Fall 2020 Better Schools

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CLXXIII | Fall 2020

betterschools Fundamental Resources and Editorials for School Administrators

Don’t Leave Money on the Table Tools to help with the October 1 Student Count deadline







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Content CCOSA Executive Committee Justin Mann CCOSA Chairperson OMLEA Past President Principal, Washington Middle School, Washington Public Schools Dr. April Grace CCOSA Vice Chairperson OASA President Superintendent, Shawnee Public Schools Kyle Reynolds OASA President-Elect Superintendent, Woodward Public Schools Dusty Throckmorton OASSP President Assistant Principal, Guthrie High School, Guthrie Public Schools David Beiler OASSP President-Elect Principal, Jenks High School, Jenks Public Schools Jonathan Atchley OMLEA President Principal, Irving Middle School, Norman Public Schools Rob Mills OMLEA President-Elect Principal, Dewitt Waller Middle School, Enid Public Schools Donna Boles OAESP President Principal, Perkins-Tryon Intermediate Elementary, Perkins-Tryon Public Schools Ashley Hoggatt OAESP President-Elect Principal, Kirkland Elementary School, Putnam City Public Schools Melisa Kifer ODSS President Special Services Director, Stillwater Public Schools Teresa Golden ODSS President-Elect Special Services Director, Kingston Public Schools Dr. Gregg Garn Higher Education Liaison Senior Associate Vice Provost of Digtital Learning, University of Oklahoma

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Words from the Director

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2020-2021 Membership Form

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Professional Development Calendar

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Member Spotlight: Dr. April Grace

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Network to Learn: Virtual Learning Resources Aaron Espolt, Executive Director of School Design & Innovation, OSDE

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The 5 Commandments of Distance Learning Weston Kieschnick, ICLE Associate Partner William D. Parker, OASSP/OMLEA Executive Director

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Don’t Leave Money on the Table Tools to help with the October 1 Student Count

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EL vs. Bilingual Count Dr. Taylor Tribble, President, EduSkills Kathy Dunn, Federal Programs Consultant, CCOSA

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Economically Disadvantaged Count Kathy Dunn, Federal Programs Consultant, CCOSA Matt Holder, Superintendent, Sulphur Public Schools

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Student Transportation Count Derald Glover, OASA Assistant Executive Director

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Gifted Count Dr. Jeanene Barnett, CCOSA Education Policy & Research Analyst

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Special Education Child Count Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director & Ginger Elliott, Ph.D., OSDE Director of Data Analysis

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Professional Development Expense Reimbursement Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director

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E-Rate & Online Learning Challenges Deborah Sovereign, CPA CEMP, Owner of Kellogg & Sovereign Consulting

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Roadmap of Federal COVID-19 Relief Funds Kathy Dunn, Federal Programs Consultant, CCOSA

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Is There Equity in Equitable Services? Kathy Dunn, Federal Programs Consultant, CCOSA

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Interim Study Overview: Broadband Connectivity, COVID-19, Ed Funding & More Dr. Pam Deering, CCOSA/OASA Executive Director Dr. Jeanene Barnett, CCOSA Education Policy & Research Analyst Megan Benn, Legislative Consultant, CCOSA

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OLAP: A Cash Investment Program for Schools Leading Virtual Learning Eric Fox, Associate Principal, Jenks High School

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To Zoom or Not To Zoom: TLE Training Dr. Jeanene Barnett, CCOSA Education Policy & Research Analyst

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Our Schools Need Librarians Dr. April Grace, Superintendent, Shawnee Public Schools

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Sustaining & Supporting Principals Glen Abshere, OAESP Executive Director William D. Parker, OASSP/OMLEA Executive Director

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Association Updates


CCOSA Staff Dr. Pam Deering CCOSA/OASA Executive Director Derald Glover OASA Assistant Executive Director Glen Abshere OAESP Executive Director William D. Parker OASSP/OMLEA Executive Director Andrea Kunkel CCOSA General Counsel ODSS Executive Director Dr. Jeanene Barnett Education Policy & Research Analyst & TLE Coordinator Elyse Maxwell Director of Communications Cynda Kolar Business Manager Erin Tabberer Communications Coordinator Lynne White OAESP Executive Assistant & Assistant to the TLE Coordinator Laura Crabtree Membership Coordinator ODSS Executive Assistant McKenzie Lumry OASA Executive Assistant Charlotte Murphy OASSP/OMLEA/CEC Executive Assistant

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Words From the Director Dr. Pam Deering deering@ccosa.org

My dearest CCOSA family, I sat down to write my regular letter for Better Schools and found myself struggling to simply share updates or write on a particular topic. This season of life is unlike any other season we’ve been through together – and we will continue to do just that, go through it together. My days look different now as opposed to pre-pandemic, because of the sheer volume of Zoom calls you’ll find me on these days, just like you! However, the conversations have changed drastically. Instead of our regular back to school discussions, we’re talking about face masks and social distancing. Instead of joining together in the CCOSA conference room for beginning of the year professional development trainings, we’re seeing faces on a screen and answering questions via chat. Times are different. You’re different. We’re different – and from here on out, so much will be different, except that we are still together, we still need each other, and we are there for kids no matter how we are teaching and kids are learning. The pandemic has pushed us mentally, emotionally, physically. I know that many of you have so much weighing on your hearts and minds. You are worn out and waiting for a reprieve from the virus and needing additional funding to meet equipment and more services for students . If you are like me, you’ve had time these last six months to truly look at your life and hopefully, one thing became so clear: how blessed beyond belief we are with overwhelming love for our families, friends and colleagues. We must continue to remind ourselves each day of the blessings in our lives.

Celebrating and believing in the tiny things adds up! The willingness of a teacher to take on a virtual classroom despite never having done it before, the joy of students when they finally got to see their friends and school family in person again, or the family of a student thanking you for prioritizing their children’s safety. Imagine adding up all of the tiny successes each day from our nearly 3,000 CCOSA family members! We are, in fact, called to have faith just the size of a tiny mustard seed! This school year, please know I’m here for you, CCOSA is here for you, and your many colleagues from across the state stand with you in solidarity to conquer whatever trials lie ahead. We do what we do because of your support – and we need your support now more than ever. Public education needs your support. We must speak with ONE VOICE for local community public education (more to come)! For now, I will leave you with this, the words of an old Irish blessing that remind me daily of the gifts I am blessed with – the wind always at my back, the sun shining on my face each morning and the soft rains which remind me that nothing can fully grow without the rainy days. May the road rise up to meet you. May the wind be always at your back. May the sun shine warm upon your face; The rains fall soft upon your fields and until we meet again, May God hold you in the palm of His hand.

With love and support from all of us at CCOSA, Dr. Pam Deering and the CCOSA Team


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Phone: 405.524.1191 Email: membership@ccosa.org Mail: CCOSA, 2901 N. Lincoln Blvd., Oklahoma City, OK 73105 Fax: 405.524.1196

Please remember that if you are payroll deducting your dues, this form must be submitted to your district payroll clerk. Step 1: Enter your information below making sure that all fields are completed (front and back). Step 2: Check the box indicating that all of your information is correct before proceeding to the next step. Step 3: Choose your association. Your national membership is optional.

Step 4: Choose your payment method: a. Payroll Deduction - You must submit your form to CCOSA and to your district payroll clerk. b. Personal Check (Payment in Full) - Mail form with a personal check to CCOSA. c. Personal Credit Card (Payment in Full) - Call CCOSA to pay by personal credit card and then submit form to CCOSA. Step 5: Choose optional membership benefits. Step 6: Sign, date, and submit form.

Prefix/Title (Dr/Mr/Mrs/Ms) Last Name

First Name



Suffix (Sr/Jr)

Birthdate (MM/DD/YYYY) Gender

Professional Title

Years in Current Position


Office Phone



Office Fax Work Email


Home Email

Last 4 of SSN



School Address




Home Address




Home Phone

Cell Phone

I verify that the above information is correct.


CCOSA Membership is for Administrators serving at ANY level at the state, school district, or site level. Members who serve as administrators are not precluded from joining other CCOSA Associations.

OAESP Oklahoma Association of Elementary School Principals — $300

If you selected OAESP or OASSP and you would also like to be affiliated with OMLEA at no additional cost, check the box below.

OASSP Oklahoma Association of Secondary School Principals — $315

OMLEA Oklahoma Middle Level Educators Association — $0

ODSS Oklahoma Directors of Special Services — $265

OASA* Oklahoma Association of School Administrators

OARSA Oklahoma Association of Retired School Administrators — $35

$385 - Central Office Staff

$405 - Superintendents

Not eligible for professional liability insurance, cyber security optional benefit or MBP and must have been an active CCOSA member for a minimum of three years prior to retirement.

*Active membership in OASA shall consist of personnel from the following educational groups who have paid dues to this association: public school superintendents, and, their respective central office administrative staff, State Department of Education administrative staff, Oklahoma colleges and universities administrative staff, Oklahoma School Boards administrative staff, State Department of Career and Technical Education administrative staff and technology center superintendents and their respective administrative staff, and executive directors of organizations formed to advocate solely for public schools and their respective administrative staff. Administrators, superintendents, members, employees, and similar of not-for profit charter, for-profit charter, virtual charter blended schools, non-local board of education sponsored charter schools, and any other organizations that have a similar purpose as these listed organizations are not eligible for any class of OASA membership.

Associate Memberships

Associate Memberships are for School Employees that are not Administrators and are not considered active CCOSA Members.

OAESP/OMLEA Associate — $150

OASSP/OMLEA Associate — $150

ODSS Associate — $150

OASA Associate** — $150

University Associate — $50

Persons currently ENROLLED with state colleges/universities & not holding an administrator position

Business Associate — $150

Business membership is open to any business entity willing to partner with CCOSA. Business members shall not be eligible to vote, hold office, or receive individual active member benefits.

**Associate membership in OASA shall consist of all other personnel who have not been defined as eligible active members and who have paid dues to this association: local board of education sponsored charter school and tribal school superintendents and their respective central office administrative staff, public school support staff serving in an administrative role and who are eligible for membership in any other educational related association. Associate membership will allow the member to participate in professional learning opportunities offered by the association at a member rate. Associate membership will be a non-voting status, not eligible for association awards or to hold an office in the association. Associate membership does not include advocacy efforts on the part of the member.

National Memberships (Optional)

Please note that joining a national association does NOT make you a member of CCOSA.

AASA American Association of School Administrators $235 Less than 350 students

$470 More than 350 students

NAESP National Association of Elementary School Principals $235 Principal

$195 Asst. Principal

$77 Retired

CEC/CASE Council for Exceptional Children/Council of Administrators of Special Education $205 Full Member NASSP National Association of Secondary School Principals $250 Full Member

$80 Emeritus

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2020-2021 CCOSA MEMBERSHIP FORM — Page 2 of 2 Professional Liability Insurance Coverage

Benefit for active members

Liability coverage is afforded for lawsuits filed against the member while acting in the course and scope of his/her duties as an educator. Coverage includes: • Up to $1,000,000 per insured, per occurrence for the defense of such suits • Personal Identity Theft claims – up to $10,000 per claim • Assault-Related Personal Property Damage – up to $5,000 • Bail Bonds, if the member is arrested – up to $1,000 per Bail Bond • Reimbursement of Attorney fees, so long as CCOSA member is acting in the course and scope of their duties – up to $5,000 Associate, university associate, business associate, national members and OARSA members are not eligible for this insurance coverage. For more information visit https://www.ccosa.org/index.php?member-services/insurance.


(Membership Dues 2020-2021)

Payment Options

Select only one:


Note: CCOSA dues are 86% tax deductible.

Payroll Deduction

Submit your form to CCOSA and to your district payroll clerk.

Personal Check (Payment in Full)

Return form with a personal check.

Personal Credit Card (Payment in Full)

Call CCOSA to pay by personal credit card and then submit form to CCOSA. School district credit cards NOT accepted for dues.

