).
12. Attach verification of attendance (i.e., an agenda, a name badge, a certificate,
etc.).
13. Completed paperwork and attachments are then submitted to the Special
Services Department.
14. When all paperwork is received, Special Services will process the request for
reimbursement. Reimbursement will be limited to the approved itemized
requested amounts.

PLEASE DO NOT USE A HIGHLIGHTER ON YOUR RECEIPTS

PROGRESS REPORT

Online IEP platform progress report forms are required.

Under IDEA, the parents/guardians of a special education student
must be notified of their childs progress towards meeting their IEP
goals 5 to 9 weeks special education progress reports must be on the
same time line of delivery as regular education progress reports.

The frequency of informing/reporting to parents about the progress
must be included in the IEP.

Education Handbook.

OSDE Form 1

NAME OF CHILD: ____________________________________________________STUDENT ID: _________________________
FIRST MIDDLE LAST

BIRTHDATE: __________________ DISTRICT/AGENCY: ____________________________________________________
MONTH/DAY/YEAR
PARENT(S):________________________________________________________________________________________________

PHONE: (WORK) _______________________ (HOME) ________________________ (OTHER) _________________________

HOME ADDRESS: __________________________________________________________________________________________

SIGNATURE PURPOSE FOR ACCESSING RECORDS DATE

RECORD OF ACCESS TO EDUCATIONAL RECORDS

NAME OF CHILD: ____________________________________________________STUDENT ID: ___________________________
FIRST MIDDLE LAST

BIRTHDATE: __________________ DISTRICT/AGENCY: ______________________________________________________
MONTH/DAY/YEAR
PARENT(S):__________________________________________________________________________________________________

PHONE: (WORK) _______________________ (HOME) ________________________ (OTHER) ___________________________

HOME ADDRESS: ____________________________________________________________________________________________

SPECIAL INSTRUCTIONS: _____________________________________________________________________________________
_____________________________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________


Method of Contact:
Mail Email Phone

Other______________

Results:


Method of Contact:
Mail Email Phone

Other______________

Results:


Method of Contact:
Mail Email Phone

Other ______________

Results:


RE-EVALUATION PROCESS

The completed three year reevaluation/eligibility is due on, or before, the three year
anniversary of the previous evaluation/eligibility.

Revaluations are required for dismissal of any student from special education services,
unless parent revokes consent. (See Revocation document)

Fast-tracking with no standardized test data is not recommended.

It is the case managers responsibility to initiate the Review of Existing Data (REDs) for
the re-evaluation process as well as contacting the School Nurse for screenings, notifying
the School Psychologist and other service providers, as well as scheduling all meetings.

Complete the initial portion of the REDs forms on-line.

Print a copy of the REDs and send to the school nurse for a vision and hearing screening.

Print and deliver a copy for each of the students regular education teacher(s) to complete
their assessment and/or grade information.

Follow up with all personnel in 1-2 weeks.

Working in conjunction with the school psychologist, schedule and complete the
Notification of Meeting process allowing for due diligence.

Proceed with the re-evaluation meeting with the IEP/eligibility team in attendance.
Remember to include Related Service providers if needed.

The School Psychologist / Related Service provider will assist the team in determining
what new assessments may be needed to maintain special education eligibility. Proceed
with testing or determine the student is still eligible.

Written notice is required.

special Education Handbook.

REMOVAL FROM SPECIAL SERVICES

An IEP team must complete a re-evaluation before a student can be removed from special
education services. This re-evaluation may consist of a complete evaluation or the review
of existing data. The team must determine the student no longer meets the criteria for a
special education category.

If removal is considered:

1. Invite the parent

2. Complete the IEP Review and Review of Existing Data to determine if
additional assessments are needed. If additional assessment(s) are
needed, removal from special education services cannot proceed until
assessments are completed and the eligibility is complete. If the student is
no longer eligible for services, the student is removed from services.

3. If the parent does not attend the eligibility meeting, Written Notice must be
sent to the parent(s), along with a copy of the eligibility and parent rights.
The team must wait 10 days before removing the student from services.

REVOCATION of CONSENT
REMOVAL FROM SPECIAL SERVICES UPON PARENTAL
REQUEST

If a parent or a student 18 years of age request to be removed from Special Education the
team needs to complete this request on an Parent Revocation of Consent for Services.

Invite the parent/student and make note of the removal request.

Inform the parent/student and document that they will lose all safeguards of
Special Education to include discipline procedures in comment section or
comment form.

Have the parent/student document their request in writing and attach into
EXCEED.

If the parent/student chooses not to come, complete the Written Notice to Parents
and send all copies to the parent/student.

Send the original documents to the Records Office.


RESPONSE TO INTERVENTION (RtI)
FOR LD AND OHI REFERRALS
Target populations should be students that are performing at or below the 10
th
percentile
or have standard scores below 80. The tiered process should begin as soon as possible
so that students do not become further delayed. Remember that determinants for a
disability cannot be related to a students racial, cultural and language background, and
cannot be the result of lack of instruction in reading or math. Interventions should be
implemented for all students experiencing learning difficulties but the above
circumstances cannot be a determinant for a disability.

TIER 1

A three-tier approach is being used with first tier involving regular classroom instruction
and interventions available to all students.Tier one involves a recommended intervention
with research-based methods utilizing resources available to students having problems
learning to read, do math or written instruction. This could be through a tutorial program,
reading interventionist, HOSTS, small group intervention, etc. This intervention should be
documented with progress monitoring. The Dibels program does this as does Benchmark
assessment.

Tier one interventions should last for approximately 4-6 weeks. Documentation should be
at least weekly and plotted through a program such as interventioncentral.org, AimsWeb
or Dibels documentation.

TIER 2

Tier two recommended times should be 9 to 12 weeks, or until the student has made
enough progress to return to general instruction. (Recommended intervention should be
50-100 intervention sessions).
This intervention level would include;
(a) Systematic, direct and explicit instructions with modeling, multiple examples,
and feedback to the student.
(b) Pacing to match skill level,
(c) multiple opportunities to participate and respond and
(d) direct feedback.
Methods would include; specifically designed instruction directed at the area of weakness,
small group instruction, no more than 3-5 students, and/or peer interaction groups.

TIER 3

Students should only be referred to Tier three (Referral for a comprehensive evaluation), if
they show a marked lack of progress. Research collected by the National Reading
Committee has shown significant progress for 85% of students when this approach is
used. If you have questions please contact your Student Intervention Team or school
psychologist.

Retention, Report Cards, and Grading

It is the responsibility of the IEP team to ensure the IEP is appropriate
and meeting the individual educational needs. In the event that a
student is not achieving as anticipated the IEP team must reconvene
to determine the appropriateness of the IEP.

A student with disabilities may be given a failing grade for the
following:

Refusal to complete work within the childs capability
Poor attendance not related to a medical condition

Report cards should not indicate that the student is in special
education. There should not be any information on a special
education students report card that is not on a regular students report
card. Instructional levels should not be included unless instructional
levels are included for all students.

The Highly Qualified (HQ) teacher of record is responsible for
assigning the grades. Non HQ special education teachers provide
grades to regular education teachers for averaging.

RETENTION

Retention should not be considered because of parent request, inappropriate
education, insufficient time in special education, failure to implement modifications/
accommodations documented in the IEP, or an inappropriate IEP (see Reading
Sufficiency Act for mandatory retention policy and/or exclusion).

Gather current information (grades, attendance, work samples, behavior referrals,
regular class progress notes, etc.)
Schedule conference
Perform due diligence
Convene IEP team
Review students status
Review current information
Review current IEP
Were modifications/accommodations in the regular classroom
implemented?
Complete IEP Review and IEP with recommendations and program changes
Retention
Non-retention

RETENTION is an IEP team decision ONLY in the following instances:

Excessive absences not related to disability
Refusal to complete work on the students instructional level

When is retention inappropriate?

Documented modifications were not made in regular class
The disability is the primary reason for lack of progress
Peer ages are markedly different
Retained previously
IEP was not reviewed when student was demonstrating difficulty
Student has met graduation and transition requirements by state and district
guidelines
Absences required due to medical issues (this situation may require homebound
services)
Absences due to suspensions

THE DECISION TO RETAIN OR NOT RETAIN SHOULD ALWAYS BE
INDIVIDUALIZED AND STUDENT CENTERED

If needed, refer to Grade Adjustment procedures.


FIRST MIDDLE LAST

PARENT(S):_________________________________________________________________________________________________



BUILDING: __________________________ SITE CODE: __________IEP TEACHER OF RECORD: ________________________

Review by a group of qualified professionals and parent(s) does not require a meeting (34 CFR 300.305).
If existing records, assessments, or information must be obtained from other sources, the following forms may be utilized: Authority to
Transfer Education Records, Consent for the Release of Confidential Information, Medical Report, and/or Vision Report, as appropriate.
Parental consent is required for when utilizing the Consent for the Release of Confidential Information form.
SPECIFY PRESENTING CONCERN(S):

DATA REVIEW
(Check reasons)

Consideration for Initial Evaluation
Consideration for Reevaluation
Other (Explain) __________________

Building/Site Level Review of Existing School Information:
Present Levels of Educational Performance (or Age-Appropriate Activities for Preschool Children)

Grades/Progress Reports Work Habits
Work Samples

Assessments of Achievement

Attendance History Number of Days Absent This Year
Behavior Concerns or Discipline Reports

Observations in Classroom or in Age Appropriate Settings

Describe Interventions, Instructional Strategies, and Child-Centered Data Collected (e.g., Response to Intervention [RtI], reduced
homework assignment, bilingual interpreter)

Other Information:
Concerns/Special Considerations of Parent(s) or other sources

What are the specific referral concerns/questions to be answered? _______________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

REVIEW OF EXISTING DATA (RED)
RED

NAME OF CHILD: _____________________________________________STUDENT ID: _________________________________
FIRST MIDDLE LAST
Complete only the areas needed for this child.
AREA

EVALUATION
PROCEDURES
PERSON/AGENCY
QUALIFICATIONS
DATE
(of information)
COMMENTS, FINDINGS,
EDUCATIONAL NEEDS
PARENT INFORMATION
CONCERNS/COMMENTS
Existing

New Information

DEVELOPMENTAL
Existing

New Information

ADAPTIVE BEHAVIOR
______HOME ______SCHOOL
______AGE APPROPRIATE SETTING
Existing

New Information

SOCIOCULTURAL
Existing

New Information

HEALTH/MEDICAL
Existing

New Information

VISION
Existing

New Information

HEARING
Existing

New Information

MOTOR
Existing

New Information

COMMUNICATION/SPEECH
AND LANGUAGE
Existing

New Information

RED
NAME OF CHILD: _____________________________________________STUDENT ID: ___________________________________
FIRST MIDDLE LAST

AREA EVALUATION
PROCEDURES
PERSON/AGENCY
QUALIFICATIONS
DATE
(of information)
COMMENTS, FINDINGS,
EDUCATIONAL NEEDS
ACADEMIC:
LISTENING COMPREHENSION
Existing

New Information

ORAL EXPRESSION
Existing

New Information

BASIC READING SKILLS
Existing

New Information

READING COMPREHENSION
Existing

New Information

READING FLUENCY
Existing

New Information

WRITTEN EXPRESSION
Existing

New Information

MATHEMATICS CALCULATION
Existing

New Information

MATHEMATICS PROBLEM SOLVING
Existing

New Information

RED
NAME OF CHILD: _____________________________________________STUDENT ID: ___________________________________
FIRST MIDDLE LAST
AREA

