Better Schools Fall 2024

FALL 2024

Fundamental Resources and Editorials for School Administrators

New Grad Requirements = Maximum Flexibility for Student Success! page 24

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GETTING TO KNOW YOUR CEC MEMBERS

IS YOUR SCHOOL BEHIND THE AI CURVE? (HINT – PROBABLY NOT)

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CONTENTS CCOSA Executive Committee Melissa Barlow Principal, Yukon HS CCOSA Chairperson OASSP Past-President Laura Bullock Principal, Idabel MS CCOSA Vice Chairperson OMLEA President Scott Farmer Superintendent, Ft. Gibson OASA President Dale Spradlin Superintendent, Buffalo OASA President-Elect Matt Johnson Principal, Shawnee HS OASSP President Joe Ballard Principal, Poteau HS OASSP President-Elect John Potter Asst. Supt., Pryor OMLEA President-Elect Tara Burnett Principal, Highland Park ES, Woodward OAESP President Amy Estes Principal, Hollis ES OAESP President-Elect Amy Swartz Director of Special Services, Ponca City ODSS President Michelle Dalton Director of Special Services, Eufaula ODSS President-Elect Dr. Stacey Butterfield Superintendent, Jenks PAC Representative Dr. Gregg Garn University of Oklahoma Higher Education Liaison

6 Counting Students: The Key to School Resources

by Dr. Pam Deering, CCOSA/OASA Executive Director

9 OASA FY25 Mid-Term Factor Estimate A breakdown of the numbers.

by Derald Glover, OASA Assistant Executive Director

13 What Is Congress Up To?

Hint: In the days leading up to the November election, not much.

By Tara Thomas, AASA Government Affairs Manager

15 OSSAA Exception to Residence Eligibility Rule

By David Jackson, OSSAA Executive Director

16 Preparing Oklahoma School Facilities for Winter Practical tips for how to be ready for whatever the season may bring.

By Derald Glover

18 Pushing the OTRS Limits

How superintendents can maximize their retirement savings with annual contract review.

By Cory Hartsfield

21 Spotlight on CEC Members

Up close and personal with four incredible CCOSA leaders.

By Melissa Barlow, Laura Bullock, Scott Farmer, and Dale Spradlin

24 Oklahoma’s New Graduation Requirements

Thanks to new legislation, flexibility will create multiple pathways to student success.

By Dr. Jeanene Barnett, CCOSA Director of Policy, Research, and TLE

27 How to Honor the Responsibility of Local Control The top three answers?

Community, community, and community.

By Tyler Bridges

37 Is My School Behind the AI Curve?

An action plan for the current school year.

By Jeff Utecht

41 CCOSA’s New Principal and Superintendent Certification Exam Prep

Making the grade with the help of an expert, Dr. Paula Schornick.

43 Impact Aid – How Districts Qualify and Apply for Funding

By Billie Jordan, Executive Director, OASIS

54 Read to Lead

How can school leaders effectively manage difficult situations in schools? Handle With Care by Jimmy Casas and Joy Kelly explores four themes for success.

Review by Chris LeGrande, OASSP/ OMLEA Executive Director

ON THE COVER: Yukon High School Principal and CEC Chair Melissa Barlow at the school’s graduation ceremony last May. Learn more about Melissa and other CEC members on page 21.

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CCOSA Staff Dr. Pam Deering CCOSA/OASA Executive Director

32 Breaking Down Barriers to Student Attendance Complex challenges like chronic absenteeism merit multiple approaches – and we’re sharing how to make them happen.

By Krysia Gabenski, NAESP Editorial Director

Derald Glover OASA Assistant Executive Director Chris LeGrande OASSP/OMLEA Executive Director Glen Abshere OAESP Executive Director Andrea Kunkel CCOSA General Counsel ODSS Executive Director Dr. Jeanene Barnett Director of Policy, Research, and TLE Kathy Dunn Director of Professional Learning, State and Federal Programs Madeline Pollard Marketing, Events & Corporate Sponsorships Specialist Cynda Kolar Business Manager Lynne White OAESP Executive Assistant & Assistant to the TLE Coordinator

34 Maximizing Minutes in the Classroom

How Yukon is applying local context to best practices to improve elementary school attendance.

By Scott Hein

ASSOCIATION UPDATES 44 OASA

50 OAESP

47 OASSP/OMLEA

53 ODSS

Nicole Donnelly Membership Coordinator & CEC Executive Assistant Jen Knight Executive Assistant Kasiah Mims OASA Executive Assistant Catherine Goree OASSP/OMLEA/ODSS Executive Assistant

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Leadership Conversations

Counting Students:

The Key to School Resources Dr. Pam Deering, CCOSA/OASA Executive Director deering@ccosa.org

In Oklahoma schools, this time of year – while fun for homecoming, football games, and fall weather – is a time for counting students for funding purposes. This year, the task has been burdensome and frustrating beyond belief for our schools. However, school staff are dedicated to getting it right not only to ensure students receive the important services to which they are entitled by law, but also because these counts are fundamental to the support of our schools. This process is more than just numbers – it’s the cornerstone of how schools receive their funding and resources.

Why Does Counting Students Matter?

Accurate Counts = Resources

Each year, school districts receive funding based on the number of students attending school. This funding is vital for:

While common education funding in Oklahoma is not where it should be, an accurate count of students helps ensure a district receives funding that reflects the true needs of our schools. Learning how to count students for funding and ensuring that key people – teachers, support staff, principals, central office staff, and superintendents – know how important it is to the district is worth the time to communicate and follow up with them during this time. While we know the “counts” are taken from October 1 enrollment data, school districts have until October 31, 2024, to certify their data. They can’t ADD new students.

The students from weighted categories must be enrolled on October 1 and be eligible for the categories of weighted funding; however, the school district may still clean up the data and clear errors until the required certification on October 31. If school districts are not counting students or are counting fewer students than they should, the district is losing money for the support of programs and services!

Classroom Resources: Ensuring that each classroom has the necessary supplies, technology, and textbooks.

Teacher Staffing: Allocating appropriate numbers of teachers and support staff to maintain optimal class sizes, maximize instruction, and support personalized learning.

Support Specialized Services: Providing essential services such as special education, counseling, and extracurricular programs.

School Operations & Safety: Funding for building maintenance, safety measures, and facilities improvements.

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What You Can Do in Your District Between October 1 and October 31 Check Each Weighted Category of Students in Your SIS: Have the person who is responsible for accurate counts of each category of students check their own data against the Student Information System.

Check the Consolidated Report in the WAVE: Print out the Consolidated Report and check it against the data stored in your Student Information System.

Check Your Economically Disadvantaged Fields for All Eligible Students: This includes Free and Reduced Meal forms, Economically Disadvantaged forms, Direct Certification students including Medicaid, and Homeless students certified through the district’s Homeless Liaison.

Remember: Students must be enrolled and eligible for each category on October 1. Cleaning up your data and marking those students correctly in the SIS may occur until October 31 certification.

What You Can Do in Your District Throughout the School Year Encourage accurate reporting: Ensure that school attendance records are up to date and complete.

Have you gotten all of your transportation students identified? You can count them if they live over a mile and a half from their school even if they DON’T ride the bus.

Promote school attendance not only for reporting for funding, but also for instruction: Consistent attendance strengthens school success and helps maintain accurate enrollment data.

Stay informed: Ensure that you or someone in your district is a part of CCOSA’s Student Accounting Zoom network. Stay up to date with OSDE information. Ask lots of questions if you don’t know or understand.

Attend workshops on how to maximize student counts for funding. CCOSA offers training and workshops on this topic.

It is our goal to help our schools get the resources they need to provide a high-quality education for every student. Let’s be sure that all of our district staff understand the importance of student counts and that parents understand how important it is for their children to be in school for academic success!

Sincerely,

Pam Deering, Ph.D. CCOSA/OASA Executive Director ■

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OASA FY25 Mid-Term Factor Estimate OASA works diligently to provide formula funding projections for schools to assist them in preparing their budgets and adjusting when needed.

By Derald Glover, OASA Assistant Executive Director

Facts ■ The state legislature added

$26.2 million to last year’s allocation for the state funding formula for FY25.

■ The initial FY25 state aid

factor considered the actual collections of the dedicated chargeables for FY24 (all 12 months).

■ Dedicated chargeable totals

were down $41,967,132 over last year due to a large drop in gross production and a smaller reduction in REA tax.

■ Schools “off the formula”

made up approximately 44% of the gross production collections and about 11% of all

other chargeable collections, resulting in these schools absorbing approximately $28.4 million of the $41.9 million loss in chargeables to the factor.

■ For initial funding, the state

held out 2% ($59,285,102) of the total allocation for mid-term growth, as well as approximately $13-$14 million for Lindsey Nicole Henry and new charter schools.

■ FY24 final WADM increased

from the first quarter total of 1,198,168 to 1,200,259 due to corrections in the teacher index, according to the Oklahoma State Department of Education (OSDE).

■ Last year’s FY24 initial factor

was $4,162, and the final FY24 factor was $4,214.

■ The initial FY25 factor was

$4,195.41, which was a decrease of $19 from the end of FY24.

■ Additional allocations outside

the state aid formula were: ■ $125 million for Redbud ■ $50 million per year for

FY24, FY25, FY26 (approx. $92,000 per school per year) for school security programs mandated under HB 2903 (2023).

Assumptions ■ Last year’s WADM growth was 26,000. We will assume that same growth at this time.

■ Ad valorem growth estimates in all counties sit at approximately $70 million

(an approximately 4.3% growth average).

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Mid-Term Factor Calculations FY25 (as of October 2024) For clarity, numbers and calculations are provided below. Please understand that these variables are estimates based upon data from recent years. This is simply a guide to give schools an idea of what the mid-term factor could look like. Updated estimates will be given as new information is received.

Available Formula Dollars: Initial Allocation (FY23 allocation plus $26,263,520)........... $2,964,255,079 LNH Scholarship (FY24 total)..........................................................-$13,000,000

Reminder!

Transportation (FY24 final).................................................................-$37,165,016

This is an early estimate that

Adjustments, Penalties, New Charters........................................... -$1,634,529

can change several dollars

Local Revenue (Chargeables).................................................... +$2,252,436,941

due to unforeseen enrollment

Total Dollars Available....................................................... $5,164,892,475

and ad valorem changes.

We are using the ad valorem

WADM Calculations:

chargeable estimate increase

Initial FY25 WADM (FY24 final count) = 1,226,259

($70 million) based upon

$5,164,892,475 / 1,226,259 = $4,212 (Mid-Term Factor)

current submitted values on

Gain(loss) to end of FY24 factor $4,214 - $4,212 = [$2]

the State Auditor’s website.

Gain(loss) to FY25 initial state aid factor $4,212 - $4,195 = $17

The OSDE will likely send

It should be noted that the largest impacts on the mid-term factor change was adding back in the 2% holdout, the estimated $70 million* growth in ad valorem collections, and the additional 26,000* WADM estimate.

