Better Schools Magazine Fall 2023

There is an easier way to tell your school stories, manage communications and strengthen your online presence — helping your district to attract, engage, and retain students—and thrive.

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1 Online courses exclude programs with residencies and field experience.

2 2021-22 Q2

Grand Canyon University is accredited by the Higher Learning Commission (hlcommission.org), an institutional accreditation agency recognized by the U.S. Department of Education. Please note, not all GCU programs are available in all states and in all learning modalities. Program availability is contingent on student enrollment. Important policy information is available in the University Policy Handbook at gcu.edu/ academics/academic-policies.php. The information printed in this material is accurate as of JANUARY 2023. For the most up-to-date information about admission requirements, tuition, scholarships and more, visit gcu.edu. Approved by the Assistant Dean for the College of Education on Dec. 27, 2022. ©2023 Grand Canyon University 22COEE0394

CCOSA Executive Committee

Janalyn Taylor Principal, Nance ES Clinton Public Schools

CCOSA Chairperson OAESP Past-President

Melissa Barlow Principal, Yukon HS CCOSA Vice Chairperson OASSP President

Kevin Hime Superintendent, Lawton OASA President

Scott Farmer Superintendent, Ft. Gibson OASA President-elect

Matt Johnson Principal, Shawnee HS OASSP President-elect

Jennifer Patterson Asst. Principal, DeWitt Waller MS Enid Public Schools

OMLEA President

Laura Bullock Principal, Idabel MS OMLEA President-elect

Traci Newell Principal, Elgin ES

OAESP President

Tara Burnett Principal, Highland Park ES Woodward Public Schools

OAESP President-elect

Kimberly Elkington-Baxter Director Special Services, McAlester ODSS President

Amy Swartz Director Special Services, Ponca City ODSS President-elect

Dr. Gregg Garn University of Oklahoma Higher Education Liaison

6 Words From the Director

By Dr. Pam Deering, CCOSA/OASA Executive Director

8

11 2023 Interim Studies

A glimpse of potential legislation ahead

By Dr. Jeanene Barnett, Education Policy & Research Analyst & TLE Coordinator

15 Dysgraphia Update New requirements this school year

By Andrea Kunkel, CCOSA General Counsel and ODSS Executive Director

21 Retaining and Sustaining Faculty and Staff

By Chris LeGrande, CCOSA OASSP/ OMLEA Executive Director

23 Digging Into the TLE Toolbox

By Cathey Bugg and Sarah Yauk

26 Principal of the

Buses

One administrator’s innovative transportation focus By David Chandler, Norman Public Schools

19

Not-So-Secret Agents

Documentation for ESSER audits

By Kathy Dunn, CCOSA Director of Professional Learning, State and Federal Programs

READ TO LEAD

54 Read to Lead

In our new book column, an OASA leader reviews “The Hero Maker.”

By Kevin Hime, Superintendent, Lawton Public Schools

ON THE COVER: Ada High School aviation students stand atop an A-26 commemorative aircraft housed at the Ada Regional Airport.

PHOTO BY CASEY BLACK

By Eric

Assistant Principal, Jenks High School

CCOSA Staff

Dr. Pam Deering

CCOSA/OASA

Executive 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

Education Policy & Research Analyst & TLE Director

Kathy Dunn

Director of Professional Learning, State and Federal Programs

Cynda Kolar

Business Manager

Amanda Cunningham

Marketing & Events Specialist

Asia Allen

Marketing & Communications Coordinator

Lynne White

OAESP Executive Assistant & Assistant to the TLE Coordinator

Nicole Donnelly

Membership Coordinator & CEC Executive Assistant

Jen Knight

Executive Assistant

Ashlee Lacy

OASA Executive Assistant

Catherine Goree

OASSP/OMLEA/ODSS Executive Assistant

Words from the Director

Dr. Pam Deering, CCOSA/OASA Executive Director deering@ccosa.org

The start of school spirit is alive and well! Just think, the first-grade class of 2023 will be the graduating class of 2035! It seems like a long time away, but time flies. Looking at all of these faces and some of the themes that set the expectation for school success, how could anyone not be bursting with pride about what is happening in our public schools?

Optimism, happiness, and joy are reflected in these faces for the new year. It is the most rewarding profession to have a part in each student’s success. When things seem down with all of the political rhetoric that is designed to take our focus away from our work, one sure way to block out the noise is to look at pictures from the start of school.

Several stories in this edition of Better Schools are student-focused and serve as a reminder of why we are educators. We hope you’ll be flooded with happy memories of the energy and excitement of the new school year with our portfolio on page 29. You’ll be flying high with the lucky students and teachers involved in Oklahoma’s 87—yes, 87!—aviation academies after reading Paula Kedy’s feature on page 35. Finally, on page 40, Jenks Assistant Principal Eric Fox’s story will help you establish the best frameworks to ensure students are future ready.

Save this digital edition as a favorite. Scroll through the pages to see schools and students at work. Put school pictures on your desk, in your pocket, in your notebook, on your phone, and anywhere you can take a look for a pick-me-up. I guarantee it will quickly help you refocus, and it will be an important reminder of why we do what we do. It is all for the KIDS!

And cheers to champions for kids in every corner of our state—YOU!

Respectfully,

Pam Deering, Ph.D.

CCOSA Executive Director ■

In Yukon Public Schools, Ranchwood Elementary Principal Kristin Lipe welcomes a student back to school.

YUKON PUBLIC SCHOOLS

OASA Early FY24 Mid-Term Factor Estimate

To help our members as they monitor their budgets throughout the school year, OASA is providing a very early estimate for the Fiscal Year 2024 mid-term factor. Note! This estimate requires OASA to project Weighted Average Daily Membership (WADM) growth, the increase in ad valorem chargeables, and the final month of County 4 Mill collections.

Facts

■ For this year’s funding formula, the state added slightly over $500 million to last year’s allocation. This increase was intended to cover the cost of the mandated teacher pay raises. For many schools, money was left over for support raises and operational costs. Schools experiencing a loss in students or increased chargeables may have received less state aid than they anticipated.

■ The state held out approximately 1.5% (instead of the 2% held out last year) of the total allocation for mid-term growth. Money was also held out for the Lindsey Nicole Henry scholarship program, new charter schools, and raises for districts off the formula.

■ For FY24, schools were funded initially on the FY23 final WADM calculated in June plus the addition of weights for economically disadvantaged students (.25 to .3) and small schools (529 WADM to 750 WADM). The mid-term factor will consider the highest WADM of either the initial WADM or the first quarter WADM.

■ The Transportation Factor increased from 1.39 to 2.00 and is not included in the state aid factor.

■ The initial FY24 state aid factor included actual collections of the dedicated chargeables for FY23.

■ Additional funds allocated to schools that did not run through the formula include:

■ $125 million for Redbud School Grants.

■ $50 million per year for three years (approx. $92,000 per district per year) for school security expenses.

Assumptions and Estimated Values for Mid-Term

■ Last year was the first year the mid-term factor only considered the initial WADM compared to the first quarter WADM. Last year’s growth in WADM was approximately 21,000. With that single year as a guide, this estimate will use a WADM growth of 20,000.

■ At the time of this calculation, 76 of 77 counties had reported their valuations on the State Auditor website. Using those values, OASA estimates the ad valorem chargeable growth to be just over $90 million.

■ The final month of County 4 Mill collections is the last variable that affects the state mid-term factor. Over the years, it has resulted in a growth of between $2 million and $10 million. OASA is using an estimate of $6 million for this calculation.

Guidance

For clarity, the above numbers and calculations are provided below. This guide, with some variables estimated, is intended to give schools an idea of the mid-term factor using information available now. Updated estimates will be provided as new information is received. The Oklahoma State Department of Education will likely send out allocation notices in late December or early January.