OPTIONAL MEMBERSHIP BENEFITS CYBER SECURITY Enroll in cyber security coverage from CyberScout to protect you and/or your entire family from cyber threats. Coverage includes: • Credit monitoring • Dark web monitoring • Social security number monitoring • Change-of-address monitoring • Credit and debit card monitoring • Email account monitoring • Court records monitoring • Payday loans • Financial ID fraud • Sex offender notification • Password protector • Estate support • Document replacement • Expert resolution services • Child identity theft monitoring • Credit score tracker • Social monitoring • Mobile application • High-risk financial monitoring • Up to $2 million in expense & stolen funds reimbursement • Unauthorized electronic fund transfer recovery Please visit https://ccosa.e.paylogix.com/Login.aspx and sign in with your email address then select “Forgot Password” to set up your payment account. Following the set up of payments, CyberScout will reach out for more information regarding your coverage. Enrollment is $9.50/month or $114/annually for an individual or $17.50/month or $210/annually for a family. Associate, university associate, business associate, national members, and OARSA members are not eligible for enrollment. For more information visit https://www.ccosa.org/index.php?cyber-security

LIFE INSURANCE A life insurance policy is available as an option at a reduced rate from Liberty National to all members, including OARSA members, with the exception of associate, university, business associate and national members. If you are interested in this voluntary option, contact a Liberty National representative at 405-640-4494 or 405-403-1052. For more information visit https://www.ccosa.org/index.php?life-insurance

MUTUAL BENEVOLENCE PLAN (MBP) The CCOSA/OkACTE Mutual Benevolence Plan (MBP) organizes and facilitates the voluntary, monetary contributions to the beneficiary of an eligible participant or their spouse (if also enrolled) upon the death of that participant. There is an initial one-time enrollment fee of $40 for the participant, and an additional one-time fee of $40 for the spouse. Each program participant contributes $10 per participant death to the MBP fund to provide financial assistance to the beneficiary of an active participant of the program. Visit https://www.ccosa.org/index.php?member-services/memberbenevolence-plan for more information and to enroll. Associate, university associate, business associate, national members, and OARSA members are not eligible for enrollment.

Agreement to Pay Please check here to indicate you agree to the following terms. I authorize CCOSA to process this transaction, and I agree to pay CCOSA membership dues for the 2020-2021 membership year. In the event I selected payroll deduct, I certify that I have submitted my form to my district payroll clerk. I understand that my membership covers me as an individual and cannot be paid on a direct purchase order by my school district. CCOSA dues are non-refundable. I grant permission to CCOSA to communicate with me via email, phone, text, or fax regarding my CCOSA membership, advocacy, and educational issues.

Member Signature


Membership year runs July 1, 2020 - June 30, 2021

Would You Prefer to Register Online?

You can now sign up online, renew online, and even sign up for the Mutual Benevolence Plan online. The online form is highly encouraged, as you have more options available to you. The form is available at www.ccosa.org. You can print your completed forms plus email them directly to your School’s Payroll Processing Clerk. Please note if your membership is to be paid by payroll deduction, it is imperative that you print and submit this completed form to your Payroll Processing Clerk. Your CCOSA membership will not begin until your School’s Payroll Processing Clerk has confirmed your payroll deduction submission to CCOSA. If you have any questions about this form or your online enrollment options, please contact our CCOSA staff at 405-524-1191.

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Professional Development Calendar CCOSA Conferences School Law for Administrators Dec. 7, 2020 OASA Legislative Conference Jan. 20, 2021 OAESP Mid-Winter Conference Feb. 10, 2021 OASSP/OMLEA Leadership & Learning Conference Feb. 25-26, 2021 ODSS Conference Dec. 11, 2020 Mar. 4-5, 2021 Women in School Leadership Forum Apr. 1-2, 2021 CCOSA/USSA Law Day & Summer Leadership Conference Jun. 8-10, 2021

Tulsa Model Recertification Training Sept. 24, 2020 Oct. 6, 2020 Tulsa Model New Administrator Training Sept. 29-30, 2020 Jan. 6-7, 2021 McREL New Administrator Training Sept. 14-15, 2020 Jan. 11-12, 2021 Creating Uplifting Classrooms Oct. 26-27, 2020 & Dec. 4, 2020

CCOSA Summer Leadership Conference Golf Tournament Jun. 8, 2021

Budget Boot Camps Boot Camp II: Advanced School Finance Oct. 8, 2020 Oct. 13, 2020 Boot Camp III: Preparing Next Year's Budget Mar. 9. 2021

Early Career Superintendent Deep Dive Nov. 12, 2020

State Revenue Finance Dec. 10, 2020

Principal & Superintendent Certification Exam Preparation Nov. 16, 2020 Jan. 12, 2021

Principal’s Day at the Capitol Mar. 31, 2021

Reaching & Teaching Children Exposed to Trauma Oct. 1-2, 2020 Oct. 8-9, 2020 Apr. 8-9, 2021 Apr. 22-23, 2021

New Principals Academy Sept. 17, Oct. 22, Nov. 19, Dec. 14, 2020 & Mar. 31, 2021

Legislative Briefings Wednesdays excluding Spring Break Week Mar. 15-19, 2021

Last Updated: 9.4.20


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Member Spotlight: Dr. April Grace OASA President & Superintendent, Shawnee Public Schools

On August 13, 2020, five months into a global pandemic, Dr. April Grace started a new school year. For what likely seemed like both the longest and the shortest five months in her career, Dr. Grace and her staff planned for the many learning options that would help her students be successful in a new school year. Her story of a new school year was similar to that of her colleagues around the state, all commiserating as they prepared for the year ahead. But Dr. Grace was also filling the shoes of the incredible leaders who came before her as the Oklahoma Association of School Administrators (OASA) president. Leadership would look different this year – both because of the pandemic and because of the unique person to fill the role. When she took over the OASA presidency in July 2020, Dr. Grace became just the second female to hold the position, and the first to lead her superintendent colleagues into a new school year in the midst of a pandemic. And lead, she did. In her new role as OASA president, Dr. Grace continued constant communication among her superintendent colleagues, encouraged and supported the leaders around her and advocated for the needs of her fellow school administrators. Dr. Grace’s thirty-year journey to leadership in education began at Norman Public Schools where she showed her ability to wear many hats, something she continues today. Whether she was coordinating the prom and homecoming, coaching track or teaching Anatomy and Physiology, Dr. Grace’s willingness led to more responsibility and ultimately, growth in her career. Dr. Grace quickly moved up the ranks from teaching to serving as an administrative intern in Norman, then moving on as an assistant principal, athletic director and principal in Noble Public Schools. The next thirteen years Dr. Grace could be found at Putnam City Public Schools in several roles, including the Assistant Superintendent of Human Resources and assistant principal. In her current role,

Dr. Grace serves as the Superintendent of Shawnee Public Schools, where she provides vision and direction to the district. In addition to her busy career as an administrator, Dr. Grace also completed both her Master of Education in Secondary School Administration and her Doctorate in Educational Leadership, adjunct taught in several Master of Education courses and became a Marzano training consultant. Dr. Grace, a dynamic leader, has participated in dozens of organizations throughout her career. Some of her most notable accomplishments include being named to the AASA National Women’s Leadership Consortium, participating in multiple accreditation task forces and most importantly, mom to Lauren and Gigi to Sutton. We thank you, Dr. Grace, for your service to public education in Oklahoma and for your leadership as the 2020-2021 OASA President.


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Network to Learn: Virtual Learning Resources

Aaron Espolt, Executive Director of School Design & Innovation, OSDE

You’re not alone. I am sure you have heard that phrase countless times during the last few months. However, as administrators, many times that is exactly how we feel when making tough decisions and putting together what seem to be an endless number of plans. To compound the issue, no two districts or schools are exactly alike, and our communities count on us to meet the needs of our individual students. Those issues are challenging enough in a normal year, but now we are in unprecedented times requiring skillsets and knowledge like never before. We are here to help. The OSDE, alongside CCOSA, has launched a network of learning for the 2020-21 school year to assist districts interested in offering a highquality blended/virtual learning environment. We are working with valued experts in our state to create learning experiences that help districts shape and advance their efforts. Districts will collaborate within a cohort setting, allowing them to learn and share best practices while learning from content specialists and area leaders. Whether you are just starting your program or looking to strengthen your offerings, learning opportunities are structured to meet your current needs.

Meetings are held virtually on the first and third Wednesday of the month. Topics include meeting the immediate needs of districts, components of successful programs, teaching strategies within different programs, accreditation and accountability, types of blending learning, meeting the needs of special populations, Individual Career Academic Planning (ICAP), social emotional learning, virtual learning platforms and more. Additionally, participants within the program receive a weekly newsletter that provides pertinent information related to blended/virtual programs. Topics for the September meetings will be Elementary Virtual Programs and Transcripting and NCAA Clearinghouse. Topics in October will include IEPs within a Virtual Setting and ICAP for Virtual Students. We hope you will join us as we learn together. If you have questions, contact me at (405) 306-5477 or aaron.espolt@sde.ok.gov.

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The 5 Commandments of Distance Learning Presentation by Weston Kieschnick, ICLE Associate Partner Summary written by William D. Parker, OASSP/OMLEA Executive Director

At the 2020 CCOSA Summer Leadership Conference, Weston Kieschnick, education consultant, author and associate partner with International Center for Leadership in Education (ICLE), presented a powerful session on “Surviving and Thriving Remotely and Beyond.” During his presentation, he touched on five key points, or “The 5 Commandments of Distance Learning” that educators must keep in mind while providing distance learning. Below are those 5 tips and a quick summary of each.



Boundaries are needed for you and for kids. Don’t respond to emails after a certain hour. Teachers should not be working at 10 pm. Kids absolutely should not be.

Communication is king. Make sure you have separate communication for kids and for parents. It will help you prioritize and organize.

If you are going to manage distance learning, students and parents both need to know what boundaries exist. Just like you establish rules, procedures, norms and expectations in the first week of school, you must do the same in remote learning spaces.

Instead of leaving your channels of communication open 24-hours a day, create communication norms instead. If you create open forums for communicating via groups, you run the risk of waking up to long group conversations in one email thread. Separate out your modes of communication so that students and parents both know how to communicate without burdening everyone with back and forth messages.

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3 Mastery matters. Seat time does not. Think about the 30 minutes per subject per day rule. Plan “must do” activities according to your struggling learners. What skills do kids need? Kids can’t achieve mastery without synchronous and asynchronous instruction. How do we focus on mastery instead of seat time? Learning rarely happens in cultures of negativity, loneliness and/or isolation. Shoot for a minimum of five office hours a week. Create at least three virtual asynchronous (on-demand) learning moments and two virtual synchronous (live) learning moments per week. Most students prefer lessons (recorded or live) from their own teacher.

Parents/Guardians/Caregivers are the lynchpin. The reason it feels like homeschooling is because it is schooling from home. At home caregivers are essential if remote learning is going to work. Yes, that seems daunting during a pandemic, but the more teachers can connect and build agreements with parents, the more successful the students will be at home. A simple equation to remember for successful remote learning is “Oversight – Distractions = Success.” Acknowledge the distractions and partner with parents to help guide them in engagement.

5 Breathe. It will never be more challenging than it is right now. Remember to give grace to yourself and your teachers. Just as your first year of teaching was your most challenging, this year will feel like that first year for everyone. You are at step one of a thousand, so take each day one step at a time. Be a little better each day, and you’ll become better over time. As Weston reminded participants, when we return to school “as normal,” all of us will be stronger educators as a result of teaching through a pandemic. What ideas or tips would you add to Weston’s Five Commandments? Share these with your teachers as a way to discuss and brainstorm what is working or may need to be improved in the days ahead.


