Student Success Programs
Online School for Special Education
Identification of English Language Learners (ELL) Coordinator
As part of the enrollment process all parents provide home language survey answers to indicate if a child speaks another language or first learned another language to determine if the student needs to receive English language services and supports.
Identification of Section 504 Coordinator
Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met.
Identification of Homeless Coordinator
Insight School of Oklahoma (ISOK) provides McKinney-Vento/homeless assistance and support for eligible families as defined below:
(A) Means individuals who lack a fixed, regular, and adequate nighttime residence...; and
- children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement;
- children and youths who have a primary night time residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings;
- children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and
- Migratory children who qualify as homeless for the purposes of this subtitle because the children are living in circumstances described in clauses (i) through (iii).
Children and youth are considered homeless if they fit both part A and any one of the subparts of part B of the definition above.
Identification of Foster Care Coordinator
Under the requirements of the federal Every Student Succeeds Act (ESSA) shall identify all students in foster care, have a foster care plan developed, and collaborate with the Child Welfare Agency and Tribal Child Welfare Agencies (CWA) to implement the Title I educational stability provisions.
Identification of American with Disabilities (ADA) Compliance Act Coordinator/Special Programs Manager
Request for Parent/Guardian Interpreter Services or Disability Accommodations
Professional interpreter services may be requested at any time for parents/guardians of students with disabilities by contacting Katherine Young at firstname.lastname@example.org.
Additionally, if any parent/guardian has a disability or other limitation that would impact their ability to participate fully in their child's educational planning process, ISOK would be happy to discuss accommodations that may be available in order to maximize the parent/guardian's participation. Individuals seeking to discuss accommodations for this reason may contact Tina Crow at email@example.com.
In accordance with the Individuals with Disabilities Education Act (IDEA) requirement that all educational agencies provide parents of students with disabilities notice containing a full explanation of the procedural safeguards available under the IDEA and U.S. Department of Education regulations, please review the Procedural Safeguards Notice.
Annual Public Notice of Special Services & Programs
In accordance with federal and state regulations, ISOK will provide an annual public notice to families informing them of ISOK's child find responsibilities, procedures involved in the identification of educational disabilities and determination of students' service and support needs.
All public schools are mandated by the Individuals with Disabilities Education Act of 2004 (IDEA) to identify, locate, and evaluate students who may demonstrate disabilities through the Child Find process. The intent of Child Find is that all children with disabilities, ages 3–21, are located, identified, and evaluated in order to receive needed supports and services.
As public School, Insight School of Oklahoma provides a Free Appropriate Public Education to children ages 3–21, including those children who qualify for special education services unless the parent refuses special education services. In order for a child to receive intervention or special education services, an evaluation must be conducted to confirm the presence of a delay or disability.
ISOK provides specialized programming through specially trained teachers to provide education-related services for children with disabilities. Supports are provided in the Least Restrictive Environment (LRE) and range from mild and moderate to significantly more involved supports for each of the following disabilities as defined by the State of Oklahoma:
Hearing Impairment, Including Deafness
Other Health Impairments
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment Including Blindness
If through Child Find activities, a child is identified as possibly having a disability and needing special education services, ISOK will seek parent consent to evaluate the child. All such evaluations will be conducted in compliance with applicable federal and state law and regulations. Parents must report that their child has an Individualized Education Plan (IEP) during the enrollment process. Please contact ISOK Special Services to report students who may be in need these specialized educational and/or related services.
ISOK cannot proceed with an evaluation, or with the initial provision of special education and related services, without the written consent of a student's parents/legal guardians. For additional information related to consent, please refer to the Procedural Safeguards Notice. Once written parental/guardian consent is obtained, ISOK will proceed with the evaluation process. If the parent disagrees with the evaluation results, the parent can request an independent education evaluation at public expense.