FY24 Mid-Term Formula Estimates & Calculations

(After money was set aside for growth, LNH, raises for schools outside of the formula, new charters, and penalties/adjustments)

(After $119,778,435 is deducted for the 90 districts off the formula)

Valuation Increase Estimate .............................................................................................. + $90,009,022

Plus County 4 Mill Final Month Collections Estimate ........................................................... + $6,000,000

Total ................................................................................................................................................. $5,053,983,545

WADM Calculations:

Projected FY24 Mid-Year WADM (20,000 increase based upon FY23) 1,200,846 $5,053,983,545 / 1,200,846 = $4,208.69 (Estimate)

Gain to factor: ................................................................................. $4,209 – $4,162 = $47/WADM increase

Reminder! This is a very early estimate. Many variables can change this estimate by several dollars. We are using the ad valorem chargeable estimate ($90 million) based upon current submitted values on the State Auditor’s website.

Looking Ahead to 2024 Legislation 2023 interim studies provide a possible glimpse of what’s ahead

By Dr. Jeanene Barnett, Education Policy & Research Analyst & TLE Director

Approved interim studies for 2023 may provide a peek inside the minds of legislators as we approach the 2024 legislative session, which begins in February. The Speaker of the House and Pro Tempore of the Senate have approved 26 House and 13 Senate interim studies that could impact education. Many have yet to be scheduled, but all will be held before November 2023.

Any member of the House or Senate can request an interim study over legislative and policy issues. Some interim studies address issues in legislation that failed to pass in previous sessions but for which members desire more in-depth information and consideration. Interim study requests are assigned to the appropriate House or Senate committees, generally Common Education in the House and Education in the Senate, for most education-related studies. In some cases, House study requests on similar subjects are combined into a single study, and some studies may be considered jointly by the House and Senate. A committee may devote anywhere from one hour to several full meetings to each study. The legislator who requests the study and/or the committee chair frequently invite local and national experts to testify at interim study meetings. In the past few years, CCOSA members and staff have been asked to present at interim studies, and their expertise has provided valuable information and context to these discussions.

Interim Studies to Watch

number of candidates in the teacher pipeline.

School Property Insurance (multiple)

Senate IS-2023-41, requested by Sen. Jech, R-Kingfisher, will review insurance for school property. Senate IS-2023-50, requested by Sen. Montgomery, R-Lawton, and House 23-072, requested by Rep. Baker, R-Yukon, will explore school property casualty insurance markets and use of interlocals. House 23-012, requested by Reps. Provenzano, D-Tulsa, and Bennett, D-OKC, will examine school district insurance premiums, which have doubled or even tripled for many districts over the last five years. House 23-089, requested by Rep. Tedford, R-Tulsa, will study the feasibility for the state to fund a risk-sharing pool, which could be used to insure government property or help public entities fund the high self-insured retentions they are facing in the private market.

House 23-043, requested by Rep. Johns, R-Ada, will study the annual Oklahoma School Report Cards and affect the school’s grades. House 23-100, requested

ESSA compliance and school evaluation to look for alternatives to devices such as our bell curve and our IS-2023-33, requested by Sen. Dossett, D-Tulsa, will review school evaluation systems.

Evidenced-Based Behavior Interventions for Students with Disabilities in Oklahoma Public Schools

House 23-021, requested by Rep. Talley, R-Stillwater, and Sen. Floyd, D-OKC, will seek information to help with understanding the categories of disabilities within the Individuals with Disabilities Education Act (IDEA) federal law and the consequences of the use of physical punishment on students with disabilities, hear personal impact statements of the use of physical punishment in schools, and investigate evidenced-based behavioral interventions for students with disabilities. CCOSA General Counsel and ODSS Executive Director Andrea Kunkel will be participating in this study scheduled for October 5 from 1-4 p.m. in room 206 at the State Capitol.

CCOSA will send out an update with dates once other studies have been scheduled. Members of the public can livestream interim studies at this link: https://sg001harmony.sliq.net/00283/Harmony/en/View/UpcomingEvents/

CCOSA team members remain engaged with legislative issues, but we depend on our superintendents and principals to keep us informed of local conversations that may provide insight for the 2024 legislative session. Please let us know if your legislator approaches you about presenting at or providing input for an interim study. We want to make sure we credit CCOSA members who are called upon as experts for interim studies.

Building relationships with legislators gives all of us critical access to advocate for our districts and students. Each time you tell your school’s story, you add to the collective professionalism and expertise of Oklahoma educators. ■

DON’T LET UNEMPLOYMENT COSTS SIPHON DOLLARS FROM YOUR DISTRICT’S CLASSROOMS.

WE WILL GUIDE YOU THROUGH THE EMPLOYMENT PROCESS FROM START TO FINISH!

Let OSSBA help your district with unemployment issues, plus save money and time by letting our attorneys handle your claims, follow ups, appeals and more. We also offer additional employment services to support school districts, including an online library of information and documents, training opportunities and legal information on employment issues.

Dysgraphia Update New requirements take effect this school year.

By Andrea Kunkel, CCOSA General Counsel and ODSS Executive Director

House Bill 2768, passed during the 2022 Oklahoma legislative session and codified as part of 70 O.S. § 6-194 and 70 O.S. § 1210.517, took effect on November 1, 2022. It includes mandates requiring dysgraphia professional development for district staff members and including information about dysgraphia in the Oklahoma State Department of Education (OSDE) Dyslexia Handbook. HB2768 does not include a mandate requiring district screening for dysgraphia.

Beginning with the 2020-21 school year, school staff members have been required to participate in a dyslexia awareness program. Beginning in the 2023-24 school year, that program shall also include information and training in dysgraphia. Oklahoma defines dysgraphia as:

“A specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/ or fluent handwriting and letter formation. These difficulties typically result from a deficit in the orthographic component of language and motor difficulties that are unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in written expression.”

Districts can find OSDE’s dyslexia and dysgraphia awareness training on the OSDE Connect platform at https:// osdeconnect.pdx.catalog. canvaslms.com/courses/dyslexiaawareness-2023-24. Although this self-paced course is titled Dyslexia Awareness 2023-24, it also covers dysgraphia.

HB 2768 also requires OSDE to review and make revisions to its Dyslexia Handbook at least every three years with the assistance of stakeholders and the IDEA Part B State Advisory Panel. The group began meeting during the 2022-23 school year to carry out this process. As part of its review, HB 2768 requires the members to:

■ Study how to effectively identify students who have dysgraphia identified through possible reading and broad written language scores.

■ Study the response-tointervention (RTI) process, as well as other effective researchbased approaches in writing, reading, and literacy to identify the appropriate measures for assisting students with dysgraphia.

■ Make recommendations for appropriate resources and interventions for students with reading or writing difficulties, including dysgraphia and broad written language disorder, to make schools aware of the significance of dysgraphia.

In its revisions, HB 2768 requires the group to include, but not be limited to, the following information for districts screening students in kindergarten and grades one through three who have been identified through the RTI process as having characteristics of dyslexia or dysgraphia:

■ Evidence-based practices designed specifically for students with characteristics of dyslexia or dysgraphia.

■ Characteristics of targeted instruction for dyslexia and dysgraphia.

■ Guidance on developing instructional plans for students with characteristics of dyslexia or dysgraphia.

■ Best practices for reading and writing instruction aligned with the science of reading.

■ Guidance for selecting instructional materials that address dyslexia, dysgraphia, and other reading or writing difficulties.

■ Suggested training programs.

■ Guidance on dysgraphia and dyscalculia. (Unlike dyslexia and dysgraphia, dyscalculia does not have an Oklahoma definition. It is considered a neurocognitive developmental disorder that is not yet fully understood. One agreed characteristic is long-term incapacity to learn number facts.)

Although HB 2768 requires OSDE to complete this process and rename the dyslexia handbook the “dyslexia and dysgraphia handbook” by January 1, 2024, the group completed the process during fall 2023. The renamed handbook, including the required revisions, can be found on the OSDE website at https://sde.ok.gov/sites/ default/files/OK%20Dyslexia%20 and%20Dysgraphia%20 Handbook_7-23_0.pdf

Please make your staff members aware of this newly revised resource and remind them of the dysgraphia awareness professional development mandate now in effect. ■

OKLAHOMA DYSLEXIA AND DYSGRAPHIA HANDBOOK

Not-So-Secret Agents

The Office of the Inspector General (OIG) agent you will meet in 2023 is much different than the Dick Tracy-style agent we may be envisioning. He has a badge, maybe a polo shirt, and quite likely a gun holster on his side. With the influx of federal Elementary and Secondary School Emergency Relief (ESSER) pandemic funding, OIG agents are serious about assuring Congress and the tax-paying public that they are getting a great return on investment. In fact, they are so serious about auditing ESSER dollars that we have been told to be prepared for an ESSER audit through 2029.