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Don’t Leave Money on the Table The October 1 Student Count deadline is approaching quickly. This is a toolbox of support to help you through that process. You’ll find tips on the following topics to finish up your student counts: • EL vs. Bilingual • Economically Disadvantaged • Student Transportation • Gifted Count

• Special Education • Project 613 & 615 Funds • E-Rate & Online Learning

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EL vs. Bilingual Count: Maximizing Counts & Ensuring Accuracy Dr. Taylor Tribble, President, EduSkills Kathy Dunn, CCOSA Federal Programs Consultant

A Home Language Survey (HLS) form is required to be on file for every student enrolled in a district, but schools are no longer required to collect a new form each year. The HLS form is to be collected for every new student in the district, and from those students who had moved away from the district for one year or more. There are two ways that a student can qualify for bilingual funds based on parent responses on the Home Language Survey (HLS). Who may be counted as a Bilingual student? 1. The student is automatically designated as Bilingual if the HLS has indicated a language other than English is spoken “more often” than English. 2. The student is designated as Bilingual if the HLS indicates a student’s language other than English is spoken “less often” than English with one of the following eligible, state-approved test scores: 1. EL--Designated Limited English Proficient on an Oklahoma English language proficiency assessment: ACCESS for English Language Learners (ELLs) 2.0, Alternate ACCESS for ELLs, WIDA Screener, Kindergarten WIDA ACCESS Placement Test (K-WAPT), WIDA MODEL, or the Oklahoma Pre-K Language Screening Tool (These in #1 are the options called Qualifying EL Scores.) 2. Scores of Basic or Below Basic in Reading on the Oklahoma State Testing Program (OSTP) 3. Scores 35% or below on an NRT on the composite Reading score All students whose HLS indicates a language other than English is spoken “more often” or “less often” than English must be screened with a state approved EL screener, as in #1 above. To know more about the student as a learner, you would also want to examine his performance on state tests as well as any Norm Referenced Tests that were given for Oklahoma’s Reading Sufficiency Act (RSA) or Driven to Read programs, as in #2 and #3 above. Any one of these tests with a qualifying score noted above would make the “less often” student eligible for the Bilingual weight, approximately $900 in additional state aid to your district.

In the 2020-2021 school year, to qualify a student for the bilingual weight by using the state testing or the NRT, #2 or #3 above, and if the student is in virtual learning and not accessible for in-person testing, you may use the most recent English/Reading OSTP or state-approved NRT (2018-2019). Once districts finalize updates in their student information system for bilingual counts, the October 1 Consolidated Report must be certified by the superintendent. USDE Title III Funds for English Learners Title III funds provided by the USDE are allocated to support students identified as English Learners (ELs) based on separate criteria. If a student comes from a home where a language other than English is spoken, the child must be screened with an approved English language proficiency exam. In Oklahoma, to qualify for EL services and approximately $100 in federal funding, the student must score below 4.8 on a WIDA test. The EL students are also designated as Bilingual in the Consolidated Report. Does your district qualify for Title III Immigrant Funds? For the purposes of Title III, Part A, immigrants are defined as those students who meet all three of the following criteria: 1. Born outside the U.S. or Puerto Rico; 2. Enrolled in U.S. schools for less than three years; 3. Between the ages of three and twenty-one. Immigrants who meet the three criteria are federally funded at about $200 (in Project Code 573) per Immigrant student, plus these students also count as Bilingual at about $900 in state aid. In order to generate Immigrant funds, the LEA must have at least a 2% increase over the previous year’s immigrant enrollment to receive any funding. Ensuring Accuracy In conclusion, to ensure that ALL bilingual and EL students are identified, districts must work with an astute team to verify 1) an HLS has been received for every student, 2) all students who speak a language other than English have been screened with WIDA, and 3) district personnel have combed through OSTP and NRT scores for all “Less Often” students. Lastly, forms need to be organized in a specific manner for the Regional Accreditation officer. The total process is very time consuming, but working with the right team ensures that bilingual and EL counts are as accurate as possible. As you work throughout this process, make sure that you stay informed with updates from the State Department of Education at https://sde.ok.gov/title-iii.

Dr. J. Taylor Tribble is the founder and President of EduSkills, a cloud-database EL support services company that helps schools support bilingual/EL students. Eduskills is a CCOSA partner and services are available to help districts maximize bilingual student counts and support Title III compliance. Dr. Tribble can be reached by phone at 405-315-8268 or by email at taylor@eduskills.us.

Student Counts

The OSDE funding formula developed in 1982 includes a .25 weight called the “bilingual weight.” Students who qualify for these funds are commonly called “bilingual students,” but this is not to be confused with the dictionary definition of bilingual; a student who qualifies for bilingual weight funds may or may not speak two languages fluently. A student who qualifies for bilingual weight funds will bring approximately $900 in additional state aid to your district.


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Economically Disadvantaged Count Kathy Dunn, CCOSA Federal Programs Consultant Matt Holder, Superintendent, Sulphur Public Schools It is important to count all of your eligible students as Economically Disadvantaged. Did you realize that every student you are able to count is worth approximately $866.79 for your District? The state aid formula weight is .25 for these students.

Student Counts

Significant changes to collecting information on the number of economically disadvantaged children began in 2018. State Aid no longer uses the Low Income Report for Child Nutrition. The Economically Disadvantaged designation is pulled from your student information system and communicated to the State Department of Education through the WAVE. The Economically Disadvantaged student count impacts significant funding sources for schools, like the State Teacher Index, Title I funding, and federal E-Rate dollars. In order to mark a student in your Student Information System (SIS) to be counted as Economically Disadvantaged, you must have verification of the family’s income on one of the two forms that are approved for this purpose. You may use either the Economically Disadvantaged form or the Free and Reduced Lunch applications from the current year. In addition, some students can be designated as Economically Disadvantaged by direct certification through the Department of Human Services in these programs: • Foster care students under the legal responsibility of a foster care agency or the court system • Children ages 3-20, who are receiving SNAP/ TANF benefits • Children participating in the school’s Head Start program

The Free and Reduced Lunch Form is the primary source of data for the Economically Disadvantaged student count, and it is the only form for eligibility to receive free and reduced meal prices. If your school is taking advantage of the Community Eligibility Provision (CEP) in child nutrition, you are still required to have current year Economically Disadvantaged forms filled out by families in order to count any students as Economically Disadvantaged for State Aid and Accountability purposes. Any eligible students who do not return a completed Free and Reduced form could still be captured in the Economically Disadvantaged student count with the Economically Disadvantaged form. Hopefully, you all are working diligently to collect the applications at this time, and then you will verify that all students who are eligible through the Free and Reduced form, the Economically Disadvantaged form, and Direct Certification are marked as Economically Disadvantaged in your student information system so that information is accurately reported through the WAVE. The deadline for this information is October 1. Visit https://sde.ok.gov/economically-disadvantaged for the Economically Disadvantaged forms and more information. If you have issues with your data, make sure you contact the Office of Data and Information Systems at the State Department of Education at StudentDataInfo@sde.ok.gov or (405) 521-3020.

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Student Transportation Count Derald Glover, OASA Assistant Executive Director School funding has many different components, and it is vital that school administrators maximize those funding opportunities. Student transportation represents one of those areas where accurate student counts are important.

210:30-5-3. Transportation of students (a) A student must live in a school district authorized by law to furnish transportation. (b) A student must live one and one-half (1 1/2) miles or more by commonly traveled road from the school attended. Students living less than one and one-half (1 1/2) miles from school may be transported, but shall not be counted in determining state aid. (c) A normal school day consists of not less than six (6) hours, exclusive of lunch period, with the exception of the first and kindergarten grades. Transportation may be provided for kindergarten age students to and from school during the normally scheduled morning and evening bus operation. Districts desiring to provide additional transportation for kindergarten students at midday may do so at local district expense but it is not required. (d) The local school district is responsible for providing transportation for those students with disabilities identified under the Individuals with Disabilities Education Act (IDEA) for whom transportation has been identified as “related service” necessary to enable the students to receive the educational services outlined in their Individualized Education Programs (IEPs). (e) Students living in a school district not offering the grade which they are entitled to pursue are entitled to transportation to a school authorized by law to provide transportation to and from school provided they have been legally transferred and reside in the high school transportation area of the school they choose to attend.

A wise school administrator will ensure that every student living 1.5 miles or more from the school is counted and included in their October counts. Each eligible student is worth 1.39 times the Per Capita rate in the state funding formula. Per Capita rates range from $33 per student up to $157 and are calculated by dividing the previous year’s average daily haul (ADH) by the square miles of the district to get the district’s “density figure.” The Per Capita rate is then determined by entering the density figure in the Per Capita table in the SDE Technical Assistance Document. Make sure you have a process in place to identify the addresses of all students, verify that all eligible students are being counted, even if they choose not to ride the bus, and finally, compare that number to previous years. Verifying data takes a little time, but it can pay off in more dollars to the district!

Student Counts

Oklahoma statute is as follows:


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Gifted Count Dr. Jeanene Barnett, CCOSA Education Policy & Research Analyst

Student Counts

Only those students identified as gifted before October 1 become part of the school district’s funding, so it is very important that you have a game plan to ensure a full count of any newly identified students before October 1 to maximize your state dollars. The identification and subsequent service of gifted students is carefully prescribed through Oklahoma Statutes and Oklahoma Administrative Code cited on page 19 of the OAC.

A gifted student receives a 0.34 weight in the Foundation and Salary Incentive Formula.

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Schools receive funding based on their gifted student count through two categories. 1. Category One students are those identified by their performance on an aptitude test, or nationally standardized test of intellectual ability. Schools will receive funding for ALL Category One students. There is no cap for the number of students identified and served through Category One.

b. No additional criteria are required for placement. Students can qualify for gifted services through either group or individual tests of ability. i. Group tests of ability examples: 1. The Otis-Lennon School Ability Test Pearson 2. Cognitive Abilities Test (CoGAT) 3. Naglieri Nonverbal Ability Test- Pearson ii. Individual tests of ability examples: 1. The Stanford-Binet Intelligence Scale (Fourth Edition and L-M) 2. Wechsler Intelligence Scale (III, for Children, and Preschool and Primary) 3. The Slosson Intelligence Test-Revised, Slosson Publications 4. The Woodcock-Johnson Psychoeducational Battery c. Students cannot be identified for Category One funding through performance on an achievement test. Examples of achievement tests include, but are not limited to: i. Metropolitan Achievement Tests ii. SRA Achievement Series iii. California Test of Basic Skills iv. Stanford Achievement Test v. California Achievement Test vi. Iowa Tests of Basic Skills vii. Oklahoma’s Subject-Area Tests through the Oklahoma School Testing Program (OSTP) viii. Woodcock-Johnson Tests of Achievement. 2. Category Two students are those who meet two or more criteria (a.k.a. multi-criteria) that are determined by the local school district and spelled out specifically in each district’s Gifted Educational Plan (GEP). a. This identification process yields information obtained through a variety of procedures and from many independent sources, such as, but not limited to, teacher referrals, parent nominations, achievement tests, observations, a predetermined ability test score (less than 97th percentile), etc. This process is clearly articulated in the district’s Gifted Educational Plan (GEP).

b. Although there is no cap to the number of students that can be identified through multicriteria and served, state funding will only be available for up to 8% of the district’s average daily membership (ADM) in this category.

Providing a program to serve students with gifted behaviors is very important. Maximizing your state dollars will help you with enrichment programs and services to meet the specific needs of your students.

Student Counts

a. Students must score in the top 3% on any nationally standardized test of intellectual ability. This means a composite, total or full scale score in the 97th percentile or above, including the standard error of measure as denoted in each nationally standardized test of intellectual ability technical manual. (OAC 210:15-23-1.2)


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Special Education Child Count Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director & Ginger Elliott-Teague, Ph.D., OSDE Director of Data Analysis Child Count is a count of students enrolled in Local Education Agencies and on an IEP as of October 1 of the fiscal year. In addition to identifying children currently served, the count collects primary, secondary and suspected disabilities, as appropriate; child-level least restrictive environments and early childhood environments; and demographics, including race and ethnicity. The purpose is twofold: to determine state and federal aid and to measure several annual accountability indicators. Because money and accountability are involved, it’s critical that districts provide quality child count data. How?

