|Federal Programs Contacts||School District Reporting Site||List of Programs||Glossary of Terms|
|Federal Programs Complaint Procedures||Charter School Policy||Federal Programs Claims||School Support/School Improvement|
|Private School Services||Highly Qualified||Federal Programs Training Tutorials||Federal Programs Webinar Schedules|
|Period of Availability of Federal Funds (pdf)||Committee of Practitioners||Consolidated State Performance Report||Elementary and Secondary Education Act|
|Central Contractor Registration system (CCR), System for Award Management (SAM) and DUNS numbers||U.S. Department of Education|
|Vision 2020 Federal Programs Presentations||FY14 Grants Management System Consolidated Application Walkthrough|
|OSDE Clarification of Sequester Impact Memo (pdf)||USDE Clarification of Sequester Impact Memo (outside link)|
|Sequestration and Education in Oklahoma ppt | pdf||Sequestration Flow Chart (pdf)|
|Sequestration Frequently Asked Questions|
|2013-2015 Consolidated Monitoring Schedule (xls)||FY14 Consolidated Monitoring Tool (doc)|
|Consolidated Monitoring Site Memo (doc)||Consolidated Monitoring Desk Memo (doc)|
|Consolidated Federal Program Review Plan (doc)||Consolidated Monitoring Training Document (ppt)|
|Consolidated Monitoring District Assignments (xls)||Federal Programs Monitoring Resource Toolkit pdf | doc|
|FY14 Consolidated Monitoring Webinar FAQs (pdf)|
|Time and Effort Information|
|Time and Effort Flexibility Letter (pdf)||Time and Effort Enclosure A (doc)|
|Time and Effort Enclosure B (doc)||Time and Effort Enclosure C (doc)|
|Title I, Part A||Title I, Part B||Title I, Part C||Title I, Part D|
|Title I Awards Program||Title II, Part A||Title II, Part B||Title III|
|Title VI, Part A, Subpart 2||Title VI, Part B||Title X, Part C||Child Nutrition|
|No Child Left Behind Blue Ribbon Schools||Videoconference Network|
In support of the Oklahoma State Department of Education’s newly established vision embracing C3 – College, Career, and Citizenship Ready, the office of Federal Programs will engage in consistent collaboration with all local education agencies that are sub recipients of Federal Grant Program funds. This office will develop and maintain congenial and collegial relationships with all stakeholders by providing the highest quality technical assistance when guiding schools in their efforts to apply ‘best-practices’ in both fiscal and programmatic matters. This office will maintain communication efforts not only in the program planning stage, but the implementation stage as well.
Ramona Coats, M.Ed., Assistant State Superintendent, Federal Programs
Gloria Bayouth, Ed.D., Executive Director, Titles I, II, III, VI and X
Melissa D. McGavock, Director, Bilingual/Migrant Education
Joanie Hildenbrand, Executive Director, Child Nutrition
Title I, Part A – Improving the Academic Achievement of the Disadvantaged
The purpose of this title is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.
Title I, Part B – Even Start Family Literacy Program
Even Start offers promise for helping break the intergenerational cycle of poverty and low literacy in the Nation by combining early childhood education, adult literacy, parenting education, and interactive parent and child literacy activities into a unified family literacy program. Even Start supports integrated family literacy services for parents and children, birth through age seven, and has three interrelated goals: to help parents improve their literacy or basic educational skills; to help parents become full partners in educating their children; and to assist children in reaching their full potential as learners.
Title I, Part C - Migrant Education
The Migrant Education Program works to ensure that migrant students (aged 3 to 21) fully benefit from the same free public education (pre-K – 12) provided to other students. This program offers services to help reduce the educational disruptions and other problems that result from repeated moves.
Title I, Part D – Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent or At-Risk
The purpose of this title is to ensure that children and youth in local correctional facilities are participating in an education program that is comparable to the one the LEA operates in the school that such children and youth would otherwise attend.
Title I Recognition and Awards Program: Academic Achievement and Distinguished Schools Awards
The purpose of this program is to recognize and honor those Title I elementary and secondary schools that exceed adequate yearly progress two or more consecutive years, or make the greatest gains in closing the achievement gap between student groups and to identify Title I schools as models of best practices for schools of similar demographics identified for school improvement.