December or early January. ■

out allocation notices in late

High Year WADM Growth at Mid-Term Initial WADM

Mid-year WADM

Increase

FY2009....................... 987,378......................1,003,290................... 15,912 FY2010........................ 996,510.......................1,021,723....................25,213 FY2011........................ 1,013,728..................... 1,036,457.................. 22,729 FY2012*.....................1,030,948.................... 1,053,079................... 22,131 FY2013....................... 1,041,987..................... 1,071,200................... 29,214 FY2014....................... 1,057,955..................... 1,088,760..................30,804 FY2015....................... 1,075,134......................1,105,279................... 30,145 FY2016....................... 1,100,406......................1,122,952................... 22,546 FY2017........................1,116,883......................1,138,297....................21,414 FY2018....................... 1,128,642...................... 1,151,894................... 23,252 FY2019........................1,141,639...................... 1,164,306................... 22,667 FY2020.......................1,146,124.......................1,172,469................... 26,345 FY2021**....................1,159,013....................... 1,214,158....................55,145 FY2022***..................1,196,319.......................1,190,333................... (5,986) FY2023****................1,137,872....................... 1,159,527....................21,655 FY2024..................... 1,180,846 ................... 1,206,473.................. 25,627 * FY12: Charters began 1.331 initial funding adj. at mid-term. ** FY21: Charter schools began to be funded same as traditional. *** FY22: Virtuals that dropped 15% WADM were funded on current year. **** FY23: First year that schools lost two year lookback for initial funding. Econ. Dis. weight changed.

Ad Valorem Chargeable Increases Over the Years Year

Increase

23-24.......... $113,399,743 22-23............ $93,921,874 21-22........... $39,442,783 20-21..............$51,377,916 19-20........... $53,295,030 18-19........... $60,764,332 17-18.............. $55,976,511 16-17........... $48,104,385 15-16............$57,676,004 14-15..............$45,101,125

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What Is Congress Up To? Spoiler alert — not a lot

By Tara Thomas As the November 5 general election nears, the days that Congress will be in session are waning. They have a few items on their to-do list, but top of that list is Congress’s only annual responsibility: funding the government.

Fiscal Year 2025 (FY25) began on October 1, 2024. On Wednesday night, September 25, Congress passed a continuing resolution (CR) to fund the government at current levels until December 20. Both the House and Senate are now in recess and back in their districts/states until after the election. How FY25 appropriations pan out in the lame duck Congress (whether they pass full appropriations or kick the bill to the 119th Congress with another CR) will largely depend on what happens in the election. If the lame duck decides to finish FY25, it will have a significant challenge ahead finding compromise between the two very different proposals.

Key context for FY25 spending is the Fiscal Responsibility Act (FRA) – a spending deal passed in 2023 that placed spending caps on FY24 and FY25 in exchange for suspending the debt ceiling. Disagreement among party leadership on what FRA limits are for FY25 has led to significant deviations in the House and Senate FY25 proposals.

The House FY25 proposal for the Labor, Health and Human Services, Education (LHHS) spending bill represents about a 14% cut to the U.S. Department of Education (ED).

Most notably, the bill cuts Title I by 25% ($4.7 billion) and eliminates Title II along with many other programs.

Inversely, the program includes small increases for other K12 programs, like IDEA, Impact Aid, and REAP. On the other side of the Hill, the Senate’s LHHS proposal increased funding for ED by $1 billion, including significant increases for Title I (+$280 million) and IDEA (+$295 million). These proposals have only made it out of committee – neither have been brought to the House or Senate floor.

In addition to appropriations, there has been recent Congressional action on student privacy and online safety. In July, the Senate passed the Kids Online Safety and Privacy Act (KOSPA) which included two key bills: 1) Children’s Online Privacy Protection Act (COPPA) 2.0, which AASA has long been supportive of.

The bill bans online companies from

collecting personal information from users under 17 years old without their consent, bans targeted advertising to children and teens, and creates an eraser button for parents and kids to eliminate personal information online.

And 2) the Kids Online Safety Act (KOSA), which provides children and parents with the tools, safeguards, and transparency to protect against online harms. It establishes a duty of care for online platforms and requires them to activate the most protective settings for kids by default, providing minors with options to protect their information, disable addictive product features and opt out of personalized algorithmic recommendations. While the overall bill is positive, AASA has concerns about some language in KOSA that could unintentionally disrupt schools’ ability to use educational technology. The AASA Advocacy team is now working to ensure the House will include our recommended changes for KOSA if they decide to bring the bill to the floor. It is unclear if the House will be able to move these bills in the few legislative days they have left. ■

Tara Thomas is the Government Affairs Manager for AASA, the School Superintendents Association.

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OSSAA’s Exception to Residence Eligibility Rule

By David Jackson This school year, a significant change was made to the rules for providing an exception to athletic eligibility requirements.

The new exception became effective July 1, allowing a member school to request an exception to the rules of eligibility for a student, provided: ■ The student is accepted on

transfer or placed on a waiting list prior to July 15.

■ The student must be enrolled by

July 15 if returning to the district of residence.

■ The student continues to reside

with their parents or legal guardians.

■ The student has not established

eligibility at more than one school since entering 9th grade.

■ The student is in good standing

at the former school.

Our staff anticipated an increase in requests, preparing over the summer to handle the intake. From July 1 to September 12, the staff handled 777 requests; 721 requests

were approved, resulting in 93% of all requests being approved.

Over the same period one year ago, the staff received 301 requests, approving 72%.

The results of this change in making exceptions to eligibility rules are yet to be determined.

To date, while we have seen a significant increase in mobility for students, the rate of change as it relates to urban or more rural areas does not differ significantly. There do not seem to be any indicators that socioeconomic status affects students’ desire to change schools, and the distance between schools is sometimes significant, indicating that travel is not as much an issue as we thought.

The mission of the OSSAA is to serve member schools by providing leadership in the development, supervision, and conduct of education-based activities for secondary level students, working cooperatively with member school administrations to enhance the achievement of desired educational goals.

To keep in touch with the mission, sometimes changes need to be made. Those changes are not without challenge. The OSSAA staff and Board of Directors work cooperatively with various groups of coaches, athletic administrators, and school administrations to serve the best interests of the students participating in education-based activities. All parties agree – there is no substitute for what a school can offer, and the lifetime benefits are immeasurable.

The OSSAA staff, Board of Directors, and member schools will continue to promote the mission and keep students at the forefront of every decision. ■

David Jackson is the Executive Director of the Oklahoma Secondary School Activities Association (OSSAA).

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Preparing Oklahoma School Facilities for Winter How to address the unique challenges of the season.

By Derald Glover, OASA Assistant Executive Director

This article was generated with ChatGPT

Oklahoma winters, while not as severe as those in northern states, present challenges school leaders must address to ensure the safety and comfort of students and staff. Temperatures can drop significantly, and occasional ice storms or snow can disrupt normal operations. Given the state’s unpredictability in weather patterns – ranging from mild winters to sudden freezes – it’s essential to prepare school facilities to handle varied conditions effectively. Here’s how schools in Oklahoma can get ready for the winter months.

Heating Systems Preparedness

Managing Potential Frozen Pipes

Roof and Gutter Readiness

Oklahoma winters may not have extended cold spells, but it’s still crucial to ensure heating systems are in top condition.

In Oklahoma, where temperatures can sometimes drop well below freezing, frozen pipes are a risk, particularly during cold snaps.

■ Regular Inspections: HVAC systems,

■ Pipe Insulation: Exposed or

Snow and ice storms are rare but not unheard of in Oklahoma.

When they do occur, they can cause significant issues for school roofs and gutters.

furnaces, and boilers should be inspected early in the fall. Given the sporadic cold fronts, having a heating system that can efficiently respond to sudden temperature drops is essential. This includes inspecting filters, burners, and ductwork for any potential issues.

■ Energy Efficiency: In Oklahoma,

where winter temperatures fluctuate, it’s wise to invest in programmable thermostats. These allow heating systems to run efficiently during cold days and conserve energy on warmer winter days. Proper insulation throughout the building can also help maintain temperature without overworking heating units.

■ Backup Heating Solutions:

Oklahoma can experience freezing temperatures overnight, even when daytime temperatures are moderate.

Ensure that backup heating sources, like portable heaters, are available for any areas that may need extra warmth, such as classrooms far from central heating units.

outdoor pipes should be insulated to prevent freezing. This is especially important for schools with older plumbing systems, where insulation may be minimal or may have degraded over time.

Schools in rural areas, where freezing can happen more rapidly, should pay particular attention to these issues.

■ Regular Monitoring: During

periods of extreme cold, custodial staff should regularly monitor areas with vulnerable pipes, such as basements, exterior walls, or spaces with little heat. It’s helpful to have staff conduct daily checks when freezes are forecasted.

■ Prevention Tips: Oklahoma

schools can take simple steps, like leaving faucets running on a slow drip during particularly cold nights or opening cabinet doors under sinks, to let warmer air circulate around pipes.

■ Inspecting Roofs: Schools

should inspect roofs for any loose shingles or structural vulnerabilities before winter. Even a light snowfall or ice accumulation can cause damage if roofs are not maintained, particularly flat roofs that tend to collect snow and water.

■ Clear Gutters: With Oklahoma’s

fluctuating temperatures, melting and refreezing cycles can cause ice dams. To avoid this, ensure that gutters and downspouts are clear of debris so that water flows freely during thaws.

■ Snow Removal Strategy:

Although Oklahoma doesn’t typically see heavy snowfall, it’s still important to have a plan for removing snow from roofs, especially in areas where snowdrifts could accumulate.

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Ice Storm Precautions for Sidewalks and Parking Lots Oklahoma ice storms can create treacherous conditions on sidewalks and in parking lots and school entryways. This type of storm is often more dangerous than snow due to difficulty maintaining balance on slippery surfaces.

■ Stockpile De-Icing Products:

Schools should stock up on sand, salt, and eco-friendly de-icing materials well before the first freeze. Custodial staff should be prepared to spread these materials on walkways and parking lots at the first sign of ice accumulation to minimize slips and falls.

■ Contracting Snow and

Ice Removal: Given that heavy snowfalls and ice storms are sporadic in Oklahoma, schools might not have full-time snow removal staff. Ensure that snow and ice removal contracts are set up early in the season to avoid delays in clearing key areas.

Maintaining Indoor Air Quality

Emergency Preparedness for Winter Storms

Oklahoma winters bring cold air that can cause schools to be sealed tightly, reducing ventilation.

This can affect indoor air quality, especially during flu season.

Though Oklahoma schools generally do not face frequent snow days, the risk of closures due to ice storms and severe weather remains a concern.

■ Ventilation Systems: Schools

■ Weather Alerts and

should ensure that their ventilation systems are functioning correctly, especially in restrooms, kitchens, and gyms. A good balance between heating and air circulation can prevent indoor air from becoming stale and reduce the transmission of viruses, which is crucial during colder months when windows and doors are closed.