EVALUATION
PROCEDURES
PERSON/AGENCY
QUALIFICATIONS
DATE
(of information)
COMMENTS, FINDINGS,
EDUCATIONAL NEEDS
ASSISTIVE TECHNOLOGY
Existing

New Information

PERCEPTUAL/PROCESSING
Existing

New Information

INTELLECTUAL/COGNITIVE
Existing

New Information

FUNCTIONAL BEHAVIOR
ASSESSMENT
Existing

New Information

PSYCHOLOGICAL
SOCIAL/EMOTIONAL
Existing

New Information

VOCATIONAL
Existing

New Information

OBSERVATION IN CLASSROOM
OR OTHER ENVIRONMENT
Existing

New Information

OTHER
Existing

New Information

NAME OF CHILD: _____________________________________________STUDENT ID: ______________________________________
FIRST MIDDLE LAST
Background Information:
Native Language/Mode of Communication Primary Language of Home
List Schools Previously Attended
List Grade(s) Repeated Remedial/Other School Services

Previous Individualized Evaluation(s)/Date(s)
Special Education Services None Previous Disability Category
Student Received SoonerStart or Other Early Intervention Services: Yes No
If Yes, Describe
Pertinent Medical or Health Information
List Medication Taken Regularly Reason
Describe Physical Limitations or Motor Impairments _________________________________________________________________
Services Provided By Outside Professionals/Agencies Yes No Previously Currently
Describe Services
Screening Information:
Date of Last Visual Test/Screening Results
Describe Vision Problems Aids/Devices
Date of Last Hearing Test/Screening Results
Describe Hearing Problems Aids/Devices
Date of Last Speech/Language Test/Screening Results
Describe Speech/Language Problems Aids/Devices
Developmental Screening Results
Describe Developmental Problems
Other Screening Results
Team/Group Recommended Action:
Consultation Services
Additional Assessments for Initial Evaluation
Additional Assessments for Reevaluation
No Additional Assessments Needed
SIGNATURES: (Sign and date when each person reviews. Dates may vary since a meeting is not required for review of existing data and information.)
Regular Education Teacher Date
Special Education Teacher Date
Administrative Representative Date
Other/Qualified Professional Date
Parent(s) Date
Comments/Concerns
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
RED

NAME OF CHILD: _____________________________________________STUDENT ID: ______________________________________
FIRST MIDDLE LAST

DOCUMENTATION OF INTERVENTIONS

Targeted Behavior/Skill:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

Goal:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Interventions Attempted:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Frequency and Duration:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Treatment Integrity Data:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Type of Measure Used to Define Outcome:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

Was goal accomplished? Yes No
Recommended Action:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

RED
OSDE Form 13

Page __ of __
SECLUSION DOCUMENTATION FORM

FIRST MIDDLE LAST

PARENT(S):_________________________________________________________________________________________________



Date of Incident: _________________________ Location: ____________________________________________________________
MONTH/DAY/YEAR

Beginning Time: ________________________________________ Ending Time: _________________________________________

Describe the location utilized for this seclusion incident:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
School personnel involved in incident (additional documentation may be attached if determined necessary):
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Describe the students activity and behavior immediately preceding the behavior that prompted the use of seclusion:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Describe efforts of school personnel to de-escalate the situation, and alternatives that were utilized prior to the use of seclusion:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Provide a description of the seclusion incident:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

OSDE Form 13

Page __ of __
Describe the actions of the student and school personnel that occurred during the use of seclusion:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Describe observed student and school employee behaviors that followed the use of seclusion:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Describe de-escalation techniques and interventions utilized following the use of seclusion:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Describe any injuries to the student or school employees:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Describe future alternatives to the use of seclusion that will be utilized:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Signatures:

Person Completing Form: ____________________________________________ Date: _____________________________________

Witness: __________________________________________________________ Date: _____________________________________

Witness: __________________________________________________________ Date: _____________________________________

Witness: __________________________________________________________ Date: _____________________________________
Notification to Parent:
Type: _____________________________ Time: _______________________ By whom: ________________________________
Date Information Provided to Parent: _________________________________ By whom: _________________________________
OSDE Form 13

Page __ of __
Notification to Site Administrator:
Type: _____________________________ Time: _______________________ By whom: ________________________________

Findings of debriefing meeting:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________







*Individuals who disagree may submit separate statements presenting their conclusions. (Complete Comment Form as necessary).

If parent(s) did not attend the meeting, explain other methods to ensure parent participation and/or child as appropriate (e.g.,
conference call, videoconference, home visit): _____________________________________________________________________

Seclusion Documentation Details
OKCPS Special Education Policy and Procedures 2010
Excerpt from the Oklahoma State Department of Education based on HR 4247

Seclusion:

Seclusion is defined as any involuntary confinement of a student in a room or area in
which the student is physically prevented from leaving, including areas that are blocked
by other objects or staff.
Seclusion should never be used for the purposed of discipline, punishment, to force
compliance, or as a convenience for staff. Nor should it be used to manage behavior.
The same criteria applies to seclusion as to restraint: imminent risk of harm/danger,
positive behavior interventions strategies and less restrictive measures did not de-
escalate the risk of danger, and the seclusion lasts only as long as necessary to resolve
the risk of danger/harm while waiting for the arrival of your building crisis intervention
team or law enforcement.
If you are using a time out area the following guidelines must be followed:
The area must be of adequate size permitting the student to sit or lie down.
It must have adequate lighting.
The area must be equipped with heating, cooling, ventilation, and lighting
systems that are comparable to those in other rooms throughout the building.
The student must be monitored by school personnel at all times, with the
ability to see and hear the student.
Student must be allowed to go to the restroom upon request.
Student must be permitted water to drink if requested.
Immediate action must be taken if the student displays signs of medical
distress.
In the event that seclusion becomes necessary for a student by an OKCPS employee
the following documentation must occur.
1. Complete the OKCPS Educational Services incident/accident Report and follow
all established procedures.
2. Complete the SDE Seclusion Documentation Form. Place a copy of the report in
the students confidential folder, provide a copy to the parents, and fax a copy to
405-587-0623 attention Michele Miller-Hayes.
3. Hold a de-briefing meeting within 2 school days of the restraint incident (and prior
to any extended break from school).
Attendance must include: All individuals involved in the incident, a
building administrator, the parents/guardian, the student, and the
witness that was not involved with the actual seclusion.
The de-briefing should focus on alternatives to seclusion, how to
avoid future use if seclusion, and the antecedent events that led to
the use of the seclusion. A copy of the minutes of the meeting must
be placed in the students confidential file, a copy given to the
parent, and a copy faxed to 405-587-0693 attention Michele Miller-
Hayes.

I. LANGUAGE

Language Dominance

Language Test Administered and Results
Name of Test
(Subtest)
T
e
s
t

M
e
a
n

S
t
a
n
d
.

D
e
v
.

R
a
w

S
c
o
r
e

S
t
a
n
d
.

S
c
o
r
e

%
i
l
e

Name of Test
(Subtest)
T
e
s
t

M
e
a
n

S
t
a
n
d
.

D
e
v
.

R
a
w

S
c
o
r
e

S
t
a
n
d
.

S
c
o
r
e

%
i
l
e

Expressive Language Sample Anal ysis

II. SPEECH
Articulation Test Administered

Articulation Summary

p m n w h b g k f d j t l r v s z S
+
S
d3 D
Initial
Medial
Final

Consonant Blends:

Vowels:

Deviant Phonological Processes

Oklahoma City Public Schools
Speech Language Evaluation Summary Report 1 of 2
Student ID# Sex BD CA
Neighborhood School Grade Ethnicity
Date of Referral Date of Evaluation

Date

2 of 2
Student
Fluency: Does / does not interfere with communication.
Voice: Referral to physician is / is not indicated.
Oral mechanism: A cursory oral peripheral exam revealed that the structures of the oral mechanism appear / do
not appear to be adequate for speech.
Summary:

Speech-Language Pathologist
OKCPS Social Workers: Linking Home, School, and Community
Thank you for visiting our website. We are a small group of Masters Level Social Workers that
have been hired by OKCPS Special Services Department to serve students on Individualized
Education Plans (IEPs). We are here to build bridges between the school, home, and
community. We work as liaisons and collaborate with students, OKCPS staff/teachers, mental
health professionals, other professionals involved, and family members.
School social workers are dedicated to improving school systems and alleviating the systemic
barriers to learning and graduation. Much of our work is done behind the scenes. We get to
know the student and their situation from a holistic view and then begin to determine next
steps. Because of our mental health background, we are comfortable in de-escalation and crisis
intervention. We offer individual support to students and provide services to groups as well.
Many times you will find us in IEP meetings advocating for students. We can help mediate and
facilitate the IEP team coming together in the best interests of the student with a peaceful
approach.
In 1943 the National Association of Visiting Teachers (NAVT) became the American Association
of School Social Workers (AASSW), and in 1955 AASSW merged with six other social work
associations to form the National Association of Social Workers (NASW). Thus, school social
work has been a vital part of the social work profession. (NASW Standards for School Social
Work Services)
If you have s student that you feel would benefit from our services please go to the OKCPS
Special Services website to see which social worker is assigned to your school. You may also
download a referral form from that site.
Contact Penny Holloway at pholloway@okcps.org.
SPECIAL EDUCATION COURSE GUIDE

Special Ed Teacher must be HQ to teach core subjects (it is very difficult to be able to build a HOUSSE
in high school core subjects, especially more than one HOUSSE). Teachers who are not HQ should be
doing inclusion/co-teaching.
All courses have been revised to match certification and graduation requirements of the district.
College Prep only has one additional requirement than the standard diploma 1 extra technology credit.
The only students who should be encouraged to sign the opt out letter would be portfolio students.
These students are generally not college bound. All other students have the right to attend college free
thru Oklahomas Promise without having mandatory remediation courses.
Special Education Students must receive core subjects by a HQ teacher (certification), and should be
instructed using the district adopted textbooks. All special ed students are required to take and pass 4 of
7 EOIs utilizing OCCT or end-of-year project. Portfolio students are required to pass 4 of 7 EOIs.
All students should take the Plan and Explore with the exception of Portfolio students who take the Life
Skill Inventory or Choose and Take Action transition assessment.
HQ special education teachers with certification in each core subject area may rotate the students with
behavioral needs through these classes.
iOKCPS courses require a certified teacher of record.
Special education students should be included in Ramp-up and/or Navigator courses.
Special education students can be double blocked for remediation of target skills.
Reading course titles (9000 series) should focus on the 9 elements of reading.
Special education classrooms should reflect the elementary and secondary regular education programs
such as: ACT/Americas Choice, GE, Core Knowledge, Marzano methodologies.
Please refer to HB 1756
See Student Handbook for current graduation requirements.

STATE MANDATED ASSESSMENT

Every student in a tested grade level in an Oklahoma public school must
participate in testing as required by the 2001 Federal Legislation No Child Left
Behind (NCLB). All standardized testing information must be documented in the
IEP. All students will be administered in either of the following:

Regular Assessment
Regular Assessment is used with students who can successfully participate
in testing without modifications or accommodations.

Regular Assessment with Accommodations
Regular Assessment is used with students who can successfully participate
in testing when making the State approved testing accommodations.

Modified Assessment (OMAAP) is for second time testers only who have
previously taken the Modified Assessment and have scored limited knowledge or
unsatisfactory. SEE SDE Phase out Memo.

Portfolio (OAAP)
Students participating in the OAAP are among the most severe students
with disabilities and should not exceed a small percentage (1%) of the
special education population. This group may include students with varying
disabilities; emphasis is on the students who are participating in the CARG-
A skills and functional skills. These students must have a cognitive
disability to take the Portfolio Assessment.