Title II, Part A – Improving Teacher and Principal Quality
The purpose of this title is to increase academic achievement of all students by helping schools and districts improve teacher and principal quality and ensure that all teachers are highly qualified. The program focuses on using practices grounded in scientifically-based research to prepare, train, and recruit high-quality teachers.
Title II, Part B – Mathematics and Science Partnerships (MSP)
The purpose of this title is to improve academic achievement of students in the areas of mathematics and science through programs that:
Title III – Bilingual Education
The purpose of this title is to ensure that limited English proficient (LEP) students and immigrant children and youth meet the same challenging state academic content and student academic achievement standards as all other children.
Title VI, Part A, Subpart 2 - Funding Transferability
The Funding Transferability option allows eligible districts the choice of transferring up to 50% of their grant awards under certain NCLB programs for use in supporting the purposes of another NCLB program in order to improve student academic achievement.
Title VI, Part B - Rural Education Achievement Program
The Rural Education Achievement Program (REAP) is designed to assist rural districts in using federal resources more effectively to improve the quality of instruction and student academic achievement. It consists of two separate programs – The Small, Rural School Achievement (SRSA) program and the Rural and Low-Income Schools (RLIS) program. The SRSA program provides eligible districts with greater flexibility in using the formula grant funds they receive under certain state-administered federal programs (REAP-Flex). It also authorizes formula direct grant awards to these districts. The RLIS program authorizes formula grant award to states to make subgrants to eligible districts. Districts may use RLIS funds to support a broad array of local activities that support student achievement.
Title X, Part C - McKinney-Vento Homeless Education Assistance Program
The McKinney-Vento program is designed to address the problems that homeless children and youth have faced in enrolling, attending, and succeeding in school. Under this program, State educational agencies must ensure that each homeless child and youth has access to the same free, appropriate public education, including a public preschool education, as other children. Homeless children and youth should have access to the same challenging student academic achievement standards to which all students are held.
Child Nutrition encompasses seven separate programs:
National School Lunch Program: The objectives of this program are to make available to all students enrolled in schools and institutions a meal during a period designated as the lunch period; to provide nutritionally adequate meals that are acceptable to students, thus reducing plate waste; to provide assistance to participants to ensure that minimum meal requirements are met; and to ensure that all programs are accountable.
National School Breakfast Program: This program allows school districts and residential child care institutions to receive reimbursement for breakfasts served to enrolled students at predetermined rates established for free, reduced-price, or full-price meals each fiscal year.
After School Snack Program: The Child Nutrition Reauthorization Act of 1998 [Sections 107 and 108 of Public Law 105-336] authorizes reimbursement for snacks served to children through the age of 18 and to individuals, regardless of age, who are determined by the State Department of Education to be mentally or physically disabled who participate in programs organized to provide after-school care.
Summer Food Service Program: This program was created to ensure that children in low-income areas can continue to receive nutritious meals during long school vacations, when they do not have access to school lunch or breakfast.
Nutrition Education and Training Program (NET): The goals of the NET program are to:
Special Milk Program: This program provides reimbursement for milk to school districts which have split-session kindergarten and pre-primary students who do not have access to the National School Lunch and/or School Breakfast Programs.
Child and Adult Care Food Program: This program provides either cash reimbursement or donation of commodities from the United States Department of Agriculture to eligible organizations including child care centers, adult day care centers, Head Start programs and family day care homes.
No Child Left Behind Blue Ribbon Schools
The Blue Ribbon Awards honor public and private K – 12 schools that are either academically superior in their states or that demonstrate dramatic gains in student achievement.
The Videoconference Network provides two-way audio and video communication among 10 sites across the state. The system is useful for professional development and technical assistance for teachers, principals, superintendents, and other school employees. This technology reduces costly travel expenses and permits more efficient use of time bringing cost savings to Oklahoma schools.
On May 29, 2012, the Central Contractor Registration system (CCR) went away. CCR was migrated into the new System for Award Management (SAM).
When it is time to renew your current CCR registration, you will do it in SAM. You will go to www.SAM.gov, create a simple SAM user account, and follow the online instructions to validate and update your information. We recommend that you visit the website and access your information to verify that your resgistration is valid.