■ Air Filters: Check and replace air

filters regularly, especially in winter, to maintain good air quality and prevent allergens, dust, and other pollutants from circulating in classrooms.

Communication: Ensure that communication systems – such as text alerts, emails, and phone calls – are set up to notify parents, students, and staff of potential closures or delayed openings due to winter weather. Regularly test these systems to ensure they are working properly.

■ Backup Power and Supplies:

In case of an ice storm that causes power outages, schools should have backup generators and emergency supplies on hand. Classrooms should be equipped with basic emergency kits including flashlights, blankets, and first-aid supplies to handle situations where students and staff might need to remain in the building during an outage.

Preparing Oklahoma school facilities for winter requires a focus on both the unpredictable nature of the weather and the safety of students and staff. By ensuring heating systems are ready, pipes are protected from freezing, roofs and gutters are maintained, and sidewalks are safe from ice, schools can mitigate the effects of winter weather. With proper planning, schools in Oklahoma can ensure minimal disruptions and maintain a safe and comfortable learning environment throughout the colder months. ■

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Pushing the OTRS Limits These practical tips can help superintendents maximize their retirement savings.

By Cory S. Hartsfield The employment contract is a superintendent’s most important legal and financial document. It can help you plan for and protect your financial future while also providing provisions related to governance and those designed to provide protections in uncertain situations. Maximizing Oklahoma Teacher Retirement System (OTRS) regular annual compensation should always be a priority, especially if approaching OTRS retirement.

Understanding the limits and pushing them where possible can help maximize your OTRS retirement.

Knowing the Limits

Pushing the Limits

Maximum Compensation

Maximizing Regular Annual Compensation

OTRS must satisfy the applicable qualification requirements specified in Sections 401 and 414(d) of the Internal Revenue Code, including the compensation limitations of IRC 401(a)(17). Pursuant to IRC 401(a)(17), the maximum amount of compensation that will be considered for OTRS shall not exceed the limit contained in the Internal Revenue Code §401(a) (17)(A), 26 United States Code §401(a)(17)(A) (currently $345,000).

This is in addition to any caps on maximum compensation imposed

by OTRS.

OTRS retirement benefits are calculated using a defined retirement formula: 2% x (service years) x (final average salary) ÷ 12 = monthly benefit.

While the 2% factor is fixed, the benefit amount will vary based on the number of service years and the final average salary (FAS). Regular Annual Compensation is the salary used for calculating the Final Average Salary (FAS). Thus, when structuring the financial terms of the contract, superintendents should focus on OTRS items that qualify as regular annual compensation (salary, group health insurance, etc.) and avoid items that are excluded from regular annual compensation such as cell phone, vehicle, and housing allowances. If limited by the IRS cap, it is wise to maximize OTRS regular annual compensation up to the limit and then put any excess either into employer-paid tax deferred plans that can supplement OTRS retirement or into other provisions that increase cash flow as necessary to meet changing needs (kids in college, etc.).

“Regular annual compensation” means salary plus fringe benefits.

For purposes of this definition, regular annual compensation includes: 1. Salary which accrues on a regular basis in proportion to the service performed, including payments for staff development.

finance benefit options under a cafeteria plan qualifying under the United States Internal Revenue Code, 26 U.S.C., Section 101 et seq.

2. Amounts that would otherwise qualify as salary under paragraph (a) of this subsection but are not received directly by the member pursuant to a good faith, voluntary written salary reduction agreement in order to finance payments to a deferred compensation or taxsheltered annuity program or to

3. Group health and disability insurance, group term life insurance, annuities, and pension plans, provided on a periodic basis to all qualified employees of the employer, which qualify as fringe benefits under the United States Internal Revenue Code. 70 O.S. § 17-101 (23).

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Excluded from regular annual compensation are the following: ■ Expense reimbursement payments

consultant, pursuant to a lawful contract

■ Phone, vehicle, housing, or other maintenance

■ Any benefit payments not made pursuant to a valid

■ The flexible benefit allowance provided pursuant to

■ Compensation for clinical related activity performed

allowances

Section 26-105

■ Payment for unused vacation and sick leave ■ Any payment made for reason of termination

or retirement not specifically provided for in subparagraphs (a) through (c) of this subsection

■ Maintenance or other nonmonetary compensation ■ Payment received as an independent contractor or

employment agreement

in the University of Oklahoma Health Sciences Center (OUHSC) Professional Practice Plan or Oklahoma State University Center for Health Sciences (OSUCHS) Professional Practice Plan

■ Any other compensation not described in

subparagraphs (1) through (3).

70 O.S. § 17-101 (23).

The following are examples of compensation and pay that qualifies/does not qualify as regular annual compensation: REGULAR ANNUAL COMPENSATION

EXCLUDED FROM REGULAR ANNUAL COMPENSATION

Salary that accrues on a regular basis

Payment for unused leave days

Employer-Paid OTRS Member Contributions

Expense Reimbursements/Allowances (car, cell phone, housing, etc.)

Fringe Benefits1

One-time incentive, Bonus/Stipend not given to all employees

Employee Deferred Compensation (salary reduction)2

Severance or pay upon termination

Bonus/Stipends paid to all employees

Employer-Paid Deferred Compensation Not Paid to all Qualified members of Employer

1 Fringe Benefits include employer-paid group health (excluding flexible benefits allowance) and disability insurance, group term life insurance, annuities and pension contributions, and IRS Code § 125 cafeteria benefits provided on a periodic basis to all qualified members of the employer.

2 Payments made to a tax-sheltered annuity or other pension plan which is not part of the member’s contracted monthly salary are excluded from regular annual compensation.

Generally, your contract should parallel the evolution of your career. As your needs change, the compensation structure in the contract may need to be revised to meet those needs, whether it be more cash flow or tax deferral. Knowing the limits will provide guidance and instruction regarding the necessary structure of compensation provisions in the contract to maximize OTRS retirement while meeting cash flow/tax deferral needs of the superintendent. The Employee Deferred Compensation (salary reduction) benefit provides significant flexibility related to cash flow and tax deferral, allowing the superintendent to elect (as often as before each payroll) to take more in cash or more as a tax deferral. And if worded properly, it can also qualify as OTRS regular annual compensation.

Having the contract reviewed, at least annually, would significantly help superintendents who wish to maximize their OTRS regular annual compensation while maintaining their goals for cash flow/tax deferral, especially those preparing for retirement.

As a part of this contract review package, a complementary retirement consultation from Richie Collins, Horizon Financial, will help you complete your overall contract goals. These services work hand in hand to provide you with the best advice and plans for your contract. ■

Cory S. Hartsfield serves as General Counsel for the Texas Association of School Administrators and has represented superintendents and administrators from Texas and other states. He also serves as counsel for CCOSA and represents superintendents in the state of Oklahoma. Cory’s practice emphasizes education law, labor and employment, contracts, and executive compensation, and he has represented superintendents and other public sector executives in their employment relationships since 2008. He is proud to serve the interests of public education through his representation of school superintendents throughout Texas, Oklahoma, and the U.S. * The information in this article is not legal advice. Legal information is not the same as legal advice. The information in this article is not a substitute for, and does not replace the advice or representation of, a licensed attorney

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Spotlight on the CCOSA Executive Committee (CEC) We asked members of the CEC to tell us a little about themselves and share a recent success story.

University of Central Oklahoma.

Her roots run deep in Yukon; she is a proud alumnus of Yukon High School. Melissa’s focus has always been on fostering individual student success through collaborative efforts among educators. By emphasizing relationship-building, she strives to create a school environment where every student feels valued and supported.

Recent Success

Melissa Barlow at Yukon's high school graduation last May. Melissa Barlow, CEC Chair & OASSP Past-President Melissa is currently embarking on her twelfth year as the Principal of Yukon High School. Her journey began over two decades ago when she first stepped into the classroom as a middle-level science teacher. Over the years, she has had the privilege of teaching science and math at various levels and serving as an assistant principal. Each role has enriched her understanding of education and deepened her commitment to student success.

In 2021, she was honored to be named Oklahoma High School Principal of the Year. Following that, she served as the President of OASSP in 2023, where she guided collaboration to advance the interests of secondary education professionals across the state. Currently, she holds the position of CEC Chair, where she is able to continue to support this outstanding organization and advocate for impactful educational policies and practices.

She earned her bachelor’s degree from Oklahoma State University and later pursued a Master’s in Education Administration from the

“One of our most recent and exciting achievements has been the implementation of our Advisory Program at Yukon High School.

This initiative emerged from a vision I hold dear: that every student should graduate with a confirmed postsecondary option – whether that be enrollment in higher education, enlistment in the military, or employment. This vision became a tangible goal through the creation of our Advisory Program, designed to enhance our school’s culture and community.

The program focuses on character development, academic achievement, and personal accountability – areas crucial for students as they prepare for life beyond high school.

Not only have we seen a marked improvement in student engagement and school spirit, but we’ve also observed significant strides in academic performance and personal growth. Students are more connected to their school community, and this has translated into higher levels of motivation and commitment.

Our Advisory Program will be instrumental in guiding students through the complex process of making postsecondary plans. The Advisory Program is just one part of a broader vision to ensure that every student at Yukon High School not only succeeds academically but also graduates with a strong sense of purpose and direction.”

Laura Bullock, OMLEA President/ CEC Vice-Chair Laura is the Director of Special Services and Accountability for Idabel Public Schools, bringing over 30 years of educational experience to the district. Prior to her current role, she served as Principal of Idabel Middle School for thirteen years, where she emphasized collaboration between teachers, students, and parents to create a supportive learning environment that nurtures student well-being and academic achievement.

Bullock’s career in education began in the classroom, where she taught first and third grades. She also held leadership roles as an assistant principal for a year and principal for eight years at Central Elementary.

Her educational background includes a bachelor’s degree in elementary education and a Master's in Education Administration from Southeastern Oklahoma State University.

Throughout her career, Bullock has held several leadership positions, including serving as President of the Oklahoma Middle Level Education Association (OMLEA) and as a member of the Cooperative Council for Oklahoma School Administration (CCOSA) Executive Committee. She was named the 2021 OMLEA Principal of the Year and has presented at various conferences on topics like enriching school programs, building positive school culture, and supporting new teachers.

Recent Success “I am thrilled with my new job. Being in the central office is different than working daily in the middle school, but you get a broader perspective of the district. Our

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“ ...a vision I hold dear: that every student should graduate with a confirmed postsecondary option – whether that be enrollment in higher education, enlistment in the military, or employment. This vision became a tangible goal through the creation of our Advisory Program, designed to enhance our school’s culture and community.”

— Melissa Barlow enrollment continues to grow, and our test scores were better than expected, although we still have work to do. This gives the first year of implementing our District’s Continuous Strategic Improvement Plan a great start.

Continuing to help students and our district grow successfully is a big success.”

Emily, Kaycie, and Scott Farmer.