Each subject area must be identified on the IEP as an educational need
and a CARG-A goal and two benchmarks must be written to address the
need.

Grades and Subjects Assessed
* Required subjects to be assessed
Grades 3-8
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Math * * * * * *
Reading * * * * * *
Science *
Geography *

End-of-Instruction (EOI)
*Required subjects to be assessed
Students should be taking the EOI test when they are enrolled in the
course or have already taken the Course.

Please note:
High School students must pass four of seven EOIs to receive their diploma.
Al gebra I and English II are required to take and pass.
Two of the following five can make up the other two EOIs:
Al gebra II, Biology, English III, Geometry, US History
Social
Studies
* *
Writing * *
Al gebra I English II Biology US History
* * * *
STUDENT ENROLLMENT

Students suspected of having a disability entering Oklahoma City Public Schools
without records will be enrolled in their home or special transfer school.

The school must contact the previously attended school to confirm special
education status and placement. Request that the previous school send the
confidential records as soon as possible, current IEP and eligibility.

If the previously attended school confirms by phone that the student is eligible for
services and confirms placement, the case manager must (within seven school
days from enrollment):

Convene the IEP team
Formulate an IEP

When confidential records are received, the school psychologist assigned to the
building must review the records, complete an Outside Agency Review, and
send a copy to Special Services Room 309.

The case manager must:

Review the Outside Agency Review
Convene the IEP team
Review out-of-district IEP, complete an IEP Subsequent or Not
Subsequent within 7 days of E-1
.

If a subsequent IEP was done on the verbal information received from the
previous district, and it is appropriate no additional paperwork is required.

A copy of out-of-district confidential records must be mailed to
the Special Services Records Office.

It is inappropriate to refuse enrollment.
OSDE Form 11
NAME OF CHILD: _________________________________________________ AGE: _________________________________
FIRST/MIDDLE/LAST

BIRTHDATE: ___________________________________ DATE OF GRADUATION: _________________________________
MONTH/DAY/YEAR

DISTRICT/AGENCY: ______________________________ DATE OF SUMMARY: ____________________________________
STUDENT SUMMARY OF PERFORMANCE
Summary of Academic Achievement and Functional Performance: Provide the most recent evaluation data, current
grades, GPA, levels of functioning, and progress made toward achieving postsecondary goals related to training, education,
employment, and independent living skills.
Recommendations for assisting the student in meeting his or her postsecondary goals: Provide information about
activities, modifications, accommodations, assistive technology, and strategies that enable the student to be successful in
reaching their postsecondary goal(s).

SUMMARY OF PERFORMANCE (SOP)

The special education teacher, in cooperation with other IEP team members, must
provide a SOP for all young adults on an IEP who will graduate with a standard
high school diploma or will exceed the age of eligibility, up to age 22.

When completing the SOP, the team must consider:
Age/grade levels proficiency is shown in core or elective subjects.
How the young adult functions in social settings, with peers or
independently.
Skills/abilities the young adult has to live independently.
Work skills that the young adult possesses.

Recommendations stated on the SOP must include things that have, and will
continue to assist the young adult in achieving postsecondary goals; education,
living, independence etc.

The team should start the process for completing the SOP at least 60 to 90 days
prior to convening for the Graduation Event.

The SOP does not take the place of a three-year re-evaluation. It is a tool that is
provided to young adults prior to leaving high school to assist with transition to
post-secondary activities. If the student has been fast tracked or does not have
appropriate testing information, within the last 4 years, then a re-evaluation is
warranted.

The SOP should be reviewed and discussed at the Graduation IEP meeting.
Copies of the SOP, IEP Review, sample letter, and evaluation data should be
given to the student at the Graduation meeting.

Refer to pp. 107 of the Special
Education Handbook for more
information.
OCPS FORM M

SURROGATE LETTER OF APPOINTMENT

___________________________________________ has been trained to act as a
Surrogate Parent.
This training included:

Information regarding State and Federal requirements for the education of children
with disabilities;
Parent responsibilities/rights;
Due process procedures;
Procedures of the Oklahoma City Public Schools including the forms used to
document procedural safeguards;
Information about the childs ability and needs;

The surrogate parent has the responsibility of representing the handicapped child in all
matters relating to:

The identification, evaluation, and educational placement of the child, and
The provision of a free, appropriate public education for the child.

Written information and training for skill and knowledge as a Surrogate Parent have been
provided by:

Person conducting the training _____________________________________________

Agency Oklahoma City Public School District I-89
Address 900 North Klein, Oklahoma City, OK 73106
Date of Training ___________________________ Location Administration Building

ASSIGNMENT

I understand the responsibilities of acting as a Surrogate parent. I have no interest that conflicts with the
interests of this child. I understand and accept the need for confidentiality, and will in no circumstances
duplicate, disseminate or verbalize to unauthorized persons any information obtained regarding this child.
When I no longer serve as surrogate, I will return to the Oklahoma City Public Schools all personally identifiable
education/evaluation records relating to this child.

SIGNATURE____________________________________________DATE_______________

ADDRESS_________________________________________________________________

CHILDS NAME________________________________________DOB_________________

SCHOOL SITE _____________________________________________________________

SCHOOL CONTACT PERSON ________________________________________________
See pp. 182 of
the Special
Education
Handbook

Surrogate Parents

A surrogate parent is needed when the student is a ward of the state and no
longer in parents custody.

Parent means one of the following:

Natural or adoptive parent of the child
Foster parent
Guardian (but not the state if the child is a ward of the state)
Individual acting in the place of a natural or adoptive parent with whom the
child lives (grandparent, aunt, or other relative)
Individual who is legally responsible for the childs welfare

Each local school district or public agency must ensure that the rights of a child
with a disability are protected by assigning a surrogate parent when:

No parent can be identified;
The parent cannot be located after reasonable efforts;
The child is a ward of the State and the parents rights have been
terminated or;
The child is an unaccompanied homeless youth as defined by the
McKinney-Vento Homeless Assistance Act.
The child is temporarily awaiting foster care placement.

How do you obtain a surrogate parent?

1. Complete a Request for Surrogate Parent (Form 10) and fax to Kristen
Pelletier, Special Services, 297-6594.
2. A copy of Record of Effort to Contact Parents detailing efforts to contact
parents should accompany the request.
3. A trained surrogate parent will be assigned and a Surrogate Letter of
Appointment (Form M) will be sent to the school.
4. The Surrogate Letter of Appointment form must be signed by the assigned
surrogate.
5. A copy of the Surrogate Letter of Appointment will need to be placed in the
students confidential folder at the school, a copy given to the assigned
surrogate, and the original sent to Kristen Pelletier, Special Services, 297-
6594.

The surrogate parent should be given adequate notice (at least 10 days) for the
meeting.
The surrogate parent should be given adequate notice
(at least 10 days) for the meeting.

Refer to pp. 63 67 of the Policy
and Procedure Manual for more
information.

A surrogate that has been trained by another district must have a follow-up
training from OKCPS.

Request for Surrogate Parent

Childs Name: ____________________________________________________ Date: ____________________________

Address: _________________________________________________________ Date of Birth: _____________________

School: ______________________________________________ Principal: ____________________________________

This child is thought to be in need of a surrogate parent for one of the following reasons:

_________ Parent rights have been terminated and he/she is a ward of the court.

Case Workers Name: ____________________________________________ Phone: ___________________

Agency: ________________________________________________________________________________

_________ He/She qualifies under the McKinney-Vento Act as homeless.
Case Workers Name (if applicable): __________________________________________________________

Agency: _________________________________________________ Phone: _________________________

_________ Parent cannot be found. Every reasonable effort has been made (Record of Parent Contact) to discover the
whereabouts of the parents. To my knowledge, parents have not given explicit or tacit approval to anyone to
act as a parent to the child.

Person completing this form ________________________________________________ Date: _____________________

Reviewed by Principal _____________________________________________________ Date: ____________________

Reviewed by Director of Special Services ______________________________________ Date: ____________________

--------------------------------------------------------------------------------------------------------------------------------------------------

Surrogate Needed? ________ Yes ________ No Date Surrogate Appointed ________________________________

Name of Surrogate _________________________________________________________________________________

Address: ________________________________________________ Telephone No.: ____________________________

* Fax completed form to Kristen Pelletier at 297-6594. Make sure the Record of Parent Contact is included.

6/11/2013
Special Services revised 7/2013
Task Anal ysis
TASK: _________________________________
Student Name: ___________________ 5 = No Prompting
3 = Partially Prompted
1 = Continuous Prompting
R = Refused to Attempt
Date Recorded:
Staff Initials
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Average prompting
level required

Notes/Instructions:

SD =
Teach 1 step at a time
Enter a 1 in all steps not being taught. The average should be calculated by adding the total score for all steps and
dividing by the total number of steps (total score divided by 10)
TIME SAMPLING

Student: Dates: ___/___/___

Behavior: __________________________________

Definition: _____________________________________________________________

______________________________________________________________________

Time/Interval Monday Tuesday Wednesday Thursday Friday

TRANSFER OF PARENTAL RIGHTS

Beginning at least one year before the student reaches the age of
majority (18 years of age), a statement must be included and initialed on the IEP that
the student and parents have been informed that all educational rights will transfer to
the student upon reaching the age of majority.

information.
TRANSFERS

LEGAL TRANSFER (Not an open transfer student)

Legal transfer students are those students who do not reside in the Oklahoma City
Public School District, but attend a school within the Oklahoma City Public School
District, and have documentation (an approved transfer) that they have legally
transferred into our district. Contact Jennifer Goldman in Student Support Services 587-
0438 or jlgoldman@okcps.org .

If you have any of these students, they must obtain an approved transfer
through Student Services at the Administration Building (Room 202) and
through their resident district.

Do not enroll an out of district student without an approved emergency
transfer, or an approved open transfer. The parent will have a copy of the
approved transfer.

The resident district must be invited to all meetings in regard to the students
special education services.

Emergency Transfers Please contact Jennifer Goldman in Student Support Services.

SPECIAL TRANSFER

Special transfer students are those students who do reside in the Oklahoma City Public
School District, but who attend a school other than their home area school due to
program availability. Al l special transfers are processed through the Special
Services Department.

All students should be enrolled in their home school, however if an
appropriate program is not available the building administrator should contact
Special Services @ 587-0431.
Special transfers should not be considered based on parent requests.

Refer to the OKCPS Student Handbook.
Special Services Procedure
reviewed 7/2013
TRANSITION ASSESSMENT

Transition assessments are required beginning at 14 years of age.

To assist children in making informed decisions about their postsecondary
goals, vocational assessments, including interest, aptitude and ability.
Assessment results must be incorporated into the IEP and considered as one
of many components in making transition planning decisions.

Transition Assessments:

OKCPS utilizes: (cumulative folder)
Explore 8th grade
Plan 10th grade

These assessments may be utilized as an alternative EOI.

KeyTrain/WorkKeys
Choose and Take Action Software
For Severe/Profound
Life Skill Inventory (freethis address works in Chrome and Firefox, but not
Safari) http://www.dshs.wa.gov/pdf/ms/forms/10_267.pdf

TRANSITION SERVICES

Transition is designed to help students with disabilities move from school to a
variety of post-secondary options. Successful transition is facilitated through a
continuum of instructional strategies, an interdisciplinary team of service providers,
the utilization of technology and requisite skills for self-determination, independent
living, education and employment.

Parent permission must be obtained prior to inviting other agency representatives,
who may be providing transition services, to the IEP meeting.

At age 16 or 9
th
grade(whichever comes first), Begin by planning for needed
transition services including helping the student and family identify long-range and
post-secondary outcomes or goals and designing the high school experience to
assist the student in developing skills and becoming linked to the resources
needed to move toward those goals.

