Deer Creek Special Services Scoop

This month, the DC Special Services team would like to take a moment to acknowledge and celebrate every special educator, SLP, motor team member, and school psychologist for your unwavering commitment to professional growth and continuous learning. The turnout and active engagement demonstrated at the All Sped Meeting on November 22nd were yet another testament to the exceptional caliber of staff we have the privilege of supporting. Each of you has shown remarkable dedication to improving your skills and expanding your knowledge, which has a profound impact on both your individual growth and our collective success.

What truly stands out is the way each of you shares this growth mindset—not just for yourselves, but for the entire team. Whether through training, embracing new challenges, or offering peer support, you consistently engage in learning and provide thoughtful, constructive feedback that helps us all improve. This culture of feedback fosters an environment where collaboration thrives, and every voice is heard, valued, and used to push our work forward.

Your willingness to continuously grow as an educator, a professional, is what strengthens our team. It’s clear that everyone is deeply committed to both personal and collective improvement. Your openness to new ideas, strategies, and learning opportunities demonstrates the incredible potential we have when we grow together.

Thank you for proactively investing in your development, sharing your knowledge, and supporting one another. It’s because of each of you that we are continuously evolving. We are excited about what lies ahead as we continue to build on this strong foundation of growth.

During the November 22nd All Special Education Meeting, we focused on creating clear and compliant Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements for IEPs. Page 208 of the OSDE-SES Policies and Procedures (P&P) outlines the key elements that must be included in a PLAAFP to guide effective IEP development.

In addition, a 2024 article from LRP Publications, titled "Fine-Tune Unclear PLAAFPs Before You Hit the Wrong Note in the IEP," provides examples of both vague and clear PLAAFP language. These examples aim to help teams avoid ambiguous wording that could lead to issues with IEP implementation and potential violations of Free Appropriate Public Education (FAPE).

Below are examples of vague PLAAFP phrases, along with clearer alternatives:

Vague: Knows most of the alphabet.

Clear: Can identify aloud 22 letters of the alphabet.

Vague: Scored 85 percent on a math test.

Clear: Understands how to solve three-step division word problems with 85 percent accuracy.

Vague: Struggles to speak.

Clear: Uses only two-word sentences when he speaks.

Vague: Lacks social skills.

Clear: Greets others by turning toward communication partner in 4 out of 10 opportunities.

Vague: Skips homework assignments.

Clear: Turns in 30 percent of homework assignments.

Vague: Is unsafe in the community.

Clear: Can identify street signs only 65 percent of the time.

Vague: Excels at reading.

Clear: Reads eighth-grade materials at 200 words per minute.

Vague: Disrupts class.

Clear: Talks out of turn 15 times in a 45-minute class period.

Vague: Ignores rules.

Clear: Cuts in line before lunch in 7 out of 10 situations.

As a reminder, the timeline for grade cards for students in our Severe Profound, Moderate-Cognitive, and Moderate-Behavior classrooms has been delayed until the second semester. This delay was implemented to allow more time for everyone to feel comfortable and confident with the new expectations.

To support this transition, two training sessions are scheduled for Wednesday, December 4th, from 2:30–3:30 PM and 3:30–4:30 PM. These sessions will provide additional resources about grade cards and offer an opportunity to ask any questions. Google links for both sessions can be found in the "Upcoming Professional Development and Growth Opportunities" section of this newsletter.

Although the training is open to all special education teachers, we strongly encourage teachers in the Severe Profound, Moderate-Cognitive, and Moderate-Behavior classrooms to attend.

The "NEW" Oklahoma State Department of Education Special Education Services 2024 Policies and Procedures is live on the OSDE website. Please update any saved versions of the P&P you may have on your laptop with the latest version.

Each month we will highlight revisions and/or additions included in the "NEW" OSDE-SES 2024 P&P. This month's highlighted revision is IEP Development: Parent Concerns and Input (p.210) and Alternative Placement Considerations (p. 257-260).

Chapter 6. Individualized Education Program Section 3. IEP Development

C. Parent Concerns and Input

Parent concerns and input regarding their student’s academic progress, behavior, performance on goals, and any other relevant information should be documented as well as addressed through the IEP process. The LEA must consider the concerns of the parents for enhancing the education of their child by either addressing how the district has met the parent’s concern within the IEP or provide an explanation on the Written Notice if the LEA is declining to address a parent concern within the IEP and the reasons why the LEA is declining to address the issue within the IEP (34 C.F.R. § 300.324(a)(1)(ii)). If the parent provides a separate document of their concerns and/or input for enhancing the education of their child, then attach it to the IEP and indicate in writing how each of the parent’s concerns/input has been addressed.

Chapter 7:Least Restrictive Envrionment (LRE) Section 2. LRE & Continuum of Alternative Placements

A. Alternative Placement Considerations

The continuum of alternative placements includes instruction in general education classes, special education classes, special schools, home instruction, and instruction in hospitals and institutions. In determining appropriate settings and services for a student with a disability, the IEP team considers the student’s needs and the continuum of alternative placements, including supplementary aids and services available to meet those needs. Regardless of placement, the student will be given appropriate access to the general education curriculum, as determined by the IEP team.

LRE decisions are always made individually for each student and based on the student’s unique, disability-related needs. Placement decisions are never based solely on the student’s category of disability. The student’s IEP is developed before the determination of the placement of services and settings. The services and settings needed for each student with a disability must be based on the student’s IEP and unique needs that result from their disability, not on the student’s category of disability. The IEP team must make placement decisions in conformity with the LRE provisions from IDEA 34 C.F.R. §§ 300.114 through 300.118:

1. Age-Appropriate Peers

2. School of Attendance

3. Harmful Effects

4. Accommodations and/or Adaptions

5. Participation in Nonacademic and Extracurricular Services and Activities

6. Each LEA must ensure that a continuum of alternative placements is available to meet the unique needs of students with disabilities for special education and related services.

