WE ARE STANDARD-BASED

The OATECA System is based on standards in the Dynamic Learning Maps Alternate Assessment Essential Elements. 
The DLM Alternate Assessment Essential Elements are specific statements of knowledge and skills linked to the grade-level expectations identified in the Common Core State Standards. The purpose of the DLM Alternate Assessment Essential Elements is to build a bridge from the content in the Common Core State Standards to academic expectations for students with the most significant cognitive disabilities.

Standard-based education is a style of education that measures students' proficiency based on a set of standards, written descriptions of what students are expected to know and be able to do, that determine mastery.​

WE ARE YOUR ADVOCATE

The Supreme Court ruled that in order "To meet its substantive obligation under the IDEA, a school must offer an IEP reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances” 
(Endrew F. v. Douglas County School District, 2017, p. 15)

OATECA can be your District’s vehicle for demonstrating adequate progress for your students with the most significant disabilities.

WE VALUE...

You don't know what you don't know
The OATECA System assesses and identifies holes in three functional skill areas; Academic Skills, Self Help Skills, and ​Job Training Skills.​
Prescriptive Teaching
The OATECA System empowers educators with goals & objectives, and equips them with activities & manipulatives to fill identified holes.​
From Opinion to Fact
The OATECA System collects assessment data and generates reports to demonstrate adequate progress.​
Differentiated Skills
Every activity we designed in the OATECA System has a specific goal with learning objectives. The latter guides the measure of progress as the individual with severe disabilities moves through the objectives.​​

WE WILL WALK WITH YOU...

With a guided implementation, we will walk with you in establishing expectations for your district/schools through the nine phases.​​​

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For 10 years, I taught the K-5th grade self-contained classroom in our district. I was so frustrated with the lack of educational materials that were available for my students. Standardized tests weren’t accurate and grade-level curriculum wasn’t appropriate, so I couldn’t necessarily create a snapshot of a student’s true abilities. As the teacher, I was constantly required to “invent” my own curriculum and it was daunting!

When I moved out of the classroom into a leadership role in special education, I was ecstatic when I learned about OATECA. Over the last several years, we have been able to purchase functional skills kits for three of our classrooms for students with significant cognitive disabilities. The functional assessment and curriculum provided by OATECA was transformative for the teachers as they began to see practical and meaningful ways to evaluate and educate their students. Now this curriculum drives IEP goal writing, lesson planning and daily classroom instruction.  My teachers have all embraced this assessment and curriculum and it has changed their classrooms for the better!

Carrie S

Director
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Sand Springs Public Schools

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​I am so excited about the data information that I have already been able to collect for each of my students.  I can’t wait to share this information with parents at our Parent/Teacher meetings.

​Serentity J

Teacher
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​El Reno Public Schools

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OATECA provides continuity across our multi-handicap and severe programs. When used from early childhood to post secondary, there is ample data to show a true picture of what that child is capable of, and show growth, even if it is marginal.

Abbye R

Administrator
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Pryor Public Schools

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I really love the ease and straightforwardness of this program. The expectations are clearly stated and provide a structure for assessing and implementing guidelines in the classroom. The goals and objectives are written in a way that sets the student up for great scaffolding of skills.

Lyna E

Teacher 
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Mid-Del Public Schools

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We are so excited to have the ability to find out exactly where our students are, to have the exact goals/objectives written for what they need, and then to be able to work towards those goals and easily track their progress!

Celeste Drost

Special Educator
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Deer Creek Public Schools

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82 Academic Skills

Focus on academic skills covering multiple levels of reading, math and writing abilities.

48 Self Help Skills

Focus on basic skills that increase the ability for learners to become proficient at taking care of their own everyday needs.

33 Job Training Skills

Focuses on job readiness skills required to successfully work, live and independently succeed in the future.
Oklahoma Assistive Technology and Educational Consulting Associates, Inc.
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