At age 16, student must be referred to Vocational Rehabilitation.

Transition Areas:

Instruction academic, vocational, independent living skills, continuing
education, technical education
Community experiences independent recreation, family supported
recreation, participation recreation, local clubs and day-programs
Employment and post-secondary adult living objectives employment with
and without support, sheltered employment
Daily living skills income/resources, medical services, transportation,
appropriate socialization skills
Vocational Evaluation informal assessments, formal assessments, job
sampling

All coordinated activities that promote movement toward post secondary life must
be addressed in the IEP on the transition page and include goals. Objectives are
only required for those students participating in the alternative assessment OAAP
program.

The Summary of Performance (SOP) must be completed and a copy provided to
the student upon graduation and/or aging out.

information.
Transition Timeline Checklist 2013-
2014

Student ___________________ ID # ______________
Case Manager ______________________

_____ Age 6 refer eligible children to DDSD services (waiting list is now 10 years)
_____ Age 14 - begin mandated Transition Assessments: Plan, Explore, Casey Life Skills, or
Choose & Take Action. Make sure DDSD is in place.
_____ Vocational educational opportunities must be discussed beginning at the age of 16. You
must document provision of the necessary information regarding vocational
opportunities to the young adult and the parent(s) and develop a plan to implement by
graduation.
_____ The IEP contains Transition Planning and Goals to meet the students post-secondary
career expectations (education/training/work study, employment, and independent
living, as needed) by age 16. There must be one annual transition IEP goal to address
each component of the postsecondary goal. OJT, Goodwill, Tinker, Tech Now etc.

_____ Permission has been obtained to invite outside transition related service providers to
the IEP meeting. Metro Tech should attend students IEP meeting.

_____ Age 16 upload a copy of the vocational rehabilitation (VR) application in Exceed and
give a copy to the parent, indicate month, day, year and person making the referral.
Educate parents that if they have not been contacted in 60 days they should call VR.

_____ By the age of 17, document that the young adult and the parent(s) have been informed
of rights that will transfer to the young adult upon reaching the age of majority, 18
years.

_____ Graduation planning (January) would include the same procedures as non-disabled
students: enough time to purchase announcements, robes, rings, attend ceremonies
etc.
_____ Prior to graduation the Exit IEP must be completed as well as the SOP. Copies of the Exit
IEP, SOP, Re-eval information, and example letter are to be given to the student/parent
at the time of meeting.

NSTTAC Indicator 13 Checklist Form A
(Meets Minimum SPP/APR Requirements)
Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are annually
updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably
enable the student to meet those postsecondary goals, and annual IEP goals related to the students transition services needs. There also
must be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that,
if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or
student who has reached the age of majority. (20 U.S.C. 1416(a)(3)(B))
1. Are there appropriate measurable postsecondary goals in the areas of
training, education, employment, and, where appropriate, independent living
skills?

Y N
Can the goals be counted?
Will the goals occur after the student graduates from school?
Based on the information available about this student, do the postsecondary goals seem appropriate for this student?
If yes to all three guiding questions, then circle Y OR if a postsecondary goal is not stated, circle N
2. Are the postsecondary goals updated annually? Y N
Were the postsecondary goals addressed/ updated in conjunction with the development of the current IEP?
If yes, then circle Y OR if the postsecondary goals were not updated with the current IEP, circle N
3. Is there evidence that the measurable postsecondary goals were based on
age appropriate transition assessment(s)?

Y N
Is the use of transition assessment(s) for the postsecondary goals mentioned in the IEP or evident in the students file?
If yes, then circle Y OR if no, then circle N
4. Are there transition services in the IEP that will reasonably enable the
student to meet his or her postsecondary goals?

Y N
Do the transition services listed in the students IEP that the student needs to reach the postsecondary goals include, as needed,
instruction, related service(s), community experience, development of employment and other post-school adult living objectives, and if
appropriate, acquisition of daily living skills and provision of a functional vocational evaluation
5. Do the transition services include courses of study that will reasonably
enable the student to meet his or her postsecondary goals?

Y N
Do the transition services include courses of study that align with the students postsecondary goals?
6. Is (are) there annual IEP goal(s) related to the students transition
services needs?

Y N
Is (are) an annual goal(s) included in the IEP that is/are related to the students transition services needs?
7. Is there evidence that the student was invited to the IEP Team meeting
where transition services were discussed?

Y N
For the current year, is there documented evidence in the IEP or cumulative folder that the student was invited to attend the IEP Team
meeting, (e.g. a letter inviting the student to the meeting)?
8. If appropriate, is there evidence that a representative of any participating
agency was invited to the IEP Team meeting with the prior consent of the
parent or student who has reached the age of majority?

Y N NA
For the current year, is there evidence in the IEP that representatives of any of the following agencies/services were invited to
participate in the IEP development including but not limited to: postsecondary education, vocational education, integrated
employment (including supported employment), continuing and adult education, adult services, independent living or community
participation for the postsecondary goals?
Was prior consent obtained from the parent (or student who has reached the age of majority)?
If yes to both, then circle Y
If no invitation is evident and a participating agency is likely to be responsible for providing or paying for transition
services and there was consent to invite them to the IEP meeting, then circle N
If it is too early to determine if the student will need outside agency involvement, or no agency is likely to provide or pay
for transition services, circle NA
If parent or individual student consent (when appropriate) was not provided, circle NA
Does the IEP meet the requirements of Indicator 13? (Circle one)

Yes (all Ys or NAs for each item (1 8) on the Checklist or No (one or more Ns circled)

______________________________________________________________________________________
Prepared by the National Secondary Transition Technical Assistance Center (NSTTAC)
September, 2006; updated July, 2009; updated May, 2012

2
Instructions for Completing NSTTAC Indicator 13 Checklist

1. Are there appropriate measurable postsecondary goals in the areas of training, education,
employment, and, where appropriate, independent living skills?

Find the postsecondary goals for this student
If there are appropriate measurable postsecondary goals that address Training after high
school, Education after high school, and Employment after high school, and (where
appropriate) independent living Skills after high school and if the identified postsecondary
goals for Training, Education, and Employment, and (where appropriate) Independent Living
Skills appear to be appropriate for the student, based on the other information regarding
Present Levels of Academic and Functional Performance and / or the students strengths,
preferences, and interests, circle Y
If a students postsecondary goals in the areas of Training and Education address both
training for a career and other education after high school (e.g., enrollment in an adult
education program focused on both job and independent living skills; enrollment in a college
program in preparation for a career in architecture), circle Y
it may not always be necessary for the student to have separate postsecondary goals for
training and education in these instances. Based on the individual needs of the student and
the students plans after leaving high school, it may be reasonable for an IEP Team to
interpret the areas of training and education as overlapping in developing postsecondary
goals for a student. In these instances, an IEP Team could develop a combined
postsecondary goal in the areas related to training and education. Employment is a distinct
activity from the areas related to training and education, and each students IEP must include
a separate postsecondary goal in the area of employment. For further information see
Questions and Answers on Secondary Transition, Revised September 2011, OSEP, Retrieved
http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CQaCorner%2C10%2C).
If there are postsecondary goals that address Training after high school , Education after high
school, and Employment after high school, and (where appropriate) Independent Living Skills
after high school, but these goals are not measurable, circle N
If there is misalignment between the students postsecondary goals, based on the information
available (e.g., present levels of performance, student strengths, student interests, student
preferences), circle N
If there is not a postsecondary goal that addresses Training after high school, circle N
If there is not a postsecondary goal that addresses Education after high school, circle N
If there is not a postsecondary goal that addresses Employment after high school, circle N

2. Are the postsecondary goal(s) updated annually?

If the postsecondary goals for Training, Education, Employment, and where appropriate
Independent Living Skills are documented in the students current IEP, circle Y
If the postsecondary goals for Training, Education, Employment, and where appropriate
Independent Living Skills are not documented in the students current IEP, circle N
If this is the students first IEP that addresses secondary transition services because the
student just turned 16, it is considered an update for purposes of this checklist, so circle Y

3. Is there evidence that the measurable postsecondary goals were based on age appropriate
transition assessment(s)?

Find where information relates to assessment(s) and the transition component on the IEP
(either in the IEP or the students file)
For each postsecondary goal, if there is evidence that at least one age appropriate transition
assessment was used to provide information on the student's needs, strengths, preferences, and
interests regarding the postsecondary goals circle Y

______________________________________________________________________________________

3
For each postsecondary goal, if there is no evidence that age appropriate transition
assessment(s) provided information on the students needs, taking into account the students
strengths, preferences, and interests [regarding the postsecondary goals,] circle N
If a postsecondary goal area was addressed in item #1, but was not measurable and if there is
age appropriate transition assessment information, from one or more sources, regarding the
students needs, taking into account the students strengths, preferences, and interests
[regarding this postsecondary goal], circle Y
If a postsecondary goal area was addressed in item #1, but was not measurable and if there is
not age appropriate transition assessment information provided on the students needs, taking
into account the students strengths, preferences, and interests [regarding this postsecondary
goal], circle N

4. Are there transition services in the IEP that will reasonably enable the student to meet his or her
postsecondary goals?
Find where transition services/activities are listed on the IEP
For each postsecondary goal, is there a transition service such as instruction, related service,
community experience, development of employment and other post-school adult living
objectives, and if appropriate, acquisition of daily living skill(s), and provision of a
functional vocational evaluation) listed that will enable the student to meet the
postsecondary goal, circle Y
For each postsecondary goal, if there is no transition service that relates to a specific
postsecondary goal, (a) type of instruction, (b) related service, (c) community experience, (d)
development of employment and other post-school adult living objective, (e) if appropriate,
acquisition of a daily living skill, or (f) if appropriate, provision of a functional vocational
evaluation listed in the IEP that will enable the student to meet the postsecondary goal, circle
N
If a postsecondary goal area was addressed in item #1, but was not measurable and there is a
transition service that will enable the student to meet that postsecondary goal, circle Y
If a postsecondary goal area was addressed in item #1, but was not measurable and there is no
transition service listed that will enable the student to meet that postsecondary goal, circle N

5. Do the transition services include courses of study that will reasonably enable the student to meet
his or her postsecondary goals?

Locate the course of study (instructional program of study) or list of courses of study in the
students IEP
Are the courses of study a multi-year description of coursework from the students current to
anticipated exit year that is designed to help achieve the students desired post-school goals?
If yes, go to next instruction bullet. If no, circle N
Do the courses of study align with the students identified postsecondary goals? If yes, circle
Y. If no, circle N
6. Is (are) there annual IEP goal(s) that is (are) related to the students transition services needs?