If you have questions or would like more information, please go to www.fsd.gov or call (866)606-8220.
Academic Performance Index (API) - A numeric score that measures school site and district performance based on a variety of educational indicators. The API score range is 0 - 1500.
Accountability System - Each state sets academic standards for what every child should know and learn. Student academic achievement is measured for every child, every year. The results of these annual tests are reported to the public.
Achievement Gap - The difference between how well low-income and minority children perform on standardized tests as compared with their peers.
Adequate Yearly Progress (AYP) - The minimum level of improvement that states, school districts and school sites must achieve each year. The performance indicators used to determine AYP include: state mathematics test results, state reading/language arts test results, student participation in state testing programs, student attendance (elementary and middle/junior high schools), and graduation rate (high schools and K-12 districts).
Alternative Certification - Most teachers are required to have both a college degree in education and a state certification before they can enter the classroom. No Child Left Behind encourages states to offer other methods of qualification that allow talented individuals to teach subjects they know.
Assessment - Another word for "test." Under No Child Left Behind, tests are aligned with academic standards. Schools must administer tests in each of three grade spans: 3rd - 5th, 6th - 9th, and 10th - 12th. Tests must be administered every year in grades 3 through 8 in reading and mathematics.
Baseline or Starting Point - Each state used data from the 2001-2002 school year to establish a starting point for measuring the percentage of students meeting or exceeding the state's proficient level of academic achievement on the state assessments.
Core Academic Subjects - English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography.
Corrective Action - When a school or school district does not make adequate yearly progress, the state will place it under a "Corrective Action Plan." The plan will include resources to improve teaching, administration, or curriculum. If a school continued to be identified as in need of improvement, then the state has increased authority to make any necessary, additional changes to ensure improvement.
Disaggregated Data - "Disaggregate" means to separate a whole into its parts. In education, this term means that test results are sorted into groups of students who are economically disadvantaged, racial and ethnic minority groups, have disabilities, or have limited English fluency. This practice allows parents and teachers to see more than just the average score for their child's school. Instead, parents and teachers can see how each student group is performing.
Elementary and Secondary Education Act (ESEA) - ESEA, which was first enacted in 1965, is the principal federal law affecting K-12 education. The No Child Left Behind Act is the most recent reauthorization of the ESEA.
Flexibility - Refers to a new way of funding public education. The No Child Left Behind Act gives states and school districts unprecedented authority in the use of federal education dollars in exchange for strong accountability and results.
Full Academic Year - Continuous enrollment for two full units of instruction, not to exceed a calendar year. Continuous enrollment is interrupted only by suspension or other school action of longer than ten consecutive days, or withdrawal from school.
HOUSSE - High Objective Uniform State Standard of Evaluation, as it relates to the requirements of a highly qualified teacher.
Local Educational Agency (LEA) - A public board of education or other public authority within a state which maintains administrative control of public elementary or secondary schools in a city, county, township, school district or other political subdivision of a state.
National Assessment of Educational Progress (NAEP) - An independent benchmark, NAEP is the only nationally representative and continuing assessment of what American students know and can do in various subject areas. Since 1969, the National Center for Education Statistics has conducted NAEP assessments in reading, mathematics, science, writing, US history, geography, civics and the arts.
Oklahoma School Testing Program (OSTP) - Includes all regular special education alternate statewide assessments, grade 3 through high school, evaluating student progress on PASS.
Paraprofessional - An individual with instructional duties who is not acting in the role of teacher. Individuals who work solely in non-instructional roles, such as food service, cafeteria or playground supervision, personal care services and noninstructional computer assistance are not considered to be paraprofessional.
Performance Level - The Oklahoma School Testing Program (OSTP) reports student achievement on the state assessments in four performance levels: advanced, satisfactory, limited knowledge and unsatisfactory.
Priority Academic Student Skills (PASS) - The state academic content standards identified at each grade level and for each content area.
Proficiency - The ability to perform at grade level.
Public School Choice - Students in schools identified as in need of improvement will have the option to transfer to better public schools in their districts. The school districts will be required to provide transportation to the students. Priority is given to low-income students.