Student Counts

• In every record in OK EdPlan, the student must have: • a valid STN • finalized eligibility and IEP events • an educational environment code • complete disability category information (primary, suspected, etc.) and related services • a valid grade code • valid race & ethnicity entries • EL status • a date of birth • a gender • an accredited site code and • a valid enrollment status • Students in Developmental Delay (DD) districts (who are categorized as DD) must have a finalized eligibility document in EdPlan and a suspected disability on their current MEEGs • No students age 10 or greater can have a disability category of DD • Students with grade PK must have an updated early childhood environment recorded • Students no longer present in any district must be exited in EdPlan to match the Student Information System (SIS) un-enrollment date and reason • Every student must have the correct enrollment status selected on their personal page - Public School, Residential Facility, Correctional Facility, Home/Hospital, Separate School, or Private School • Students must be enrolled in the district SIS with the appropriate code (including 3 and 4 year olds being served on IEPs), and • All duplicate records must be resolved. How do districts prepare to provide quality child count data? They have appropriate personnel participate in OSDE’s annual child count training and begin the work to complete and correct incomplete and inaccurate information on EdPlan well before October 1, 2020. If a district doesn’t have a student’s IEP finalized by October 1, then the student will not be included in the FY21 SPED child count. If a district isn’t able to resolve an error prior to October 1, it can still be corrected before the end of the day on October 15 – the day by which the superintendent must certify the district’s data for it to be considered timely. If the error isn’t resolved by that time, the child will not be counted.

To ensure that every child is counted, call on OSDE Special Education Services Section personnel for help. They want you to get the state and federal funding to which your district is entitled and for your district to meet your accountability indicators. So get training, start early and seek help!

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Professional Development Expense Reimbursement: Project 615 & 613 Funds Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director Again for FY2021, OSDE’s Special Education Services (SES) Section has allocated funds to every school district under Project 615. The purpose of this project is to provide additional funds to districts for professional development.

Funds are allocated to districts based on their most recent child count, and every district receives a set allocation. Even very small districts with comparatively few students identified with IDEA disabilities will receive at least $500. Districts can locate the amount of their allocation on the allocation tab of the Grants Management System (GMS) for Project 615. To take advantage of this opportunity, districts must create an application in the GMS for Project 615 that explains the details of the planned PD activities, with a professional development plan to justify them. Districts must complete a budget for their entire allocation, but can amend their application any time. Districts can use the funds for a variety of PD opportunities, including inviting speakers in, purchasing books for staff, attending conferences, conducting trainings and attending webinars. Districts that don’t submit a budget by December 1, 2020 will forfeit their allocation, with the funds going back to OSDE-SES. In addition to Project 615, OSDE has also released the list of approved Project 613 learning activities. Project 613 is intended to increase participation in both OSDEsponsored events/trainings/conferences and activities sponsored by other groups that would benefit special education teachers and district staff in improving outcomes for students with disabilities.

Each approved activity is tracked in OSDE’s GMS. Districts must create an application in the GMS and submit it for pre-approval. Thereafter, districts must make a claim that adheres to and is approved through the OSDE Joint Federal Programs Claims Procedures. Depending on the activity, Project 613 reimbursement is offered for mileage, substitutes, travel cost, registration fees and lodging. Districts do not receive an allocation for Project 613 funds. They are available on a first-come, first-served basis to all districts. Special education directors, start planning now, keeping the December 1 deadline in mind. If you’re not in charge of fiscal matters, help your superintendent complete the process to use these funds in your district.

Student Counts

The only permitted use of these funds is for PD activities that increase teachers’ ability to ensure positive outcomes for students with disabilities.


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E-Rate and Online Learning Challenges

Deborah Sovereign, CPA, CEMP, Owner of Kellogg & Sovereign Consulting

E-Rate FY2021-22 Category Two (“C2”) budgets will reset at $167 per student for a five-year period beginning July 1, 2021. The budget cap is calculated district-wide so you can allocate the funding among school sites as you see fit. The minimum budget has increased to $25,000. For those of you who are working with the challenges of supporting online learning, you may need to upgrade your bandwidth immediately and plan for upgrading your firewall this spring. Firewalls fall under E-Rate C2 funding and can be purchased as early as April 1, 2021 for E-Rate FY2021-22.

Student Counts

Existing Contract Allows Upgrades – Yes If your existing contract is multi-year and allows for upgrades, you can upgrade bandwidth with your existing provider, request support for the incremental cost from OUSF through December 31, 2020, and then file E-Rate support on the higher bandwidth beginning July 1, 2021.

Both E-Rate and OUSF will support bandwidth levels recommended by SETDA. • WAN bandwidth recommendation is 10 Gbps per 1000 users. Internet Bandwidth • Small District - 4.3 Mbps / Student • Medium District - 3 Mbps / Student • Large District - 2 Mbps / Student

Existing Contract Allows Upgrades – No Contact service providers to find out your upgrade options. You can make temporary arrangements to upgrade immediately. Competitively bid as soon as possible following E-Rate and OUSF guidelines for the increased bandwidth, and then file for E-Rate support on the new services for FY2021-22.

* Several organizations have petitioned the FCC to request a waiver of the E-Rate competitive bidding rules to allow schools and libraries to upgrade during the COVID pandemic. However, as of this writing, the FCC has not yet approved any waivers. You can voice your support by submitting comments to the FCC here: https://www.kelloggllc. com/docs/fcc/fcc_ecfs_howto.pdf

For E-Rate FY2020-21, file a service substitution for the upgraded service. In general, there is no support for the incremental cost from E-Rate until July 1, 2021. *

** The Oklahoma Corporation Commission may provide support for bandwidth increases in response to COVID-19 through December 31, 2020. Upgrades are reviewed for reasonableness and evidence supporting the need for additional bandwidth. Find more information at: http://www. occeweb.com/PU/OUSF/OUSF.htm

If the upgrade is in response to COVID-19, incremental costs may be eligible for support from OUSF through December 31, 2020. ** Keep in mind that there is no E-Rate support for the incremental cost until July 1, 2021.*

E-Rate and OUSF for Emergency Bandwidth Increases

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Roadmap of Federal COVID-19 Relief Funds Kathy Dunn, Federal Programs Consultant, CCOSA When schools were reeling with the reality of the perils brought into the schoolhouse by the COVID-19 pandemic, there was early promise of some financial relief intended to mitigate the perilous effects of: impending sickness, emotional illness, and possible death among school families; inevitable learning loss brought by time away from classrooms; the lack of sustainable nutrition and learning supplies in homes; the daunting task of delivering distance learning with limited technology; and the lack of internet connectivity.

Federal Programs

Schools began to create their seemingly endless lists of critical needs which could be addressed when the funding arrived including: • Personal Protective Equipment (PPE) for essential workers providing child nutrition services, homeless education services, and delivery of essential learning tools such as technology, hotspots, learning packets in the spring; PPE for all students, teachers, and all staff when school reopens in the fall • Take-home technology for high-quality distance learning • Digital platforms to manage content and record-keeping in remote learning • School Nurses • School Counselors • Bandwidth; Infrastructure across the state • Internet connectivity in the homes of students • Food security plans, supplies, and personnel • Cleaning and sanitizing products and equipment • Financial instability caused by economic downturn and reduced funding CARES Act – Elementary and Secondary School Emergency Relief (ESSER) Funds On March 27, 2020, President Trump signed into law the $150 billion dollar funding package known as the CARES Act. Within the CARES Act was the $13 billion Elementary and Secondary School Emergency Relief (ESSER) Fund which was distributed to states with a shelf-life of 27-months through June 30, 2022. Oklahoma’s portion of the ESSER fund was distributed to the Oklahoma State Department of Education (OSDE) according to the Title I funding formula, or the number of students qualified for the federal Free and Reduced Lunch program. The CARES Act for K-12 funding came as displayed below.

Oklahoma’s CARES Act ESSER Allocation through the OSDE Oklahoma’s Total ESSER OSDE Set-Aside for Local Districts’ ESSER Allocations to be Allocation through OSDE Statewide Initiatives Distributed by the Title I Formula to Districts who had Title I Allocations in FY20 $160,950,476.00 $16,095,048 $144,855,428.00 OSDE Set-Aside for Statewide Initiatives $16,095,048.00

Governor’s Education Emergency

OSDE ESSER Set-Aside for Statewide Initiatives Hotspot Grant to Districts by Exact Path Reading and Math Application Adaptive Online Programs $3,000,000 for 50,000 $3,000,000 for all hotspots awarded to districts in K-12 students, personalized a competitive grant process. instruction and targeted For use by low-income intervention in reading and students only; and district pays math. the reduced monthly fee

Incentive Grants for Schools $8,000,000 for competitive grants awarded to public schools (paired with $8,000,000 from the Governor’s GEER K-12 fund)

CARES Act - Governor’s Education Emergency Relief (GEER) Stay in School Funds to Incentive Grants Bridge the Gap Learn Anywhere Private School Lowfor Public Schools Digital Wallet Oklahoma (allocations Income Families to allow with Equitable (by application ranging from $5,000-

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Governor’s Education Emergency Relief (GEER) Fund $39,900,000

CARES Act - Governor’s Education Emergency Relief (GEER) Stay in School Funds to Incentive Grants Bridge the Gap Private School Lowfor Public Schools Digital Wallet Income Families to allow with Equitable (by application students to stay in their Services for for low-income school during an Private Schools students) economic downturn $10,000,000 – 1,500 $8,000,000 for $8,000,000 for families to receive $6,500 competitive grants technology, each awarded to public curriculum schools (paired with content, or $8,000,000 from the tutoring Governor’s GEER K-12 fund)

Learn Anywhere Oklahoma (allocations ranging from $5,000$20,000 given to public schools with remainder to go to private schools) $12,000,000 for access to digital coursework

Congress Recesses Without a New Stimulus Package or a Resolution to the Interim Rule Lawsuits When Congress returned to Capitol Hill on July 24, their primary goal was to pass another stimulus relief package to help carry the United States through the lingering and staggering effects of the COVID-19 pandemic. Three relief packages emerged, any of which would have provided twice the amount of funding for education than the original CARES Act. Each of the funding package options also set guidance which would have turned back Secretary DeVos’s Interim Rule, reinstating the congressional intent for equitable services in the CARES Act. When the House and Senate failed to negotiate an agreement on the new funding package and recessed for the month of August, President Trump signed into law his executive order which failed to address education funding or the issue of the Interim Rule.

Federal Programs

Oklahoma’s CARES Act ESSER Allocation through the OSDE Oklahoma’s Total ESSER OSDE Set-Aside for Local Districts’ ESSER Allocations to be Allocation through OSDE Statewide Initiatives Distributed by the Title I Formula to Districts who had Title I Allocations in FY20 CARES Act - Governor’s Education Emergency $160,950,476.00 $16,095,048Relief (GEER) Fund $144,855,428.00 Gov. Stitt received $39.9 million total in GEER funding for statewide Education Relief. Gov. Stitt awarded $8 million of GEER funds combined with $8Set-Aside million awarded from Superintendent OSDE ESSER for Statewide Initiatives Hofmeister’s ESSER for competitive Incentive to public forPath emergency needs. The combined $16 million OSDEfunds Set-Aside for Hotspot GrantGrants to Districts byschools Exact Reading and Math Incentive Grants for in Incentive Grants from both ESSER and GEER were awarded to Online 150 school districts serving approximately Statewide Initiatives Application Adaptive Programs Schools 282,700 students.$3,000,000 for 50,000 $16,095,048.00 $3,000,000 for all $8,000,000 for hotspots awarded to districts in K-12 students, personalized competitive grants With the remaining GEER funds,grant ratherprocess. than optimize federal relief dollars to reach as many school aged schools a competitive instruction and targeted awarded to public children as possible, plan directs oneintervention quarter of the total funding dedicated to Forthe useGovernor’s by low-income in reading and package (paired with $8,000,000 students only; and0.2% district math. from the Governor’s 1,500 private school students (just of pays all school children in Oklahoma). This means that public the reduced monthly GEER K-12rather fund) GEER funding disproportionately servesfee the state’s approximately 65,000 private school students than Oklahoma’s 700,000 children who attend public schools. Sixty percent of Oklahoma’s public school students, approximately 415,000 students, come from low-income families.


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Governor Stitt Claims that Oklahoma Does Not Need Another Round of Stimulus Money On August 6, Governor Stitt announced in a press conference that he believes Oklahoma does not need another round of COVID-relief stimulus money. This announcement came as quite a shock to schools who are welcoming students back to school with options for full-time virtual learning, blended learning, and in-person learning. All of these are the right learning plans to meet the needs of all students, but they all come with new and additional costs.