Find the annual goals, or, for students working toward alternative achievement standards, or
States in which short-term objectives are included in the IEP, short-term objectives on the IEP
For each of the postsecondary goal areas circled Y in question #1, if there is an annual goal or
short-term objective included in the IEP related to the students transition services needs,
circle Y
For each of the postsecondary goals mentioned in question #1, if there is no annual goal or
short-term objective included in the IEP related to the students transition services needs,
circle N
If a postsecondary goal area was addressed in #1, but was not measurable, and an annual goal
is included in the IEP related to the students transition services needs, circle Y
If a postsecondary goal area was addressed in #1, but was not measurable, and there is no
annual goal included in the IEP related to the students transition services needs, circle N

______________________________________________________________________________________

4

7. Is there evidence that the student was invited to the IEP Team meeting where transition services
were discussed?

Locate the evidence that the student was invited, (e.g., a copy of the students invitation to the
IEP conference) Was the student invitation signed (by the LEA) and dated prior to the date of
the IEP conference. If yes, circle Y. If no, circle N

8. If appropriate, is there evidence that a representative of any participating agency [that is likely
to be responsible for providing or paying for transition services] was invited to the IEP Team
meeting with the prior consent of the parent or student who has reached the age of majority?
Find where persons responsible and/or agencies are listed on the IEP
Are there transition services listed on the IEP that are likely to be provided or paid for by an
outside agency? If yes, continue with next instruction bullet. If no, circle NA.
Was parent consent or student consent (once student has reached the age of majority) to invite
an outside agency(ies) obtained? If yes, continue with next instruction bullet. If no, circle NA
If a postsecondary goal area was addressed in item #1, but was not measurable and there is
evidence that agency(ies) for which parent/student had given their consent to invite, were
invited to the IEP meeting to discuss transition, circle Y
If a postsecondary goal area was addressed in item #1, but was not measurable and there is no
evidence that agency(ies) for which parent/student had given their consent to invite, were
invited to the IEP meeting to discuss transition, circle N
If it is too early to determine if this student will need outside agency involvement, circle NA

Does the IEP meet the requirements of Indicator 13?

If all Ys or NAs for each item (1 8) on the Checklist, then circle Yes
If one or more Ns are circled, then circle No

TRANSPORTATION

The need for and the type of transportation is to be determined by the IEP
team. FAPE must be provided to each and every student with a disability
as documented in the students IEP.

Once transportation is listed in the related service area on the IEP the
information will roll to TRMS which then rolls to Transportation.

If transportation is needed to or from home at any time other than the
normal AM and PM services, the buildings Special Services Instructional
Supervisor must approve.

Suspension from the bus is recorded as a day of suspension if the child
cannot attend school due to lack of transportation.

FIELD TRIPS Transportation expenses for field trips cannot be billed to
the Special Services Department unless approved prior to the field trip by
Michele Miller-Hayes. This request must be faxed to Michele at 587-0623
2 weeks prior to the field trip. The request must be completed in addition
to any Transportation office requirement Field trip expenses will not be
approved unless they are curriculum based and support specific transition
goals within the IEP.

Refer to p. 138 139 of the
Policy and Procedure Manual for
more information.
NonRegulatoryGuidanceontheIDEAPartBRegulationsRegardingParentalConsentfortheUseof
PublicBenefitsorInsurancetoPayforServicesundertheIDEA,IssuedFebruary14,2013,and
EffectiveMarch18,2013
ThisguidanceprovidesStateeducationalagencies,localeducationalagencies,parentadvocacy
organizations,andotherinterestedpartieswithinformationonthenewregulationsrelatedtoparental
consentfortheuseofpublicbenefitsorinsurancetopayforservicesunderPartBoftheIndividuals
withDisabilitiesEducationAct(IDEA).ThenewregulationswerepublishedintheFederalRegisteron
February14,2013,andareeffectiveonMarch18,2013.ThenewregulationsamendtheDepartments
regulationsin34CFR300.154(d)(2)(iv)thatwerepublishedintheFederalRegisteronAugust14,2006.
Thepriorregulationsrequiredthepublicagencyresponsibleforprovidingafreeappropriatepublic
educationtoachildwithadisabilityundertheIDEAtoobtainparentalconsenteachtimeaccessto
publicbenefitsorinsurance(e.g.,Medicaid)wassought.Thenewregulationshavetwobasic
requirements.First,thepublicagencymustnotifyparentsinwritingofanumberofsafeguardsto
protecttheirrightsbeforethepublicagencyaccessesthechildsorparentspublicbenefitsorinsurance
topayforservicesundertheIDEAforthefirsttimeandannuallythereafter.34CFR300.154(d)(2)(v).
Second,thepublicagencymustobtainaonetimewrittenconsentfromtheparentthatmeetsthe
requirementsof34CFR99.30and300.622,andalsospecifiesthattheparentunderstandsandagrees
thatthepublicagencymayaccessthechildsorparentspublicbenefitsorinsurancetopayforspecial
educationorrelatedservicesunderpart300(servicesundertheIDEA).34CFR300.154(d)(2)(iv).
Belowwedescribethenewregulationsandprovideguidanceonimplementingthesenewregulations,
includingrequirementspertainingtochildrenwithdisabilitieswhosepublicbenefitsorinsurancehave
previouslybeenaccessedbyapublicagencyandchildrenwithdisabilitieswhotransfertoanewschool
withinanewpublicagencyortoanewschoolwithinthesamepublicagency.
Q1.Whatareapublicagencysobligationsunderthenewregulationswithrespecttonotifying
parentsoftheirrightsandobtainingconsentfromaparenttoaccessthechildspublicbenefitsor
insurance(e.g.,Medicaid)?
A1.Underthenewregulations,apublicagencymustobtainparentalconsentbeforethepublicagency
accessesachildsorparentspublicbenefitsorinsuranceforthefirsttime.Thisisaonetimeconsent,
i.e.,thepublicagencyisnolongerrequiredtoobtainparentalconsenteachtimeaccesstopublic
benefitsorinsuranceissought.Thenewregulationsalsorequirethatthepublicagencyprovidewritten
notificationtothechild'sparents,consistentwithnew300.154(d)(2)(v),beforeparentalconsentis
obtained(seeQ2).34CFR300.154(d)(2)(iv).
Q2.Whataretheparentalnotificationrequirementsunderthenewregulations?
A2.Priortoaccessingachildsorparentspublicbenefitsorinsuranceforthefirsttime,andannually
thereafter,apublicagencymustprovidewrittennotification,consistentwith300.503(c),tothechilds
parents,thatincludes:
1)Astatementoftheparentalconsentprovisionsin300.154(d)(2)(iv)(A)(B);
2)Astatementofthenocostprovisionsin300.154(d)(2)(i)(iii);
3)Astatementthattheparentshavetherightunder34CFRpart99andpart300towithdrawtheir
consenttodisclosureoftheirchildspersonallyidentifiableinformationtotheagencyresponsiblefor
theadministrationoftheStatespublicbenefitsorinsuranceprogram(e.g.,Medicaid)atanytime;and
4)Astatementthatthewithdrawalofconsentorrefusaltoprovideconsentunder34CFRpart99and
part300todisclosepersonallyidentifiableinformationtotheagencyresponsiblefortheadministration
oftheStatespublicbenefitsorinsuranceprogram(e.g.,Medicaid)doesnotrelievethepublicagencyof
itsresponsibilitytoensurethatallrequiredservicesareprovidedatnocosttotheparents.34CFR
300.154(d)(2)(v).
Thenotificationmustbewritteninlanguageunderstandabletothegeneralpublicandinthenative
languageoftheparentorothermodeofcommunicationusedbytheparent,unlessitisclearlynot
feasibletodoso.34CFR300.503(c).Thenotificationalsomustbeprovidedbeforeparentalconsentis
obtained.34CFR300.154(d)(2)(iv).
Whilethenewregulationsrequirethepublicagencytoprovidethefirstwrittennotificationtothe
parentspriortoaccessingthechildsorparentspublicbenefitsorinsuranceforthefirsttime,the
regulationsdonotspecifywhenthesubsequentannualwrittennotificationmustbeprovidedtothe
parents.Thisisbecausepublicagenciesneedtohavetheflexibilitytodeterminethetimingofthe
annualwrittennotification(seeQ3).
Q3.Howshouldapublicagencyprovidethewrittennotificationtoparents?
A3.Thereareanumberofwaysinwhichthepublicagencymayprovidetherequiredwritten
notificationtoparents.
Thewrittennotificationmaybe:
1. Mailedtotheparents,or
2. Emailedifrequestedbytheparents,andifconsistentwithStateorpublicagencypolicies,or
3. ProvidedatanIEPTeammeetingifthemeetingoccurspriortothefirsttimeapublicagency
accessesachildsorparentspublicbenefitsorinsurance,or
4. Providedthroughothermeansdeterminedbythepublicagency,solongasallofthewritten
notificationrequirementsinthesenewregulationsaremet.Thisincludestherequirementthat
thepublicagencyprovidewrittennotificationbeforeobtainingparentalconsent.
Q4.Whataretheparentalconsentrequirementsunderthenewregulations?
A4.Consistentwith34CFR99.30oftheregulationsimplementingtheFamilyEducationalRightsand
PrivacyAct(FERPA)andtheIDEAPartBconsentrequirementsin34CFR300.622,apublicagencymust
obtainparentalconsentbeforereleasingachildspersonallyidentifiableinformationfromeducation
recordsforbillingpurposestoapublicbenefitsorinsuranceprogram(e.g.,Medicaid)forthefirsttime.
Undernew300.154(d)(2)(iv)(B),thisconsentmustalsoincludeastatementspecifyingthattheparent
understandsandagreesthatthepublicagencymayaccessthechildsorparentspublicbenefitsor
insurancetopayforservicesunderpart300.Becausethisconsentmustbeinwriting,thepublicagency
wouldtypicallyuseaconsentform.Thisparentalconsentformmustspecify:
1. Thepersonallyidentifiableinformationthatmaybedisclosed(e.g.,recordsorinformationabout
theservicesthatmaybeprovidedtoaparticularchild),
2. Thepurposeofthedisclosure(e.g.,billingforservicesunderpart300),
3. Theagencytowhichthedisclosuremaybemade(e.g.,theStatespublicbenefitsorinsurance
program(e.g.,Medicaid)).34CFR300.154(d)(2)(iv)(A),and
4. Thattheparentunderstandsandagreesthatthepublicagencymayaccessthechildsor
parentspublicbenefitsorinsurancetopayforservicesunderpart300.
Q5.Mustapublicagencymodifyitsconsentformstocomplywiththenewparentalconsent
requirement?
A5.No,notnecessarily.Inimplementingthenewparentalconsentrequirement,apublicagencymay
chooseeitherto:
1. Modifyitsexistingforms.Apublicagencymayaddthestatementthattheparentunderstands
andagreesthatthepublicagencymayaccessthechildsorparentspublicbenefitsorinsurance
topayforservicesunderpart300,totheconsentrequiredunder34CFR99.30and300.622
regardingthereleaseofpersonallyidentifiableinformationtoapublicbenefitsorinsurance
program(e.g.,Medicaid)forbillingpurposes;or
2. Developanewform.Apublicagencymaydevelopanewconsentformthatincludesthe
statementthattheparentunderstandsandagreesthatthepublicagencymayaccessthechilds
orparentspublicbenefitsorinsurancetopayforservicesunderpart300.
Q6.Mayapublicagencyacceptdigitalorelectronicsignatureswhenobtainingconsentunderthenew
parentalconsentrequirements?
A6.Apublicagencymayacceptdigitalorelectronicsignatureswhenobtainingtheparentalconsent
requiredunder34CFR99.30and300.622,asdescribedinnew300.154(d)(2)(iv)(A).Under34CFR
99.30(a),theparentalconsentthatmustbeobtainedbeforedisclosureofpersonallyidentifiable
informationmustbesignedanddated.Under34CFR99.30(d),thisconsentmayincludearecordand
signatureinelectronicformthat:
1. Identifiesandauthenticatesaparticularpersonasthesourceoftheelectronicconsent;and
2. Indicatessuchpersonsapprovaloftheinformationcontainedintheelectronicconsent,i.e.,
disclosureofthechildspersonallyidentifiableinformationtotheagencyresponsibleforthe
administrationoftheStatespublicbenefitsorinsuranceprogram(e.g.,Medicaid)forbilling
purposestopayforservicesunderpart300.
Additionally,undernew300.154(d)(2)(iv)(B),theelectronicconsentmustincludeastatementthatthe
parentunderstandsandagreesthatthepublicagencymayaccessthechildsorparentspublicbenefits
orinsurancetopayforservicesunderpart300.
Q7.Arethereanysituationsinwhichapublicagencyisnotrequiredtoobtainanewparentalconsent
underthenewregulations?
A7.Yes.Underthesenewregulations,andnotwithstandingtheannualwrittennotification
requirements,apublicagencyisnotrequiredtoobtainanewparentalconsentifthefollowing
conditionsarepresent:
1. Thereisnochangeinanyofthefollowing:thetype(e.g.,physicaltherapyorspeechtherapy)of
servicestobeprovidedtothechild;theamountofservicestobeprovidedtothechild
(frequencyorduration);orthecostoftheserviceschargedtothepublicbenefitsorinsurance
program(e.g.,Medicaid);and
2. Apublicagencyhasonfileaparentalconsentthatmeetstherequirementsoftheprior
300.154(d)(2)(iv)(A)and34CFR99.30and300.622.Thiswouldincludeaparentalconsenton
filethathasbeengivendirectlytoanotheragency,suchastheStateMedicaidagency.
Q8.ForchildrenwithdisabilitiescurrentlyservedundertheIDEA,whatmustapublicagencydoto
implementthenewparentalnotificationandconsentrequirements?
A8.Thefirsttimeaftertheeffectivedateoftheseregulationsthatthereisachangeinthetypeor
amountoftheservicestobeprovidedtothechildorachangeinthecostoftheservicestobecharged
tothepublicbenefitsorinsuranceprogram,thepublicagencymustfirstprovidetheparentsthewritten
notificationdescribedinnew300.154(d)(2)(v)beforeaccessingthechildsorparentspublicbenefitsor
insurance.Thepublicagencythenmustobtainparentalconsent,consistentwithnew
300.154(d)(2)(iv)(B),statingthattheparentunderstandsandagreesthatthepublicagencymayaccess
thechildsorparentspublicbenefitsorinsurancetopayforservicesunderpart300.Thepublicagency
mustobtainanewparentalconsentcontainingthisexplicitstatementfromtheparentevenifthepublic
agencyhasonfileaconsentprovidedtoanotheragency,suchastheStateMedicaidagency.Oncethe
publicagencyobtainsthisonetimeconsent,thepublicagencyisnotrequiredtoobtainparental
consentbeforeitaccessesthechildsorparentspublicbenefitsorinsuranceinthefuture,regardlessof
whetherthereisachangeinthetypeoramountofservicestobeprovidedtothechildorachangein
thecostoftheservicestobechargedtothepublicbenefitsorinsuranceprogram(e.g.,Medicaid).
However,thepublicagencymustannuallythereafterprovideparentswiththewrittennotification
describedinnew300.154(d)(2)(v).Thisannualwrittennotificationwillhelpensurethatparents
understandtheirrightswhenapublicagencyusestheirortheirchildspublicbenefitsorinsuranceto
payforservicesrequiredundertheIDEA.
Q9.Whatstepsmayapublicagencytakeunderthenewregulationsifparentshavepreviously
declinedtoconsenttotheuseofpublicbenefitsorinsurancetopayforservicesundertheIDEA?Ifa
parentcontinuestorefusetoconsentorwithdrawsconsent,whatareapublicagencysobligations?
A9.Ifaparentpreviouslydeclinedtoprovideconsent(orwithdrewconsent)todisclosepersonally
identifiableinformationtotheStatespublicbenefitsorinsuranceprogram(e.g.,Medicaid)forbilling
purposes,thepublicagencymaymakereasonablerequests,afterprovidingthewrittennotification
describedinnew300.154(d)(2)(v),toobtaintheparentalconsentrequiredundernew
300.154(d)(2)(iv).However,aparentswithdrawalofconsentorrefusaltoprovideconsentunder34
CFRpart99and300.622todisclosepersonallyidentifiableinformationtotheagencyresponsiblefor
theadministrationoftheStatespublicbenefitsorinsuranceprogram(e.g.,Medicaid)doesnotrelieve
thepublicagencyofitsresponsibilitytoensurethatallrequiredservicesareprovidedatnocosttothe
parents.34CFR300.154(d)(2)(v)(D).
Q10.WhatareapublicagencysobligationstoprovideparentalnotificationwhenachildhasanIEP
butthepublicagencyhasnotpreviouslysoughttoaccesstheparentsorchildspublicbenefitsor
insurance(e.g.,Medicaid)topayforservicesundertheIDEA,andthepublicagencyseekstoaccess
thechildsorparentspublicbenefitsorinsuranceforthefirsttime?
A10.Oncethenewregulationsbecomeeffective,ifapublicagencyseekstoaccessthechildsor
parentspublicbenefitsorinsurancetopayforservicesundertheIDEAforthefirsttime,thepublic
agencymustprovidetheparentsthewrittennotificationdescribedinnew300.154(d)(2)(v)andthen
obtainparentalconsentconsistentwithnew300.154(d)(2)(iv)beforethepublicagencymayaccessthe
childsorparentspublicbenefitsorinsuranceforthefirsttime.Ifparentalconsentisobtained,the
publicagencymustprovidethewrittennotificationtotheparentsannuallythereafter.
Q11.WhatareapublicagencysobligationstoprovideparentalnotificationwhenachildhasanIEP
andthepublicagencyhaspreviouslybilledthechildsorparentspublicbenefitsorinsurance
program(e.g.,Medicaid)topayforservicesunderpart300?
A11.Evenifthereisnochangeinthetypeoramountofservicestobeprovidedtothechildorinthe
costoftheservicestobechargedtothepublicbenefitsorinsuranceprogram(e.g.,Medicaid),oncethe
newregulationsbecomeeffective,thepublicagencymustprovidethewrittennotificationdescribedin
new300.154(d)(2)(v)totheparentsbeforethepublicagencymayaccessthechildsorparentspublic
benefitsorinsurance.Thepublicagencyalsomustprovidethiswrittennotificationtotheparents
annuallythereafter.
Q12.Whatareapublicagencysobligationstoprovideparentalnotificationandobtainparental
consentunderthenewregulationsinsituationswhereachildtransferstoanewschoolwithinanew
schooldistrict?
A12.Theresponsibilityforprovidingwrittennotificationandobtainingparentalconsentpriortothe
disclosureofpersonallyidentifiableinformationforbillingpurposestotheStatespublicbenefitsor
insuranceprogram(e.g.,Medicaid)andbeforeaccessingachildsorparentspublicbenefitsor
insuranceforthefirsttimerestswiththepublicagencyresponsibleforprovidingafreeappropriate
publiceducationtothechild,notwiththeindividualschool.Thus,ifachildwithanIEPwhowasenrolled
inaschoolwithinonepublicagencytransferstoaschoolwithinanewpublicagency,thenewpublic
agencyresponsibleforeducatingthechildmustprovidetheparentswiththewrittennotification
describedinnew300.154(d)(2)(v)toinformtheparentsoftheirrightsandprotectionswhenaccessto
theirortheirchildspublicbenefitsorinsuranceissought.Thenewpublicagencythenmustobtain
parentalconsent,consistentwithnew300.154(d)(2)(iv),todisclosepersonallyidentifiableinformation
tothepublicbenefitsorinsuranceprogram(e.g.,Medicaid)forbillingpurposesandpriortoaccessing
thechildsorparentspublicbenefitsorinsuranceforthefirsttime.Thisnewconsentmustincludethe
statementspecifyingthattheparentunderstandsandagreesthatthenewpublicagencymayaccessthe
childsorparentspublicbenefitsorinsurancetopayforservicesunderpart300.Onceparentalconsent
hasbeenobtainedforthenewpublicagencytoaccessthechildsorparentspublicbenefitsor
insuranceforthefirsttime,noadditionalparentalconsentisrequiredforthenewpublicagencytobill
thechildsorparentspublicbenefitsorinsuranceprogram(e.g.,Medicaid)inthefuture,regardlessof
whetherthereisachangeinthetypeoramountofservicestobeprovidedtothechildorinthecostof
theservicestobechargedtothepublicbenefitsorinsuranceprogram.However,thenewpublicagency
mustprovidethewrittennotificationdescribedinnew300.154(d)(2)(v)totheparentsannually
thereafter.
Q13.Whatareapublicagencysobligationswithrespecttoprovidingparentalnotificationand
obtainingparentalconsenttoaccessachildsorparentspublicbenefitsorinsuranceifthechild
transferstoanewschoolwithinthesameschooldistrict?
A13.Ifachildtransferstoadifferentschoolwithinthesamepublicagency,anyparentalconsentthat
thepublicagencypreviouslyobtainedthatmeetstherequirementsinnew300.154(d)(2)(iv)would
continuetoapply.Thepublicagencywouldcontinuetoprovidetheparentsthewrittennotification
describedinnew300.154(d)(2)(v)annually.AsnotedinQ12,thisisbecausetheresponsibilityfor
providingwrittennotificationandobtainingparentalconsentpriortothedisclosureofpersonally
identifiableinformationforbillingpurposestotheStatespublicbenefitsorinsuranceprogram(e.g.,
Medicaid)andbeforeaccessingachildsorparentspublicbenefitsorinsuranceforthefirsttimerests
withthepublicagencyresponsibleforprovidingafreeappropriatepubliceducationtothechild,not
withtheindividualschool.
Vocational Rehabilitation
OJT Work Study Procedures
2011-12