Safe Harbor - The safe harbor provision: if in any particular year, a student subgroup does not meet or exceed the annual performance target in mathematics and/or reading, the school/LEA will be considered to have made AYP, if:
• The percentage of tested students in that subgroup below the satisfactory performance level decreases by 10 percent; and
• The students in the subgroup meet or exceed the state standard or make progress on one or more of the academic indicators.
School Improvement Plan - Each LEA shall, not later than three (3) months after being identified as needs improvement, develop or revise a LEA plan, in consultation with parents, school staff, and others. Such plan shall:
1. incorporate strategies based on scientifically-based research that will strengthen the core academic subjects in the school and address the specific academic issues that caused the school to be identified for school improvement;
2. adopt policies and practices concerning the school's core academic subjects that have the greatest likelihood of ensuring all groups of students enrolled in the school will meet the state's proficient level of achievement on the state academic assessments; and
3. provide an assurance the school will spend not less than ten (10) percent of the funds made available to the school for each fiscal year the school is in school improvement status, for the purpose of providing to the school's teachers and principal high-quality professional development that:
a. directly addresses the academic achievement problem that caused the school to be identified for school improvement;
b. meets the requirements for professional development activities; and
c. is provided in a manner that affords increased opportunity for participating in that professional development.
4. specify how the funds described in number three (3) will be used to remove the school from school improvement status;
5.establish specific annual, measurable objectives for continuous and substantial progress by each group of students enrolled in the school that will ensure all such groups of students will, in accordance with adequate yearly progress, meet the state's proficient level of achievement on state academic assessments;
6. describe how the school will provide written notice about the identification to parents of each student enrolled in school, in a format and, to the extent practicable, in a language that the parents can understand;
7. specify the responsibilities of the school, the LEA, and the SEA serving the school under the plan, including the technical assistance to be provided by the LEA;
8. include strategies to promote effective parental involvement in the school;
9. incorporate as appropriate, activities before and after school, during the summer, and during any extension of the school year; and
10. incorporate a teacher mentoring program.
Schoolwide Title I School - Schoolwide programs use Title I money to support comprehensive school improvement efforts and help all students, particularly low-achieving and at-risk students, meet state standards at particular schools. To qualify as a Title I schoolwide program, at least 40 percent of a school's students must be considered low-income. Schoolwide programs have more flexibility than targeted assistance programs when using Title I funds.
Scientifically-Based Research - Research that involves the application of rigorous, systematic and objective procedures to obtain reliable and valid knowledge relevant to educational activities and programs; and includes research that -
a. Employs systematic, empirical methods that draw on observation or equipment;
b. Involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;
c. Relies on measurements of observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across studies by the same or different investigators;
d. Is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs, or activities are assigned to different conditions and with appropriate controls to evaluate the effects of the conditions of interest, with a preference for random-assignment experiments, or other designs to the extent that those designs contain with-condition or across-condition controls;
e. Ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or, at a minimum, offer the opportunity to build systematically on their findings; and
f. Has been accepted by a peer reviewed journal or approved by a panel of independent experts through a comparable rigorous, objective, and scientific review.
State Educational Agency (SEA) - The agency primarily responsible for the state supervision of public elementary and secondary schools.
Supplemental Services - Students from low-income families who are attending schools that have been identified as in need of improvement for two years will be eligible to receive outside tutoring or academic assistance. Parents can choose the appropriate services for their child from a list of approved aproviders. The school district will purchase the services.
Targeted Assistance Title I School - Targeted assistance programs operate at schools not eligible for, or those choosing not to run, a schoolwide Title I program. Using Title I money, they provide services only to eligible children identified as having the greatest educational need.
Teacher Quality - To ensure that every classroom has a highly qualified teacher, states and districts around the country are using innovative programs to address immediate and long-term needs, including alternative recruitment strategies, new approaches to professional development, financial incentive programs, and partnerships with local universities.
Title I - The first section of the ESEA, Title I refers to programs aimed at America's most disadvantaged students. Title I, Part A provides assistance to improve the teaching and learning of children in high-poverty schools to enable those children to meet challenging state academic content and performance standards.
Transferability - Allows states and LEAs to transfer a portion of the funds they receive under certain Federal programs to other Federal programs that most effectively address their unique needs.