Federal Programs

As we look back over the list of needs at the beginning of this article, have we met those needs as students enter their FY21 school year? Sadly, no. Much of schools’ PPE, sanitizing supplies, and curriculum subscriptions are disposable and will be exhausted before schools’ need for them is exhausted. Oklahoma schools and families are still far from complete access to internet infrastructure and connectivity across the state. There is at least one school district that has no internet service, nor cell phone service in the location of the school building. The CARES-ESSER funding has allowed many schools to acquire more digital devices, but still nowhere near a device for every student or even every family. Oklahoma schools were already in dire need of more school nurses and counselors, and this was before the effects of a deadly pandemic on our students. The needs in Oklahoma public schools that educate more than 90% of its children are great. Schools will encounter needs they never knew existed for Oklahoma’s 700,000 public school children. CCOSA has sent a letter to the Oklahoma Congressional Delegation regarding the need for a second round of stimulus money with the flexibility to meet the ever-evolving needs that the pandemic has now placed in a spotlight which has a lens filtered by equity. In addition, the CCOSA staff is in constant contact with the Oklahoma delegates to express the needs of Oklahoma schools.

There are Oklahoma school children with health compromises attending school in-person this fall because they lacked access to online devices, service, and content. Every Oklahoma student deserves access to technology devices, content, and service, counselors, nurses, sustainable food sources, and health and safety supplies. The need for online instructional options is swelling. The need for replenishing the supply of PPE will rise as supplies are expended this fall. Until we can say that there is equity for all Oklahoma students’ educational needs to be met, Oklahoma needs another round of stimulus money. Where does this leave Oklahoma Schools? Schools are left to wonder if relief is coming to carry our Oklahoma school children through the devastation of this pandemic. While schools are grateful for the relief that came in the CARES Act, the needs are still overwhelming. It brings to mind some lyrics from an old Chicago tune, “Does anybody really know what time it is? Does anybody really care?” Dr. Pam Deering, Executive Director for the Cooperative Council of Oklahoma School Administrators, answers the question with a resounding, “Yes! Oklahomans love their students and schools. Their spirit and determination are evident as schools deliver learning in new ways never imagined! We must remain staunch advocates of public education and continue to advance the need for stimulus money for public schools despite what is communicated by our Governor to Congressional delegation!”

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Is There Equity in Equitable Services? Kathy Dunn, Federal Programs Consultant, CCOSA

The most efficient way to bridge the equity divide for remote learning is to give districts the funding to purchase mobile devices in bulk so that every student in the state has the technology they need to learn remotely. Gov. Stitt clearly recognizes the outsized impact that the pandemic is having on low-income students. The Governor’s earlier decision to distribute $8 million of GEER funding to public school districts was exactly the right way to ensure that schools can get what Oklahoma students need most — access to digital devices and the internet. It is both puzzling and disappointing that Gov. Stitt’s plan did not utilize additional funding to extend this reach into the homes of impoverished Oklahomans. The allocations for Learn Anywhere came in late July after schools had already purchased and trained teachers on their digital courseware for 2020-2021. Schools developed Distance Learning Committees in late March to research and determine which vendor’s digital courseware system best aligned with their district’s curriculum and instructional program. In many districts, courseware was selected, and teachers were trained before they went off-contract in late May. In the Governor’s Learn Anywhere project, there were no options, beyond one vendor for specific courseware products, for districts who had already invested in their district-adopted courseware. Gov. Stitt stated that any allocations not used by the public schools would be offered to the private schools and home schools.

While disappointed to not receive more support for Distance Learning, Oklahoma schools are grateful for Gov. Stitt’s disbursement of Personal Protective Equipment (PPE) to serve each school district with per-pupil amounts of gloves, masks, gowns, face shields, hand sanitizer, etc. The PPE was furnished through $10 million of statewide Oklahoma CARES Act general discretionary funding awarded to the state. Equitable Services Debacle The local districts’ applications for allocated ESSER funds were designed with a great deal of flexibility for districts to make purchases based on the unique needs of their schools. The CARES Act, Pub.L. 116–136, signed into law on March 27, 2020 included in the language of the law that equitable services for non-public schools would be determined “in the same manner as provided under section 1117 of the ESEA of 1965 [Elementary and Secondary Education Act of 1965 (ESEA)],” meaning that equitable services would be determined by the number of low-income students in the nonpublic schools, which was the same criteria as the allocations for public schools were determined. Equitable services became a hot-button topic for the nation’s schools when a little over a month later, April 30, Secretary of Education Betsy DeVos issued Non-Regulatory Guidance that was in conflict with the language of the CARES Act. DeVos’s Non-Regulatory Guidance called for non-public schools to receive an allocation distributed to every student in the non-public school, with the allocation coming from the public schools whose allocations were distributed based upon the number of low-income students in the public school. States rose up to speak against this disregard of the language in the law and miscarriage of the intent of the CARES Act. In response, Secretary DeVos issued an Interim Rule two months later on June 25, 2020 that, without the disapproval of Congress, would become final and be entered into the Federal Registry with the force and effect of law on July 31. The DeVos Interim Rule gave three options for equitable services (shown in chart 3 on page 33).

Federal Programs

In the Governor’s press release to announce the GEER projects, Governor Stitt stated how beneficial this project would be for a particular private school that serves homeless families who do not pay tuition to attend the school. By the numbers, there are 118 homeless students in the referenced school. In contrast there are over 6,000 homeless students in Oklahoma City, most being educated in OKC and surrounding public schools. There are also over 27,000 homeless students across the state of Oklahoma.


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Secretary DeVos’s Interim Rule came on June 25, long after public schools had held their consultations with non-public schools, collected the necessary low-income data from the non-public schools who had previously declined to participate in public school federal programs funds, and made purchases for both the public and non-public schools. Congress issued the money to schools in March for immediate relief to mitigate the damages of the COVID-19 pandemic. Three months later Secretary DeVos issued the Interim Rule, long after schools had spent the funds based on the language of the law.

Federal Programs

The outcry against Secretary DeVos’ Interim Rule was heard nationwide. On July 22 NPR reported, “The NAACP is joining a coast-to-coast legal fight to prevent United States Secretary of Education Betsy DeVos from siphoning away Congressionally approved emergency COVID-19 relief funds from economically disadvantaged public schools, and giving the money to private ones.” The NAACP lawsuit states, “The Rule is as immoral as it is illegal.”

Oklahoma schools learned on August 21, 2020 that a federal judge in Seattle has granted Washington State Attorney General Bob Ferguson’s request to immediately block Secretary DeVos’s Interim Final Rule. It was unclear if Judge Barbara J. Rothstein’s ruling would be effective nationwide. would be effective nationwide, according to the press release published on the Washington State website (https://www.atg.wa.gov). The following week, another decision by U.S. District Judge James Donato granted a preliminary injunction blocking the U.S. Department of Education from implementing or enforcing its interim final rule while he hears arguments in the case. At the time of this writing, we learned on Friday, September 5 that another federal judge has sent a resounding ruling in the case brought against Secretary DeVos’s Interim Final Rule by the NAACP, families, and schools across the nation. Judge Dabney Friedrich, the U.S. District Judge for the District of Columbia (and a Trump appointee) found the “interim rule created ambiguity” when there was no ambiguity in the law as it is written. The Forbes article states, “The decision that the department’s final rule is void will take effect nationally, meaning that, in layperson’s terms, you can stick a fork in it—it’s done.” (https://www. forbes.com/sites/petergreene/2020/09/05/strikethree-another-federal-court-ends-betsy-devosplan-to-use-public-money-for-private-schools/ amp/).

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COVID-19 CARES Act Equitable Services as It Has Morphed in Washington

The chart outlines the three different versions of equitable services that were thrust upon public schools over three months’ time, while schools were reeling with responsibilities and decisions for providing the safest and best education possible for children, many of whom relied on the school for far more than just academics.


March 27, 2020: As the legislature intended Allocated to How the money How the money Private Schools can be spent in can be spent in Public Schools Private Schools By Title I formula Based on lowOn all students On all students based on income data in the public in the private enrollment of low- per student school school income students Allocated to Public Schools

Under DeVos’s Interim Rules (Schools would choose 1 of these 3 options) DeVos Option 1

DeVos Option 2

DeVos Option 3



SNS is waived

April 30, 2020: As DeVos wrote in her non-regulatory, non-binding guidance concerning the CARES Act Under DeVos’s Allocated to Allocated to How the money How the money can Supplement Not NonPublic Schools Private Schools can be spent in be spent in Private Supplant (SNS) Regulatory Public Schools Schools Guidance By Title I Based on total On all students in On all students in the SNS is waived formula based enrollment of the the public school private school on enrollment of private school low-income students June 25, 2020: Interim Rule issued


Supplement Not Supplant (SNS)

NAACP’s (and families and schools across the nation) request to block DeVos’s Interim Final Rule is granted.

Allocated to Public Schools

Allocated to Private Schools

By Title I formula based on enrollment of low-income students By Title I formula based on enrollment of low-income students

Based on lowincome data per student

By Title I formula based on enrollment of low-income students

Washington State AG’s request to block DeVos’s Interim Final Rule is granted.

July 31, 2020: Went into effect

Based on the private school’s Title I, Part A share of the 2019-2020 Title IA Allocation Based on total enrollment of the private school

August 21, 2020: Blocked in court in Washington state by the federal judge How the money How the money Supplement can be spent in can be spent in Not Supplant Public Schools Private Schools (SNS) Only for Title I schools, not for any non-Title Schools Only for Title I schools, not for any non-Title Schools

Only on lowincome students

SNS guidance must be followed

Only on lowincome students

SNS guidance must be followed

On all students in the public schools

On all students in the private schools

SNS is waived

August 21, 2020 News from Washington State Attorney General The ruling Ferguson’s lawsuit asserts Ferguson asserts that the blocks the that the United States department’s actions violated Department of Education Department’s the Administrative Procedure Education’s rule, (DeVos’s) rule is unlawful Act because they exceeded but it was and a violation of the the department’s statutory unclear if the Administrative Procedure authority, lacked any ruling crossed Act, as well as Article I of reasoning or explanation and the lines of this the U.S. Constitution, therefore were arbitrary and court’s which gives exclusive capricious, and were adopted jurisdiction. “power of the purse” to without proper procedures. Congress.

https://www.atg .wa.gov/print/1 3181

September 5, 2020 News from the U. S. District Judge for the District of Columbia The judge’s The article states, “The Judge Friedrich states, “In https://www.forbes.c ruling blocks decision that the enacting the education om/sites/petergreen e/2020/09/05/strikethe Department department’s final rule is funding provisions of the three-anotherof Education’s void will take effect CARES Act, Congress federal-court-endsinterim final nationally, meaning that, in spoke with a clear voice….. rule layperson’s terms, you can Contrary to the Department’s betsy-devos-plan-tonationwide. stick a fork in it—it’s done. interim final rule, that cannot use-public-moneyfor-privateThe courts have handed mean the opposite of what schools/amp/ Betsy DeVos a platter full of the law says.” defeat with a side order of judicial mockery.”

Federal Programs


Under the CARES Act Law

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Interim Study Overview: Broadband Connectivity, COVID-19, Ed Funding, & More Dr. Pam Deering, CCOSA/OASA Executive Director Dr. Jeanene Barnett, CCOSA Education Policy & Research Analyst Megan Benn, Legislative Consultant The Oklahoma Legislature approved interim studies for the 2020 legislative interim that potentially provide a peek inside the minds of legislators for the 2021 Legislative Session. We know, without a doubt, the COVID-19 pandemic will definitely be on everyone’s minds, even if we have a fully functional and dispersed vaccine by February 1, 2021, the first day of the first session of the 58th Legislature. Some additional topics are introduced below. What exactly is an interim study? Interim studies include formal meetings over legislative and policy issues that are of interest to lawmakers. They often address issues deemed worthy of in-depth discussion and may eventually lead to legislation on the studied topic. Just as a reminder: House members may file “shell bills” without substantive language as a placeholder to be filled in later. Shell bills are prohibited in the Senate. The Speaker of the House and Pro Tempore of the Senate have approved only 13 House and six Senate interim studies that impact education for 2020, to be conducted some time before November.