With the first funds released in the Coronavirus Aid, Relief, and Economic Security (CARES) Act in spring 2020, we are looking at an audit period of nine years—even longer if construction was funded with ESSER funds. Hence, you hear CCOSA say repeatedly, “Document, document, document, and save records, save records, save records!”

What aspects of the ESSER work might we expect an auditor to examine? Some items that have been under an auditor’s microscope are:

■ Documentation linking an expenditure to COVID. Imagine yourself in 2029 trying to remember how each individual ESSER purchase “prepared for, prevented, or responded to COVID.” We must document how each purchase met that criteria.

■ Full documentation of a bidding process for construction projects that follows your board’s procurement policy, state procurement laws, and federal Uniform Grant Guidance (UGG) laws and guidance.

■ Construction documentation. Of particular interest is the DavisBacon Act, requiring districts to document that all workers on construction projects exceeding $2,000 must be paid the prevailing wage in your county for their labor. Some districts were caught off-guard that Davis-Bacon requirements included painting, installation of security cameras, etc. Another district was surprised to be asked to open records of the past three years to show their DavisBacon documentation on past construction projects. The Office of the Inspector General has stated that construction with federal funds may be subject to audit for 15 years.

■ Documentation of your compliance in following your own policies and procedures.

Of course, to comply you must have written policies and procedures that are required in federal law. Then you must follow your district’s written procedures.

■ Documentation of agendas, sign-in sheets, and meeting notes for required meetings of your Consultation Team with the appropriate members as required by law.

■ New audit items that have been requested in other states.Districts in other states have been asked to provide documentation for how they served groups of students most heavily impacted by COVID as listed in their ESSER plan: students with disabilities, English learners, students in poverty, students of color, students experiencing homelessness, students in foster care, and migratory students. How did you serve these groups of students? What were your student group outcomes as a result of the ESSER money?

As we reach the end of the ESSER era, districts can be proud of the legacy of learning these COVID relief funds provided, along with other purchases that supported schools through the pandemic. Before we close the file labeled “ESSER,” we must be sure the file carefully and thoroughly documents the past four years’ use of the funds. In that case, if we hear, “An agent from the Office of the Inspector General is here to see you,” we can reopen the file with confidence. ■

Kathy Dunn served as a Reading Specialist, Federal Programs Director, and Assistant Superintendent in Mid-Del Schools prior to joining the CCOSA team as the Director of Professional Learning, State and Federal Programs. To reach her, email dunn@ccosa.org

“Hello, an agent from the Office of the Inspector General is here to see you.”

Are you ready?

by Kathy Dunn, CCOSA Director of Professional Learning, State and Federal Programs

INTERNET DESIGNED FOR EDUCATION

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As a division of the Oklahoma State Regents for Higher Education, OneNet is uniquely designed for education at all levels. From K-12 schools to higher education, OneNet understands your mission-critical needs and provides the connectivity required to fulfill them.

OneNet powers more than 250 K-12 schools, 50 technology center campuses and every public higher education institution in Oklahoma.

Learn more about how OneNet can provide your school affordable connectivity options through Oklahoma’s research and education network.

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Retaining and Sustaining Takes Support and Compassion

By Chris LeGrande, OASSP/OMLEA Executive Director

In the midst of a workforce shortage of historic proportions, it is more important than ever that school leaders provide social, emotional, and pedagogical support to retain quality educators. In the not-so-distant past, applicants for vacant positions were abundant and the number of students graduating from teacher preparation programs plentiful. Today, consider yourself fortunate if you receive a handful of potential candidates who are neither emergency/alternatively certified nor have been nonrenewed at a previous school. It behooves us as administrators to coach and mentor the staff we have since the pipeline is shallow. In other words, work to equip the individuals within your organization with the necessary skill sets that will enable them to flourish.

This brings us to the second helpful hint—providing teachers with ongoing professional development that is meaningful and relevant. For teachers new to the district, this entails some type of onboarding program prior to the beginning of the new academic year. Subsequent monthly meetings with new staff members provide continuous support and allow question-andanswer sessions to address potential pitfalls and struggles. Moreover, by partnering with the K20 Center at the University of Oklahoma, teachers have access to authentic, studentcentered learning activities. For early-career and/or emergency or alternatively certified instructors, CCOSA’s Uplifting Classrooms professional development provides invaluable resources.

In order to be at your best for your faculty and staff so that they will be at their best for their students, a healthy work-life balance is essential. You cannot effectively lead your school if you fail to attend to your physical, social, and emotional needs. This may require that you carve out time each day

to engage in something you truly enjoy. Whether that be reading a book, watching your favorite sitcom, engaging with loved ones, or simply going for a walk, activities that take your mind away from the schoolhouse promote mental and physical well-being. In addition, avoiding the temptation to check every email, text message, or voicemail received after school hours can go a long way in maintaining your sanity and selfcare.

Finally, never underestimate the significance of recognizing and rewarding staff members for a job well done. By partnering with businesses, restaurants, churches, and other entities within your community, gift cards and food items can shower your staff with much-deserved appreciation. Likewise, monthly staff luncheons hosted by the administrative team or various departments within the building foster camaraderie, boost morale, and contribute to a positive school culture. Highlighting individual employees in weekly newsletters and recognizing

colleagues during monthly faculty meetings with traveling trophies presented by peers reinforces their value, dedication, and contributions to the organization. When staff feel appreciated, they are much more likely to go above and beyond in the performance of their duties and responsibilities.

Exhibiting genuine compassion, concern, and understanding for members of your staff cultivates and sustains an environment conducive to longevity and low turnover rates over time. In a dire labor shortage with no immediate relief in sight, we best be coaching up our present workforce in order to recruit and retain for the future. ■

For further information and/or additional professional training, consider enrolling in CCOSA’s New Principals Academy, which includes four learning sessions and one advocacy experience.

During the June CCOSA Courageous Leadership Summer Conference, Guthrie High School Principal Dusty Throckmorton and I co-hosted a breakout session, Retaining and Sustaining Faculty and Staff by Providing a Purposeful System of Support & Compassion. For those unable to attend, what follows are a few takeaways from the presentation.

Istation US History: The Story of America

Strengthen Student Knowledge with a New Supplemental History Curriculum.

Ensure middle and high school students have access to high-quality, engaging history resources designed to strengthen history knowledge and improve student literacy!

Digging Into the TLE TOOLBOX Nailing down the nuts and bolts of effective classroom management

By Cathey Bugg and Sarah Yauk

Who comes to school with empty toolboxes? New, alternatively certified, and emergency-certified teachers! Because Teacher and Leader Effectiveness (TLE) focuses on building teacher practices, principals can use the TLE Tulsa Model rubric to help teachers gather tools. New teachers often struggle managing student behaviors. In the rubric, column 3 describes what effective teachers do to plan and manage classrooms. Principals can add the how. (Note: Two TLE models, the Tulsa Model rubric referenced throughout the article and the Marzano Model, have been used in Oklahoma. The practices discussed in this article can support either rubric.)

Sometimes teachers think a sledgehammer approach will force students to behave. Hammers don’t establish well-managed classrooms; instead, it’s best to try a great set of plans. Planning helps new teachers proactively promote behaviors that increase learning and decrease behaviors that obstruct it.

According to the rubric, teachers in well-managed classrooms use four strategies: 1. positive expectations, 2. well-practiced classroom procedures, 3. monitoring and coaching, and 4. positive relationships with students.

1ESTABLISHES, COMMUNICATES, AND CONSISTENTLY IMPLEMENTS APPROPRIATE STANDARDS OF CONDUCT.

