CLASSROOM IN-A-BOX
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With a combined experience in education of almost 60 years, both Sheryl and Tiffany developed the OATECA System to support the learning and development of individuals with severe disabilities.
From comprehensive assessments to systematic data collection, the system provides the tools and scope-&-sequence necessary for progressive mastery of over 160 functional skills. |
The OATECA System
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Our system addresses 163 skills within 3 functional skill areas with assessment and curriculum activities aimed to empower every special educator with the tools needed to:
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You don't know what you don't know
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The OATECA Assessment helps educators to comprehensively and purposefully identify holes and plan interventions.
The three functional skill areas that the OATECA System covers are: The image shows the worksheet and manipulatives available for the assessment of the cognitive skill for creating a pattern (ie. one of 82 cognitive skills). |
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No more making your own teaching tools
From opinion to fact
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The data collected by the OATECA system as students work through the various skills will provide the needed insights to show progress towards mastery.
Educators will be empowered with information that can positively change the conversations with parents and caregivers about the individual with significant cognitive disabilities. |
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From the classroom and into the world
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At OATECA, we believe that every individual matters and every progress counts. Teaching functional reading in order to promote safety and job readiness is our goal.
We strive to promote maximum independence and success in individuals with significant cognitive disabilities. Together, we want to support students in their journey from the classroom into the world. |
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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!
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 / 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 / El Reno Public Schools
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I love the entire program. It gives teachers a complete layout of what a student’s needs are and where their learning needs to begin.
Patti O
Director / Ardmore 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 / 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 / Deer Creek Public Schools
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82 Cognitive SkillsFocus on academic skills covering multiple levels of reading, math and writing abilities.
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48 Self Help SkillsFocus on basic skills that increase the ability for students to become proficient at taking care of their own everyday needs.
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33 Job Training SkillsFocus on basic daily living abilities to the skills required to successfully work, live and independently succeed in the future.
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