Interim study topics this year include: • COVID-19 related • employment issues (House-20-041) • comparison of regional states and Oklahoma’s educational response plan (House-20-046) • student absenteeism (House-20-049) • Connectivity of broadband in Oklahoma schools (House-20-045) • Education funding • Bilingual, testing, qualifying, school procedures, transparency and accountability (Senate-2020-38) • Transportation funding in changing virtual environment, funding for schools utilizing city transit systems & 1.5-mile rule for transportation (Senate-2020-39) • Students with special learning needs • Transitions for individuals with intellectual or developmental disabilities (Senate-2-2-16) • Learning challenges in underserved communities: Best practices in assessing learning problems, such as children diagnosed with deafness or dyslexia (Senate-2020-20)

CCOSA team members stay abreast of key topics circulating around the Capitol. We depend on our members to help us stay on top of issues. Thank you to all of our CCOSA members who have presented at Interim Studies last year. Each time that you tell your story, you build the credibility of Oklahoma education professionals. The more you communicate in a respectful way directly with your legislators, the easier it makes our jobs at the Capitol. Please let us know if your legislator approaches you about presenting at or providing input for an interim study. We want to make sure that we credit our CCOSA members who are called upon as experts for the interim studies. Important Dates December 11: Bill request deadline January 5: Organization day (in odd numbered years (years following an election) the Legislature meets on the Tuesday after the first Monday in January for the sole purpose of determining the outcome of the statewide elections) January 21: Bill introduction deadline February 1: Session begins


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OLAP:A CASH INVESTMENT PROGRAM FOR OKLAHOMA SCHOOL DISTRICTS The Oklahoma Public School Investment Interlocal was organized in August of 1996 and formed the Oklahoma Liquid Asset Pool (OLAP) to enable Oklahoma public schools to conveniently and effectively invest their operating, reserve, and bond funds. OLAP’s Sponsoring Associations include the Cooperative Council for Oklahoma School Administration (CCOSA), Oklahoma State School Boards Association (OSSBA), Oklahoma Association of School Business Officials (OKASBO), and Organization of Rural Oklahoma Schools (OROS). The investment objectives of OLAP, in order of priority, are safety of invested principal, maintenance of adequate liquidity, followed by evaluation of available yield while seeking to maintain a net asset value of $1.00 per share. The governing Board of Directors of OLAP includes the Executive Directors of the four Sponsoring Associations along with school administrators from across the state. The Board’s responsibility is to develop policies and provide oversight of the investments in OLAP. The Board selects and contracts with multiple professional service providers to manage, administer, market, and custody the funds in the OLAP Program. The service providers are required to report to the Board on a regular basis. OLAP offers professional investment management through two distinct funds. 1.) The OLAP Daily Investment Pool – Managed by an SEC-Registered Investment Advisor and compliant with Oklahoma State Code, the daily investment pool is a diversified fund that pays a variable rate of interest and allows a participant to invest and withdraw funds on a daily basis, similar to a money market or sweep account. 2.) The Fixed Income Investment Program (FIIP) – The Fixed Income Investment Program allows Participants to individually invest monies in certificates of deposit issued by financial institutions and certain securities issued by the US Government or its agencies and instrumentalities that are allowable under Oklahoma State Code.

There is no minimum balance requirement, no minimum or maximum transaction amounts, and no minimum or maximum number of monthly transaction requirements. Knowledgeable and friendly OLAP representatives are available to assist in the account opening and initial investment process and are available to provide ongoing support as needed. OLAP’s flexible features allow any size school district to invest. Whether you are a K-8, CLASS A or 6A school district, OLAP has features to accommodate your district in the investment process. • Professional Administrators that you can talk to directly at 1-866-472-6527 • Full online, real-time access to your accounts • Multiple transactions and reporting options • Direct Wire of State Aid, Federal Aid or Bond Funds • No Minimum or Maximum Balances • Flexibility to establish multiple sub-accounts • Separate accounting for sub-accounts (i.e. General, Bond, Activity, Nutrition) HOW DOES MY SCHOOL DISTRICT JOIN OLAP? 3 EASY STEPS 1. Board of Education must pass a resolution approving participation in OLAP. 2. Complete and submit all account application forms. 3. Invest. OLAP provides an investment option for your district’s funds; it will not take the place of your bank checking account. Just as districts are able to maintain multiple banking relationships if they choose, they are also able to maintain multiple options to invest cash from operating funds, reserves, and bond funds. If your district is not currently utilizing OLAP, we suggest you review the Program by visiting the website at olaponline.org to obtain further information and current rates or contact an OLAP representative via phone at 1-866-472-6527.

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One-Stop Shop for Procurement The BuyBoard Purchasing Cooperative, a free CCOSA service, provides reduced pricing on bulk cleaning supplies, personal protection equipment (PPE), desks, oral interpretation needs, and more. Make a plan, coordinate with your neighboring school districts or local governmental entity, and save more.

Learn More nsba.org/BuyBoard

Endorsed by


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Leading Virtual Learning Eric Fox, Associate Principal, Jenks High School

Do you remember your first year in school? I was in Mrs. Williams’ class at Fairview Elementary in the Moore School District. Her room was just down from the office and the cafeteria, and I sat near the back where I could see lots of books and her encouraging smile. My first year as a teacher, I was at Moore Highland East Junior High. I didn’t have a classroom to describe, but I pushed a cart through the hallway to use in other teachers’ rooms and I even made a trek out to the pre-fab building. My first week as an assistant principal at Jenks, I had a number of novel experiences including searches with the canine officer. Those experiences never showed up in grad school or the principal’s exam, yet I still was expected to navigate them with deftness. In the fall of 2020, I find myself a rookie again. Our students, staff, parents and colleagues are all “first years” at schooling during a pandemic. We had a brief taste in the spring, but now, the stakes are higher. We are implementing new procedures in areas ranging from sanitation and safety, emotional health, virtual meetings, event planning, curriculum re-mapping and fielding sales inquiries from tech vendors too numerous to count. Last spring “grace” and “flexibility” were words we used often, but now, expectations are elevated since we’ve had the summer for additional planning. I was comforted by going back to my textbook “School Leadership in the Age of a Pandemic” until I remembered it didn’t exist. So without a book or class, what have I learned about leading blended learning so far?

I’ve come to realize that my hearing has been sharpened. Listening intentionally has required a variety of mediums as informal as text checkins or phone calls or as formal as surveys and working groups, but gathering input has been critical for plan development. Those plans have not been chiseled in stone but revisited based on new information and input. This should include the anxieties and concerns of all our stakeholders as well as their hopes and aspirations. Dr. Nick Migliorino shared with me the most important task of a leader is to build and maintain relationships. While I had always valued building relationships, I had not thought about the need to intentionally maintain them. Building and maintaining relationships with students, their families, our staff and our community strengthens our ability to truly listen in challenging times. Students recently came to campus to pick up materials. Seeing students in the building made teachers’ faces glow even behind facemasks. Teachers receive energy from students whether through a face to face encounter or a virtual meeting, and they have been preparing for students throughout the spring and summer. They have invested in meeting social/emotional needs along with potential academic gaps. One of my teachers had a virtual scavenger hunt as a community builder on the first day, and students were asked to find something that started with the letter “w” or a favorite t-shirt or something that made them special. One student retrieved a lightsaber he and his father had built complete with lights and sounds.

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Valuable insights were gleaned as a result of re-thinking the first day of class. If necessity is the mother of invention, we have witnessed the expedited process of innovation. Important conversations have been facilitated. For example, for us to discuss what quality remote learning would look like, we had to first define quality learning itself. Then came an exploration of how that might be the same or different when teaching from a distance or if face to face instruction was disrupted. Whether learning experiences are broken down into dichotomies of online-offline or synchronous-asynchronous, a consistent framework for identifying quality teaching and learning is developing and will guide us moving forward beyond the Pandemic. Throughout the numerous conversations, contingency plans and Zoom meetings, one thing has remained constant -- our focus on what is best for students. This is the lens I’ve always heard throughout my tenure in Jenks at all levels of site and district leadership. We know having students interact with compassionate and competent staff regularly is best. While there have been a range of plans explored for how to do that effectively and safely, students have rightly been at the forefront of the discussions. Sometimes as administrators, we’ve had to face harsh realities and have courageous conversations. We’ve had to ask uncomfortable questions regarding why we’ve always done it a certain way or why we haven’t moved farther along. I’ve also learned that leading blended learning is a team sport.


A fellow administrator is willing to share an idea that has worked at her site or with one of his teachers. Professional organizations have hosted dialogues to learn from and commiserate with each other, and this discourse is a rising tide that lifts all ships. We will make mistakes and face setbacks, but we are also laying the foundation for future successes that, like our shadow, extend around corners we may not yet see.


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Oklahoma School Assurance Group Welcome to the OSAG 2020-2021 policy year! We are excited to welcome new Oklahoma school district members to OSAG, bringing total 2020-2021 OSAG membership to 496 school district members! As a member of OSAG, you are an important part of the largest provider of workers' compensation services to our Oklahoma public schools. Your district will participate in receiving many FREE BENEFITS simply by being a member of our organization. FREE Member benefits include: Four Loss Control & Safety Training Seminars held annually at NO COST. OSAG provides these training seminars to OSAG members in the fall & spring of each policy year. **Due to the current COVID19 situation, the OSAG fall 2020 seminars are on hold. Please watch for future announcements. Online safety training video program with 800+ videos at NO COST. This video library is located on the OSAG webpage at www.okschoolassurancegroup.org. Login credentials and instructions are included in your 2020-2021 OSAG Welcome Packet. New videos are continuously added to the OSAG library, including COVID-19 safety training. This electronic training tool is especially useful during the current pandemic situation. If you need district login credentials, please call the OSAG office at 800-6995905. On campus safety visitations at your convenience! OSAG contracts with the safety department of CompSource Mutual Insurance Company to provide this in-service to our membership at NO COST. **Due to the current COVID-19 situation, onsite visitation has been paused. The CompSource Safety Team has created several alternative training options to choose from, again all FREE OF CHARGE. See below: • • • •

Zoom/Team meetings with a CompSource Safety Team professional Virtual walkthroughs as requested via FaceTime PowerPoint pre-recorded training. This presentation can be provided through email & distributed to district staff for individual or group training. Live virtual training with a CompSource Safety Team professional

Potential for performance dividends! Since inception, approximately $16,113,689 has been awarded to qualifying OSAG member schools! Continued safety & loss prevention training, and management of workers' compensation claims, will help your district to qualify. Discounted membership with Oklahoma Safety Council! OSAG member districts can join the Oklahoma Safety Council for a discounted membership fee of only $99! This is a tremendous savings to our schools, as typically membership fees are based on number of employees within the district. Take advantage of this OSAG benefit! Email twamsley@okschoolassurancegroup.org to begin your membership process. OSAG is governed by a five-member board of trustees, all serving as superintendents of Oklahoma schools. The OSAG motto is "to provide the most efficient and economical workers' compensation services to Oklahoma public schools." We stand by that motto, and will strive to provide the best service to each and every member of our organization. Contact the OSAG office at 800-699-5905 to enroll in any of the above listed member benefits.

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To Zoom or Not To Zoom: TLE Training During a Pandemic


Dr. Jeanene Barnett, CCOSA Education Policy & Research Analyst

Research consistently identifies that the teacher is the most important factor in the classroom that impacts student achievement. Esteemed researcher John Hattie (2012) reveals in Visible Learning for Teachers, empirical research demonstrates that evaluation and two-way feedback are, “among the most powerful influences on student achievement” (p. 182). Oklahoma recognized this fact almost a decade ago and responded by legislating requirements through the Teacher Leader Effectiveness (TLE) Evaluation System [70 O.S. § 6-101.16 (OSCN 2020) and OAC: 210:20-41-1(c)]. At the center of teacher evaluations are ways to guide improvement of teaching skills and recognize and reinforce teaching excellence CCOSA and Barlow Education, in collaboration with the Oklahoma State Department of Education (OSDE), continue to offer recertification and new administrator training that helps Oklahoma administrators develop and enhance the skills needed to implement the Tulsa Model Evaluation instrument successfully. This year, the TLE Tulsa Model training focused on connections across the evaluation rubric that would help guide conversations about improving teaching skills. The rubric, by defining common expectations for effective teaching, provides the basis for rich data-driven conversations and focuses on professional growth and learning. Making connections across the Tulsa Model evaluation Rubric Indicators helps to save valuable principal/evaluator time. The TLE Tulsa Model Recertification this year comes with a 25-page video toolkit organized by indicator. The first 11 pages provide access to multiple videos that can be used to help teachers with Classroom Management, focusing on Relationships, Procedures and Processes, Positive Behavior Intervention and Supports, etc.