Once student is approved for Vocational Rehabilitations -Student Work Study
Program (SWS) please follow the directions below.
Case Manager locates the on-site job, duties and certified monitoring personnel.
New Progress Monitoring form is attached (progress reporting is required and
must accompany each timesheet).
Instruct and/or assist the student with the following Student responsibilities as
indicated within their IEP and provide a copy of the attached OJT work study
application procedures as needed for support.
Student shall go on-line and complete a Classified/Support Appli cation for
employment with OKCPS.
http://www.okcps.org or may go to 900 N. Klein, Human Capitol for assistance
click on Job Opportunities (located on the right side in dark blue)
click on the box that says click here to apply online or to check district
vacancies
Go to the bottom of page click on Create New Account
Complete all fields, be sure to select (under Applicant Type) the
classified/support box
Create a username and password (student choice)
Click save and next
Click login
Click accept
Locate and click (top of page, the tab labeled) Application and complete the
application by using the save and next buttons located at the bottom of each
page.
must list references, school personnel are acceptable
once you reach the SUCCESS page click next and look for the Title of OJT
Work Study
click view/apply
click apply for the job Notify your Case Manager that you have completed your
application
Retrieve from your teacher and complete the three required forms for
employment: W-2, I-9 and the Loyalty Oath. Return them to your teacher for
processing.

Fax: 297-6594 or Scan and Email the following documentation to
receive student timesheets, progress forms and timesheet cutoff
dates to
mvmiller-hayes@okcps.org.
1. Name of student that completed the Job Application
2. OJT Student Work Study (SWS) authorization form (from your VR Counselor)
do not allow the student to begin working before the date listed on this form
(they cannot be paid).
3. Three forms (Loyalty Oath, W-4, and the I-9) will need to be completed by the
student and signed by Jeff Newton (OKCPS Transition Specialist).

Approval with the VR counselor and process the application.

Three forms (Loyalty Oath, W-4, and the I-9) will need to be completed by the
student and signed by Jeff Newton (OKCPS Transition Specialist)

Room 310, Michele Miller-Hayes
OKCPS, Special Services
900 N. Klein
Student will be provided timesheets and the timesheet due dates when they sign their
contract.