Special Education (IEP) or Service Agreements (504 Plans)
Once the evaluation process is completed, a team of qualified school personnel, parents/guardians, and other relevant service providers hold an evaluation determination meeting to come to agreement on whether the student meets eligibility for one of the disability categories under IDEA (Click here for information related to eligibility criteria associated with the disability categories defined under IDE+D21A). If the student is eligible and requires specially designed instruction, an Individualized Education Plan (IEP) will be coordinated; during which the IEP team will review and finalize the proposed details of an appropriate educational program to meet the student's documented needs.
For students confirmed to present with special education needs, once the IEP team agrees on the IEP and the student's educational placement, a Prior Written Notice (PWN) will sent to the parent/guardian for signature. This must be signed and returned to ISOK. ISOKcan only proceed with implementing the student's IEP (or 504 Plan) upon receipt of the signed PWN. Some students are found to present with one or more disability, but do not meet the eligibility criteria outlined under IDEA (special education); however, their disability may still require ISOK to develop a 504 Service Agreement (504 Plan) to outline the special provisions a student may require for adaptations and/or accommodations in school-based instruction, facilities, and/or activities.
Students may be eligible to certain accommodations or services if they have a mental or physical disability that substantially limits or prohibits participation in or access to an aspect of the school program and otherwise qualify under the applicable laws. ISOK will ensure that qualified students with disabilities have equal opportunity to participate in the school program and activities to the maximum extent appropriate for each individual student. In compliance with applicable state and federal laws, ISOK will provide students with disabilities the necessary educational services and supports they require to access and benefit from their educational program. This is to be done without discrimination or out of pocket cost to the student or family for the essential supplementary aids, services or accommodations determined to provide equal opportunity to participate in and obtain the benefits of the school program and extracurricular activities to the maximum extent appropriate to the student's abilities and to the extent required by the laws. Find more information related to Section 504 of the Rehabilitation Active of 1973 here.
Parents/Guardians have the right to revoke consent for services after initial placement. Please note, a revocation of consent removes the student from ALL special services and supports outlined on the IEP or 504 Plan. View more here.
Privacy and Confidentiality
To maintain privacy of students' special education records, both within its central office and across school systems and databases, ISOK follows protocols consistent with the federal regulations associated with the Family Educational Rights and Privacy Act (FERPA). Insight School of Oklahoma may disclose personally identifiable information from a student's education record as instructed by the Family Educational Rights and Privacy Act (FERPA). Visit the U.S. Department of Education website for an inclusive list of FERPA rights.
Notice of these rights is available, upon request, on audiotape, in Braille, and in languages other than English. Should you need further assistance or information regarding any of these accommodations, please contact Danielle Shaw at firstname.lastname@example.org or any member of your child's ISOK team for guidance.
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Special Education Grievances or Disputes
ISOK recognizes that despite best intentions of all parties, disagreements or miscommunications may arise between the school-based team and ISOK families or students. Should this situation occur, the ISOK special education case manager will initiate an IEP team discussion where the specific details contributing to any educational concern are fully discussed and addressed as the entire team determines would consider most appropriate for the student. Collaboration is a primary focus for this type of meeting, and the ISOK Special Education Team seeks to establish and maintain the confidence of its families to always serve its students in order to maximize their educational success.
Dispute Resolution Options
IEP Facilitation – IEP facilitation is a voluntary process that can be utilized when all parties to an IEP meeting agree that the presence of a neutral third party would help facilitate communication and the successful drafting of the student's IEP. This process is not necessary for most IEP meetings. Rather, it is most often utilized when there is a sense from any of the participants that the issues at the IEP meeting are creating an impasse or acrimonious climate.
Mediation – A voluntary process in which both parties seek to resolve the issues involved in the concern with an unbiased, third party mediator from the OKSDE. The mediator who will write up the details of the agreement that the parties come to through the mediation conference, the agreement is signed by both parties, and thus what the document states is mandated to be implemented; This process is overall less time-consuming, less stressful, and less expensive to complete than a due process hearing (see below)
Formal Due Process
Families are NOT obligated to pursue the above alternatives to due process should they feel their concerns can only be resolved through a formal due process hearing. If a formal complaint against ISOK is submitted to the OKSDE at Oklahoma State Department of Education, 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.