The first tool teachers need for establishing an orderly learning environment is expectations, stated in positive phrases. These expectations define how everyone— students and teachers—will behave and treat each other. Sometimes expectations are school-wide, such as a creed; other times they are developed by grade levels or single classrooms. One expectation could be, “We will value and respect each another.” Principal Jenny Affentranger expects Bethel Early Elementary to “Bee the change you want to see.” Marsha Drees’ Edmond students make this commitment: “I am positive

and prepared to give my best effort in today’s Media Center activities. Readers are Leaders.”

Teachers should teach students what expectations mean, just like they teach subject content, then start class every day by reciting them. Recitation helps students learn to apply and internalize expectations. Finally, teachers should model and enforce the expectations consistently. “You have got to be consistent—day by day, moment by moment. It makes students feel secure and know what to expect,” says Linda Davis, a teacher at Buffalo Public Schools.

STUDENTS

STUDENTS.

Strategy number two is classroom procedures. Why are procedures important? They specify exactly how tasks are done without chaos, confusion, or loss of valuable instructional time. Classrooms need procedures for everything from entering the door to sharpening pencils. (Scan the QR code at left to see a list of procedures teachers can develop.)

T-charts are great tools for teaching procedures. They detail the procedure, what it looks like, and what it sounds like. Teachers should model the procedures exactly as they want them performed, then practice procedures over and over and give feedback until they become routine and students need few reminders. Finally, teachers should ask students to evaluate their own efforts against the procedure steps. Where did they do well? Where do they need to improve?

3

MONITOR THE BEHAVIOR OF STUDENTS DURING WHOLE-CLASS, SMALL GROUP, AND SEAT WORK ACTIVITIES AND DURING TRANSITIONS BETWEEN INSTRUCTIONAL ACTIVITIES.

You get what you expect only if you inspect. Unmonitored expectations and procedures will erode and extinguish. Principals can work with teachers to monitor students throughout the entire school year.

Buffalo Schools Superintendent Dale Spradlin tells teachers he taught from his feet, not his seat. Encourage teachers to move to different areas of the classroom when instructing, circulating, and conversing with small groups to clarify instructions, ask questions, inspect student work, and offer encouragement. Teachers can direct transitions with explicit instructions to ensure student safety and focus. Principals should guide teachers to ask these questions continuously: Are all students on task? Are all students correctly following the applicable procedure? Using simple checklists, teachers can self-evaluate management, and principals can give them valuable customized feedback. (Scan the QR code at left for a sample checklist chart.)

TLE for You and Me

These two resources provide valuable information for creating effective teachers and classrooms.

Great Expectations www.greatexpectations.org

“The First Days of School: How to Be an Effective Teacher,” 5th edition, by Harry K. Wong and Rosemary T. Wong

An elementary and middle school administrator for more than 25 years, Cathey Bugg opened Heritage Elementary in Edmond in 2015. The school earned Great Expectations Model School status in its first year, only the second school in the country to do so. Bugg was the OAESP 2019 Principal of the Year and a National Distinguished Principal. She is retired, trains administrators in TLE practices, cheers for the Sooners, and loves spending time with her three young grandsons.

4 AS NECESSARY AND APPROPRIATE, STOPS MISBEHAVIOR PROMPTLY AND

WITH A VOICE LEVEL/WORD CHOICE SUITABLE TO THE SITUATION.

Effective teachers promote good behavior by building positive student relationships. Buffalo Middle School teacher Kathleen Buckhaults greets each student with a handshake or fist bump. Edmond Heritage Elementary teacher Mendy Shepard connects with student interests. Teachers whose expectations and procedures are clearly stated and practiced rarely see misbehavior. These teachers demand respect from students, and it is reciprocated.

Teachers should remember that negative reinforcement only temporarily suppresses a behavior. When teachers have to respond to misbehavior, they should do so privately, avoiding sarcasm or public humiliation and using a quiet, unemotional tone of voice, stressing how compliance will benefit the student. Conversely, positive reinforcement increases the probability that students will repeat behaviors. Targeting the reinforcement (Saying, for example, “I like the way you stayed on task” instead of “Good job today”) lets students know exactly what behavior was correct. Praising individuals, small groups, and the whole class significantly improves student behavior.

By coaching new teachers to implement expectations, create procedures, practice routines, and build positive relationships, principals can use the TLE rubric to equip teachers to manage their classrooms effectively. This creates a classroom environment where students feel safe and are engaged and able to focus on learning. ■

Sarah Yauk hails from Buffalo in rural northwest Oklahoma. She began as a home economics teacher, then elementary counselor, Principal (PreK-12), Regional Accreditation Officer, Barlow consultant, TLE trainer, and now is the part-time high school guidance counselor in Buffalo. Yauk and her husband Paul farm and ranch, and in their spare time, they enjoy Oklahoma State University football and their four grandchildren in growing families. She is also very active in the community and local church.

2

ARE USUALLY ENGAGED AND CLEAR AS TO THE EXPECTATIONS OF THE CLASSROOM, REQUIRING FEW REMINDERS RELATIVE TO THE AGE AND DEVELOPMENT OF THE

CONSISTENTLY,

Principal of the Buses

One Norman Public Schools administrator’s new focus? Classrooms on wheels.

By David Chandler

Principal of the Buses? As you sit and read this article, you may be asking yourself, what in the world is the Principal of the Buses? As principals, we all have things to juggle daily: irate parents, students not behaving properly, teachers having meltdowns. These are but a few things that can occur before the first bell rings to start your day. Now throw in an issue on the bus that must be dealt with, and you have spent most of the morning investigating and trying to bring a resolution to yet another conflict. For many principals, an issue on the bus can be the straw that broke the camel’s back—just too much to handle. Enter the Principal of the Buses to aid fellow administrators in resolving misbehaviors that happen on the bus.

I have been in administration for 13 years. All that time has been spent in a building, and it has been awesome. At the end of last school year, I was approached by the central office in Norman Public Schools to widen my lens of leadership and embark on a journey that will allow me to see another side of the district while still helping students: I was asked if I would like to take on the role of Principal of the Buses. While I really did not know what to expect, I knew my skill set would make me successful in this new position. I was told that our transportation department needed someone to focus solely on building relationships with students, working with drivers and monitors to build trust, and cultivating a positive alliance with parents and community members. In my mind, I knew I could do this because I love building positive relationships with all parties involved in a school setting. However, instead of monitoring classrooms within a building, I would be working in a classroom on wheels.

RELATIONSHIPS ARE KEY

As I embarked on this new position, I knew one thing for sure: Bus drivers and monitors needed to be assured that they were valued and appreciated. Throughout my years in administration, I have discovered that bus drivers are not always looked upon as being integral parts of the school community. They are sometimes viewed as “just bus drivers,” and in this new position, I wanted to dispel that myth and assure my drivers that they were highly regarded and a very important part of a student’s day. I work diligently to build positive relationships with my bus drivers and monitors and to let them know I appreciate the important and often thankless job they perform daily.

Another aspect of this position deals with student management and fostering healthy relationships with students. Since day one, I have reiterated to the drivers and monitors that relationships are key. They are so important to behaviors students exhibit on a bus. I truly believe that when positive relationships are nurtured, students will act better because they know that they are safe and secure. I remind drivers and monitors that their job is so important because they ultimately set the tone for a student’s day. The bus drivers are the first district personnel a

student encounters each morning and the last one they will see before they go home. Having a positive relationship with students is KEY to possessing a great bus route.

PBIS ON THE BUS

A technique I have brought with me from the brick-and-mortar school is the concept of Positive Behavioral Interventions and Supports (PBIS). I have seen it work in many schools, and I think if it is implemented with fidelity, it can also work on our buses. I have begun teaching our drivers and

monitors about PBIS and how we can incorporate it into our management procedures on the buses. By recognizing and rewarding positive behaviors while students are riding to and from school, we can create a safe environment for both the driver and the passengers.