This last comment reflects our current reality: Zoom. In response to the circumstances surrounding COVID-19 and the community, state, and national guidelines regarding social distancing and group gatherings, CCOSA pivoted all of their TLE: Tulsa Model and McREL Training from face-to-face meetings to online live via Zoom with resounding success based on the survey results from attendees. Some participant comments included: “I thought the training was very good! I had some reservations about doing an online training such as this, but I was pleasantly surprised…The trainers were fantastic.” “This may be crazy to hear but I actually wish it would’ve lasted a little longer.” “Not having to be on the road half a day to get to and from training and then sit through training made today’s [sic] training much more effective. I wasn’t exhausted or dreading the long drive home!” In the past, “On the road again” could have served as the soundtrack of our lives during summer training time. That is one positive consequence that has come out of this pandemic. It has caused us to pivot, and we have found value in virtual training. We still have much to learn to maximize the use of the technology, but the survey results emphasized that good training is good training regardless of the medium: • knowledgeable and experienced teachers, • opportunities to collaborate and learn from others (relationships), and • resources that participants can apply in the “real world,” or practical application of theory in practice.

T L E T u l sa M o d e l N e w A d m i n i s t r ato r Training

The CCOSA TLE Training survey results reveal how helpful participants found the training and support materials this year. Some responses indicated: “I REALLY love all of the new videos and resources in the toolkit, and I’ll be able to share those with teachers.” “One of the better Zoom trainings I’ve had.”

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York: Routledge.


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Our Schools Need School Librarians Dr. April Grace, Superintendent, Shawnee Public Schools

In my more than 30 years in public education, I have never faced an upcoming school year with so many unanswered questions. What steps do we need to take to ensure students and staff are safe? If we have to transition from in-person to remote/ digital learning, how do we make sure the transition is seamless with no interruption of learning? How can we provide an excellent learning experience for all our students in a suffering economy? The unknowns are endless and at times overwhelming. But one question I have no problem answering is do we need school librarians. My answer? A resounding Yes! We need school librarians now, perhaps more than ever in the history of education. The current shifts we are all making in education as we navigate through a pandemic underscore the need for librarians to fulfill the five roles highlighted by their national standards. The expertise required of the school librarian in the five roles they fill - instructional partner, teacher, leader, information specialist, and program administrator - make these professionals uniquely positioned to assist educators and learners in the transition to our new reality in education. Schools now more than ever need these teacher librarians who possess skills in technology, information evaluation, online safety, critical reading, as well as making and creating. My own district serves as an example of how school librarians have led and taught over the years but have been especially noticeable and elevated in their service throughout this pandemic. Last spring when our district - like all others was rapidly planning for our sudden thrust into distance learning, one of the first decisions I made as superintendent was to make sure that school librarians were embedded in all of our decision making groups. One of our first projects was creating grade-level and subject-area teams of classroom teachers throughout our district. These

teams were tasked with designing weekly choice boards of learning activities that would meet the needs of all our students. Embedded within each of these teaching teams was a school librarian who was instrumental in suggesting learning resources. In fact, one of our middle school teachers commented to me that she was relieved she had collaborated on an inquiry unit with her librarian because she was more confident her students would be able to be independent distance learners. Once the teams created their choice boards, the school librarians then began demonstrating their roles as information specialists by ensuring our learners had continued access to books and learning materials. The challenge was daunting. Our district serves a community with a high poverty rate; more than 95% of our students district-wide qualify for free and reduced lunch. Our school librarians found creative solutions to give our learners the access they needed. They applied for and received book grants from First Book, a nonprofit organization that works to provide books and other learning resources to students in need. The school librarians then partnered with a local community organization to deliver books to students in the greatest need. They also worked with our child nutrition staff and volunteers to put books on buses that were delivering meals to children throughout our community. These school librarians also partnered with our local public library to give our students single-signon access to eBooks and audiobooks through the Sora App from Overdrive. They then created and shared videos with parents and students to ensure they knew how to access the books. And when families lamented that they did not have access to the internet at home, our school librarians worked with community leaders and businesses to provide some of these families with internet access for a limited time.

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The school librarians never stopped teaching last spring, either. They joined classroom teachers and their students in virtual meetups to read books and provide learning experiences. They created videos and posted to school social media accounts to reach as many students and families as possible. Now that our new school year has started, our district is depending on the expertise of school librarians now more than ever. Through the help of grants, we are moving to a 1:1 learning environment. Our classroom teachers are using the learning management systems SeeSaw and Canvas to make sure that we can transition to at-home learning at the drop of a hat, if necessary. Our school librarians will be added as co-teachers to every learning-management-system classroom to make collaboration as seamless as possible. Our partnership with our public library to give greater access to ebooks and audiobooks is continuing, and now we can ensure that all our students will have access to both a device and internet service through a hot spot whenever they need to access these resources. The school librarians are also examining their own collections to see what digital items they need to add to their libraries so that these learning resources are truly available 24/7. The program administrator role of our school librarians is evident in the ways they are planning on how we will keep our school community safe. The school librarians are working on safety procedures for quarantining books, allowing social distancing of groups, and keeping physical spaces sanitized. These amazing librarians are thinking outside the box by making both physical and virtual book displays that meet the needs of all our learners. Currently, they are working on procedures to provide our students that will attend school 100% virtually with the reading materials they will need.


The five roles of the school librarian - instructional partner, teacher, leader, information specialist, and program administrator - have always been necessary in education, but as we enter this school year with so many uncertainties, I am grateful we can be certain of our school librarians’ expertise. I encourage you to reach out to your librarians and engage them in conversation around the five primary roles they fulfill. You can learn more about the school librarian standards and roles that librarians should play, and how each role is applicable to the educational world we are all facing in the upcoming year. If you have any questions, consider reaching out to the American Association of School Librarians, your state librarian organization, or better yet your local librarian.

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Sustaining and Supporting Principals: Implications of CCOSA Principal Survey 2020 Glen Abshere, OAESP Executive Director & William D. Parker, OASSP/OMLEA Executive Director

Every principal remembers the thrill and the anxiety involved in the start of a new school year. This year is no exception, especially with the added measures of re-opening during a pandemic. But stress and anxiety for school leaders is not a new phenomenon. Before the pandemic began shutting down schools, the National Association of Secondary School Principals (NASSP) and Learning Policy Institute (LPI) had been surveying principals across the nation on what trends were influencing principal turnover and sustainability. On May 14, 2020, they shared joint findings through the report Supporting a Strong, Stable Principal Workforce: What Matters and What Can Be Done. According to their findings, 42 percent of surveyed principals indicated they were considering leaving their position. The percentage of principals planning to move to a different school was higher for those in high-poverty schools and rural communities. After reviewing those findings, the Oklahoma Association of Elementary School Principals (OAESP), the Oklahoma Association of Secondary School Principals (OASSP), and the Oklahoma Middle Level Education Association (OMLEA) shared a follow-up survey with Oklahoma principals with questions specific to Oklahoma principal sustainability called the CCOSA Principal Survey. The survey link was sent to Oklahoma principals via Constant Contact email service, and participants responded voluntarily. Among the 338 survey respondents to CCOSA’s Principal Survey, 213 (or 63%) were principals from rural communities, 96 (or 28%) were principals from suburban communities, and 29 (or 9%) were principals from urban communities.

Notable Results The purpose of the Oklahoma Principal Survey was to see how Oklahoma principals responded to some of the same questions in the national survey by NASSP and LPI. The national survey showed the following factors contributing to principal turnover: • Working Conditions • Compensation and Financial Obligations • High-Stakes Accountability Systems and Evaluation Practices • Lack of Decision-Making Authority Principals in the Oklahoma survey results shared concerns over working conditions, although slightly lower than the national survey. For instance, 44 percent of principals in the national survey and 33 percent of principals in the state survey agreed that his/her heavy workloads and job complexity are influencing them to leave the profession. In addition, 25 percent of national principals and 21 percent of statewide principals indicated considerations of leaving because of High Stakes Accountability requirements. Lack of DecisionMaking Authority ranked 16 percent nationally and 11 percent statewide as reasons for turnover. Takeaways for New Admins Serving as a principal is a hard job but also extremely rewarding. The data from both surveys show the need for supporting early career principals and ongoing professional development for veteran administrators. Additional research detailing the need for support of early career principals can be found among several other sources (Liang & Augstine-Shaw, 2016; Bravender & Staub, 2018; Syed, 2015; Spiro, Mattis, & Mitgang, 2007; Jones, 2003; Newcomb, 2011; Lashway, 2003; Healy & Welchert, 1990; Levin, Scott, Yang; and Leung & Bradley, 2020).


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New Principals Academy CCOSA’s mission has been to support principals in all phases of their career with training and support in the field. CCOSA offers annual training for new principals through the CCOSA New Principals Academy. This year’s New Principals Academy includes four training dates and one advocacy experience. Sessions are facilitated by OAESP Executive Director Glen Abshere and OASSP/OMLEA Executive Director Will Parker. This semester of learning will be provided in live virtual meetings and will include interactive/guided discussions, guest presentations from experienced education leaders, and time for grade-level focus groups. In the spring, participants will be also invited to a legislative advocacy experience. Here’s a summary of session topics: Session 1 - September 17, 2020 • Establishing and Assessing a Healthy School Culture • Leading a School during a Pandemic • Understanding the Principal’s Role in the State Accreditation Process • Handling School Activity Funds • Guest Speakers – Practices for School Culture from an Elementary and Secondary Perspective Session 2 - October 22, 2020 • Understanding the Principal’s Role in Instructional Leadership • Understanding Blended/Virtual Framework • Learning to Balance Priorities • Implementing Educational Leader Self-Care • Guest Speakers – Principal’s Role in Instructional Leadership from an Elementary and Secondary Perspective

Session 3 - November 19, 2020 • The Principal’s Role in Special Education • Working Through Behavior and Discipline Issues • Guest Speakers – Supporting Social-Emotional Needs of All Learners and Behaviorally Challenged Students Session 4 - December 14, 2020 • Guest Speaker: Understanding School Security and Safety including Bully Prevention • Safety Drill Reporting, and Behavioral Threat Assessments • Managing Communication During a Crisis • Guest Speakers: Running Effective Meetings; Hiring and Supporting Staff; Giving Constructive Feedback: Conflict Management with Parents, Students, and Staff

More than ever, principals need strong relationships with other education leaders and ongoing learning to sustain their important work. If you are an early-career administrator or a veteran leader looking for ongoing professional development, you will find opportunities throughout this school year for collaboration through webinars, trainings or conferences. In addition, the directors of OAESP, OASSP, and OMLEA are available to provide personalized coaching for principals via electronic conferencing. Contact us for more details on professional learning for new principals or principal consultations and coaching. Glen Abshere, OAESP Executive Director: abshere@ccosa.org William D. Parker, OASSP/OMLEA Executive Director: parker@ccosa.org

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OASA Dr. Pam Deering, CCOSA/OASA Executive Director Derald Glover, OASA Assistant Executive Director School administrators are leading through the most challenging time in public school history. Just as we did during the teacher walkout, OASA has stepped up to provide communication and up to the minute information to its members. From the start of the pandemic in March, OASA set up both statewide and regional zoom meetings for those new to zoom (remember when we didn’t know what zoom was?). Those meetings served as vital conduits of information sharing for administrators across the State. Now, the OASA Weekly “Touch Bases” meetings led by OASA Presidents have averaged from 120-170 administrators and will continue as long as there is a need to share information. This year OASA has continued its effort to build “Quality School Frameworks” using both research and our own members’ expertise. OASA and CCOSA feel that school leaders should define “Quality” in public schools. Besides the Blended Framework that has served as a guide for implementation of blended learning options for hundreds of schools, CCOSA through the help of the Dr. Bill Daggett’s ICLE team developed the Instructional Leadership Framework. This Framework provided the opportunity for two cohorts of small and large school leadership teams to be trained on research based instructional leadership practices. Vernon Florence Consulting is once again providing individualized financial assistance to our District Level Services schools as does Andrea Kunkel in the area of special education. The “Budget Bootcamps” are back this year. Bootcamp I provides the basic school finance information, with a special emphasis on budget preparation. Bootcamp II introduces the “CCOSA Budget Book” template to help you build a professional budget document. Bootcamp III is hosted in the spring to assist administrators in projecting and planning their budget for the following year. These and other professional development opportunities are available at ccosa.org.