Scott Farmer, OASA President Scott is a second-generation educator with deep ties to the field of education, having served in multiple roles within PK-12 education. He is passionate about the transformative power of education and its ability to impact children’s lives. Scott earned his degree in Mathematics and Public School Administration from Northeastern State University, where he met his wife, Emily, who is also an educator. Together, they are raising three children.

Throughout his career, Scott has worked with many of Oklahoma’s top educators and has actively contributed to his community.

In 2018, Scott and his family moved from Sallisaw to Fort Gibson when he was appointed superintendent of Fort Gibson Public Schools. He also serves as an adjunct professor for Southern Nazarene University’s Educational Leadership/Administration Degree Program, where he continues to shape future leaders in education.

Scott’s advocacy extends beyond the local level, with active participation in state and federal education initiatives. He currently serves as the president of the Oklahoma Association of School Administrators (OASA) and has held the position of president of the Oklahoma Schools Advisory Council. Scott is dedicated to advancing educational equity through collaboration with tribal governments and state agencies.

His efforts have been recognized with multiple Superintendent of the Year awards from various OASA districts and the Administrator of the Year honor from the Oklahoma Schools Advisory Council in 2019.

Scott firmly believes that education is a cornerstone of national strength and a great equalizer for all children. His greatest pride comes from his family – his wife, Emily, a secondary English teacher, and three children: Kaycie, a college student studying to be an elementary teacher; David, a high school junior actively involved in student government and various athletics and activities, and Jessie, a 7th-grader who is involved in a wide range of activities including competitive swim, 4-H, and helping out around the ranch.

Recent Success “The dedication of our public school educators at Fort Gibson inspires me every day, and I feel incredibly fortunate to contribute, even in a small way, to the success of our school. We’ve recently introduced a staff daycare, providing muchneeded support to our team members and their families. From birth through graduation, we are proud to stand behind our Tiger families. The overwhelming 94% approval of our latest bond issue reflects the unwavering support of our community, demonstrating how student success flourishes when the community unites behind its public schools.”

Dale Spradlin, OASA PresidentElect Dale is entering his ninth year as Superintendent of Buffalo Public Schools. Buffalo is the county seat of Harper County in far northwest Oklahoma. Dale is married to Rene’, and together they are parents to three sons and ten grandchildren.

Dale grew up on the family farm in Washita County and attended undergraduate and graduate schools at SWOSU in Weatherford, earning a Bachelor of Science in Business Education with a minor in Economics and later a Master’s in Education Administration.

He has also been involved in farming and ranching for the past 50 years. He (with Rene’) is the Emergency Management Director for Harper County. He and Rene’ have spent countless hours storm observing and chasing during and before their marriage. They recently bought a farm in Harper County and raise cattle.

Dale has 31 years in administration with an additional 15 years in the classroom. He has coached basketball, driven a school bus, served as Athletic Director and Middle and High School Principal. He served on the OASSP board in the past and is currently on the Organization of Rural Oklahoma Schools board. He is President-Elect of OASA and serves on the Executive Committee.

Recent Success “Recently Buffalo School passed a building bond which will allow us to renovate our gym with new heating and the addition of air conditioning. We hold the oldest continuing basketball invitational tournament in Oklahoma (over 60 years), and improving this facility was overwhelming approved by a 75% margin from our patrons.” ■

Keep an eye out for upcoming issues, which will feature additional CEC members!

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Oklahoma’s New Graduation Requirements With the passage of legislation last session, Oklahoma students now have individualized pathways to postsecondary success.

By Dr. Jeanene Barnett, CCOSA Director of Policy, Research, and TLE

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In 2024, Oklahoma introduced revised high school graduation requirements through House Bill 3278 and Senate Bill 1302, set to impact students entering eighth grade in the 2025-26 school year who will graduate in 2030 and beyond. These changes mark a significant shift in educational focus, aiming to prepare students more effectively for postsecondary education and career success by aligning their coursework with their individual career pathways.

Key Changes in Graduation Requirements The new graduation framework removes the previous distinction between “college preparatory” and “core curriculum” pathways. Instead, all students will now be required to complete a set of competencies that lead to a standard diploma, with greater flexibility in course selection and the opportunity to explore career-specific learning.

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Mathematics and Science One of the notable changes is the increase in math credits. Starting with the 2030 graduating class, students must complete four math credits, up from the previous requirement of three. Two units must include the traditional courses of Algebra I and Algebra II or geometry. The other two units may include Algebra II, geometry, trigonometry, math analysis, calculus, statistics, computer science, math of finance, a college course approved for dual credit, an approved full-time postsecondary career and technology program, or locally approved, application-based math courses with content and/or rigor above Algebra I. For science, the requirements remain at three laboratory-based science credits, but schools are encouraged to develop locally approved science-based courses that exceed the content and/or rigor of Biology I or physical science.

Pathway Units and Electives A new element in the graduation plan is the requirement for students to complete six units or sets of competencies that align with their Individual Career and Academic Plan (ICAP). These units are designed to be flexible, allowing districts to create courses that match students’

career interests and postsecondary goals. Traditional electives like world languages, physical education, and fine arts will no longer be mandatory, but students are encouraged to take at least two units in these areas to enhance their workforce competitiveness.

Locally Approved Courses Districts now have the authority to develop locally approved courses that integrate core academic standards with real-world applications. These courses must be submitted to the Oklahoma State Department of Education (OSDE) annually, ensuring that they meet the required rigor and/or content for math and science competencies. The emphasis on local control aims to create more relevant learning experiences that align with both student interests and community workforce needs.

Oklahoma’s Promise and Postsecondary Preparation The revised graduation requirements intersect with Senate Bill 1302, which modifies eligibility criteria for Oklahoma’s Promise, a popular scholarship program. The bill removes previous core subject and world language requirements for Oklahoma’s Promise. Instead, students will now need to meet the general admission requirements for state colleges and universities, aligning their high school coursework with higher education standards.

District Responsibilities and Opportunities With these changes, school districts are tasked with crafting innovative, relevant course offerings and are encouraged to collaborate with local industries and workforce development boards to tailor courses that meet both student

career aspirations and community needs. This local flexibility is seen as a key advantage, giving districts the opportunity to partner with businesses and technology centers to develop internship programs and hands-on learning experiences.

Challenges and Future Outlook While the new requirements offer flexibility, they also pose challenges for districts, particularly in ensuring that all students are adequately supported in their math and science coursework. Districts will need to focus on providing early interventions and support systems to help students succeed, especially in math, where the additional credit could become a barrier for some.

CCOSA has produced a comprehensive Guidance for Revised Graduation Requirements document that provides helpful resources for districts. Developed in collaboration with dozens of Oklahoma educators, OSSBA, the State Chamber, CareerTech, and the State Regents, the guidance includes a breakdown of relevant legislation, district considerations, proposed action steps for locally approved courses, promising ideas already being implemented in districts, surveys, sample letters, and more.

Ultimately, Oklahoma’s revised graduation requirements aim to create a more personalized, careerdriven educational experience for students. By allowing districts to customize learning pathways and focus on career readiness, the state hopes to reduce the need for postsecondary remediation and ensure that all students graduate with the skills and knowledge they need for future success. ■

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Honoring the Responsibility of Local Control The best school leadership has a deep foundation in community.

By Tyler Bridges

As school leaders, our hearts are built to see the possibilities for every student. Our minds are trained to help students dream big dreams and equip them to achieve beyond what they believe possible. This is the essence of what we call local control: understanding what our respective communities want for their children and working collaboratively to deliver an educational experience that exceeds their expectations while empowering students to become successful adults.

Today’s educational landscape is complex, and K-12 public education leaders face numerous challenges that can be difficult to navigate.

Debates over innumerable aspects of local control are longstanding and ever-shifting.

The idea of local control where decisions about school operations, policies, and practices are made by local authorities, such as school boards and district leaders, has historically been a cornerstone of American public education and a tenet of the true pioneering spirit of Oklahomans. It assumes that it is the duty and privilege of local communities to tailor educational experiences to their specific needs and values rather than allowing a topdown or one-size-fits-all approach.

Our role as school leaders is to honor the awesome responsibility of local

Supt. Bridges with members of the Clinton Board of Education at a beam signing event for one of the final beams to be placed in Clinton’s new middle school building. control in ways that benefit our students and communities, fosters trust, and helps leaders at all levels witness the value and power of local decision-making.

The first step in effective localized leadership is understanding the unique context of the community we serve. Unless you’ve grown up in the community, don’t assume you are the expert. Each district has its own history and unique demographic, cultural, and economic factors that shape the educational landscape. As leaders, we must engage with stakeholders – teachers, parents, students, and

community members – to grasp their perspectives and needs.

That leads me to the next step: meet people where they are and listen at least as much as we talk.

Are they in coffee shops? Go grab a cup and have a conversation. Do business leaders always show up at the Lions Club meeting? School and district leaders should be there too, listening and sharing. Are there people who aren’t typically involved in your district who have a common gathering place? Find out and meet them where they are. While the superintendent is typically the chief ambassador and cheerleader for

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the district, engagement is a team sport! Leverage the relationships and connections of your school board members and others in your district to strengthen existing relationships and build new ones.

Seeking formal feedback matters too. Surveys, focus groups, and community meetings are powerful tools to understand your communities’ wants, needs, hopes, and dreams, and to identify opportunities.

By prioritizing open lines of communication, education leaders can build trust and ensure that decisions reflect the community’s values and aspirations for their future.

If we as leaders aren’t ourselves truly connected to those we serve, we run the risk of falling into the trap of topdown directives that do not achieve the goals we most desire to carry out.

This sort of collective leadership encourages collaboration and shared responsibility. When leaders work alongside teachers, parents, and community members, they create a sense of ownership and investment in the educational process. Collective leadership for local control is particularly beneficial in addressing tough issues, as it fosters dialogue and encourages diverse viewpoints.

Not only is collective leadership key, but being intentional about proactive relationship building can make all the difference in times of struggle and strife.

Finally, it is important to avoid engaging stakeholders and potential partners only when we need something. Education does not exist in a vacuum; it is deeply intertwined with the community.

Building partnerships with local organizations, businesses, and higher education institutions can provide additional resources and support for schools. These partnerships can also serve as platforms for collective action. However, it is key to take a proactive and genuine approach to relationship building with key community partners. Leaders should build true partnerships based on mutual interests and shared goals.

In our district, we have what we call our “4 Pillars.” They are communication, transparency, consistency, and trust. Trust is a cornerstone of effective leadership, but we believe that you cannot create trust without the other three key components being effectively and continually displayed. Education leaders must strive to build a culture of trust and transparency within

listened, and ultimately passed landmark legislation that gave flexibility and full-stop local control to education leaders and boards of education across the state. The value of local decision-making processes was understood and realized, and I firmly believe the students of our state will be better for it for years to come.

Supt. Bridges with Gene Ray, a Clinton Public Schools principal and parent. their districts. This involves being open about challenges, decisions, and the rationale behind them; people may not fully understand a complex issue, but they can appreciate that you give them the “why” behind your decisions. When stakeholders understand the context and reasoning behind leadership decisions, they are more likely to support initiatives – even those that may initially not be popular.