PBIS on the bus is a work in progress, but I know that with everyone working in collaboration, we will achieve the goal of positive relationships between drivers and students and a subsequent decrease in student discipline referrals on buses. ■

David Chandler has been in education since 2005. He started his career as a high school English teacher in Millwood Independent School District. During his time as a teacher, Chandler held many leadership roles that prepared him for his move into administration in 2010. Chandler has been an administrator in Oklahoma City Public Schools, Edmond Public Schools, and Western Heights Public Schools and at the collegiate level as the Director of Upward Bound. Chandler has been with Norman Public Schools for three years, his first two as an assistant principal at Irving Middle School and his current role of Transportation Principal since July 2023. Chandler currently serves on the Executive Committee of OASSP as the Region 14B Representative. If you have questions about Chandler’s role as Transportation Principal, email him at dchandler@normanps.org.

This Is Our Why

There’s nothing like a dose of back-to-school magic to remind us—and our communities—what’s really important.

From pep rallies and football games to door decorations and school buses ready to transport precious cargo, the images in this portfolio give all of us an opportunity to refocus on our why—students past, present, and future.

MUSTANG Heeding Mustang’s first core value, “attend to relationships,” a Riverwood Elementary teacher makes a student feel welcome on the first day of school.

PHOTO: KIRK MARTIN

“Public education is the cornerstone of our community and our democracy.”

–Horace Mann

YUKON A Ranchwood Elementary student smiles on the first day of school.

GLENPOOL Glenpool Middle School’s “Connectedness” theme is on display as an administrator recognizes a student for displaying the character trait of honesty at the first pep rally of the school year.

PIEDMONT Students at Piedmont’s Early Childhood Center show their Wildcat pride on the first day of school.

YUKON PUBLIC SCHOOLS

GUTHRIE Members of the Guthrie High School Class of 2024 usher in the new school year on the steps of the historic Guthrie Scottish Rite Temple.

LAURA BENHAM

“I touch the future. I teach.” –Christa McAuliffe

TAHLEQUAH A Cherokee Elementary student is ready to learn.

JENKS Jenks Superintendent Dr. Stacey Butterfield performs with the high school pom squad during the annual Back-to-School Rally for all JPS employees. The rally’s theme of “Be the One” encourages employees to think about how their actions can make a massive difference in the lives of students.

SHAWNEE Shawnee’s theme for the coming school year is “Honor Your Choice,” and the district recently held a community pep rally to celebrate recovery from last spring’s tornado and the successes of their extracurricular activities.

back-to-school excitement like a football

“If we don't stand up for children, then we don't stand for much.”

–Marian Wright Edelman

BIXBY As Superintendent Rob Miller greets a Bixby elementary student, he exemplifies the district’s mission to ignite the potential of every student.

CATOOSA Nothing says

pep rally. Catoosa High School students show their school spirit by sporting the rally’s neon theme.

YUKON A local TV news crew joined Lakeview Elementary students to celebrate the start of the new school year.

TAHLEQUAH The buses are full of kids again, and Tahlequah Superintendent Tanya Jones can't contain her excitement.

BETHEL At Bethel Elementary, staff and students are encouraged to “Bee the Change.”

The Sky Is Calling

Oklahoma Aeronautics Moves to Strengthen Aviation Education in Oklahoma.

By Paula Kedy

Recognizing the need to arm a workforce for the state’s growing aerospace industry, the Oklahoma Aeronautics Commission has developed a rollout of aviation curricula designed for students to gain the STEM skills necessary to move into postsecondary education or industry careers. At the forefront of the initiative is the implementation of the Aircraft Owners and Pilots Association (AOPA) “You Can Fly” High School Aviation Curriculum, a four-year curriculum that is free to schools. You Can Fly offers schools the choice of a general aviation/pilot pathway or a UAS/drone pathway. Both provide students with in-depth exposure to a myriad of careers in aerospace and aviation.

“For two consecutive years, Oklahoma has been named number one in the nation in the number of schools offering the AOPA curriculum, with 87 high schools slated to implement the curriculum in 2023-2024,” said Grayson Ardies, State Director of Aeronautics. “The curriculum helps build strong foundations in pre-engineering, mathematics, and science that are necessary to support Oklahoma’s second-leading industry, aerospace.”

The Commission also works to support the implementation of “Choose Aerospace,” a curriculum designed to prepare juniors and seniors for careers in aircraft maintenance. Choose Aerospace is an online curriculum offered with the support of the Oklahoma Department of Career and Technology Education and various industry partners.

Runways of Learning

What started as a field test of the AOPA curriculum by Ada High School in 2017 has quickly become an integral part of course offerings in schools across the state. More than that, districts are thriving from the development of partnerships with aerospace industries, airports, and workforce development committees. David Day, Director of the Pryor Public Schools Innovation Center, said, “The aviation program at Pryor Public Schools has given our students the skills and knowledge they will need to pursue a career in aviation. Students are learning about aircraft systems, flight planning, and weather. They are currently building an RV-12 Sport Aircraft and are utilizing drones of all types. The aviation program at Pryor High School has truly been a gamechanger.”

During the 2022 legislative session, aviation coursework was approved for graduation core credit, making it easier for students to enter the aviation pathway and to develop the Individual Career Academic Plan (ICAP) required for graduation.

Ada High School aviation students stand atop Sierra Hotel’s A-26 commemorative aircraft housed at the Ada Regional Airport. A-26 Invaders entered service at the end of World War II and were utilized throughout the Korean and Vietnam Wars. Ada students are working to understand the importance of the past while pursuing future careers in aviation.

CASEY BLACK

Sam Madewell, the Choose Aerospace instructor for Putnam City Schools, worked this year with the AAR Corporation maintenance base at Will Rogers World Airport to develop internships for four students. “The students were able to learn firsthand the skills necessary to become aircraft maintenance technicians,” said Madewell. “The internships truly impacted their career pathways, and we appreciate the willingness of AAR-Oklahoma to work with our students.”

Ready for Takeoff

Some school districts are already experiencing the rewards of having students graduate from pathways of aviation coursework and enter postsecondary programs. Oklahoma State University sophomore David Anderson, a graduate of Ada High School’s aviation program, is currently majoring in finance with a minor in aviation. “My goal is to become an aircraft broker, taking clients on test flights and building business relationships,” said Anderson. “I gained most of my flight hours before graduating from Ada High School and received my private pilot certification last year. I plan to surround myself with aviation. The AOPA curriculum has provided me with opportunities I never knew existed.”

Anderson is representative of students across Oklahoma who are setting rewarding career goals and readying themselves to enter the aerospace industry. The Oklahoma Aeronautics Commission is committed to supporting the quality implementation of aviation and aerospace education programs across the state and will continue to work to ensure that Oklahoma is ready to fly. ■

State Director of Aeronautics, Grayson Ardies, and Oklahoma Aeronautics Commission staff recently visited with Lt. Governor Matt Pinnell, who serves as the Secretary of Workforce Development for the state. The group discussed the growth of aviation education in Oklahoma and the importance of educating a trained workforce.

Lifelong educator Paula Kedy serves as the Aerospace and Aviation Education Coordinator for the Oklahoma Aeronautics Commission. In her previous role as Ada City Schools’ Executive Director of Academics, Kedy was the first in the state to field test the AOPA aviation curriculum at Ada High School in 2017. She now works to promote aviation education across Oklahoma by sharing the importance of the AOPA You Can Fly High School Aviation Curriculum. The Commission was recently awarded the Most Innovative State Program Award at the 2022 National Association of State Aviation Officials Conference for its work in implementing aviation education in over 50 Oklahoma high schools.

Kedy serves on the national AOPA High School Steering Committee and has been named to the advisory committees of Sooner Flight Academy, Southeastern Oklahoma State University Aviation Science Institute, and the Spartan College of Aeronautics & Technology. She has helped to develop five Oklahoma Aviation High Schools of Excellence (at Ada, McAlester, Mustang, Okmulgee, and Pryor High Schools) through the implementation of an FAA 625 Workforce Development Grant and is committed to helping ensure equitable aviation STEM opportunities for Oklahoma students. School districts interested in learning more about aviation curricula may contact Kedy at pkedy@oac.ok.gov

Captain John Keilty was the emcee at the state’s first Oklahoma Student Pilot Day held at Tulsa International Airport and the Tulsa Air and Space Museum in April. This year’s celebration will take place on October 5 in Tulsa.