The latest Framework to be developed is the Energy Efficiency Framework. This is a valuable guide for OASA members to use to maximize savings in energy consumption and send that money to the classroom. All schools can benefit by this Framework that was built by OASA members and partners like OG&E. CCOSA is also providing an opportunity for a few pilot schools to contract with an energy expert to assist them in becoming more efficient and potentially saving thousands of dollars. This year, we are pleased to recognize the leadership of Dr. April Grace, Superintendent of Shawnee Schools, as the OASA President. Too, we are grateful for the leadership of our Executive Officers and Executive Committee. OASA is your professional organization. We will continue to respond to the needs of our members by advocating on your behalf at the State Capitol. Through our professional learning, Quality School Frameworks, our communications network, and our advocacy, we continue to show that schools are being led by true professionals. We hope you will continue to be an active part of this amazing organization and continue to ride with OASA! Please welcome the 2020-2021 New Executive Committee Members: District 4- Shelley Arrott, Superintendent, Ponca City District 8- Dr. Jeff Taylor, Superintendent, Pretty Water District 14- Jerime Parker, Superintendent, Amber-Pocasset District 20- Tony Hancock, Superintendent, Caddo-Kiowa Tech Center President - Dr. April Grace, Superintendent, Shawnee President Elect – Kyle Reynolds, Superintendent, Woodward Vice-President – Dr. Matt Posey, Superintendent, Oilton Past President and AASA Federal Rep. – Dr. Don Raleigh, Superintendent, Pryor

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OAESP Glen Abshere, OAESP Executive Director

Association Business The OAESP Executive Committee met virtually on June 24th, 2020. Donna Boles, Perkins-Tryon Public Schools, will serve as the 20-21 OAESP President. Congratulations to Ashley Hoggatt, Putnam City Public Schools for being selected as the OAESP President-Elect. Skeeter Sampler, Cache Public Schools, has been chosen by OAESP to serve as the NAESP State Representative/Federal Relations Officer. OAESP Elementary Principal of the Year/National Distinguished Principal • OAESP is pleased to announce Vicki Wilson, Principal at Homer Elementary School in Byng Public Schools, as the 2020 OAESP Administrator of the Year and NAESP National Distinguished Principal. • OAESP also named Scott Allen, Principal at Monroe Elementary School in Enid Public Schools, as the OAESP Principal of Excellence. Marsha Stafford, Principal at Cleveland Elementary School in Oklahoma City Public Schools, is the James Burnette Principal of Distinction. 2021 OAESP Mid-Winter Conference The OAESP Mid-Winter Conference is being planned for February 10th, 2021. Due to ongoing concerns with COVID-19, no decisions on shifting virtually have been made yet. Please stay tuned for updates. Professional Development Opportunities TeleLEAD We are excited to announce a new professional development opportunity with the launch of TeleLEAD on Oct. 7. We have partnered with OSU Tele ECHO to provide this professional development twice a month, on the first and third Wednesdays at noon virtually. Julie Bloss, Grove PS and Kas Nelson, Vici PS will provide an elementary perspective. Eric Fox, Jenks PS and Stephanie Williams, Norman PS will provide a secondary perspective.

New Principals Academy: The CCOSA New Principals Academy is designed to promote an interactive discussion on topics essential to provide guidance to steer an early career principal or assistant principal through the initial period of adjustment as a beginning administrator and set the foundation for a long and rewarding career as a school administrator. The academy will meet four times in the fall semester virtually and provide for an advocacy experience in the spring. Principal & Superintendent Certification Exam Preparation: Dr. Paula Schornick and CCOSA are hosting a workshop that will provide participants with an overview of the COEE OSAT’s for the school administration areas. Due to the COVID-19 conditions, this training will be virtual. In addition to dissecting and analyzing the subject area study guide, close attention will be given to the tests’ required writing assignments. Join OAESP! If you haven’t already done so, it is time to renew your membership for the 20-21 school year! If you know principals or assistant principals that are not members, please encourage them to become a member. As always, please let us know if there is anything that we can do for you! Please welcome the 2020-2021 New Executive Committee Members: President: Donna Boles, Perkins-Tryon ES President Elect: Ashley Hoggatt, Kirkland ES, Putnam City Past-President: Josh Pierce, Mannford ES State Rep./Federal Relations: Skeeter Sampler, Cache IES Tulsa Area: Lindy Risenhoover, Southeast ES, Jenks Tulsa Area: Janice Thoumire, Delores Huerta ES, Tulsa OKC Area: Cathey Bugg, Heritage ES, Edmond SW Quadrant: Terri Hamilton, Altus ES Lawton: Hailey Crow, Whittier ES, Lawton


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OASSP Will Parker, OASSP/OMLEA Executive Director

The last few months have been like none principals have ever had to manage before. And the collaboration among secondary and middlelevel school leaders has been both inspiring and essential! OASSP Summer Business Meeting On June 26, 2020, the OASSP Executive Committee met virtually for its final 2019-2020 business meeting. 2019-2020 President Kim Coody acknowledged this year’s retirees: David Bookout, Liz Burns, Leslie Frazier and Jody McElhaney (absent). Bookout, Burns and Frazier all took a moment to say thanks to CCOSA and OASSP and talk about their plans for retirement. Also recognized were the outgoing and incoming OASSP Regional Representatives and the outgoing Officers. Service awards for both the retirees and outgoing board members were mailed this year. Motions and approvals were made for new executive committee positions, a review of association financial statements, and discussions for membership services. Ms. Coody conducted her final meeting before passing the gavel to incoming OASSP President Dusty Throckmorton. State Assistant Principals of the Year Ceremony On Monday, July 20, Eric Fox, Jenks High School Associate Principal, was recognized as Oklahoma’s Assistant Principal of the Year during NASSP’s virtual awards ceremony for state assistant principals. Congratulations Eric!

Please welcome the 2020-2021 New Executive Committee Members: • OASSP President: Dusty Throckmorton, Guthrie HS • President-Elect: David Beiler, Jenks HS • Past President: Kimberly Coody, Glenpool HS • NASSP Coordinator: Chris LeGrande, Guthrie HS • Assistant POY: Eric Fox, Jenks HS • Middle School POY: Kyle Hilterbran, Clinton MS OASSP Regional Representatives • Region 1: Jason Schreiner, Goodwell HS • Region 4: Jerry Burnett, Perkins-Tryon MS • Region 5A: Scott Kiker, Collinsville HS Mark Officer, Owasso HS Region 5B: LaDonna Chancellor, Bartlesville HS Region 11: Buck Ewton, Morris HS Region 12: Steven Goss, Keys HS Region 14A: Anthony “Tony” Rose, Edmond Memorial HS Region 16: Marshall Brence, Pansy Kidd MS Region 18: Kevin Kelly, Duncan HS Region 20: Terry Painter, Latta MS Region 22: Laura Bullock, Idabel MS

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OMLEA Will Parker, OASSP/OMLEA Executive Director

Middle level leaders serve an essential role for students at such an important time in their developmental stages of learning and growing. OMLEA is committed to connecting educators with best practices for those middle years! OMLEA Summer Business Meeting On June 26, 2020, the OMLEA Executive Committee met virtually for its final 2019-2020 business meeting. 2019-2020 President Justin Mann conducted the meeting with motions and approvals for new executive committee positions, a review of association financial statements, and discussions for 2020-2021 membership services. We are still unsure what our annual combined OASSP/OMLEA conference will have in store, but we are committed to staying in touch, sharing ideas, and providing updates as we know more. 2019-2020 President, Justin Mann finished his final meeting by passing the gavel to 2020-2021 OMLEA President Jonathan Atchley. OASSP/OMLEA Principal Zoom Meetings As principals planned for the beginning of the new semester, OASSP/OMLEA held virtual meetings on July 22, July 29 and August 5 where members shared ideas and best practices for leading during a pandemic. Thank you to OASSP President Dusty Throckmorton and OMLEA Jonathan Atchley for facilitating these meetings, and to several members who shared updates from their schools including Laura Bullock, Idabel Middle School; Eric Fox, Jenks High School; Kyle Hilterbran, Clinton Middle School; Melissa Barlow, Yukon High School; and Rob Mills, Enid Middle School.

Please welcome the 2020-2021 New Executive Committee Members: • OMLEA President: Jonathan Atchley, Irving MS • President-Elect: Robb Mills, Dewitt Waller MS • Past-President: Justin Mann, Washington MS OMLEA Regional Representatives Northwestern Oklahoma: Kyle Hilterbran, Clinton MS Oklahoma City Area: James Werchan, Harrah JHS Tulsa Area: Alton Lusk, Owasso 8th Grade Center


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ODSS Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director

To provide opportunities to ask questions and share information in preparation for the new school year, ODSS hosted five virtual Keep in Touch meetings, starting on July 1. We transitioned to regular monthly meetings with the first virtual ODSS Directors meeting on August 20. Monthly meetings will continue through the school year on September 17, October 22, November 19, January 21, February 18 and April 15. Contact Andrea Kunkel at kunkel@ccosa.org for meeting times and connection information. ODSS is continuing to provide the First-Year Special Education Directors Project for 2020-21, with new directors participating from all over the state. In addition to training and resources, ODSS pairs each new director with an experienced mentor-director. There is no cost to the new director or their district to participate. For more information or to sign up, contact Andrea or Laura Crabtree at laura@ccosa. org. ODSS typically holds its Best Practices Conference in October. This year, though, we’re planning a virtual conference day on December 4 and hoping it will be possible to host an in-person or hybrid conference on March 4 and 5. We’ll keep you posted. Please stay safe and join ODSS!

Please welcome the 2020-2021 New Executive Committee Members: President: Melisa Kifer, Stillwater President-Elect: Teresa Golden, Kingston Past President :Tracy Mootry, Inola Legislative & Policy Liaison: Scott McCall, Putnam City At Large: Amy Beams, Yukon TADSS leader: Leslie Burnett, Pryor Southeast leader: Sherri Coats, Byng At Large: Kim Elkington-Baxter, McAlester Northeast rep: Rachelle English, Stilwell At Large: Kari Ford, Comanche Southwest rep: Mindy Hawthorne, Altus Southeast rep: Lori McCoy, Durant Northwest rep: Kody Strader, Fairview At Large: Katherine Stufflebeam, Sapulpa




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SNU Launches Doctoral Degree Designed for Educators After months of research and planning, Southern Nazarene University launched its first doctoral degree, a Doctor of Education in Administration and Leadership. The curriculum and method of delivery were designed for educators, public service profession-

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if you choose SNU’s pathway to earning your doctorate.” At SNU, courses take place one night a week, and students focus on one class at a time. In addition, SNU has a full-time dissertation director to assist students in connecting with the ideal advisor for them and their research. This research is embedded within the curriculum, making it more manageable for working adults. Within the first term of the program, students begin work on their dissertation with the priceless benefit of a dissertation chairperson guiding you along the way. “Talk to others who have completed a doctorate,” Case said, “and they will confirm that your dissertation advisor is critical to the success of your research and dissertation completion.” Earning a doctoral degree requires a great deal of effort, but after 32 months, students will have a terminal degree that could change the trajectory of their entire career. “The time to begin fulfilling your educational dream is right now,” Case said. If you’re interested in learning more about earning a Doctorate of Education in Education, Administration and Leadership, visit pgs.snu.edu.

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