The Okmulgee School Board moved through a packed agenda recently, handling routine district business while also opening the floor to one of the most important conversations of the night: how families navigate the special education process and how the district can better communicate with parents who are trying to get help for their children.

The meeting included approvals tied to fundraising, staffing, contracts, calendar adjustments and surplus equipment, but the most extended and meaningful discussion centered on special education procedures, parent concerns and the need for clearer communication between schools and families.

The board also took time to honor and recognize school board president, Mike James for 15 years of service to Okmulgee Public Schools. James was presented with a plaque honoring his “faithful and exemplary service” as a member of the Board of Education. The moment served as a public acknowledgment of the steady, often behind-the-scenes work school board members do in helping guide district policy, support school leadership and make decisions that shape the day-today reality of local education.

One item highlighted early in the meeting was a fundraiser request for the football program. According to district discussion, the effort would involve local businesses sponsoring the team, with funds going toward equipment and related needs including shoulder pads, helmets, medical supplies, hand equipment, events and other necessities. Sponsors would receive banner branding or logo placement at Harmon Stadium. District officials noted they were proud of student organizations, activities and athletic programs that are actively working to raise money for their needs.

The board also approved its annual contract with a CPA firm and approved the school calendar for fiscal year 2027. In another personnel move, board members approved the employment of Sammy Mack III as a secondary history teacher for fiscal year 2026, with district leaders noting they wanted to get him into the classroom quickly. A separate item regarding the possible employment of another secondary teacher for fiscal year 2027 was tabled.

The heart of the meeting came during a presentation from Director of Special Education Juanita Morgan, who walked board members and families through the district’s process for requesting a special education evaluation.

Morgan explained that parents who believe their child may be struggling should begin by speaking with the classroom teacher. From there, the teacher begins documenting the student’s academic performance and concerns. That information is then reviewed with the principal and special education staff to determine whether an evaluation should begin. Morgan stressed that the process is teambased and includes parents, teachers, administrators, special education staff and, in some cases, outside professionals.

She also clarified that the district keeps hard copies of the special education evaluation request process at each school site for families who may not have computer access, in addition to posting the information on the district website.

Morgan told the board that once a parent gives formal consent for an evaluation, the district has a 45-day window under state rules to complete the process. She explained that outside psychometrists are used for testing and that eligibility is determined using state criteria across 13 disability categories. If a student qualifies, the team then develops an Individualized Education Program, or IEP, tailored specifically to that child’s academic strengths, challenges, goals, accommodations and service needs.

“No two children are identical,” Morgan told the board, emphasizing that no two IEPs should be identical either.

Board members pressed for clarity on how the district handles students who are struggling academically before an IEP is in place, particularly in core classes required for graduation. Morgan said interventions should be taking place, but noted that each case is different and can involve other factors such as attendance. District staff added that interventions are considered good practice and part of the data collection process used before formal evaluation.

Another point of discussion centered on outside referrals. Morgan said recommendations from doctors or behavioral specialists are considered and included in the student’s file, but the district is still required to complete its own state-mandated evaluation checklist before services can be approved.

The discussion turned deeply personal when a grandparent spoke publicly about her granddaughter, a student described as severe and profound, and shared both her concerns and her gratitude. She said the child has made noticeable progress and asked how to make sure that progress continues without the student becoming boxed in by an old label.

That exchange appeared to put a face on what can often become a dry policy discussion.

Morgan responded by saying an IEP is a living document and can be revisited whenever needed, not just during the required annual review. She encouraged parents and guardians to call meetings when concerns arise and stressed that students’ plans should change as their needs and abilities change.

Board members and district staff repeatedly returned to the same point: communication. One board member said what the conversation really showed was that parents want to be heard, while schools and families need to work together rather than against each other. Another noted that open lines of communication, unity and community involvement are essential if the district wants to get the best outcomes for children. Morgan, who said she has worked in special education for 13 years and stepped into the district director role at the beginning of the year, made clear that she sees parent involvement as vital. She said families are often the first to recognize when something is wrong and should be active participants throughout the process.

The board also approved a surplus list that included old daycare equipment as well as aging smart boards and projectors being removed from the primary site. District leaders said new replacement devices are scheduled to be installed over spring break. According to the discussion, the new classroom technology is tied to a grant originally written in 2022, and the district expects to be reimbursed for 85 percent of the cost after initially paying out the funds.

To address missed instructional time, the board approved calendar corrections for the 2025-26 school year to add makeup days for weather- related closures. Under the approved changes, Primary and Dunbar will attend school on Friday, April 3, while the high school will attend makeup days on Fridays April 3, 10, 17 and 24. District officials said the adjustments are necessary to meet required instructional days and hours for accreditation.

Near the end of the meeting, district leaders also discussed offering support to another school system whose middle school building and athletic facilities had reportedly suffered major damage. Officials said Okmulgee stands ready to help however it can.

The board also touched on relocating the Okmulgee Alumni Room collection of artifacts and memorabilia. Jan Colombin, OHS alumni, former teacher, coach and administrator has worked hard over the years to put together the collection, which has been housed in an area on the third floor at the high school. Leaders suggested a future home for the collection in a glassed-in area of the C.A.A.T. building (former Okmulgee Elementary School) once high school operations are fully back on campus.

By the close of the meeting, the biggest takeaway was not just the votes taken, but the tone of the conversation. Parents, grandparents, educators and board members may not always come to the table with the same understanding, but they clearly came with the same concern: making sure children are seen, served and not left behind.