Mrs. Peterson Goes to Space Camp

As the 2022 Oklahoma Teacher of the Year, I have the joy of traveling with and learning from the other State Teachers of the Year in my cohort during five trips throughout the 2023 calendar year. We recently returned from our third trip: Space Camp in Huntsville, Alabama.

Rekindling our inner 12-year-old selves, we completed missions, learned about the benefits of space exploration, and worked to solve science challenges.

We listened, utterly captivated, to NASA astronauts who recounted their assignments both on Earth and in space. I came home with a renewed determination to inspire awe and wonder in my students, to promote team activities, and to lean into my students’ big, beautiful questions.

Reflecting on our last night in the planetarium as we sat immersed by breathtaking images from the James Webb Telescope, I wrote these words:

Maybe we’re all twinkling like the stars, twirling like the planets, and expanding like the universe. Perhaps you and I are a microcosm of the cosmos, reflecting the infinite. Let’s keep looking up. ■

Rebecka Peterson, who teaches high school mathematics at Union High School in Tulsa, is the 2023 National Teacher of the Year. She is in her year of service this school year, traveling the U.S. to highlight teachers’ stories of the good happening in public education.

Future Ready Leadership

Educators should lean into a holistic and intentional framework to make sure every student can succeed after high school.

By Eric Fox

I attended the CCOSA Summer Leadership Conference in 2019 and took a picture of a slide that I still reflect upon often. It contained a quote from Victoria Bernhardt, who stated, “Schools are perfectly designed to get the results they are getting now. If schools want different results, they must measure and then change the processes to create the results they really want.”

That quote inspires and challenges me. When I notice certain outcomes, I ask myself why those are the typical results. What is in place explicitly that leads to those outcomes? What am I allowing to happen that leads to those results? It doesn’t matter if it is staff retention, tardies, test results, or pep assemblies, our outcomes don’t spontaneously develop. This has also caused me to take a deeper look at what is happening to prepare students for their futures.

I used to reiterate that we should strive to prepare students for their first steps off the commencement stage. We know they will inherit a society much different than our own. Technology, communication,

economic developments, and even engaged citizenship will look different, so how do we prepare them to successfully meet those requirements? Some of our students will engage in careers and jobs that haven’t even been invented yet.

Since the pandemic, I have started to think more about not only preparing them for life after the commencement ceremony, but also thriving in the life they are living today. There are many components to this, including providing supports and teaching opportunities for goalsetting, mental health, interpersonal communication, and many others that aren’t measured on a state assessment.

At Jenks Public Schools, our work with students has provided three mechanisms to assist in this process of developing students who are life-ready after graduation while also seeking to be ready to take advantage of the opportunities afforded to them while in school.

1First, we have worked with the Advancement Via Individual Determination (AVID) system for several years. AVID’s mission is to close the opportunity gap by preparing all students for college and career readiness and success in a global society. In an elective class, students learn skills for success in careers as well as in postsecondary education. Some of these skills include academics— such as taking focused notes or annotating a text—but they also include learning self-advocacy, how to communicate with peers and adults, time management, and how to handle conflict or disagreements. AVID students also visit college campuses and have guest speakers who share their stories of selfdiscovery and career pathways.

2Second, we work intentionally with our Individual Career Academic Planning (ICAP) program through a student advisory program. Early on, our ICAP team leaned into the mantra, “You can’t be what you don’t see,” so we assist students in exploring multiple pathways and options. Our advisories meet daily with specific ICAP activities each month that include self-assessments, strengths finders, goal setting, and career exploration as a few of the pieces. We also take all seniors to a senior conference called “PrepYou” and strive to make this a memorable event and a can’tmiss activity for the senior class. We use student surveys to determine interests and invite speakers to meet with small groups of students throughout the day in a conference setting. We find taking seniors off campus for this event helps them feel like it’s not just another routine day at school, but one 100% student focused on what they want to learn about for future success.

3Third, we’ve leaned intentionally into our stakeholders for their insights and desires for what they want a graduate to know and be able to do. In 2017, I went with a team to visit the Greenville County district in South Carolina, where every school in the massive district explicitly had a “portrait of a graduate.” This meant that the first-grade teacher knew how he was contributing to his students’ success in the district and how he was preparing them for graduation. This meant that the middle school geography teacher knew exactly what was expected of her in terms of preparing students to be solution seekers and collaborators. This past year, our school district engaged in a similar listening tour of parents, community leaders, staff members, and even students to explore what was valued and needed in our graduates.

The Jenks Portrait of a Graduate process took lots of study, conversation, listening, reflecting, and vision casting to develop characteristics we believe will help prepare our students to be future ready regardless of what pathways they traverse after graduation. We want a graduate of Jenks High School to be an effective communicator, self-advocate, problem solver, and collaborator and be resilient and empathetic. It is a common touchstone, goal, vision, language, and aspiration. It can and should guide our decision making, the deployment of our resources,

and even logistical decisions about program development, staffing, discipline, curriculum, and extracurricular activities.

Whatever results you are noticing in your students are a result of the processes you have in place—or perhaps those that develop without great scrutiny. As we enter the transition of a new fall season, I encourage us all to reflect upon the changes we want to see in our students, in our staff, and in our processes that will ultimately lead to students who don’t merely survive the road ahead but find a way to thrive even in the unknown. ■

Eric Fox has worked as a public educator in Oklahoma for three decades in the Moore and Jenks school districts. He is the assistant principal at Jenks High School and was named the 2020 Assistant Principal of the Year by OASSP. Fox currently serves as the OASSP Region 5A representative and the NASSP State Coordinator.

PORTRAIT OF A GRADUATE PREPARING ALL TROJANS TO BE FUTURE READY

Our outcomes don’t spontaneously develop.

Our ICAP team leaned into the mantra, ‘You can't be what you don't see.’

OASA is continuing its efforts to provide strong advocacy and quality member services while also producing the highest quality guidance and training. Legislative interim studies are being scheduled, and OASA plans to be there to monitor those that will affect school leadership. Studies on school insurance costs, graduation requirements, the Oklahoma School Report Card, and reading scores are just a few of the areas OASA is monitoring. Additional information is available in Dr. Jeanene Barnett’s synopsis on page 11.

The Oklahoma State Department of Education (OSDE) sent out initial state aid allocations to schools in July and adjusted them August 7. Since over $500 million was added to the formula, the factor increased $312/WADM from the final factor last year, bringing the total factor to $4,162. OASA made an early prediction of $4,166 in May but did not figure in the money the state held out for raises for schools off the formula. The good news is that with the money held out for mid-term growth and anticipated growth in ad valorem, OASA is anticipating a good increase at mid-term as well. That estimate is detailed in Derald Glover’s article on page 8.

In July, Dr. Deering, Kevin Hime, Dr. Matt Posey, and Sherry Durkee attended the AASA Advocacy Conference in Washington, D.C. They were able to meet with Oklahoma legislative members and staff to discuss school issues and talk about the great things happening in Oklahoma schools. We would like to see our AASA membership grow to over 200

OASA

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

members! We are very close. Reaching 200 members provides for one more Oklahoma voice on the AASA Governing Board.

OASA’s weekly “Touch Bases” meetings continue to provide up-to-date information and ideas for handling new programs that include safety and security grants, teacher pay raises, and other initiatives from the OSDE. Attendance at these Zoom meetings has exceeded 275. These meetings have become a vital networking tool for our members. Other networking Zoom groups organized through CCOSA and OASA are federal programs, student information, tribal education, virtual education, and facility/operations directors.

Upcoming Calendar Events

OASA Legislative Conference

January 23 and 24, 2024

Embassy Suites, OKC

Women in School Leadership

March 27 and 28, 2024

Omni Hotel, OKC

CCOSA Summer Leadership Conference

June 12, 13, and 14, 2024

Omni Hotel and OKC Convention Center

OASA President Kevin Hime with U.S. Senator James Lankford and CCOSA Executive Director Dr. Pam Deering at the AASA 2023 Legislative Advocacy Conference.