(a) Purpose: Federal Programs regulations (34CFR Part 299, Subpart F S299.10-12) pertaining to programs under the reauthorized Elementary and Secondary Education Act (ESEA) require the State Education Agency (SEA) to adopt written procedures, consistent with State law for:
(1) Receiving and resolving any complaint from an organization or individual that the SEA or an agency or consortium of agencies is violating a Federal statute or regulations that apply to a covered program listed in subsection (b) of this section.
(2) Reviewing an appeal from a decision of an agency or consortium of agencies with respect to a complaint; and
(3) Conducting an independent on-site investigation of a complaint if the SEA determines that an on-site investigation is necessary.
(b) Covered Programs: Programs covered by this section are the following:
(1) Part A of Title I (Improving Basic Programs Operated by LEAs)
(2) Subpart I of Part B of Title I (Reading First)
(3) Subpart 3 of Part B of Title I (Even Start Family Literacy Programs)
(4) Part C of Title I (Migrant Education)
(5) Part D of Title I (Neglected and Delinquent)
(6) Part F of Title I (Comprehensive School Reform)
(7) Part A of Title II (Teacher and Principal Training and Recruiting fund)
(8) Part B of Title II (Math and Science Partnerships)
(9) Part D of Title II (Enhancing Education Through Technology)
(10) Part A of Title III (English Language Acquisition, Language Enhancement and Academic Achievement)
(11) Part A of Title IV (Safe and Drug Free Schools and Communities)
(12) Part B of Title IV (21st Century Community Learning Centers)
(13) Part A of Title V (Innovative Programs)
(14) Subpart I of Part B of Title VI (Small, Rural School Achievement Program)
(15) Subpart 2 of Part B of Title VI (Rural and Low-Income School Program)
(c) Complaint Procedures at the Local Education Agency (LEA) Level:
(1) All complaints concerning an LEA should be filed with the appropriate LEA or with the General Counsel of the State Department of Education. Within thirty (30) days of receipt of a complaint, the applicant agency shall conduct an investigation of the allegation and resolve the complaint. Subsequent to the investigation and resolution, a written decision shall be filed with the General Counsel of the State Department of Education and the complainant.
(2) A complaint may be filed by parents, teachers, or other concerned individuals or by an organization in relationship to the program. An LEA is required to review all complaints made concerning a covered program if:
(A) the complaint is in written form and alleges that Federal program requirements have been violated;
(B) the complaint is signed;
(C) the complaint includes the facts on which the statement is based and the specific program requirement alleged to have been violated; and
(D) the complaint includes information supporting the allegation along with the allegation.
(d) Complaint Procedures at the State Education Agency (SEA) Level:
(1) Within thirty (30) days of receipt of a decision, the SEA shall review the investigation and decision and make the LEA aware if further steps are to be taken by the LEA or the SEA. A complainant who is dissatisfied with the decision of the LEA may file an appeal with the SEA. A request for an appeal must be submitted in writing to the General Counsel of the State Department of Education within thirty (30) days of resolution of the complaint by the LEA.
(2) Upon receipt of an appeal, the SEA will request from the LEA a copy of the original complaint and evidence found during the investigation by the LEA. Upon receipt of evidence of supplied by the complainant and the LEA, the SEA will either make a disposition from submitted documentation or conduct an independent, on-site investigation of the complaint if deemed warranted.
(3) Resolution of the complaint shall be made by the SEA within forty-five (45) days of receipt of an appeal. A request for an extension of this time limit may be submitted by the LEA or the complainant. An extension of this time limit will be made only if exceptional circumstances exist with respect to a particular complaint.
(4) Within ten (10) days of completion of the appeal review process by the SEA, a written decision will be provided to the person, persons, or organization making the complaint and to the LEA to which the complaint was filed.
(5) A complaint against an LEA made directly to the SEA without previously being filed with the appropriate LEA will be reviewed by the SEA to determine if an investigation is warranted by the SEA because of the seriousness of the complaint or if the complaint shall be returned to the complainant to be filed with the appropriate LEA. The forwarding of a complaint filed with the SEA requires the LEA to conduct an investigation and produce a decision within thirty (30) days of receipt of the complaint by the LEA.
(6) A direct complaint which the SEA determines must be investigated by the SEA will be resolved within forty-five (45) days of the receipt of the complaint by the SEA. A written decision will be provided to the person, persons, or organization making the complaint and to the LEA upon which the complaint was filed.