Vocational Rehabilitation
OJT Work Study Procedures for Students
Student shall go on-line and complete a Classified/Support Application for employment with
OKCPS to begin the OJT Work Study Program.
Go to http://www.okcps.org or go to 900 N. Klein, Human Capitol, room 209 for
assistance
Click on Job Opportunities (located on the right side in dark blue)
Click on the box click here to apply online or to check district vacancies
Go to the bottom of page, click on Create New Account
Complete all fields, be sure to select (under Applicant Type) the classified/support
box
Create a username and password (student choice, must be minimum of 6 characters)
Click save and next
Click login
Click accept
Locate and click (top of page) tab labeled Application and complete the application by
using the save and next buttons located at the bottom of each page.
You must list references, school personnel are acceptable
Once you reach the SUCCESS page click next and look for the Title of OJT Work
Study
Click view/apply
Click apply for the job
Notify your teacher that you have completed your application
Retrieve from your teacher and complete the three required forms for employment: W-
2, I-9 and the Loyalty Oath. Return them to your teacher for processing.
Once you have completed all of these requirements your teacher will be sent copies of your
blank timesheets and progress monitoring form.
Continued student responsibilities:
Complete your timesheets daily and submit them to your teacher by the date indicated
on the bottom of the timesheet. (submission of timesheet after this date will delay your
payment). Please make sure your name is on the timesheet.
Pick up your progress monitoring document every two weeks to submit with your
timesheet
ENJOY YOUR WORKING REWARDS (pay)!

VOCATIONAL REHABILITATION REFERRALS

Procedure for vocational rehabilitation referrals/services:

The parent/student must be given a copy of the referral at the time the student
turns 16 and is referred. This document needs to be scanned and attached into
online IEP platform.

Teachers should explain to the parent/student that they will receive a letter within
60 days from the Department of Rehabilitation Services, DRS.

The parent/student must respond to this letter in order to be
considered for services.

Teachers should place all referrals in designated mailbox that each high school set
aside for DRS counselor.

For additional follow-up, a copy of the referral should be placed in a mailbox
designated for the buildings assigned Social Worker, if applicable.

DRS counselor picks up referrals on a weekly basis.

information.
Objective
Student
Targets
Th %
KEY: TRIAL BY TRIAL: (+) =
Correct, (-) = Incorrect, NR = No Response, P = Prompt % = Number correct/Number correct+Number Incorrect+ Prompt
ESTIMATION: (1) = 0-25%, (2) = 26-50%, (3) = 51-79%, (4) = 80-100%
ESTIMATION & TRIAL BY TRIAL DATA
Student: Date ___/___/___
Weekly Data: Schedule Activity __________________
Week Of: ___/___/___ to
___/___/___
Estimation
M T W
WRITTEN COMPLAINT
Building Response Procedures

When a WRITTEN COMPLAINT concerning the special education program of a
student is received at the building level, it must be sent to your Instructional
Supervisor in the Special Services Department. Special Services will assist in
addressing the complaint using the following Oklahoma City Public Schools Policy
on Complaint Procedures.

1. A written acknowledgement will be mailed to the parties involved.

2. The Instructional Supervisory staff will investigate the complaint by an on-
site visit or phone conversation to determine the facts of the complaint.
Activities to assist in the resolution of the complaint may include technical
assistance, consultation, mediation conferences, IEP conferences, or other
interventions.

3. If resolved with all parties, a written acknowledgement of the resolution will
be mailed to all parties.

4. If it is determined that further review is needed, additional facts will be
gathered through interviews, review of records, or other investigation
procedures. After the facts are gathered, the District will report, in writing,
the findings of the facts. Included in the findings will be a conclusion and
decision indicating the means of correcting any substantiated violations.

Complainants have the right to have the State Department of Education review the
Districts decision regarding the complaint.

Investigation and resolution of the complaints filed with the District or the State
Department of Education shall be completed within 60 calendar days from receipt
of the formal written complaint. Extensions of time lines may be granted only if
exceptional circumstances exist regarding a specific complaint.

The Districts complaint procedures are filed with the Department of Education and
must be followed.


FIRST MIDDLE LAST

BIRTHDATE: ___________________ GRADE ____________ AGE ___________ DATE: ______________________
PARENT(S):_____________________________________________________________________________________________

PHONE: (WORK) _______________________ (HOME) ________________________ (OTHER) ________________________

ADDRESS: ___________________________________________________________ DISTRICT/AGENCY: ___________________

To: _______________________________________________________________________________________________________
PARENT or YOUNG ADULT (If young adult has reached age of majority)

This notice is to inform you of the school districts intent as follows:

DESCRIPTION OF ACTION: PROPOSED OR REFUSED
To initiate or change the following:

Identification of your child as having a disability which requires special education services
Evaluation/Reevaluation to determine disability and nature, extent of special education and related services needed
Educational placement
Provision of a Free and Appropriate Public Education (FAPE)
Parent Revocation of Consent
Other ____________________________________________________________________________________________

Explanation of the proposal or refusal:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Reason(s) for the proposal or refusal:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Description of any options considered and reasons refused:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Description of each evaluation procedure, test, record, or report used as a basis for the proposed or refused action:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Description of any other factors relevant to the proposal or refusal:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

Parents have protection under the procedural safeguards. Additional resources can be located within the Parents Rights in Special
Education: Notice of Procedural Safeguards. To obtain a copy, contact <autofill special education teacher>.

The issues addressed in this notice will go into effect on: _____________________________ as the local educational agency has
MONTH/DAY/YEAR
determined that this be considered a reasonable amount to provide the parent(s).

FROM: ____________________________________________________________________________________________________
SIGNATURE OF DISTRICT/PUBLIC AGENCY OFFICIAL DISTRICT/AGENCY TELEPHONE DATE

___________________________________________________________________________________________________________

SCHOOL USE ONLY: Notice sent by: U.S. Mail Date Mailed __________

Personal Delivery Date Delivered __________
Translation/interpretation needed? Yes No If yes, specify how and when provided:____________________________
School/public agency officials signature verifies that parent(s) have received an explanation in their native language or other mode
of communication to accommodate the parent(s) understanding their rights.
WRITTEN NOTICE TO PARENTS

NAME OF CHILD: ____________________________________________________STUDENT ID: _________________________
FIRST MIDDLE LAST
Evaluation procedures to be utilized in assessing these areas of functioning are explained on this form. Qualified professionals will conduct
evaluation procedures to provide additional information, to the extent appropriate, on the basis of a review of existing evaluation data and input
from the parents. Additional information may be needed to determine whether a child has or continues to have a particular disability; present levels
of performance and educational needs; whether the child continues to need special education and related services; or whether any additions or
modifications to the special education and related services are needed to meet the annual goals in the IEP and to participate as appropriate in the
general curriculum. The appropriate extent of the reevaluation has been reviewed by the IEP team, with opportunity for parent participation and
input.

Descriptions of Evaluation Procedures (Check additional areas proposed for this child)

HEALTH/MEDICAL: Health and medical history, information about childs health and medical status or medical diagnostic
evaluation to determine a medically related disability.

VISION: Assessment of visual acuity, field of vision, and vision functioning as necessary to determine a vision-related
disability.

HEARING: Assessment of hearing functioning and extent of hearing impairment as necessary to determine a hearing-related
disability.

MOTOR: Assessment of gross and/or fine motor skills and abilities in relation to educational needs.

COMMUNICATION/LANGUAGE: Speech skills (including articulation, voice, fluency, and oral-motor) and/or receptive
and expressive language skills and abilities (including phonology, morphology, syntax, semantics, and pragmatics).

ACADEMIC ACHIEVEMENT: Assessments to measure academic achievement in such areas as listening comprehension,
oral expression, basic reading skills, reading comprehension, reading fluency, mathematics calculation, mathematics problem
solving, and written expression skills.

INTELLECTUAL/COGNITIVE: Individually administered assessment of childs ability to learn, including overall mental
ability and cognitive functioning.

PERCEPTUAL/PROCESSING: Childs abilities to perceive and/or process information through visual, auditory, and
sensorimotor means.

DEVELOPMENTAL: Assessment of childs developmental history, skills, and abilities in relationship to expectations for the
age group.

PSYCHOLOGICAL, SOCIAL/EMOTIONAL: Information collected and assessments of the childs social skills/emotional
status, psychological concerns, and behavior (may include data collection, rating scales, behavioral observations, interviews,
personal inventories, and projective tests).

FUNCTIONAL BEHAVIOR: Information collected and assessments of the childs functional behavior (may include data
collection, rating scales, behavioral observations, interviews, and personal inventories).

ADAPTIVE BEHAVIOR: Assessment of childs general behavior in the school and home settings (may include adaptive
behavior skills and activities in the community).

SOCIOCULTURAL: Collection of information and procedures to consider potential influence of sociocultural background or
cultural, linguistic diversity.

OBSERVATION IN CLASSROOM/OTHER ENVIRONMENT: Observations of childs performance and functioning in the
classroom and/or other appropriate settings.

VOCATIONAL: Assessment of vocational interests, aptitudes, and skills.

ASSISTIVE TECHNOLOGY

OTHER CONCERNS AND ASSESSMENTS:
Written Notice to Parents

NOMBRE DEL NIO: _______________________________________________ ID. DEL ESTUDIANTE: ___________________
PRIMERO MEDIO APELLIDO

FECHA DE NAC.: ___________________ GRADO ____________ EDAD ___________ FECHA: _____________
MES/DA/AO MES/DA/AO
PADRE(S):_________________________________________________________________________________________________

TELFONO: (TRABAJ O) ______________________ (DOMICILIO) ______________________ (OTRO) __________________

DIRECCIN: _________________________________________________________ DISTRITO/AGENCIA: _________________
DIRECCIN/CASILLA POSTAL CIUDAD ESTADO CDIGO POSTAL
Para: ______________________________________________________________________________________________________
PADRE o J OVEN ADULTO (Si el joven adulto alcanz la mayora de edad)

Esta notificacin tiene como cometido informarle acerca de la decisin del distrito escolar:
DESCRIPCIN DE LA ACCIN: PROPUESTA O DENEGADA
Para iniciar o cambiar lo siguiente:

Identificacin de su hijo como portador de una discapacidad que requiere servicios educativos especiales.
Evaluacin/reevaluacin para establecer la discapacidad y la naturaleza, el grado de educacin especial requerido y los
servicios relacionados necesarios.
Determinacin del programa de estudios.
Provisin de Educacin Pblica Gratuita y Apropiada (FAPE).
Revocacin del consentimiento parental.
Otro ____________________________________________________________________________________________
Explicacin de la propuesta o la denegatoria:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Motivo(s) de la propuesta o la denegatoria:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Descripcin de cualquiera de las opciones consideradas y las razones por las cuales fueron denegadas:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Descripcin de cada procedimiento de evaluacin, prueba, registro o informe utilizado como base para la accin propuesta o
denegada:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Descripcin de cualquiera de los otros factores relevantes para la propuesta o la denegatoria:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Los padres gozan de proteccin bajo las salvaguardias procesales. Se presentan recursos adicionales en Derechos de los Padres en
Educacin Especial: Notificacin de las Salvaguardias Procesales. Para obtener una copia, contacte con <autocompletar profesor de
educacin especial>.
Los asuntos tratados en esta notificacin entrarn en vigor a partir del _____________________, segn el plazo estipulado por la
MES/DIA/AO
agencia educativa como apropiado para la adecuacin de la respuesta del(de los) padre(s).