Following the CCOSA Conference in June, it was another great conference with a record number of attendees. The keynote speakers at both summer conferences were outstanding! This year’s First Year Superintendent’s Academy has 54 superintendents attending. OASA is proud to have integrated the Professional Standards for Educational Excellence (PSEL) and Oklahoma’s Vision for Education Standards to the required standards in state law. This rich combination of standards has made the training a truly professional learning opportunity for new superintendents. Mentors are provided to support these new leaders, but all school leaders in their area are encouraged to reach out to offer guidance and direction.

The OASA School Finance Bootcamps are a great way to ensure that you stay abreast of the current state of Oklahoma school funding, learn about the nuances of the school funding formula, and work toward becoming a truly professional budget maker. All bootcamps will give a report on the state of school funding, but Bootcamp 1 will focus on basic school finance principles. Bootcamp 2, Advanced School Finance, will go deeper into budget development. Bootcamp 3 is a spring workshop that guides schools in projecting the budget for the upcoming school year and assists in making wise decisions on hiring. Look for registrations for Bootcamp I in your email soon.

The CCOSA Federal Program Bootcamps have become a must-attend training for school leaders. This series will be your best guidance for maximizing your federal program dollars. Kathy Dunn, CCOSA’s Federal Program consultant, leads the trainings. They are vital for central office staff who are leading federal programs. CCOSA Connects is an as-needed, one-hour session on timely topics. Our first CCOSA Connects’ sessions in September, Student Counts’ Matters, occur over a three-week time period to help our members report student counts. Often, schools are underreporting students, in turn costing the district state and federal funding.

OASA’s strength comes from its many members. We want to be sure all of our superintendents, principals, special services directors, and central office staff have the opportunity to become members of CCOSA/OASA and the other organizations under the CCOSA umbrella. We are so much stronger with advocacy efforts and professional learning when we are joined together as members. Thank you for renewing if you are already a member, and please help us bring new members in your districts to CCOSA/OASA. Please remember that school administrators must pay for their own dues but can have that amount included in their contract. If you would like sample language to include professional dues in your contract, please contact Dr. Deering at deering@ ccosa.org or Derald Glover at glover@ccosa.org

CCOSA’s District Level Services (DLS) provides a great opportunity for you to add directors, finance staff, and other members of your leadership team to participate in CCOSA workshops, get advice from CCOSA staff, and take advantage of Zoom consortiums and frameworks. Besides the free workshops and Quality School Framework support focused on virtual education, finance, curriculum and instruction, and energy efficiency, DLS member schools have access to required beginning-year professional development presentations. This easy-to-access digital training takes the burden away from the school to find experts and presenters for those topics. We are committed to continuing to build quality frameworks and trainings. If you have needs or ideas you would like us to add, please do not hesitate to contact us.

Kevin Hime, Lawton President-elect

Scott Farmer, Fort Gibson Vice-President

Dale Spradlin, Buffalo Past-President

Dr. Matt Posey, Bethel

OASA is your professional organization and will always respond to the needs of its members. We will continue to fight on behalf of public school administrators by advocating at the State Capitol. Through our professional development, our communications network, and our advocacy, we are committed to highlighting the fact that schools are being led by true professionals. We hope you will continue to be an active part of this amazing organization! ■

FY24 OASA Officer Team President

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OASSP / OMLEA

Chris LeGrande, OASSP/OMLEA Executive Director

Membership is the key element for growing, advancing, enhancing, and unifying our associations. I am proud to report that membership has continued to increase over the past several years, with a record 924 OASSP members reported at the end of the 2022-23 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 2023-24 membership or know someone who would like to join, email us at membership@ccosa.org and we will send you a username, temporary password, and login instructions.

On Friday, September 15, 2023, the OASSP Executive Committee met at the CCOSA office in Oklahoma City. The committee comprised of elected officers and regional representatives set legislative goals, planned for the February OASSP/OMLEA combined conference, approved appointments, and exchanged innovative leadership initiatives. For a complete list of OASSP Executive Committee members and their contact information, visit www. ccosa.org/oassp/board

Back for a fourth consecutive year is TeleLEAD, Oklahoma’s premier virtual principal’s leadership network. Hosted jointly by the OSU Center for Health Sciences ECHO Program, OSU-Tulsa, and CCOSA, this learning series began on September 6, and meetings are scheduled for the first and third Wednesday mornings of each month from 10-11 a.m. Our Hub team consists of Traci Newell, Principal of Elgin Lower Elementary School; Dr. Kas Nelson, Vici

OASSP UPDATE

Mark your calendar for February 13-14, 2024, for the annual OASSP/OMLEA Mid-Winter Conference . This year’s conference, themed “Leading With a Servant’s Heart,” will take place at the Hilton Garden Inn, Edmond, Oklahoma, and will feature keynote speakers and breakout sessions designed specifically for middle-level and secondary educators and school leaders. Begin planning to bring teacher teams and administrators to this amazing learning opportunity. Details concerning speakers and registration will be coming soon!

Elementary Principal; Blaine Wise, Principal of Glenpool Middle School; Eric Fox, Assistant Principal, Jenks High School; Glen Abshere, OAESP Executive Director; and Chris LeGrande, OASSP/OMLEA Executive Director. We are continually searching for case studies with issues affecting your local schools. If you have an idea for a case study, please reach out to me at legrande@ccosa.org. FERPA guidelines and confidentiality standards will be upheld.

If you are a first-year or early career administrator and are looking to enhance your leadership capacity, consider taking part in our New Principals Academy. Designed to promote an interactive discussion on topics essential for developing an understanding and knowledge of the principalship at the school level, this academy meets monthly throughout the fall semester and once in the spring for an advocacy experience. The academy is open to principals and assistant principals and is structured to offer guidance to steer early administrators through the initial adjustment period and set the foundation for a long and rewarding career. There are two offerings: in OKC (CCOSA Office) on September 21, October 24, November 14, and December 12; and the newly created Tulsa cohort

(Tulsa Technology Center–Lemley Memorial Campus) on September 28, October 25, November 16, and December 13. Both academies will offer an advocacy experience in conjunction with Principals Day at the Capitol on March 6, 2024. Spots are filling fast, so register today to reserve your seat at www. ccosa.org/professional-learning/ leadership-development/newprincipals-academy

If you are a veteran education leader serving as a principal, director, or central office administrator, you will benefit from the research and practices necessary to mentor, support, and coach principals. With guidance from NAESP Certified Coaches, you can join our Principal Coaching & Mentoring: Supporting and Sustaining School Leaders cohort to learn the latest strategies, tools, and resources needed to grow the capacity of other leaders, retain strong leaders, increase the leadership pipeline, and reduce turnover. This cohort meets three times in the fall semester: September 26, November 1, and December 5. For more information, visit ccosa.org/ professional-learning/leadershipdevelopment/principal-coachingand-mentoring. ■

OMLEA UPDATE

On Friday, September 8, 2023, OMLEA conducted its first executive committee meeting of the school year to discuss membership outreach, conference planning, 2023-24 legislative goals, and professional learning opportunities. You can access our OMLEA Executive Committee members and their contact information at www.ccosa.org/omlea/board.

In its second year of existence, the Oklahoma Principal Leadership Institute takes a deep dive into those essential skills an effective school leader possesses. 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. On July 18-20, 2023, the 20 new members of the Class of 2024 convened at Riversport OKC for dragon boat rowing and whitewater rafting. These team-building activities set the stage for what promises to be a fun-filled, adventure-packed year of professional growth and learning. Although registration has closed for this year’s institute, look for application information for the next OPLI cohort in April 2024. ■

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 350 OMLEA members. If you have yet to renew your membership for 2023-24, email us at membership@ccosa.org. Upon receipt, you will receive a username, temporary password, and login instructions. Encourage your colleagues and principal friends to join CCOSA today! There is universal power in numbers.

OAESP

Glen Abshere, OAESP Executive Director

OAESP membership had tremendous growth last school year, ending the year with 849 members. It is time to renew your membership for the 2023-24 school year. Join online today at www.ccosa.org/membership. We have a new membership database, and you will need to create an account. If you have any issues logging in to the new system, let us know. We can help. Thank you for being a member of CCOSA and OAESP! Please encourage others to join.