I also believe that honoring the responsibility of local control encourages more local control.

A prime example of working together to provide more local control opportunities came this past legislative session with HB 2672, which updated graduation requirements for all Oklahoma students. Representative Rhonda Baker and Senator Adam Pugh worked diligently to ensure local education leaders, counselors, principals, and teachers were included in the conversation about what was best for their local district.

Elected officials asked questions,

With great power comes great responsibility, and in the case of graduation requirements, we as education leaders must ensure this is the beginning of the conversation and not the end. We have been granted important local control over what our students’ educational experiences are going to be, and it is our responsibility to move that ability forward to transform learning for all Oklahoma students. But this lesson goes far beyond a single issue. Oklahoma’s children are best served when local education leaders are listening to understand the wants, needs, hopes, and dreams of the community – not just to protect local control, but to deliver on the belief and hope that public education is both an individual and collective path to prosperity for every student. ■

Tyler Bridges has served as Superintendent of Clinton Public Schools for the past four years.

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Breaking Down Barriers to Student Attendance Absenteeism is a complex challenge requiring a multi-pronged approach.

Schools must analyze data quickly, communicate effectively, promote cultural change, address root causes, and remove logistical barriers.

Here’s why – and how.

By Krysia Gabenski

Student attendance is foundational to academic success and opportunity.

Yet chronic absence – missing 10% or more school days a year – remains a widespread issue that continues to rise since the COVID pandemic upended school communities in early 2020.

The Causes of Chronic Absence Chronic absence stems from diverse root causes that must be understood in context. NAESP is a national partner of Attendance Works, which aims to shed light on chronic absenteeism and provide resources and support to school leaders to help boost attendance.

According to Attendance Works research, major drivers of chronic absenteeism include: ■ Barriers like illness, family or

home challenges, trauma, lack of transportation, housing issues, inequitable access to services, and more. These obstacles physically prevent students from getting to school.

■ Aversion to school climate,

academics, relationships, disciplinary practices, and other factors that psychologically discourage attendance.

■ Disengagement when instruction

seems irrelevant, relationships are poor, or students lack enrichment opportunities at school.

■ Misconceptions about the impact

of absence and when and why attendance matters.

Appreciating this nuance is key to addressing chronic absence effectively. One-size-fits-all solutions often fail because they don’t confront the true sources of the problem.

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School Leader Insights on Absenteeism We recently reached out to NAESP members – principals and assistant principals from across the country representing elementary and middle-level schools – to learn what they’re seeing in their schools related to attendance and how they’re working toward overcoming barriers.

■ The Data Lag

Student attendance data can often be delayed, taking up to weeks or months to reflect reality. This lag makes it hard for schools to address issues in a timely manner. To improve, schools need to implement processes to access and respond to attendance data faster.

■ Family Engagement

Many schools actively inform and educate parents on the harms of chronic absenteeism. This includes warning notices when absence thresholds are crossed and meetings with principals.

Personal outreach stresses how missing school equates to missing foundational learning.

■ Truancy and Tardiness

Schools aim to change cultural mindsets that tolerate truancy and tardiness. For example, some states don’t penalize tardiness the same as absences. Schools try to uncover root causes through counseling rather than perfect attendance awards.

■ Teacher Absenteeism

Absence Compounds Inequity The impacts of chronic absence are profound, especially for disadvantaged students. Absence in early grades hinders foundational skill development, setting students back academically. By high school, chronic absence is linked to lower grades, course failure, and higher dropout rates.

In effect, absence compounds inequity. Students who already face adversity or lack resources to enable them to make up for lost time suffer the most. The result is a widening of achievement gaps and diminished opportunity – a loss for both individuals and society.

Potential Solutions: A Proactive Approach In addition to the insights mentioned above, Attendance Works offers proactive strategies schools can use to tackle chronic absenteeism through a supportive approach focused on student needs.

Key Strategies ■ Engaging families and

communities as partners in removing attendance barriers. This builds trust and surfaces creative solutions.

Teacher absenteeism can normalize student absenteeism. Students question why attendance matters if teachers aren’t present. Addressing this “Do as I do, not as I say” issue is important.

■ Using data proactively to identify

■ Individualized Approaches

climate and sense of belonging among students. Relationships and relevance are crucial for engagement.

Schools implement personalized interventions like attendance buddies. The goal is to show students they are cared for and that their presence matters. Mental health days also provide needed flexibility.

■ Logistical Challenges

School start and end time differences pose logistical challenges for parents. This can unintentionally contribute to tardiness or absences. Schools should strive for consistency to support families.

absent students early and connect them to resources. Waiting for absence to become chronic is reactive and less effective.

■ Promoting a positive school

■ Accommodating health and

disability needs to ensure students receive equitable access to learning.

Inflexible policies that simply punish absence are counterproductive.

■ Providing mental health support

and services. Anxiety, depression, trauma, and other conditions often underlie attendance challenges.

■ While complex, addressing chronic

absence in this manner can redirect students toward opportunity and

success. But it requires education leaders to reflect deeply on how policies, systems, and school climate might be transformed to meet all students where they are. This moment calls for that courageous reflection. With diligence and creativity, schools can ensure students attend and receive the education they deserve. ■

This article first appeared in the March 2024 issue of NAESP’s digital newsletter, Communicator. It is reprinted here with permission.

Krysia Gabenski is editorial director at NAESP.

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Maximizing Minutes in the Classroom Chronic absenteeism can be a challenge for school leaders.

Yukon Public Schools is using multiple approaches to make a big impact on elementary school students and their families.

By Scott Hein

Yukon Superintendent Dr. Jason Simeroth reads to students at Surrey Hills Elementary.

In Yukon, we have just over 3,000 students in our seven elementary schools, each of which house students in full day PreK plus kindergarten through third grade. As with all schools across our state and country, we know that good attendance is paramount to student achievement. Our district and site leaders are always looking for ways to lower the levels of chronic absenteeism in our district.

In the 2022-23 school year, our seven elementaries had a combined chronic absenteeism rate of 22.07% compared to the state average of 20% and the national average of 26%. In the 2023-24 school year, we decreased this rate to 16.1%. This reduction equates to approximately 180 elementary students improving their attendance enough to be removed from the chronic absenteeism list!

We were excited about making this dent in the problem because in the end, it means that every day we have more kids learning in classrooms with their teachers.

Clay McDonald is District Attendance Officer for Yukon Public Schools.

How did we do it? One of the most important things was hiring a district attendance administrator.

Clay McDonald, a former Yukon principal, works tirelessly each and every day to support schools with chronic absenteeism issues. Mr. McDonald does home visits, makes truancy referrals, and works with local authorities and resources to help students and families get back on track and in school. Mr. McDonald is firm when necessary, but he also provides resources and support, which is often a more effective approach. We like to ask parents, “How can we help you get

your child to school so he or she can learn?”

In addition to the attendance administrator, our district rolled out the CharacterStrong character development curriculum in 2023-24. While the fundamental strengths of this curriculum center around the development of strong classroom communities and character building among our students, the program also provides tools for schools to use to improve student attendance. Using resources from Early literacy builds a CharacterStrong, we foundation for academic worked with site principals success, and this Yukon and their teams to elementary school student develop a full is off to a strong start. understanding of the root causes of chronic absenteeism. They include student mental health, peer influence, family dynamics, a lack of belonging, not feeling safe, or lacking purpose and motivation for school. Some students have health or medical issues that can prevent them from coming to school.

We then created a shared Google Doc that we called the “Chronic Absenteeism Share Sheet” (example, right).

Each school had a tab on this spreadsheet and recorded strategies used to support students and families who fell under each of these root causes. It was a good reality check for each site to reflect on each cause and whether or not they had a plan in place to support students and families who might be missing school due to that cause.

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Attendance is critical to learning, and Yukon Public Schools has seen success in improving chronic absenteeism among its elementary schools.

We then provided opportunities for schools to share and discuss the strategies. This effort helped us spread effective practices each school had been implementing that targeted specific root causes.

This year, we added another layer to our efforts. We believe that many of our young parents simply need to know the effects of both good and bad attendance on student achievement. Simply put, sometimes parents just don’t understand why missing school is such a big deal.

This year we have made sure that attendance and chronic absenteeism is a data point shared with our parents at parent teacher conferences at our PreK-3rd grade sites.

Along with talking about reading and math achievement with parents, teachers take a moment to pull out our new chronic absenteeism chart. It only takes a few seconds to tell parents how many absences their child has and show their status on the chart.

We created a chart with this design because it helps parents see that while 10 absences may have you chronically absent in October, if you stay at 10 absences, you can eventually move into the green. We believe this visual will help parents better understand chronic absenteeism and the importance of keeping their child “in the green.” We also have plans to give students the opportunity to earn prizes that are donated to the district for attendance rewards. We don’t give perfect attendance awards because often poor attendance is not the fault of our youngest learners. We also don’t want students coming to school when they shouldn’t be just to earn a prize. If students and their families know they have to “be in the green” on the chart to be eligible for prizes, we believe that adds another layer of incentive for students to be in school.

In the end, our efforts come down to helping parents understand what chronic absenteeism is, what good attendance truly looks like, and how it can positively impact learning outcomes for their children. By focusing on this with our elementary students and families, we hope to create patterns of good attendance that move into our upper grade levels in the years to come.

Every minute in the classroom with an effective teacher matters to our kids. We can change the trajectory of our students by helping their parents make good attendance a priority. ■

JANUARY 20TH 20THFEBRUARY FEBRUARY 20TH 20TH MARCH MARCH 20TH 20TH SEPTEMBER 20TH 20TH OCTOBER OCTOBER 20TH 20TH NOVEMBER NOVEMBER 20TH 20TH DECEMBER DECEMBER 20TH 20THJANUARY AUGUST AUGUST 20TH 20THSEPTEMBER

1 1 22 33 44 55 66 77 88 99 1010 11 11 1212 1313 1414 1515 1616 1717 1818 1919 2020 2121 2222 2323 2424 2525

1 1 22 33 44 55 66 77 88 99 1010 11 11 1212 1313 1414 1515 1616 1717 1818 1919 2020 2121 2222 2323 2424 2525

1 1 22 33 44 55 66 77 88 99 1010 11 11 1212 1313 1414 1515 1616 1717 1818 1919 2020 2121 2222 2323 2424 2525

1 1 22 33 44 55 66 77 88 99 1010 11 11 1212 1313 1414 1515 1616 1717 1818 1919 2020 2121 2222 2323 2424 2525

1 1 22 33 44 55 66 77 88 99 1010 11 11 1212 1313 1414 1515 1616 1717 1818 1919 2020 2121 2222 2323 2424 2525

1 1 22 33 44 55 66 77 88 99 1010 11 11 1212 1313 1414 1515 1616 1717 1818 1919 2020 2121 2222 2323 2424 2525

1 1 22 33 44 55 66 77 88 99 1010 11 11 1212 1313 1414 1515 1616 1717 1818 1919 2020 2121 2222 2323 2424 2525

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1 1 22 33 44 55 66 77 88 99 1010 11 11 1212 1313 1414 1515 1616 1717 1818 1919 2020 2121 2222 2323 2424 2525

APRIL APRIL 20TH 20TH

MAY MAY 2024 2024

1 1 22 33 44 55 66 77 88 99 1010 11 11 1212 1313 1414 1515 1616 1717 1818 1919 2020 2121 2222 2323 2424 2525

1 1 22 33 44 55 66 77 88 99 1010 11 11 1212 1313 1414 1515 1616 1717 1818 1919 2020 2121 2222 2323 2424 2525

A veteran of 26 years at Yukon Public Schools, Scott Hein has served as Executive Director of Elementary Education for the district since 2023.