(7) The complainant has the right to request the Secretary of the United States Department of Education to review, at the Secretary's discretion, the final decision made by the SEA.
(8) Complaints against the SEA must be filed with the General Counsel of the State Department of Education. Complaints must:
(A) be submitted in written form and specify the Federal program requirements alleged to have been violated;
(B) be signed;
(C) include the facts on which the statement is based and the specific program requirement alleged to have been violated; and
(D) include information supporting the allegation along with the allegation.
(9) The SEA will investigate and resolve the complaint and issue a written decision to the LEA and to the complainant within forty-five (45) days of receipt of the complaint.
(10) The complainant has the right to request the Secretary of the United States Department of Education to review, at the Secretary's discretion, the final decision made by the SEA.
[Source: Added at 15 Ok Reg 500, eff 10-31-97 (emergency); Added at 15 Ok Reg 2532, eff 6-25-98; Amended at 25 OK Reg 8, eff 8-3-07 (emergency); Amended, eff 5-12-08]
The United States Department of Education's No Child Left Behind Act (NCLB) of 2001, created stringent accountability requirements through the Title I program when addressing Charter Schools. The manner in which each state implements those requirements is unique to Charter Schools and varies according to each state's Charter School Law.
In particular, the accountability factors imposed upon Charter Schools through NCLB's Title I program were historically challenging, not only for the Charter Schools, but for those entities responsible for ensuring that Charter Schools comply not only with the law, but also the components included within each Charter - the contract containing the obligations and responsibilities of each Charter School.
The Oklahoma State Department of Education (OSDE) is no stranger to the challenges that local educational agencies have experienced in ensuring that all Charter Schools have met all required compliance standards contained in the NCLB Act. The Title I, IIA, VI and X, Child Nutrition and Special Education offices at OSDE have provided professionally sound technical assistance to both Charter Schools and their responsible 'oversight' agencies, including local educational agencies and agencies of higher learning. This technical assistance addresses matters pertaining to State and Federal requirements. OSDE has ensured that Charter Schools understand that where Federal funds are concerned, all matters pertaining to reaching and maintaining compliance standards for the use of these funds will be thoroughly monitored.
For the FY11 school year, the OSDE implemented new requirements as established through recent legislation regarding Charter Schools. A new Senate Bill was enacted by the people of the State of Oklahoma and signed by the governor on May 4, 2012. This new legislation was to be enacted as of August 27, 2010. The bill included amendments as follows:
An Act relating to schools; amending 70 O.S. 2001, Section 3-142, as last amended by Section 4 Chapter 257, O.S. L. 2007 (70 O.S. Supp. 2009, Section 3-142), which relates to funding of Charter Schools; establishing certain Charter Schools as local educational agencies for certain purposes.
Section 1. Amended to read as follows:
Section 3-142. A. For purposes of funding, a Charter School sponsored by a board of education of a school district shall be considered a site within the school districts in which the Charter School is located.
Charter Schools may now be considered their own local educational agency (LEA) for federal funding purposes, and may receive federal grant funding allocations in the same manner as any LEA in this state. It is the responsibility of the OSDE to ensure that the Charter Schools receive appropriate federal funding allocations for the programs in which they are eligible to participate, and to accompany those allocations with all necessary information that will provide the Charters with a clear understanding of federal program requirements. This is for the purpose of ensuring that Charter Schools meet compliance standards for the use of federal funds.
The State of Oklahoma, for the School Year 2011-2012, includes a total of twenty Charter Schools that receive federal funds through Title I, Part A, Special Education and Child Nutrition and are considered their own LEAs. These Charter Schools are now required, due to the Charter legislation, to report directly to OSDE in all matters regarding receiving and expending Federal funds. OSDE collaborates with Charter Schools by assisting each school in all required processes and procedures that accompany receiving and expending Federal funds.
For a complete description of the Oklahoma Charter School policy, procedures for receiving and expending Federal funds and a list of all 20 Charter Schools, read the Oklahoma State Department of Education Charter School Policy, FY12.
For more information about Oklahoma Charter Schools, visit the Oklahoma Charter Schools Program webpage.