A few years ago, NAESP instituted a new rule that required the State Principal of the Year to be a member of NAESP for three consecutive years prior to their nomination for the National Distinguished Principal program. This rule made it difficult to find candidates who met that requirement, and I was very vocal in my opposition. The NAESP Board of Directors voted this summer to alter that rule, which now states that candidates must be a member of NAESP for one year prior to their nomination. We thank Dr. Earl Franks, NAESP Executive Director, and the NAESP Board of Directors for making this change. Don’t forget to also join NAESP when you renew your OAESP membership. If you are already a member of OAESP and would like to add NAESP membership, please reach out to me.

The OAESP Leadership Conference, formally known as the OAESP MidWinter Conference, will be held February 28-29, 2024, at the Embassy Suites OKC Downtown/Medical Center. Registration will open later this fall. The conference is a day and a half of learning, and the keynote speaker will be Jessica Cabeen, author of “Lead with Grace,” “Unconventional Leadership: Bridging the Connected World With Meaningful Relationships,” and “Hacking Early Learning: 10 Building Blocks to Success in PreK-3.” An announcement will be coming soon with additional details. The OAESP presidential candidates for this year are Jenny Affentranger, Bethel Public Schools, and Amy Estes, Hollis Public Schools. Both candidates will speak at the OAESP Leadership Conference on February 28-29. The OAESP presidential election will take place after the conference.

The New Principals Academy promotes an interactive discussion of topics essential for participants to develop understanding and knowledge of the leadership role at the school level. The academy provides guidance to steer an early career principal or assistant principal through the initial period of adjustment as a beginning administrator and to set the foundation for a long and rewarding career as a school administrator. Sessions include four trainings and one advocacy experience. Due to high demand, we are now offering two cohorts. One will meet at the CCOSA office in Oklahoma City, and the other in Tulsa at Tulsa Technology Center–Lemley Memorial Campus. See dates at right.

Spots are filling up fast! Register today to reserve your spot at https://www.ccosa.org/professional-learning/leadershipdevelopment/new-principals-academy.

OKC Cohort

September 21

October 24

November 14

December 12

Tulsa Cohort

September 28

October 25

November 16

December 13

TeleLEAD is Oklahoma’s principal leadership network for ongoing virtual conversations hosted by the OSU Center for Health Sciences ECHO Program, OSU-Tulsa, and CCOSA. Now entering its fourth year, TeleLEAD kicked off September 6, and future meetings will be the first and third Wednesday of the month from 10 to 11 a.m. Hub Team members include Traci Newell, Elgin Lower Elementary Principal; Kas Nelson, Vici Elementary Principal; 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. We are in need of case studies to present. If you have a case for consideration, please get in touch with me. FERPA and privacy are guaranteed. These virtual Zoom discussions provide great insight into complex issues facing public schools.

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

Our Principal Coaching and Mentoring: Supporting and Sustaining School Leaders training is designed for individuals who supervise principals or mentor other principals. This training will give participants tools to use when mentoring other leaders to provide thoughtful guidance. This cohort meets three times in the fall semester: September 26, November 1, and December 5. Sign up today at https:// www.ccosa.org/oaesp/professionallearning/coaching-and-mentoring

The second cohort of the Oklahoma Principal Leadership Institute (OPLI) kicked off in July. This yearlong, seven-day training designed for principals and assistant principals beyond their first year of service takes a deep dive into essential skills of effective school leaders. July 18-20, elementary and secondary principals from across Oklahoma met at the UCO Boathouse in Oklahoma City for three days of professional learning. Participants were led through strategies on identifying strengths among staff members, developing vision and mission statements, influencing positive school culture, and strengthening professional learning communities. OPLI also included whitewater rafting and dragon boat rowing at the Riversport Adventure Park. We are excited to continue professional learning with this OPLI cohort in November 2023 and April 2024. The application period for this institute is closed for this year; applications for the next cohort will open in April 2024. ■

ODSS

Andrea Kunkel, CCOSA General Counsel & ODSS Executive Director

ODSS has a packed learning event schedule for school year 2023-24.

The First-Year Special Education Directors Project, which ODSS operates under a contract between CCOSA and the Oklahoma State Department of Education’s Office of Special Education Services (OSDE-SES), has 91 new director participants—the highest number in its 11 years of operation. The First-Year group met in person and via Zoom on September 1, and additional sessions will follow on the first Fridays of October, November, and December. If your district has a first-time director who isn’t currently participating, contact Andrea Kunkel at kunkel@ccosa.org for more information.

The 2023 ODSS Best Practices Conference is fast approaching on October 25-26 at the J.D. McCarty Center in Norman. Beverley Johns will be with us for a portion of each day with practical presentations about Oppositional Defiant Disorder (ODD) and other hot topics. Johns also presented about ODD at the May LRP Conference and February Midwest Symposium for Leadership in Behavior Disorders, and ODSS members in attendance highly recommend her. OSDE-SES has approved the Best Practices Conference for Project 613 reimbursement for registration, travel, lodging, and substitutes. Registration is open at https://ccosa.my.site.com/events/s/communityevent?id=a1mDn000000htvG.

TeleSPED, a joint project of CCOSA/ODSS, the OSU Center for Health Sciences Project ECHO, and OSU-Tulsa, is back for its fifth year. Each one-hour virtual session includes a brief didactic

and a “real-life” case study focused on special education issues. TeleSPED is uniquely designed to provide an appropriate and accessible means of support and professional development for Oklahoma administrators, educators, and related service providers interested in a research-based process to improve their personal, school, and district capacity to address special education issues more effectively. Sessions run from noon to 1 p.m. on the second and fourth Mondays of most months beginning in September and ending in April. To participate, complete the one-time registration for TeleSPED at https:// medicine.okstate.edu/echo/tele-sped.html

Regional meetings of the Tulsa Area Directors of Special Services (TADSS) and Metro ODSS groups begin in September and continue through the end of the school year. TADSS meets in person with a virtual option in the afternoon on the second Thursday of September, November, December, January, February, April, and May. Metro ODSS meets in person with a virtual option in the morning on September 15, November 10, January 19, February 16, and April 12. To request inclusion on the TADSS email list, contact TADSS leader Julie Geiger at jgeiger@claremore.k12.ok.us. For Metro ODSS, contact Metro ODSS leader Scott McCall at smccall@ putnamcityschools.org. For information about other regional directors’ groups, contact Andrea Kunkel at kunkel@ccosa.org ■

READ TO LEAD

A review of ”The Hero Maker: How Superintendents Can Get Their School Boards to Do the Right Thing”

By Kevin Hime

“The Hero Maker: How Superintendents Can Get Their School Boards to Do the Right Thing” by Ryan Donlan and Todd Whitaker (Routlage, 2017) is a must-read for anyone in the field of education administration. Donlan and Whitaker provide invaluable insights and practical strategies for superintendents to enhance their working relationships with school board members.

As Whitaker aptly puts it, “Everybody wants to be a hero,” and this book beautifully explains how board members can achieve hero status by making smart and worthwhile decisions. Whitaker’s words ring true as he emphasizes that the path to heroism lies in doing the right thing rather than taking a rogue approach. By aligning their actions with the genuine purpose of education, board members can shine as heroes within their communities.

Whitaker’s statement

“Superintendent is one of the few positions that in order to be effective we actually have to guide our ‘bosses,’” describes the unique challenge faced by superintendents. The book masterfully tackles this challenge by offering strategies to work more effectively

with board members during meetings and beyond. The authors guide superintendents on how to foster productive roles for board members, ensuring they contribute meaningfully to policymaking without overreaching. The book’s guidance on connecting and communicating with board members is invaluable. Whether dealing with different temperaments or diverse agendas, the book equips superintendents with the tools to establish constructive dialogue and cooperation. “The Hero Maker” isn’t just about theory; it's a practical guide. It empowers superintendents to leverage board members’ strengths, ushering in a collaborative approach that transforms the education landscape. ■

With almost four decades of public education experience, Lawton Public Schools Superintendent Kevin Hime currently serves on CCOSA’s executive committee as OASA President. He is a past OASA Superintendent of the Year and serves on several education boards.