CHRONIC CHRONIC ABSENTEEISM ABSENTEEISM CALCULATION CALCULATION EXAMPLE EXAMPLE NUMBER NUMBER OF OF DAYS DAYS MISSED MISSED THAT THAT A STUDENT A STUDENT IS IS NOT NOT ONON THETHE CHRONIC CHRONIC ABSENTEEISM ABSENTEEISM LIST LIST

NUMBER NUMBER OF OF DAYS DAYS MISSED MISSED THAT THAT A STUDENT A STUDENT IS IS ONON THETHE CHRONIC CHRONIC ABSENTEEISM ABSENTEEISM LIST LIST

Example Example 1: A1:student A student who who misses misses 4 days 4 days by by September September 20th 20th would would be be considered considered chronically chronically absent absent duedue to to missing missing 10%10% of the of the number number of school of school days days in session. in session.

However, However, if that if that student student only only hashas 4 absences 4 absences on on October 20th they would considered chronically October 20th they would notnot be be considered chronically duedue to missing lessless than 10%10% of the number of of absent to missing than of the number absent school days in session. school days in session.

Example A student misses 10 days December 20th Example 2: A2:student misses 10 days by by December 20th would considered chronically absent to missing would be be considered chronically absent duedue to missing of the number of school days in session.

10%10% of the number of school days in session.

However, if that student only 10 absences However, if that student hashas only 10 absences by by February 20th they would considered February 20th they would notnot be be considered chronically absent to missing than of the chronically absent duedue to missing lessless than 10%10% of the school days in session. school days in session. misses more that 18 days of of Example a student misses more that 18 days Example 3: If3:aIfstudent school at any point during thethe school year they would school at any point during school year they would remainder be be considered chronically absent for for thethe remainder of of considered chronically absent year. thethe year.

There is not a way to be removed from chronically There is not a way to be removed from thethe chronically absent after a student misses 18 more or more days absent listlist after a student misses 18 or days of of school. school.

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Is My School Behind the AI Curve?

Chances are, you’re doing better than you think.

I

n April, the Oklahoma State Department of Education released Guidance and Considerations for Using AI in Oklahoma K-12 Schools. As states like Oklahoma have released guidance on artificial intelligence, I have had the honor of supporting its implementation in more than 100 districts across multiple states. I have also assisted agencies like CCOSA in helping school leaders understand AI’s impact on educational institutions at large, as well as helping my home state of Washington write their AI guidance, which partly inspired Oklahoma’s guidelines.

ADOBE FIREFLY, OPENAI, ADOBE, 09 OCTOBER 2024, FIREFLY.ADOBE.COM

By Jeff Utecht

As we are several weeks into another school year and I connect with school leaders, they often start the conversation with, “I know we’re behind on AI.”

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First off, it’s hard to be behind when this technology is just two years old. Secondly, you’re probably not as far behind as you think, and because it’s so new, you can close that gap quickly. The “early adopters” or “early leaders” aren’t that far ahead because, again, this technology is only two years old.

I want to share where I believe schools and districts should be right now, in the early part of the 2024-25 school year. This is where the schools I’ve been working with are currently, and where I hope we are across the nation. My intent in sharing this is to help you recognize your progress if you’ve already accomplished some of

these things and to consider your next steps. Right now, the only way you’re truly behind is if the following are true: ■ Your team/school/district has not done any work

around AI to date.

■ Educators and staff are still afraid of or don’t really

understand what AI is.

■ You have no plan for moving forward.

■ Students using AI is seen as cheating.

■ Staff are still in the “What” and “Why” stage, as in

“What is it?” and “Why do I need to know about it?”

So here’s where I believe you should be right now, based on my work with schools/districts in the “how” stage of AI implementation:

1

Have had initial training for central and schoolbased administrative teams: ■ My trainings are roughly three hours in person or

2

two 90-minute virtual sessions and support central and school administrators in understanding what Generative AI is, its potential for their own work, and what it means for educators and students.

Have had initial training for K-12 educators, paraeducators, and office staff:

■ Suggesting updates to syllabi for middle school

5

■ My training of roughly two hours helps set a

3

baseline understanding of what generative AI is, how to think about it, how to prompt it, and what pitfalls to watch out for.

Have created an “AI Team” to start making policy and guidance recommendations:

■ This team usually falls under the scope of Teaching

4

& Learning Departments. It’s sometimes an AI professional learning community (PLC) team or a team of early adopters. I highly recommend finding your student early adopters and including them on this team. Their voices are critical as we create norms and guidance around generative AI use within the classroom.

The AI Team should be starting to make recommendations for the current school year around policies and guidelines that need to be updated, including:

■ School board policy recommendations.

■ Updates to the student code of conduct around AI. ■ Creating teacher responsibility guidance around AI

use in the classroom.

■ Creating or adopting an “AI Matrix” to be used at

either the school or department level. This matrix should guide both students and educators in knowing what level of use AI can be used on each assignment and assessment.

6 7

and high school staff that reflect the relationship between the AI Matrix and student and teacher responsibilities around AI. Should be in the process of creating an AI training calendar for the 2024-25 school year for educators around the implementation of AI in lessons, conversations, and projects.

Should be in the process of starting to learn how to create custom generative AI bots to be used within the school system and as supplements for (and in some cases, replacements for) curriculum.

Should be starting to think of or design generative AI electives or courses to offer to middle school and high school students.

This is where I think schools should be at this time. If your school or district is anywhere close, then you’re on the right track. You are not behind, and you’re probably leading the way. I would love to hear where your school is in relation to these ideas right now in the 2024-25 school year. ■

Jeff Utecht is a highly regarded educator, consultant, and author who has dedicated his career to exploring the intersection of technology and education. With over 20 years of experience working in the field, Jeff is widely recognized as an expert in digital literacy, educational technology integration, and innovative teaching practices. He is also a sought-after speaker and presenter, having delivered keynote addresses and workshops at conferences around the world. Jeff’s work has helped to shape the way educators think about technology and its role in the classroom, and his insights continue to inspire educators to embrace new technologies and pedagogical approaches in their own practice. Learn more at jeffutecht.com.

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PRINCIPAL AND SUPERINTENDENT CERTIFICATION EXAM PREP

You’ll make the grade with CCOSA’s expert-guided training.

Are you interested in becoming certified as an Oklahoma principal and/or superintendent?

Dr. Paula Schornick and CCOSA have partnered to provide virtual trainings for the Oklahoma Subject Area Tests, or OSATs, for Principals and Superintendents. Dr. Schornick is a 30-year Oklahoma public school educator who has worked as a high school mathematics teacher and coach, college and university mathematics instructor, secondary administrator, university director, and university professor.

One of the requirements set forth by the Oklahoma State Department of Education (OSDE) for becoming a certified school/district administrator is a passing score on an appropriate licensure exam.

The Certification Examinations for Oklahoma Administrators (CEOE) provides both a principal exam and a superintendent exam to fulfill this requirement. Those wishing to become a certified school principal in Oklahoma can take the Principal Comprehensive Assessment (144) OSAT, and those wishing to become a certified district superintendent can take the Superintendent (248) OSAT. Each virtual training begins at 9 a.m. and concludes by 4:30 p.m.

Participants are guided through the process of registering, selecting a testing site, choosing a testing day and time, and attaining information regarding exam scores and score release dates. Next, participants are provided an overview of the two administrator OSATs, including the format of the exams, study guides for both exams, and the exams’ assessed subareas. The morning training concludes with an extensive discussion of the exams’ competencies and topic examples within each subarea, the selected-response questions, and an introduction to the written-response section of the two exams.

ADOBE FIREFLY, OPENAI, ADOBE, 10 OCTOBER 2024, FIREFLY.ADOBE.COM

She is currently in her seventeenth year at Northeastern State University and teaches graduate courses in school administration, advises graduates students, and serves as the school administration program chair. Dr. Schornick also served on the committees that created the current and previous principal and superintendent exams. She has conducted principal and superintendent OSAT trainings for over 15 years.

During a working lunch break, participants read and analyze a sample scenario, review exhibits of data, and complete a writtenresponse worksheet. In the afternoon session, participants work with two or three others in online breakout rooms to share takeaways from the scenario and data exhibits and their completed worksheets. Following the breakout room portion of the training, Dr. Schornick discusses the writtenresponse scenarios and exhibits of data, shares sample written responses, and walks participants through a breakdown of the sample responses. Participants are also provided additional resources, including Dr. Schornick’s own

personal written-response notes, actual scorer notes and tips, and other helpful information Dr. Schornick has received from the OEQA office. The afternoon portion of the training concludes with Dr. Schornick sharing a sample “study plan,” a review of the National Policy Board for Educational Administration (NELP) standards, and other helpful resources. ■

Consider joining Dr. Paula Schornick and CCOSA for an upcoming one-day training!

Training dates for the current school year are November 6, January 29, and March 26.

To register, click here.

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Earlier this year, OASIS Executive Director Billie Jordan was honored as a “Friend of NAFIS,” the National Association of Federally Impacted Schools.

Impact Aid

How districts qualify and apply for funding.

By Billie Jordan, Executive Director, OASIS The Impact Aid Program, funded through the U.S. Department of Education, is designed to reimburse districts for the financial burden caused by the acquisition of property by the federal government. Since the program is only partially funded, on average districts receive about 40% of what they would be allocated if the property remained on the tax rolls.

There is currently legislation to fully fund the program, which would provide an additional $40 million to Oklahoma schools.

There are two main categories of funding.

Section 7002: Payments to reimburse school districts that have significant amounts of federal land within their boundaries, such as Corps of Engineers property or national parks. In FY20, 33 Oklahoma districts received a total of $1,798,121.

Section 7003: Payments to reimburse districts that identify students who (a) reside on federal property, including government lowrent housing, (b) have a parent on active military duty, or (c) reside on

Indian lands. Additional funding is provided for those eligible students on an IEP. In FY20, 202 Oklahoma districts received approximately $32 million in Section 7003 funding, more districts than in any other state.

Districts receiving Impact Aid funds must apply before January 30 each year. The application is web-based through the Impact Aid Grant System (IAGS). Each superintendent registers as the core user, then may assign other users to work on the application. Each district is assigned a “program analyst” with the USDE Office of Impact Aid to assist them with the application process and to answer questions if needed.