7. Students with significant cognitive and adaptive behavior delays, participating in the state-wide OAAP aligned with the alternate academic achievement standards, working toward earning an alternate diploma

8. Alternate Diploma

**Please refer to OSDE-SES P&P 2024 pages 257 - 259 for more information on each of the above-listed items.

The Deer Creek Behavior Matrix is intended to outline roles and responsibilities of individuals/teams at the site and district level with regards to the use of behavioral systems and supports across the district.

Deer Creek Hosted Trainings

The link for Deer Creek Special Services led trainings can be found here. Location of the trainings will be updated as we get closer to the training date.

November 22nd - All Sped Slide Deck - It can also be found in the Special Servies drive using the following pathway: Special Services>Professiona Development>District PD>24-25.

• December 4th * New Grading and Report Cards
• Training focus: Deer Creek Grading and Report Card resources
• Session 1: 2:30 - 3:30 - meet.google.com/ybk-gxck-zzx or
• Session 2: 3:30 - 4:30 - meet.google.com/rcr-avqx-vff

** All are welcome to attend, however all Mod-Cog, Mod-behavior, and Severe Profound teachers should attend.

• December 11th 1:00- 2:00 - RBT monthly meeting
• Training focus: ABA
• Location: South Conference Room
• January 6th 9:00- 11:00 - SC25-03 Required Training
• Location: PAAC Conference rooms

**This is a required training for all sped teachers, SLPS, Motor team members, School Psychologists, and Special Service Coordinators.

OSDE and Partner Provided Trainings and Resources

NEW - Early Career Special Education Teacher support

OSDE-SES is pleased to announce it's partnership with the Council for Exceptional Children (CEC) in providing support to early-career special education teachers. An early career teacher is defined as having less than 5 years of experience in a special education teacher role. Special education long-term subs may also participate in this program. Registration is limited. As soon as registration opens, more information will be provided to those who express interest (email Dr. Blankenship if you would like to participate).

• Supports include a 1-year membership to CEC, including access to CEC Learning Lab, member discounts, reliable resources, and peer support.
• Nine on-demand asynchronous learning modules
• Live check-ins with a content specialist
• High Leverage Practices Book with a 4-session book study

Autism Handbook

OSDE-SES is pleased to announce the release of the new Oklahoma Autism Handbook. It was created in partnership with the Oklahoma Autism Center and with the input of multiple stakeholders. This office is grateful for the work that went into this resource and extends a huge thank you to the staff at the Oklahoma Autism Center.

This handbook orients the reader to important topics related to educating children with autism and provides current information about autism. Information is intended for use by educators, families, students, and community providers. This handbook was developed to provide guidance regarding identification, interventions, and the provision of special education services for students with autism. It is not intended to be a comprehensive resource on all aspects of autism, since every child with autism is different, and therefore ways of supporting their classroom experience will be highly individualized. This handbook is a guide and is not intended to replace any existing regulation or policy.

Dyslexia and Dysgraphia Handbook

Due to the changes with the Strong Readers Act, the Dyslexia and Dysgraphia Handbook has been updated to best reflect these changes. Please see the updated handbook and the supportive chart that indicates the change locations.

For more information, please reach out to Alexa Hudak.

Alternate Diploma Collaborative + Open Q & A Meetings

Mark your calendar and save the dates for the 2024-2025 Alternate Diploma Collaborative (ADC) virtual meetings! Meetings will resume quarterly via Teams this year. Several Open Q & A sessions will be offered to meet district needs between the quarterly sessions. Please share the ADC meeting dates with staff who need to know, learn about, and keep up-to-date about all things “alternate diploma” and 18-22 extended transition programs or services!!! Those who need to know include secondary administrators, special education directors and teachers, school counselors, career advisors, and anyone who is a stakeholder in secondary transition for students who participate in the Oklahoma Alternate Assessment Program (OAAP) aligned with alternate achievement standards (Essential Elements). Join via this Teams link for all ADC meetings and Open Q & A Sessions for this school year! No registration is required, just click the link to join.

All sessions will be from 3:00PM - 4:00PM

• ADC – November 21, 2024 (3rd Thurs.)

  • Open Q & A – December 19, 2024 (3rd Thurs.)

  • Open Q & A – January 16, 2025 (3rd Thurs.)

• ADC – February 20, 2025 (3rd Thurs.)

  • Open Q & A – March 20, 2025

• ADC – April 17, 2025 (3rd Thurs.)

  • Open Q & A – May 15, 2025

Microsoft Teams Need help?

Join the meeting now

Meeting ID: 252 040 567 180

Passcode: W4xdRc

OSDE Connect Trainings

• Early Childhood Outcomes (ECO) -Questions about completing Early Childhood Outcomes? Participants in this course will gain an understanding of the Early Childhood Outcomes process and how outcome data collection supports early special education programs in meeting the needs of students. This course covers ECO basics such as collecting ECO data, determining ratings, and accessing additional resources. Enroll here!
• Dyslexia and Dysgraphia Awareness 2024-2025 - The OSDE has developed a module that meets the requirements listed in state statute. The Dyslexia Awareness course can be accessed on OSDEConnect. The course contains “required” components to receive a certificate of completion, but there are several additional sections that are optional, if you or any of your staff want a deeper dive or just to save for resources later.