DE: ____________________________________________________________________________________________________
FIRMA DEL FUNCIONARIO DE LA AGENCIA PBLICA/DISTRITO DISTRITO/AGENCIA TELFONO FECHA

___________________________________________________________________________________________________________
DIRECCIN/CASILLA POSTAL CIUDAD ESTADO CDIGO POSTAL
EXCLUSIVAMENTE
PARA USO
ESCOLAR::
Notificacin enviada por:

Correo EE. UU. Fecha del envo __________
Entrega personal Fecha de la entrega __________

Se necesita traduccin/interpretacin? S No Si s, especificar cmo y cundo:____________________________
La firma del funcionario escolar/de la agencia pblica certifica que el(los) padre(s) recibi(eron) una explicacin en su lengua
materna u otro modo de comunicacin para la cabal comprensin de sus derechos.
NOTIFICACIN ESCRITA A LOS PADRES

NOMBRE DEL NIO: _____________________________________________ ID. DEL ESTUDIANTE: _____________________
PRIMER MEDIO APELLIDO
En este formulario se explican los procedimientos de evaluacin que se utilizarn para evaluar estas reas de funcionamiento. Distintos
profesionales calificados realizarn los procedimientos de evaluacin a los efectos de proporcionar informacin adicional, como mejor proceda, a
partir de la revisin de los datos evaluativos existentes y las devoluciones de los padres. Cabe la posibilidad de se requiera informacin adicional
para determinar si un nio tiene o contina teniendo una discapacidad particular, sus niveles actuales de rendimiento y sus necesidades educativas,
si el nio persiste en su necesidad de educacin especial o servicios relacionados, o si es necesario introducir adiciones o modificaciones a la
educacin especial o los servicios relacionados para cumplir con los objetivos anuales en el IEP y para participar, segn corresponda, en el
programa de estudios general. El alcance adecuado de la reevaluacin fue debidamente analizado por el equipo del IEP y los padres tendrn la
oportunidad de participar y hacer sus devoluciones.
Descripciones de los procedimientos de evaluacin (Marcar las reas adicionales propuestas para este nio)

SALUD/MDICA: Antecedentes sanitarios y mdicos, informacin sobre el estado de salud y mdico del nio o evaluacin
mdica diagnstica para determinar una discapacidad clnicamente relacionada.

VISIN: Evaluacin de la agudeza visual, el campo visual y el funcionamiento visual, segn corresponda, para determinar una
discapacidad relacionada con la visin.

AUDICIN: Evaluacin del funcionamiento auditivo y el alcance de la discapacidad auditiva, segn corresponda, para
determinar una discapacidad relacionada con la audicin.

MOTORA: Evaluacin de las habilidades y competencias motoras gruesas y/o finas con relacin a las necesidades educativas.

COMUNICACIN/LENGUAJE: Habilidades comunicativas (inclusive la articulacin, la voz, la fluidez y las habilidades
orales-motoras) y/o las habilidades y las competencias del lenguaje expresivo (inclusive la fonologa, la morfologa, la sintaxis,
la semntica y la pragmtica).

RENDIMIENTO ACADMICO: Evaluaciones para medir el rendimiento acadmico en distintas reas como la comprensin
auditiva, la expresin oral, las habilidades de lectura bsicas, la comprensin lectora, la fluidez en la lectura, el clculo
matemtico, la resolucin de problemas matemticos y las habilidades de expresin escrita.

INTELECTUAL/COGNITIVA: Evaluacin individual de la capacidad de aprendizaje del nio, inclusive la capacidad mental
global y el funcionamiento cognitivo.

PERCEPTIVA/DE PROCESAMIENTO: Las habilidades del nio para percibir y/o procesar informacin a travs de medios
visuales, auditivos y sensoriomotores.

DEL DESARROLLO: Evaluacin de los antecedentes de desarrollo del nio, sus habilidades y sus aptitudes con relacin a las
expectativas para el grupo etario.

PSICOLGICA, SOCIAL/EMOCIONAL: Recopilacin de informacin y evaluaciones de las habilidades sociales/el estado
emocional del nio, las inquietudes psicolgicas y el comportamiento (puede incluir recopilacin de datos, escalas de
valoracin, observaciones comportamentales, entrevistas, inventarios personales y proyectivas).

COMPORTAMIENTO FUNCIONAL: La informacin recopilada y las evaluaciones del comportamiento funcional del nio
(puede incluir recopilacin de datos, escalas de valoracin, observaciones comportamentales, entrevistas e inventarios
personales).

COMPORTAMIENTO ADAPTATIVO: Evaluacin del comportamiento general del nio en la escuela y el mbito domstico
(puede incluir habilidades de comportamiento adaptativo y actividades en la comunidad).

SOCIOCULTURAL: Recopilacin de informacin y procedimientos para considerar la potencial influencia de los
antecedentes socioculturales o la diversidad cultural y lingstica.

OBSERVACIN EN EL AULA/OTROS MBITOS: Observacin del desempeo del nio y su actuacin en el aula y otros
mbitos pertinentes.

VOCACIONAL: Evaluacin de los intereses vocacionales, las aptitudes y las habilidades.

TECNOLOGA ASISTENCIAL

OTRAS INQUIETUDES Y EVALUACIONES:
Notificacin escrita para los padres
OSDE Mu 8 Trang 1

TN A TR: ____________________________________________________TH HC SINH: ________________________
TN TN LT H
NGY SINH: ___________________ LP ____________ TUI___________ NGY: _______________________
THNG/NGY/NM THNG/NGY/NM
(CC) PH HUYNH:____________________________________________________________________________________

IN THOI: (S) _______________________ (NH) ________________________ (KHC) _______________________

A CH: ___________________________________________________________ KHU HC/C QUAN: __________________
NG/HP TH THNH PH TIU BANG S VNG
Gi:
_________________________________________________________________________________________________________
PH HUYNH hay NGI TRNG THNH (Nu tui trng thnh)
Giy ny c mc ch thng bo v nh ca khu hc nh sau:

M T HNH NG: NGH HAY T CHI
khi xng hay thay i nh sau:

Nhn nh con qu v c khuyt tt cn dch v gio dc c bit
Gim nh/Ti gim nh n nh s khuyt tt v tnh cht, mc gio dc c bit v cc dch v lin h cn thit
t lp vo chng trnh gio dc
Quy iu ca Gio dc Cng cng Min ph v Thch hp (FAPE)
Thu hi s ng ca Ph huynh
Khc ____________________________________________________________________________________________

Gii thch ngh hay t chi:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
(Cc) l do ca ngh hay t chi:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
M t cc s la chn khc c xem xt v l do t chi:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
M t mi th tc gim nh, trc nghim, ghi h s, hay bo co c dng lm cn bn cho hnh ng ngh hay t chi:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
M t bt c yu t no khc hu quan vi ngh hay t chi:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

Ph huynh c s bo v da theo cc th tc bo v an ton. Cc ngun thng tin thm c th tm thy trong tp Quyn ca Ph
huynh i vi Gio dc c bit: Thng bo Nhng Th tc Bo v An ton. c mt bn, xin lin lc <autofill special
education teacher>.

Cc vn cp n trong giy thng bo ny s c hiu lc t ngy: _____________________________ v c quan gio dc a
THNG/NGY/NM
phng coi l c thi gian hp l cung cp cho (cc) ph huynh.

T: ____________________________________________________________________________________________________
CH K CA VIN CHC KHU HC/C QUAN CNG CNG KHU HC/C QUAN IN THOI NGY
___________________________________________________________________________________________________________
NG/HP TH THNH PH TIU BANG S VNG

TRNG S DNG
M THI:
Thng bo gi bng: Bu in Ngy gi __________

a tay Ngy a __________
Cn thng dch/phin dch? C Khng Nu ghi c, ni r cung cp cch no v khi no:___________________
Ch k ca vin chc nh trng/c quan cng cng xc nhn l (cc) ph huynh nhn s gii thch bng ngn ng gc ca h
hay bng mt phng cch truyn thng khc gip (cc) ph huynh hiu quyn ca h.
GIY THNG BO PH HUYNH
OSDE Mu 8 Trang 2

TN A TR: ____________________________________________________TH HC SINH: _________________________
TN TN LT H
Cc th tc gim nh dng nh gi nhng phm vi chc nng c gii thch trong bn ny. Cc chuyn gia kh nng s thc hin cc th
tc gim nh cung cp cc thng tin b tc, cho ti mc hp l, trn cn bn duyt xt cc d liu gim nh hin thi v nhng kin ca
ph huynh. C th cn cc thng tin thm n nh xem mt a tr c hay tip tc c mt khuyt tch r rt no hay khng; mc thnh
tch hin ti v cc nhu cu gio dc; xem a tr c tip tc cn gio dc c bit v cc dch v lin h hay khng; xem c cn b tc hay
sa i gio dc c bit t mc tiu hng nm trong IEP v tham gia nu thch hp vo chng trnh gio dc tng qut hay khng. Mc
thch hp ca s ti gim nh c duyt xt bi nhm IEP, vi c hi cho ph huynh tham gia v gp kin.

M t cc Th tc Gim nh (nh du thm cc phm vi ngh cho a tr ny)

SC KHE/Y T: Lch trnh sc khe v bnh l, thng tin v sc khe v bnh l ca a tr hay gim nh chn bnh n
nh khuyt tt lin quan n bnh l.
TH GIC: nh gi tinh ca mt, tm nhn, v chc nng nhn cn thit n nh mt khuyt tt lin quan n th gic.
THNH GIC: nh gi chc nng ca thnh gic v mc thnh khuyt l iu cn thit n nh khuyt tt lin quan n
thnh gic.
C VN NG: ng gi nng khiu v kh nng vn ng th v/hay tinh vi tng quan vi nhu cu gio dc.

TRUYN THNG/NGN NG: Nng khiu ni (k c pht m, ging, s tri chy, v vn ng ming) v/hay nng khiu
v kh nng thu nhn v biu l ngn ng (k c m v, hnh thi, c php, ng ngha, v thc liu).

THNH QU HC VN: nh gi o thnh qu hc vn trong nhng phm vi nh hiu bit khi nghe, biu l li ni,
nng khiu c cn bn, hiu bit khi c, s c tri chy, ton, gii ton, v nng khiu biu l khi vit.
TR TU/NHN THC: nh gi ring bit kh nng hc hi ca tr, k c kh nng tr tu v chc nng nhn thc tng
qut.
CM NHY/HP TH: Kh nng ca tr cm nhy v/hay hp th thng tin qua phng cch nhn quan, thnh gic, v
cm gic vn ng.

PHT TRIN: nh gi qu trnh pht trin, nng khiu, v kh nng trong mi quan h ng la tui ca a tr.
TM L, X HI/XC CM: Thng tin thu thp v nh gi nng khiu x giao/tnh trng xc cm ca a tr, cc lo ngi
tm l, v hnh v (c th bao gm thu thp d liu, thang biu phn loi, quan st hnh vi, phng vn, kim k c nhn, v trc
nghim x nh).
HNH VI CHC NNG: Thng tin thu thp v nh gi hnh vi chc nng ca a tr (c th bao gm thu thp d liu,
thang biu phn loi, quan st hnh vi, phng vn, v kim k c nhn,).
HNH VI THCH NGHI: nh gi hnh vi tng qut ca a tr trng v nh (c th bao gm nng khiu v sinh hot
hnh vi thch nghi trong cng ng).

X HI VN HA: Thu thp thng tin v th tc xem xt tim nng nh hng ca nn x hi vn ha hay s a dng v
vn ha, ngn ng.

QUAN ST TRONG LP/KHUNG CNH KHC: Quan st thnh qu v chc nng ca a tr trong lp v/hay khung
cnh khc thch hp.

HNG NGH: nh gi chiu hng ngh, kh nng, v nng khiu.

K THUT TR GIP

CC LO LNG V GIM NH KHC:
Giy Thng Bo Ph Huynh

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Revised July 2013

Michele Miller-Hayes, Director

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