While 7002 applications are simple since the number of federal acres in a district change very little, the 7003 application requires yearly verification of students who qualify.

Most districts use Impact Aid Student Surveys to count eligible students.

The date of the survey must be at least three days after school starts but before January 31. Program analysts will provide sample surveys if requested.

Districts use a variety of methods to ensure that every student returns a survey, counts the students in each category, inputs the data into the IAGS system, uploads required documentation, and submits the application. Districts have until June 30 to amend their application, and when they undergo a “field review,” may be asked for the actual survey forms or other documentation. It is important than all records are kept for three years.

The Oklahoma Association Serving Impacted Schools, OASIS, provides technical assistance to districts, helping them navigate the application process. The OASIS state conference, November 9-10 at River Spirit Tulsa, starts with a morning of very basic training to help district personnel understand the process and to provide them examples and other information to assist them in applying. For questions about Impact Aid, superintendents can contact OASIS Executive Director Billie Jordan.

Contact information and other resources are available at oasisok.com. ■

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ASSOCIATION UPDATES

OASA

Dr. Pam Deering, CCOSA/OASA Executive Director Derald Glover, OASA Assistant Executive Director

The OASA Executive Committee held its regular meeting on September 18, 2024. We were pleased to host Senator Adam Pugh as our guest speaker.

A summary of Sen. Pugh’s comments on the 2025 Legislative Session included the following: Tax cuts are coming and will be a part of the budget discussion; hoping to ask for more dollars for schools with a focus on skill sets for students, workforce and avoidance of remediation after high school; addressing accreditation issues (too much paperwork and its use against schools); agency rules process (move from ‘if they are not denied, they are approved’ to an approval process); ideas to improve the teacher and leader shortage with recruitment and retention solutions; teacher raises – if so, how?; cell phone usage in schools; and addressing the student accounting debacle to assist school districts.

OASA President Scott Farmer started the year with an example of an innovative program in Fort Gibson schools as a part of his OASA leadership efforts this year. He presented his child care program with details about how this program, just for his employees, is making a difference in keeping staff in Fort Gibson.

Also, Ben Pemberton, Fort Gibson High School Principal, presented the ACT Data and Improvement Plan he uses with his students and parents in an effort to improve ACT test scores. You can reach Scott at s_farmer@fortgibsontigers.org and Ben at b_pemberton@fortgibsontigers.org to talk with them about these programs.

It is Mr. Farmer’s goal for OASA to highlight the innovative programs happening in our public schools at each meeting.

If you have innovative programs to share, please contact Scott Farmer at the email address above or Pam Deering at deering@ccosa.org.

OASA President and Fort Gibson Superintendent Scott Farmer

At the October 16 meeting, the following OASA Executive Committee Members brought reports: Dixie Purdy, Superintendent, Guymon Public Schools – serving Beaver, Cimarron, and Texas counties.

Scott Cline, Superintendent, Waynoka Public Schools – serving Alfalfa, Dewey, Ellis, Harper, Major, Woods, and Woodward counties.

Dr. Mike Simpson, Superintendent, Guthrie Public Schools – serving Blaine, Grant, Garfield, Kingfisher, and Logan counties.

Shawn Haskins, Superintendent, Blackwell Public Schools – serving Kay, Noble, Osage, Pawnee, and Payne counties.

The OASA Executive Committee also approved OASA Chairs and Committees for 2024-25.

The OASA Executive Committee approved the endorsement of The Dignity Index Pledge for themselves and recommended that OASA members and their districts also take the pledge. Governor Stitt introduced Tim Shriver, co-creator of the Dignity Index Pledge, who spoke about the pledge at the OSSBA/CCOSA conference in August.

With this action, we are asking that you, as OASA member districts, consider adopting this pledge in your district.

On September 30 and October 1, an AI consultant trained the entire CCOSA team on AI. We learned more about its power and potential for schools and our association. We are learning with you and hope that with this guidance, we can be of assistance in the AI world!

ASSOCIATION UPDATES OASA Membership The strength of our association depends on you! As a Superintendent and member, please consider contract language that will assist you in considering providing financial assistance to your school leaders to build membership in OASA/CCOSA for the benefits listed below.

■ Employer’s Professional Liability Insurance: For when

your school professional liability insurance may not cover you!

■ Professional Networking and Learning:

Annual CCOSA Conference and other Association conferences at member rates.

■ Advocacy for Public Education: Daily advocacy at

the Capitol during session, weekly Legislative Briefings for OASA members, Legislative Updates weekly and as needed, 2025 Goals and Priorities with Talking Points for member use, Tips for Local Advocacy, Political Action Committee (PAC) fund for contributions to approved state election campaigns. In fact, OASA President Farmer’s Goal is $40,000 by June 2026. Let’s help make that goal a reality by benchmarking a contribution goal of $15,000 by December 2024! You must be an active member of CCOSA to contribute.

Use this QR code to make a contribution: ■ Mutual Benevolence Program (MBP):

Upon the death of a member or spouse, this program provides a check to the member’s family or to the member to help with financial support during a critical time. The program is joint with OkACTE (Oklahoma Association for Career and Technical Education). Full time, active CCOSA members and their spouses are eligible to join. OARSA (retired members) are eligible to remain in the MBP program IF they were a participant three years prior to retirement. Join for $40 and with each death, you replenish the fund with $10 for each participating member.

Past payouts to a member or spouse have ranged from $12,000 to $13,000. What a great program to support our members in a time of need.

■ OASA Touch Bases (virtual Zoom meetings):

One-hour, weekly, current hot topics for OASA members led by OASA President Scott Farmer.

■ NEW! Superintendent Contract Review Service: For

active OASA members who have been superintendents for five consecutive years, OASA provides one hour of legal help to review your contract. We started this service in September of this year. The legal advice provided by attorney Cory Hartsfield, along with Richie Collins, Horizon Financial, who is helping to sponsor the new program, has already helped several school superintendents with their contracts.

■ Opportunities for Volunteer Leadership as an elected

OASA Executive Committee Director in a region (counties are grouped together with 20 regions in the state); awards for your work in the profession; writing for Better Schools, CCOSA’s professional publication; and opportunities to present at conferences.

If you have questions, please contact Dr. Pam Deering at deering@ccosa.org or by text or cell phone at (405) 642-6259 or Derald Glover at glover@ccosa.org by text or cell phone at (918) 781- 9540.

On behalf of Mr. Farmer, thank you for being a member of OASA! ■

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ASSOCIATION UPDATES

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OASSP/ OMLEA Chris LeGrande, OASSP/OMLEA Executive Director

OASSP UPDATE

Members of the OASSP Executive Committee met in Oklahoma City on September 11, 2024.

Members are the lifeblood of our organizations, and it goes without saying that membership is the driving force for growing, advancing, enhancing, and unifying our associations. I am proud to report that active membership in OASSP peaked at 898 school leaders for the 2023-24 fiscal year. There is strength in numbers, so let us further our collective influence by encouraging colleagues, associates, and fellow administrator friends to join CCOSA today. If you have yet to renew your 2024-25 membership or know someone who would like to join, visit our website at www.ccosa.org/ membership. Please be mindful that paper enrollment forms are no longer distributed, and membership must be renewed electronically each year utilizing the membership portal. If you are experiencing any log-in difficulties with the portal, contact us at www.ccosa.org/ about/contact-us or call (405) 524-1191 for assistance.

On Wednesday, September 11, 2024, the OASSP Executive Committee met at the CCOSA office in Oklahoma City. The committee, comprised of elected officers, award-winning principals, and regional representatives, discussed possible changes to the OASSP Constitution and Bylaws, approved keynote speakers, and planned for the February OASSP/OMLEA Leadership and Learning Conference.

NASSP State Coordinator Dr. Eric Fox encouraged committee members to schedule shadowing visits with their elected officials in conjunction with October’s National Principals Month. For a complete list of OASSP Executive Committee members and their contact information, visit www.ccosa.org/oassp/board.

Be sure to mark your calendar for February 13-14, 2025, for the annual OASSP/OMLEA Leadership and Learning Conference. This year’s conference, themed “Heartfelt Leadership: Cultivating a Culture of Care,” will take place at the Hilton Garden Inn Conference Center in Edmond. Keynote speakers will be Jim Wichman and Joy Kelly, with breakout sessions designed specifically for middlelevel and secondary educators and school leaders. Attendees will receive a copy of Joy’s book Handle With Care: Managing Difficult Situations in Schools With Dignity and Respect. (My review of the book is on page 54.) Begin planning to bring teacher teams and instructional leaders to this amazing learning opportunity, and register here. You will not want to miss this foremost leadership, networking, and learning event!

Back for a fifth consecutive year is TeleLEAD, the premier virtual principals’ leadership network in Oklahoma. Hosted jointly by the OSU-ECHO Program and CCOSA, this learning series resumed on September 4, and meetings are scheduled for the first and third Wednesday mornings of each month from 10 a.m. to 11 a.m. Our hub team consists of the following: Traci Newell, Principal of Elgin Lower Elementary School; Dr. Kas Nelson, Principal of Vici Elementary; Blaine Wise, Principal of Glenpool Middle School; Dr. Eric Fox, Assistant Principal, Jenks High School; Glen Abshere, OAESP Executive Director; and Chris LeGrande, OASSP/ OMLEA Executive Director. TeleLEAD is designed to offer practical solutions to public schools’ most pressing issues.

Our first case in September, which analyzed banning cell phones during the

instructional day, attracted more than 30 participants.

Each year school personnel encounter an increasing number of students who have experienced adverse childhood experiences. CCOSA is here to help.

School leaders and teachers are invited to Reaching and Teaching Children Exposed to Trauma, a two-day training to help educators understand trauma and develop strategies for stronger classroom and learning environments for traumaexposed students.

The training, led by Dr. Barbara Sorrels, Executive Director of The Institute for Childhood Education, is based on information from her 2015 bestseller, Reaching and Teaching Children Exposed to Trauma, which includes tools and strategies to help educators connect with harmed children and start them on the path to healing. Participants will gain a stronger understanding of the systems, approaches, and processes that allow children at any age to progress in learning and achieve skills for a successful, nurturing school experience. A copy of the book will be provided to each school leader who attends.

CCOSA is offering this important training in-person three times this school year: November 5-6, 2024, at Tulsa Tech Lemley Campus; February 27-28, 2025, at the CCOSA office in Oklahoma City; and March 26-27, 2025, at the Tulsa Tech Lemley Campus. To register, visit www.ccosa. org/professional-learning/leadershipdevelopment/reaching-and-teachingchildren-exposed-to-trauma. ■

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ASSOCIATION UPDATES

OMLEA UPDATE OMLEA’s membership is composed of OAESP, OASSP, or other CCOSA members who serve middle-level students. You can join OMLEA as a free option when you become a member of one of CCOSA’s umbrella associations. Presently, we have 655 OMLEA members. If you have yet to renew your membership for 2024-25, you can do so by accessing the membership portal at www.ccosa. org/membership. Encourage your colleagues and principal friends to join CCOSA today! We are stronger together where our collective voice is powerful.

On Thursday, September 5, OMLEA held its first Executive Committee meeting of the school year.

Laura Bullock, Idabel Public Schools, presided over the meeting in which committee members discussed membership outreach efforts, potential conference speakers, amendments to the OMLEA Constitution & Bylaws, and CCOSA professional learning opportunities. You can access our OMLEA Executive Committee members and their contact information at www.ccosa.org/omlea/board.

Now in its third year, the Oklahoma Principal Leadership Institute takes a deep dive into the essential skills of effective school leaders.

Designed for experienced administrators, this yearly cohort completes a series of training modules, including creating a personal leadership vision, analyzing student data, navigating crucial conversations, managing human resources, and cultivating advocacy skills. The 2025 cohort of 24 school leaders will convene again November 12-13.

Although registration has closed for this year’s institute, look for application information for the next OPLI cohort in April 2025.

October is recognized as National Principals Month, a time dedicated to celebrating the essential role school principals play in shaping the success of the school community. Principals work tirelessly and selflessly to create positive school environments, support teachers, and foster student achievement.

National Principals Month is an opportunity to honor their dedication, leadership, and the profound impact they have in their respective school settings. Whether managing the operations of schools, advocating for resources, or building strong relationships with students, families, and staff, principals are the driving force behind educational excellence. Join CCOSA, NASSP, and NAESP as we recognize our amazing Oklahoma principals. For more information about National Principals Month, visit www.principalsmonth.org. ■

Chris LeGrande with current OMLEA President Laura Bullock and Callie Threadgill, Dean of Students at Idabel Middle School, at the AMLE National Conference in National Harbor, Maryland, last November.

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ASSOCIATION UPDATES

OAESP

Glen Abshere, OAESP Executive Director

The OAESP Executive Committee met at the CCOSA office in Oklahoma City in September.

OAESP membership had tremendous growth last year, ending the year with a record 867 members! It is time to renew your membership for the 2024-25 school year. Join or renew online today at www.ccosa. org/membership. Don’t lose out on your membership benefits! Thank you for being a member of CCOSA and OAESP. Please encourage others to join.

As OAESP Principal of the Year, Ashley Hoggatt, Principal of D.D. Kirkland Elementary School in Putnam City Public Schools, was recognized in Washington, D.C., on October 10-11, 2024, at the National Distinguished Principals Program. Congratulations Ashley!

The OAESP Executive Committee and the CCOSA Executive Committee both recently met and approved the addition of a new recognition award. The NAESP National Outstanding Assistant Principal (NOAP) award will recognize an elementary assistant principal of the year. The assistant principal nominee must be a member of OAESP and NAESP and have served as a principal for two full years to be considered for nomination. Nominations are being accepted now through the end of October.

The OAESP Leadership Conference will be held February 26-27, 2025, at the Embassy Suites OKC Downtown/Medical Center and offers a day-and-ahalf of learning. The opening keynote speaker will be education blogger and writer Allyson Apsey.

Register here.

The OAESP Presidential candidates for this year will be Dayna Hamilton, Principal of Charles Haskell Elementary School in Edmond Public Schools, and Dr. Ryan Glaze, Principal of Jenks East Elementary School in Jenks

Public Schools. Both candidates will speak at the OAESP Leadership Conference on February 26-27 with the election taking place after the conference.

TeleLEAD is Oklahoma’s principal leadership network for ongoing virtual conversations, hosted by the OSU-ECHO Program and CCOSA. TeleLEAD began on September 4 with ongoing meetings the first and third Wednesday of the month from 10 a.m. to 11 a.m. Our hub team members include Traci Newell, Elgin Lower Elementary Principal; Dr. Kas Nelson, Vici Elementary Principal; Dr. Eric Fox, Jenks High School Assistant Principal; Blaine Wise, Glenpool Middle School Principal; Glen Abshere, OAESP Executive Director; and Chris LeGrande, OASSP/OMLEA Executive Director. TeleLEAD is a virtual discussion through Zoom with great insight into complex issues facing public schools.

The OAESP Principal Podcast, designed to elevate the voices of Oklahoma principals and assistant principals, is a production of OAESP. New episodes are released every two weeks on Tuesday morning and are available anywhere you listen to podcasts. Search for The OAESP Principal Podcast and subscribe to receive alerts when new episodes are released. New interviews are being scheduled now with Oklahoma leaders for future episodes. If you would like to be on the podcast, email Glen Abshere at abshere@ccosa.org.

The New Principals Academy is designed to promote an interactive discussion on topics essential for participants to develop understanding and knowledge of the leadership role at the school level. The purpose is to provide guidance to steer early-career and assistant principals through the initial period of adjustment as beginning administrators and set the foundation for

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long and rewarding careers as school administrators.

Principal Academy Sessions include four trainings and one advocacy experience. CCOSA is now offering the academy in two different cohorts. One meets at the CCOSA office in Oklahoma City, and the other in Tulsa at the Tulsa Tech Lemley Campus. Our first meeting took place in September. We have two great cohorts with great leaders!

The Oklahoma Principal Leadership Institute kicked off its third cohort in July. This year-long, sevenday training is designed for principals and assistant principals who are beyond the first year of service. This cohort takes a deep dive into essential skills of school leaders to be effective leaders. This summer, CCOSA’s Oklahoma Principal Leadership Institute began its first cohort July 23-25, 2024. Elementary and secondary principals from across Oklahoma met at the CCOSA office in Oklahoma City for three days of professional learning. Participants discussed strategies to identify strengths among staff members, develop vision and mission statements, influence positive school culture, and strengthen professional learning communities.

OPLI also included white water rafting and dragon boat rowing at the OKC Riverport Adventure Park. We are excited to continue ongoing professional learning with this OPLI Cohort in November and March. The application period for this Institute is now closed for this year. The application period for the next cohort will open in April 2025. ■

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ODSS

Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director For those looking to restock their professional learning calendars, ODSS has many opportunities within what one new member described as a “network of kind and patient professionals.”

ODSS has two groups underway this year. The first is the New & Early Career Special Education Directors group, ODSS’ revisioning of the FirstYear Special Education Directors Project we previously contracted with the OSDE to provide. The New & Early Career group meets twice monthly from July through October and will meet once a month from November through May. The second group is new this year. The Section 504 Coordinators & Case Managers group meets monthly from July through May. Each group has over 200 members. If you aren’t involved in either group but want to participate, contact Andrea Kunkel at kunkel@ccosa.org.

The ODSS Best Practices Conference is coming up at the Moore-Norman Technology Center in Oklahoma City on October 28 and 29. On Day 1, Dr. Donna Ryan will lead discussion about 19 Big Ideas to Increase the Learning and Achievement of Students with Disabilities (and ALL Students) from the book, Great Instruction Great Achievement for Students With Disabilities: A Road Map for Special Education Administrators (2nd edition).

On Day 2, we’ll have breakouts on a variety of topics, including addressing challenging behavior, Dr. Donna Ryan training special education teachers to scaffold will be featured instruction using AI, and creating a more positive and at the ODSS supportive environment for special education staff.

Best Practices On December 4 and February 19, John O’Connor, the Conference in author of Great Instruction Great Achievement, will late October. lead two-hour Zoom meetings to help conference participants implement their plans to increase outcomes for their students with special needs. The follow-up meetings are included in the conference registration price. Find more information and register at www.ccosa.org/professional-learning/conferences/odss-conference.

After the Child Count crunch, we’re happy that our special education director colleagues have some extra time to breathe. We wish you all a happy autumn! ■

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READ TO LEAD A review of Handle With Care: Managing Difficult Situations in Schools With Dignity and Respect

by Jimmy Casas and Joy Kelly

By Chris LeGrande, OASSP/OMLEA Executive Director While searching for potential keynote speakers for the upcoming OASSP/OMLEA Leadership and Learning Conference in February, I was introduced to Joy Kelly.

After reading her biographical information, I learned that in 2021 Joy had co-authored a book with Jimmy Casas, Handle With Care: Managing Difficult Situations in Schools With Dignity and Respect.

Intrigued by what Joy could bring to the conference in her keynote presentation, I purchased a copy of the book and immediately became engrossed in its contents.

As a young, naive, and inexperienced administrator, I often found myself seeking to be understood rather than taking the time to understand the perspectives of my faculty, staff, and student body. Furthermore, the notion of delving into what was happening behind the scenes in their personal lives and beyond the cloth of their mere existence was just an afterthought. Policies and regulations were meant to be followed, and unconformity was met with stiff consequences. Oh, how I could have benefited from the wisdom and strategies imparted in Handle With Care!

In this eloquently written book, Jimmy and Joy provide an insightful and compassionate guide for school leaders, educators, and administrators on how to cultivate a culture of excellence by providing practical suggestions and ideas for creating a learning environment rooted in what is best for kids.

Based on the pillars Championing Students, Expecting Excellence,

Carrying the Banner, and Being a Merchant of Hope, the authors emphasize the importance of fostering a culture of care, respect, and human connection within the school community.

At the heart of Handle With Care are four distinct themes. First is the premise of empathy and humancentered relationships.

The authors stress the need for leaders to place relationships at the forefront of decision-making and advocate for school leaders to engage with staff, students, and families on a personal level, understanding their individual struggles and challenges. Listening, empathy, and compassion are mentioned as essential leadership qualities.

The second theme involves managing conflict with dignity. One of the book’s strengths is its practical advice on handling difficult situations.

Jimmy and Joy encourage leaders to approach conflicts not with a mindset of punishment or control, but with a focus on finding solutions and maintaining an individual’s dignity.

Readers are given strategies for de-escalating tense situations and fostering mutual respect.

Throughout the book, the authors offer real-life examples from their own experiences as school leaders.

At the conclusion of each section in the book, Jimmy and Joy outline an “Eyes on Culture in Action” segment, thus validating the third theme of practical strategies. These mini case studies provide tools and

frameworks that can be immediately applied in a school setting, such as how to have difficult conversations, how to address underperforming staff with respect, and how to manage student behavioral issues without compromising dignity.

The fourth and final theme concerns building a culture of care. The authors contend that a school’s culture is shaped by how its leaders respond to adversity. They advocate for proactive relationshipbuilding to create an environment where trust and respect are nonnegotiables. The idea of placing people first and valuing human connection over rigid enforcement of rules resonates throughout the text.

Handle With Care is an essential read for anyone in educational leadership who desires to build a more compassionate, human-centered school culture.

Jimmy and Joy remind us that at the crux of every school are the people who make it run – staff, students, and families. By cultivating a culture of care and respect, school leaders can transform not just their schools, but their communities as well. ■

Chris LeGrande spent 29 years in Guthrie Public Schools, with the final 11 years serving as high school principal. During his time in school administration, he was named the OASSP 2020 High School Principal of the Year and recognized as the NASSP Advocacy Champion of the Year in 2022.